Giving Effective Giving Effective EvaluationsEvaluations

Presented by Joy Lewis, Presented by Joy Lewis, M.Ed., DTMM.Ed., DTM

Revised by LaShae Primus, Revised by LaShae Primus, M.Ed., CCM.Ed., CC

OBJECTIVESOBJECTIVES

To help recognize the purpose and To help recognize the purpose and value of effective speech evaluationsvalue of effective speech evaluations

To discover ways we can improve To discover ways we can improve our evaluation skillsour evaluation skills

To apply various evaluation To apply various evaluation techniques based of understanding techniques based of understanding and tools providedand tools provided

PROGRAMS OFFERED BY PROGRAMS OFFERED BY TOASTMASTERSTOASTMASTERS

EVALUATE TO MOTIVATEEVALUATE TO MOTIVATE

THE ART OF EFFECTIVE THE ART OF EFFECTIVE EVALUATIONEVALUATION

EFFECTIVE EVALUATION EFFECTIVE EVALUATION BENEFITS EVERYONE!BENEFITS EVERYONE!

THE SPEAKERTHE SPEAKER

THE EVALUATORTHE EVALUATOR

THE CLUBTHE CLUB

BENEFITS TO THE BENEFITS TO THE SPEAKERSPEAKER

GOOD EVALUATIONS:GOOD EVALUATIONS: foster personal growthfoster personal growth encourage the speaker to do more encourage the speaker to do more

speeches, tryout out suggested speeches, tryout out suggested techniquestechniques

foster improved, active listening skillsfoster improved, active listening skills give immediate feedback making it give immediate feedback making it

easier to remember suggestions for easier to remember suggestions for improvementimprovement

SPEAKER’S SPEAKER’S RESPONSIBILITIESRESPONSIBILITIES

Communicate your goals to the Communicate your goals to the evaluatorevaluator

Prepare your speech in advancePrepare your speech in advance

Empathize with the evaluatorEmpathize with the evaluator

Prepare to changePrepare to change

THE EVALUATORTHE EVALUATOR

* MOTIVATES* MOTIVATES

* FACILITATES* FACILITATES

* COUNSELS* COUNSELS

10 BEHAVIORS OF AN 10 BEHAVIORS OF AN EFFECTIVE EVALUATOREFFECTIVE EVALUATOR

1.1. Show you careShow you care

2.2. Suit your evaluation to the speakerSuit your evaluation to the speaker

3.3. Learn the speaker’s objectivesLearn the speaker’s objectives

4.4. Listen activelyListen actively

5.5. Personalize your languagePersonalize your language

10 BEHAVIORS (cont.)10 BEHAVIORS (cont.)

6.6. Give positive reinforcementGive positive reinforcement

7.7. Build a motivational climateBuild a motivational climate

8.8. Evaluate behavior, not peopleEvaluate behavior, not people

9.9. Nourish self-respectNourish self-respect

10.10. Show the speaker how to Show the speaker how to improveimprove

WHO EVALUATES THE WHO EVALUATES THE EVALUATORS?EVALUATORS?

The general evaluator, of course!The general evaluator, of course!

What we are going to do now?What we are going to do now?

HOW DO WE DO IT?HOW DO WE DO IT?

BE GENUINEBE GENUINE RECOGNIZE IMPROVEMENTRECOGNIZE IMPROVEMENT AVOID VALUE JUDGMENTSAVOID VALUE JUDGMENTS PROVIDE POSITIVE DIRECTIONPROVIDE POSITIVE DIRECTION

EVALUATION METHODSEVALUATION METHODS

1.1. Tell and sellTell and sell

2.2. Tell and listenTell and listen

3.3. Problem solvingProblem solving

4.4. Open forumOpen forum

TELL AND SELLTELL AND SELL

Most common method used by clubsMost common method used by clubs Evaluator talks; speaker listensEvaluator talks; speaker listens

- assumes evaluation is on target- assumes evaluation is on target

- brevity- brevity

- most effective when evaluator is - most effective when evaluator is experiencedexperienced

- can put the speaker on defensive or - can put the speaker on defensive or create animosity (then the speaker will create animosity (then the speaker will have little opportunity for improvement)have little opportunity for improvement)

TELL AND LISTENTELL AND LISTEN Evaluator gives appraisal and Evaluator gives appraisal and

recommendationsrecommendations Speaker responds; feedback on Speaker responds; feedback on

feedbackfeedback

ADVANTAGES:ADVANTAGES:- Removes defensive feelingsRemoves defensive feelings- Builds positive interpersonal relations Builds positive interpersonal relations

and group unityand group unity- Helps the evaluator improveHelps the evaluator improve

TELL AND LISTEN TELL AND LISTEN (cont.)(cont.)

DISADVANTAGES:DISADVANTAGES:- Takes more timeTakes more time- May make a newer speaker nervousMay make a newer speaker nervous- Could lessen impact of Could lessen impact of

recommendationsrecommendations

PROBLEM SOLVINGPROBLEM SOLVING

***Difficult***Time ***Difficult***Time Consuming***Effective***Consuming***Effective***

Before the speech, the evaluator asks the Before the speech, the evaluator asks the speaker to share concerns.speaker to share concerns.

After the speech the evaluator identifies the After the speech the evaluator identifies the speaker’s strengths and problem areas by speaker’s strengths and problem areas by asking non-threatening questions:asking non-threatening questions:

- do you feel you met your manual - do you feel you met your manual objectives?objectives?

- why did you select this topic?- why did you select this topic?

PROBLEM SOLVING PROBLEM SOLVING (cont.)(cont.)

Together, evaluator and speaker build Together, evaluator and speaker build mutual agreements on what mutual agreements on what improvements the speaker has made; improvements the speaker has made; strengths; problems. Other members strengths; problems. Other members may comment.may comment.

Evaluator asks speaker how he/she feels Evaluator asks speaker how he/she feels problems can be solved. Evaluator problems can be solved. Evaluator steers the speaker toward selecting steers the speaker toward selecting actual methods for improvement.actual methods for improvement.

PROBLEM SOLVING PROBLEM SOLVING (cont.)(cont.)

DISADVANTAGES TO PROBLEM DISADVANTAGES TO PROBLEM SOLVING METHOD:SOLVING METHOD:

- Takes more timeTakes more time- Risky with an inexperienced speakerRisky with an inexperienced speaker- Because it lets the speaker ultimately Because it lets the speaker ultimately

decide how they will improve, it can decide how they will improve, it can stimulate changes that are different stimulate changes that are different from those the evaluator might have from those the evaluator might have suggestedsuggested

OPEN FORUMOPEN FORUM

Often used in advanced clubsOften used in advanced clubs Allows for group participationAllows for group participation May be intimidating for less May be intimidating for less

experienced speakersexperienced speakers

A Step-by-Step Approach to A Step-by-Step Approach to Speech Evaluation Speech Evaluation

1. 1. Step 1 - Step 1 - Understanding the Fundamentals of an Understanding the Fundamentals of an EvaluationEvaluationThere are two fundamentals to bear in mind when you are There are two fundamentals to bear in mind when you are giving an evaluation. giving an evaluation.

First, imagine the person you are evaluating has been First, imagine the person you are evaluating has been asked to give the same speech again in the near future.asked to give the same speech again in the near future.

What can you say to help them do it better next time What can you say to help them do it better next time round? round?

What aspects worked well and should be kept, and what What aspects worked well and should be kept, and what could be improved on? could be improved on?

And secondly, evaluations are given to help both the And secondly, evaluations are given to help both the speaker and all other club members. By giving feedback, speaker and all other club members. By giving feedback, you are one of the 'teachers' for the meeting, and are you are one of the 'teachers' for the meeting, and are helping members improve their speaking skills.helping members improve their speaking skills.

To support this, try to expand some of your To support this, try to expand some of your commendations or recommendations into a mini-commendations or recommendations into a mini-educational to get your point across to the whole audience. educational to get your point across to the whole audience.

A Step-by-Step Approach to A Step-by-Step Approach to Speech EvaluationSpeech Evaluation

Step 2 - Step 2 - Before the SpeechBefore the SpeechDiscuss the speech with the speaker beforehand. You can start Discuss the speech with the speaker beforehand. You can start the evaluation process at this stage by finding out what they plan the evaluation process at this stage by finding out what they plan to work on, and offering advice.to work on, and offering advice.

Read the speech assignment and find out the manual goals, and Read the speech assignment and find out the manual goals, and the speaker's personal goals (if any).the speaker's personal goals (if any).

Write these goals down on a sheet of paper (your Evaluation Write these goals down on a sheet of paper (your Evaluation Sheet), which you will use at the meeting. Write them on a single Sheet), which you will use at the meeting. Write them on a single piece of paper, one underneath the other.piece of paper, one underneath the other.

Step 3Step 3 - - During the SpeechDuring the SpeechYou are looking to see if the speaker met their goals. If they did: You are looking to see if the speaker met their goals. If they did: why? if not: why not, and how can it be improved? Using your why? if not: why not, and how can it be improved? Using your Evaluation Sheet, listen to the speech and write C for Evaluation Sheet, listen to the speech and write C for Commendation or R for Recommendation against the goals listed Commendation or R for Recommendation against the goals listed (you may not have time to cover them all), plus any notes or (you may not have time to cover them all), plus any notes or comments. At the end of the speech determine which comments. At the end of the speech determine which Commendations and Recommendations would most help the Commendations and Recommendations would most help the speaker move on, and only concentrate on these in your speaker move on, and only concentrate on these in your feedback. Choose the most important and helpful issues to feedback. Choose the most important and helpful issues to comment on. comment on.

A Step-by-Step Approach A Step-by-Step Approach Cont’d Cont’d

Step 4 -Step 4 -  Giving the EvaluationGiving the EvaluationUse the C-R-C Method Use the C-R-C Method

Give one or two Commendations Give one or two Commendations Then one or two Recommendations Then one or two Recommendations Then a final Commendation Then a final Commendation  An Evaluation FormulaAn Evaluation Formula

Step 4 Cont’dStep 4 Cont’d An evaluation is a mini speech. It has an Opening, a Body and an Ending. An evaluation is a mini speech. It has an Opening, a Body and an Ending.

The opening is an introduction to the evaluation, for example, setting the The opening is an introduction to the evaluation, for example, setting the scene. The ending is a summary of the main points you have made, and scene. The ending is a summary of the main points you have made, and the body is where you concentrate on the commendations and the body is where you concentrate on the commendations and recommendations. recommendations.

Commendations have 2 components: State an issue that went well, ex: Commendations have 2 components: State an issue that went well, ex: speech structure, explain why it worked.speech structure, explain why it worked.

Recommendations have 3 components: State an issue that could be Recommendations have 3 components: State an issue that could be improved on, eg use of notes Explain why it didn't work improved on, eg use of notes Explain why it didn't work Make a suggestion for how it could be improved.Make a suggestion for how it could be improved.

So written as a formula, this is what the evaluation will look like: So written as a formula, this is what the evaluation will look like: Opening: Introduction Opening: Introduction Body: Body: C = Issue  + Why  C = Issue  + Why  

    R = Issue  + Why  + How   R = Issue  + Why  + How   

    C = Issue  + Why C = Issue  + Why 

Ending: SummaryEnding: Summary

A Step-by-Step Approach to A Step-by-Step Approach to Speech EvaluationSpeech Evaluation

Step 5Step 5 - - After the SpeechAfter the Speech Fill in the manual. Give it back to the speaker! Fill in the manual. Give it back to the speaker! Offer discussion with them for further feedback Offer discussion with them for further feedback

Step 6Step 6 - - On a Regular BasisOn a Regular BasisBuild up a bank of suggestions you can use in Build up a bank of suggestions you can use in evaluations. Make a list of issues that may arise in evaluations. Make a list of issues that may arise in people's speeches, eg variety of voice, speech people's speeches, eg variety of voice, speech structure, use of notes, and write down suggestions structure, use of notes, and write down suggestions for improvement. Keep adding to the list, so that as for improvement. Keep adding to the list, so that as issues crop up in speeches you are already prepared. issues crop up in speeches you are already prepared.

And finally, remember that the better you become at And finally, remember that the better you become at evaluations, the more you learn what goes into evaluations, the more you learn what goes into making a good speech, and the more you learn how to making a good speech, and the more you learn how to improve your own speaking.  improve your own speaking. 

WHAT EVALUATION IS WHAT EVALUATION IS NOTNOT

NOT AN OPINION ABOUT THE TOPICNOT AN OPINION ABOUT THE TOPIC NOT A RE-TELLING OF THE SPEECHNOT A RE-TELLING OF THE SPEECH NOT A SPEECH OPPORTUNITY FOR NOT A SPEECH OPPORTUNITY FOR

THE EVALUATORTHE EVALUATOR NOT A WHITE-WASHNOT A WHITE-WASH NOT AN ATTACK ON THE SPEAKERNOT AN ATTACK ON THE SPEAKER NOT A TIME FOR LENGTHY TELLING NOT A TIME FOR LENGTHY TELLING

OF PERSONAL EXPERIENCEOF PERSONAL EXPERIENCE

IS THERE A TRICK TO IS THERE A TRICK TO IT?IT?

Some people just wing itSome people just wing it Some people use a formSome people use a form Some people have a formulaSome people have a formula Some people have a scriptSome people have a script It’s always a mini-speech: open, It’s always a mini-speech: open,

body, closebody, close

Effective EvaluationsEffective Evaluations Here are some ideas of things to look for, when you are the Here are some ideas of things to look for, when you are the

Speech Evaluator.Speech Evaluator. Gestures (relaxed, natural, variety, appropriate to content) Gestures (relaxed, natural, variety, appropriate to content) Vocal variety (relaxed, varied, not too loud/not too soft, appropriate Vocal variety (relaxed, varied, not too loud/not too soft, appropriate

to content, easy to listen to, can be heard) to content, easy to listen to, can be heard) Eye contact Eye contact Facial expression (varied, appropriate to content, pleasant - smiles, Facial expression (varied, appropriate to content, pleasant - smiles,

when appropriate) when appropriate) Body language (move around naturally, use body language to make Body language (move around naturally, use body language to make

points or demonstrate) points or demonstrate) Organization (Open/Body/Close) Organization (Open/Body/Close) Lack of nervousness Lack of nervousness Improvement from previous speeches Improvement from previous speeches Specifics of content - for example: Specifics of content - for example:

Use of good examples to make a point Use of good examples to make a point Use of effective stories, to make a point Use of effective stories, to make a point Humor Humor (Do not evaluate on whether or not you agree with the (Do not evaluate on whether or not you agree with the

speaker!)speaker!) Use of props (appropriate, used naturally, prepared, not distracting)Use of props (appropriate, used naturally, prepared, not distracting)

WITH PRACTICE WITH PRACTICE

AND GOOD FEEDBACK AND GOOD FEEDBACK

YOU CAN BE A GREAT YOU CAN BE A GREAT EVALUATOR!EVALUATOR!

Resources:Resources:

http://www.toastmasters.org.nz/indehttp://www.toastmasters.org.nz/index.cfm/Speaking_Resources/Evaluatiox.cfm/Speaking_Resources/Evaluations.htmlns.html

http://www.geocities.com/ae688/tmehttp://www.geocities.com/ae688/tmevaluation.htmlvaluation.html