the toastmasters international educational program is designed to

Mentor's Guide Version 1.06.doc Saved: 5 April 2010

This Guide provides:

An overview of the mentoring process,

Guidance for the mentor and mentee

Basic information for a new member, and

Where to find resources.

Avalon Beach Toastmasters Club

Mentoring Guide

Sunrise at Avalon Beach

Table of Contents

Overview of the Mentor’s role .........................................................................................................................2 Benefits of Mentoring........................................................................................................................................4

Mentor Benefits .............................................................................................................................................4 Mentee Advantages .......................................................................................................................................4 Club Benefits ..................................................................................................................................................4

Tips For Being an Effective Mentor ...............................................................................................................5 Providing Advice ...........................................................................................................................................5 Motivating Your Mentee ..............................................................................................................................5 Be Available ....................................................................................................................................................5 Additional Mentors........................................................................................................................................5 "Mentoring Language" - Finding the Best Words ....................................................................................5

The Mentee’s Obligations .................................................................................................................................7 The Meeting Assignment Guide ......................................................................................................................7 The Meeting Agenda..........................................................................................................................................7 The Mentee’s First Speaking Assignment.......................................................................................................8 Available Resources ...........................................................................................................................................8 The Toastmasters Educational Program ........................................................................................................9

The Competent Communication Manual (Advice for your mentee).....................................................9 The Competent Leader Manual (Advice for your mentee) ...................................................................10

The Member Achievement Record. (Advice for your Mentee) ...............................................................12 The Club Executive Committee.....................................................................................................................13 Contest Process ................................................................................................................................................14 Toastmasters International Organisational Structure .................................................................................15 Troubleshooting ...............................................................................................................................................16 Acknowledgement............................................................................................................................................16

OVERVIEW OF THE MENTOR’S ROLE

The Toastmasters International educational program is designed to provide generic communication and leadership skills that will enhance a member’s existing skills and to further develop them in the supportive environment of the club meeting.

As a mentor, you are there to guide and encourage your mentee to achieve their personal development goals. To do this, you need to spend some time with your mentee and find out what their interests are; what their goals are and discuss how you can help.

Avalon Beach Toastmasters - Mentor’s Guide. Compiled by Lorraine and Graham Wood.

Arrange a meeting with your mentee, outside of the club meeting, to go through the contents of their manuals and assignment guides and explain to them the basic overview of Toastmasters. Choose a mutually convenient, quiet place where you will not be interrupted. This will help develop a sound relationship based on trust and facilitate effective communication which is essential between a mentor and a mentee.

Take with you a checklist of what you need to cover so that you don’t miss anything out. You do not need to cover every thing in great detail, as the member has the resource information to read up on as it is required. Your role at this meeting is to advise where to find information, when it will be needed and general procedural information.

Items on your checklist should include (but are not limited to) the following:

Toastmasters Organisational structure - where our club fits in (See Figure 2)

Toastmasters Educational Program

Member Achievement Record

Competent Communication Manual

Competent Leader Manual

Club Executive Committee

Meeting Assignment Guide

Meeting Agenda

Mentee’s first speaking assignment

Where to find resources

Contest Process

As there is a considerable amount of information to process, it will be more effectively absorbed over a period of time, so only discuss 3 or 4 items at a time. Meetings should be no longer than an hour, unless you are both content to spend longer. Ensure there is ample time for the mentee to ask questions and understand what you have discussed.

Your role does not begin and end at the first meeting. A mentor is an ongoing resource for the mentee, and it is a two-way relationship. The first months for a new member are critical in learning both the format of the meeting as well as taking steps to develop communication skills. Avoid cancelling the meeting if at all possible. Some mentoring meetings are held most successfully outdoors - coffee shops, walks through a park etc. Some may need to be held over the phone. Mentoring involves personal contact, so email is not an effective medium for mentoring, particularly in the early phases. Make a time for your next meeting to cover other items on your checklist, before you finish your current meeting. This will reinforce the importance the meeting’s importance for both you and your mentee.

At the initial and following meeting keep a record of the important points discussed. At the first meeting find out what the mentee’s goals and objectives are and develop a basic plan to achieve them. A good starting point is to review the “Member’s Profile” in the new members kit and the “Evaluate your Progress” forms in their Competent Communicator Manual . It is desirable for each of you to have a dedicated notebook to write down the agreed goals, the basic plan and any actions that you both may have. Clearly defined and written goals are always more likely to be achieved. As you develop a closer understanding of mentee’s goals over time and as he or she develops their skills then revise the plan. The mentor may need to apply gentle pressure to ensure the mentee continues to progress in a timely manner. The longer between assignments the longer it takes to build their confidence. Ensure you put time frames against agreed actions.

Make a point of checking your own as well as your mentee’s assignment when the agenda is issued for the next meeting. If your mentee’s name is not on the agenda, speak to the VPE to find out why. (It may be that the member has given an apology, or it may be an oversight). It is important that members have some speaking role at each meeting, to maintain confidence as well as becoming proficient with each assignment.

It is expected that the mentee will contact you for advice and assistance during the early stages. Be sure to make yourself available for them. As your mentee becomes more familiar with Toastmasters processes, you may find that you need to spend less time with them. It is important however, that


you familiarise them with external Toastmasters activities such as visiting other clubs, attending District conferences and contests. There is much more available in Toastmasters besides the club meetings. By attending external events, the new member will make new acquaintances and networking opportunities as well as learning additional educational concepts to add to their communication and leadership skill building. Consider inviting your mentee with you when attending external events. This will also help develop a stronger rapport with them.

Be sure to recognise your mentee’s achievements with an acknowledging phone call or email and offer feedback regularly.

BENEFITS OF MENTORING

Mentor Benefits

If you are considering becoming a mentor then take into account the following benefits. Mentoring will considerably raise your own standards. Mentors do not need to have all of the answers but do need to be able to find them. When you seek out information you naturally improve your own knowledge. You will also learn from your mentee as:

they will have knowledge and experience that you don’t have

mentoring will help you enhance your interpersonal skills

to explain knowledge you must have a very thorough understanding of it, and

the act of explaining something tests, validates and enhances your own knowledge

Mentoring is an opportunity for you to give back to the club what has been given to you by others and for some members it is an opportunity to remain productive and have a fulfilling role.

However, by far the most fulfilling and personally rewarding benefit for the mentor is to share in the success of your mentee as they grow into confident, capable communicators and leaders.

Mentee Advantages

With the aid of a mentor, mentees are able to develop a higher standard of skills in a much shorter period. They are also able to quickly take advantage of the vast array of TI resources and use these resources during their development.

The mentee will also lean the role of being a mentee. For some this is a new experience and can take a bit of adjusting to. A mentee needs to feel comfortable with peer to peer review of their work. This is now becoming more common place in Industry and Government as it speeds up the development and assimilation of new staff into the work force. Having experience of being a mentee can therefore be useful in your professional life by understanding and accepting peer to peer review. For example, engineering companies use mentoring to speed up the transition of young engineers from the academic world to practical world.

Experienced Mentees. For mentees that are already experienced Toastmasters the mentoring program helps avoid stagnation, can offer a fresh insight into new aspects and eliminate bad habits that may have crept in. There is also the opportunity of developing new skills, i.e. Humour or Story Telling that a good mentor may encourage one to try.

Overall, mentoring contributes significantly to making the whole “Toastmaster’s Experience” more enjoyable and rewarding for all mentees.

Club Benefits


The benefits at a club level are also particularly valuable. A mentor helps maintain and perpetuate Toastmasters International’s standards and customs at club meetings which in turn ensures a quality club.

Research has found that Clubs with active mentor programs have more members because their members are more satisfied and they tend to remain in the club longer.

Clubs that have a well managed program also have better club cohesiveness, a stronger team spirit and a healthier executive committee.

TIPS FOR BEING AN EFFECTIVE MENTOR

Providing Advice

When providing advice to your mentee, endeavour to explain why you recommend something or the basis for your advice rather than what to do. Do not judge or be judgmental. Provide guidance and give them the skills so that they can decide for themselves next time. Instead of pointing out a deficiency, ask open questions, such as:

# Do you think speech that flows properly?

# How do you think we could improve that transition?

# What was your basis for including that?

# Do you feel you controlled the meeting effectively?

# Were you happy with .....?

Remember that it is easy to say what to do, but a good teacher will help the mentee decide what to do. Show them how to discover, search and answer questions for themselves.

Motivating Your Mentee

Encourage your mentee to achieve their potential and always acknowledge their effort and achievement. Many people fail to reach their full potential because they often under estimate their own abilities. Be a patient listener. By being keenly interested in their development and providing support and encouragement through mentoring them, your mentees will be motivated to do well and driven to reward your efforts.

Be Available

Where possible be available for you mentee. Always call back and reschedule the meeting if you are unavailable and demonstrate that the meeting is important to you.

Additional Mentors

Each mentor has their own strengths and there may be occasions when you or your mentee may need help from another mentor who is particularly strong in one or other areas. Don’t hesitate to seek help or pass your mentee over. There may become a time when your student has learnt most of what you know and he or she needs a more experienced mentor. If they have reached the highest standard in your club the time may come when they may need an external mentor. Discuss this with your VPE and seek out a suitable mentor from your Area or Division who has the appropriate standard. Most advanced Toastmasters would be keen to help.

"Mentoring Language" - Finding the Best Words

The language you use when mentoring is important so that effective communication is achieved without setting up defensive barriers. Try to use the following recommended “language” as much as possible during mentoring and indeed during all communications.

Use "I or We" versus You


You sets up potential judgment, blaming, and defensive reactions.

I denotes self-responsibility and personal ownership of a point of view and is easier to listen to.

We clearly includes others and stresses teamwork.

As you work to build a collaborative and trusting mentoring relationship, you will find that it is helpful to use inclusive language rather than words that separate or potentially trigger defensiveness. Self-responsible language always contains lots of I’s and very few you’s.

Use "Could" versus "Should"

Should is controlling and over-directive and can set up feelings of guilt (which are not helpful).

Could is more open and sets up additional possibilities in our thinking, acting, and cooperating.

Shoulding on others is an unconscious act of control and manipulation. Most of us do not appreciate this parental approach; in fact, most people are offended by it and resent being treated like children. Avoid shoulding on yourself and others.

Use "And" versus "But"

But tends to cancel out or discount what was said prior to the "but," and sets up an argumentative tone.

And feels inclusive, makes room for other points of view, and indicates respect for the speaker.

And does a great job of creating a feeling of openness and space for all of the paradoxes that coexist in life -- especially in working situations, in which everyone has a portion of the whole truth and nobody can see it all.

Use "Will" versus "Try"

I’ll try can often give people an excuse for not succeeding, as in "Well, I tried."

I will is a much stronger commitment.

Stretching others begins between their ears, in how they think about themselves and their capabilities. A mentor often sees more capability than the mentee does. So be vigilant for words that psychologically leave a back door open to failure. Encourage your mentee to make a commitment in the form of "I will."

Reframing

One of the key skills for mentors is reframing -- helping mentees to think about issues and problems in new ways that help to create breakthroughs in their thinking and, thus, in their actions.

Try reframing some common words:

• Reframe always or never as sometimes (hardly anything is always or never true)

• Reframe can’t as won’t (because the truth usually is won’t)

• Reframe mistakes as learnings (because there is no shame in learning something)

Try eliminating the following:

• yes, but . . . (because it is usually argumentative or just an excuse)

• it (because you can almost always more clearly identify whatever "it" is)

• they (because it separates and excludes people)


(Source: http://www.uwosh.edu/mentoring/tools3.html)

THE MENTEE’S OBLIGATIONS

Mentoring is a two way process. The mentee is also expected to pull his or her own weight, particularly as the mentoring effort is for their benefit. The mentee must realise that to have a personal voluntary mentor caring for their individual development is a very special and rare privilege in these times. The mentee needs to respond to the efforts of the mentor by contributing in the following ways:

# Strive to be a good mentee, i.e. Do your home work to the best of your ability

# Encourage your mentor

# Be eager to learn

# Get to know your mentor - take him/her out for coffee, chat

# Be honest and open with your feelings

# Be receptive and open to new ideas

# Do not expect the mentor to fix your problems

# Ask questions (lots of them!)

# Take responsibility and ownership of your speaking assignments

# Participate regularly

The most significant obligation of the mentee is to give back to the organisation what has been given to them. That is, in turn, become a mentee to a new member. This propagates the process and ensures that the knowledge and skills are passed on.

THE MEETING ASSIGNMENT GUIDE

Each new member receives a copy of the Avalon Beach Toastmaster’s Assignment Guide. This assignment guide enables members to participate in each club meeting by preparing various assignments which add educational and evaluative content. Members may volunteer for a role in the next meeting or may have a role assigned to them.

When the next meeting agenda is received, members are advised to look up the role they have been assigned in the assignment guide and note the specific requirements. Members are advised to take note of the length of time the assignment is allocated so that they prepare to speak with the timeframe in mind.

If the member has read the assignment guide and requires further clarification, contact the mentor for assistance or the Vice President Membership.

Some assignments will require little preparation prior to the meeting, which may mean simply familiarising oneself with what is required of the role. Other assignments will need considerable preparation, such as the Meeting Chairman, Speech Evaluator or Speech Toastmaster.

Members must give their assignment the attention it deserves as this preparation is what distinguishes quality in club meetings. When one is prepared for one’s role, one will be more relaxed and in control of the assignment.

THE MEETING AGENDA

The draft meeting agenda is issued by the VPE to all members approximately 10 days in advance of the meeting. It is important for the member to note what role has been assigned to them so that they are aware of it and can prepare for it in adequate time.


If members know they will be not available to attend the meeting, it is a courtesy to contact the VPE immediately to give their apologies for the meeting. This will allow the VPE time to reassign their role to another member and avoid wasting time during the meeting with program alterations.

Sometimes things happen at the last minute and members may find they are unable to attend the meeting on the day. Members should still take the time to contact the VPE so that it is known at the start of the night that the member will not be there and the role can be reassigned. Otherwise the Chairman/VPE are unsure whether the member is just running late or not coming at all.

Toward the end of each meeting, the VPE will call for volunteers for assignments at the next meeting. It is recommended that members try each meeting assignment to gain proficiency in the role in the event that they may be called upon at short notice due to apologies.

Members are encouraged to always put their hand up to try a new assignment. More skills and experience are acquired by those who ‘have a go’!

The agenda will have usual administrative items on it such as apologies, program alterations, assignment reports and prepared speeches. From time to time there will be a business session, where the club executive committee report to the club on the outcome of their latest executive meeting, table topics, debates or motions on notice.

If the member does not understand any particular part of an agenda, they are advised to consult their mentor or the Vice President Education for further information.

THE MENTEE’S FIRST SPEAKING ASSIGNMENT

Encourage your mentee to start speaking sooner rather than later. Some new members want to start with their ice-breaker right away, others prefer to start with a small meeting assignment. It is important that the ice-breaker is given within the first few meetings so that the member doesn’t become comfortable putting it off. At your first meeting, set a goal for your mentee. “To deliver your ice-breaker by ...” or “to deliver one speech every 2 months” or whatever is appropriate for the mentee. Work with them to achieve these goals so that the goals are meaningful. As each goal is achieved, acknowledge the mentee’s progress and set another target with the mentee. Ensure the goals are SMART:

Specific, Measurable, Achievable, Realistic and Time bound.

When the agenda is issued, note what role your mentee has been assigned. Read up on the assignment guide for your mentee’s assignment before you contact them, so that you are confident with the requirements of the role. Call your mentee to discuss the assignment with them, and find out if they need any assistance or whether they understand how they need to prepare for the role.

If your mentee is scheduled for a prepared speech, offer to help them with the putting the speech together. NOTE: be careful that you don’t take on the project yourself. Try to point out where improvements may be beneficial with the basis of your suggestion, without rewording it yourself. This way the mentee develops their skills.

This is their speech, and the idea is for the member to write and deliver the speech.

AVAILABLE RESOURCES

The club will endeavour to compile a library of educational CDs and DVDs for the use of all members. This is what club funds are to be used primarily for. As the club acquires these items, the Sergeant at Arms will make members aware of what is available to be borrowed.

Other information can be found on the District 70 Website at http://www.d70toastmasters.org/index.htm. Such information includes speaker resources, information about other clubs, Speechcraft courses, social/educational events in other clubs or District events.

The Toastmasters International Website at http://www.toastmasters.org/ also provides a wealth of information for members and speaker resources.


The club website (www.avalontoastmasters.org.au) will also be a resource for members. Avalon Beach Toastmasters have produced their own resource kit on a CD, with information collected from

Toastmasters International, District 70, The Toastmaster Magazine as well as club members. A copy of the CD can be found in the New Member’s resource folder.

Encourage your mentee to visit other clubs in order to build their resource network, learn from other clubs and liaise with fellow Toastmasters.

THE TOASTMASTERS EDUCATIONAL PROGRAM

The educational program is the heart of a Toastmasters club. It is the means through which each member develops their communication and leadership skills and achieves their goal of becoming a better communicator.

The Toastmasters educational program is divided into two tracks -a communication track and a leadership track. The tracks are not mutually exclusive. One may participate in both tracks at the same time if preferred.

A comprehensive guide to the educational program can be found on page 58-60 of the Competent Communication manual.

The Competent Communication Manual (Advice for your mentee)

There is much more information in your Competent Communication (CC) manual than just your speech projects.

• It is a good idea to refresh your memory with The Toastmaster’s Promise (page 3) from time to time.

• Note the section ‘About your Club’ (page 63) featuring meetings, assignments and club leadership.

• ‘Your Toastmasters Survival Guide’ (page 72) has handy hints and tips for overcoming nerves, speech topics, Table Topics and speaker protocol.

Your CC manual is the first pathway on the TI Communication Track and your first educational award (of many) to aspire to. We have an expectation that you will deliver a minimum of one speech every 2-3 months,


however, we encourage you to speak often to maintain your communication skills.

As you work your way through the speech projects in your CC manual, be sure to have your Project Completion Record (on page 80) signed off by the Vice President Education (VPE) after every speech. It is up to you to record your speech title and the date in the record and to bring your manual to be evaluated on the night you give your speech. The VPE will then verify your Project Completion Record as well as recording your speech on the Member’s Progress Chart.

It is recommended that you give your speeches in the project order in which they appear in your manual. This is so that you can gradually build on the skills you have learned in each project.

When you are scheduled to give a prepared speech, pass your manual to the member assigned to evaluate you BEFORE the meeting commences so that the member can read up on your assignment and required objectives.

Take note of what the evaluator says in their verbal evaluation, as well as their written comments. Try to discuss this with your evaluator after the meeting for more detailed feedback. These are areas to focus on improving for your next assignment.

Once you have completed your 10 speeches, give your manual to the VPE to submit your Competent Communicator Award with Toastmasters International (TI). TI will forward your Competent Communicator Certificate directly to you.

You will then be ready to commence speaking from the Advanced Speaker Manuals (as listed on Page 76 of the CC manual). You will receive 2 free manuals with your Competent Communicator Certificate so you must advise the VPE which 2 manuals you’d like.

The Competent Leader Manual (Advice for your mentee)

The Competent Leader (CL) manual is made up of a series of 10 projects designed for you to develop competence with meeting assignments as well as organisation skills for external and internal club events and campaigns. It is anticipated that it will take at least one year to complete all 10 projects if you do not visit other clubs and take up meeting roles and assignments.

Below is a table of the projects and requirements for completing them. You may only have one assignment evaluated per meeting.

You must prepare for each assignment by studying the assignment guide, reading through the project requirements, and presenting your manual for evaluation to a fellow member during the ‘Speech and CL manual exchange’ at the meeting. This is so that the evaluator has the opportunity to observe you conducting the role and to study the requirements of the role to see that you meet the objectives.

As you complete each project, (not each assignment), have your Project Completion Record (on page 90) signed off by the VPE.


Once you have completed your 10 projects, give your manual to the VPE to submit your Competent Leader award with Toastmasters International (TI). TI will forward your Competent Leader Certificate directly to you.

You will then be eligible to commence the Advanced Leader program.


Project Role Requirements Time to Complete

1. Listening and Leadership

Serve in any 3 of the 4 roles 1. Ah Counter 2. Speech Evaluator 3. Grammarian 4. Table Topics Speaker

3 Meetings

2. Critical Thinking

Serve in any 2 of the 3 roles 1. Speech Evaluator 2. Grammarian 3. General Evaluator

2 Meetings

3. Giving Feedback

Serve all 3 roles 1. Speech Evaluator 2. Grammarian 3. General Evaluator

3 Meetings

4. Time Management

Serve as Timer and any one of the remaining roles 1. Chairman (called Toastmaster in the manual) 2. Speaker (prepared speech) 3. Table Topic Master 4. Grammarian

2 Meetings

5. Planning and Implementation

Serve in any 3 of the 4 roles 1. Speaker (prepared speech) 2. General Evaluator 3. Chairman (called Toastmaster in the manual) 4. Table Topic Master

3 Meetings

6. Organising and Delegating

Serve in any 1 of the 6 roles 1. Help organise a club speech contest 2. Help organise a club special event 3. Help organise a club membership campaign or contest 4. Help organise a public relations campaign 5. Help produce the club newsletter 6. Assist the club’s Webmaster

Non-specific period

7. Developing Your Facilitation Skills

Serve in any 2 of the 4 roles 1. Chairman (called Toastmaster in the manual) 2. General Evaluator 3. Table Topic Master 4. Befriend a guest at a club meeting

2 Meetings

8. Motivating People

Serve in 3 of the roles listed; at least one of which must be Chairman of a club membership campaign or contest or Chairman of a club public relations campaign.

1. Membership Campaign or Contest Chairman 2. Public Relations Campaign Chairman 3. Chairman (called Toastmaster in the manual) 4. General Evaluator

2 Meetings + Project

9. Mentoring

Serve in 1 of the 3 roles 1. Mentor a new member 2. Mentor an existing member 3. Guidance Committee Member for HPL Project

Non-specific period

10. Team Building

Serve in both roles 1 & 2 or serve one of roles 3 - 8 1. Chairman (called Toastmaster in the manual) 2. General Evaluator 3. Club Membership Campaign or Contest Chairman 4. Club Speech Contest Chairman 5. Club Special Event Chairman 6. Club Newsletter Editor

2 Meetings for roles 1 and 2 or non-

specific period for roles 3 - 8

7. Club Webmaster

Table 1 Competent Leader Projects

THE MEMBER ACHIEVEMENT RECORD. (Advice for your Mentee)

As a self-paced educational program, Toastmasters International provides a comprehensive 8 page document for you to keep track of your progress and record all your achievements so that when you have attained all the requirements for each award, your information is up to date and accessible.

The form has a section for each speech you deliver to be ticked off, each Competent Leader Manual Project completed, a place for coached members, club offices held including the dates you attended training, District offices held, educational sessions delivered and awards received. There is also a list of the educational awards through the Communication and Leadership tracks and what you need to achieve to be eligible for each award. This information is vital when you need to collate your achievements for the Club Vice President Education to submit your educational awards and it is up to YOU to maintain this record. Once you start ticking the boxes and filling in the spaces, the form becomes a motivator for you to achieve your next award, especially when you see how much you have already accomplished!


Clubs will have some information available in meeting minutes, Toastmaster of the Year records and progress charts, but clubs with dual members won’t have a record of those members’ achievements in other clubs so cannot be expected to maintain accurate and comprehensive records for all members.

THE CLUB EXECUTIVE COMMITTEE

President: Chief Executive Officer of the Club, responsible for fulfilling the Club’s mission. Presides at meetings of the Club and the Club's Executive Committee.

Vice President Education: Second ranking Club Officer, responsible for planning, organizing and directing a Club program which meets the educational needs of the individual members.

Vice President Membership: Third ranking Club Officer, responsible for planning, organizing and directing a program that ensures individual member retention and growth in Club membership.

Vice President Public Relations: Responsible for developing and directing a publicity program that informs individual members and the general public about our club and Toastmasters International.

Secretary: Responsible for Club records and correspondence; and other relevant documents; keeps accurate minutes of Club meetings and activities and of Executive Committee.

Treasurer: Responsible for Club financial affairs, receives membership fees and pays all accounts as they fall due.

Sergeant at Arms: Responsible for Club property, meeting room preparation, and greeting and welcoming all members and visitors.


There are specific rules which govern each contest and these are available for viewing at http://www.toastmasters.org/fupload/media/IntlSpeechContestRules.pdf.

Speeches are judged according to the criteria on the Speech Judging forms which are available for viewing in the club resources cabinet. Ask the Sergeant at Arms for a copy.

Toastmasters International requires that Districts host 4 contests per year. The District International Speech and Evaluation Contests are held at the Annual Conference and the Humorous Speech and Table Topics Contests are held at the Semi-annual Conference.

CONTEST PROCESS


Figure 1 Competition Flow Charts

TOASTMASTERS INTERNATIONAL ORGANISATIONAL STRUCTURE


Figure 2 The relationship between an Avalon Member and Toastmaster International

TROUBLESHOOTING

Problem: My mentee doesn’t return my calls or emails.

Suggestion: Discuss this with the mentee at the next meeting. There may be any number of reasons for this and it may be easier to determine the cause at the meeting. If the mentee does not appear at the meeting, consult the VPE and VPM to determine whether they have any information about the member (such as being on holidays). If not, advise the VPM of your endeavours and work with

the VPM to contact the mentee.

Problem: All this information is in the New Member’s Folder. Why do I need to go through it all with my mentee?

Suggestion: You only need to go through the overview and fill in the missing details for the new member, such as what information is available and where to find it, administrative details for maintaining their membership record and project completion, who the club executives are and what their roles entail etc. There is a lot of information in the New Member’s folder and may be daunting for the new member if they feel they have to read it all in one go. They don’t need to do this, but they do need to know where to find the relevant information.

Problem: My mentee advises that he/she doesn’t need any help.

Suggestion: Observe the mentee’s progress in the meetings and offer verbal feedback after each assignment (or complete a mini evaluation slip). If you feel there are areas where you could assist the mentee, it may be that you need to develop a rapport with them. The mentor/mentee relationship needs to be a comfortable one for both parties, and it may be that another mentor may be appropriate for this member. Ask the mentee if they would feel more comfortable with another mentor and advise the VPM if so. The VPM will assign another mentor. If this happens, try not to take personal offence as your relationship with this member may grow as the new member becomes oriented in the club.

Sometimes new members come into a club with a lot of confidence, and may feel they do not need a mentor. Some may have more advanced communicating skills than others, but come for other reasons. Mentors will only be assigned to those members who request one.

Problem: My mentee is about to achieve her CC award. Do I need to keep mentoring her?

Suggestion: New members as well as experienced members should have a mentor to discuss projects and ideas with and you can work off each other with a rewarding outcome for both. As we never stop learning, no matter what our experience level, we will only continue to grow with constructive feedback. When people say they no longer want feedback, then their opportunities for improvement diminish significantly. The Advanced Speaker Manuals are far more challenging than the Competent Communication Manual and a mentor’s advice is valuable for these projects.

Problem: My mentee asked a question I don’t know the answer to.

Suggestion: Check your manuals first and if the answer is not there, then consult the club executive team. Most information is available either within the club, or via the District 70 or Toastmasters International Websites. Be sure to advise your mentee that you will find out the information and report back to them. Don’t just tell the member to ask someone else. You need to educate yourself about this information in case you are asked again by another member.


ACKNOWLEDGEMENT. This material has been collated from many Toastmaster Articles, materials and personal experience.

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