1. Giving Effective Evaluations Presented by Joy Lewis, M.Ed., DTM Revised by LaShae Primus, M.Ed., CC

2. OBJECTIVES To help recognize the purpose and value of effective speech evaluations To help recognize the purpose and value of effective speech evaluations To discover ways we can improve our evaluation skills To discover ways we can improve our evaluation skills To apply various evaluation techniques based of understanding and tools provided To apply various evaluation techniques based of understanding and tools provided

3. PROGRAMS OFFERED BY TOASTMASTERS EVALUATE TO MOTIVATE EVALUATE TO MOTIVATE THE ART OF EFFECTIVE EVALUATION THE ART OF EFFECTIVE EVALUATION

4. EFFECTIVE EVALUATION BENEFITS EVERYONE! THE SPEAKER THE SPEAKER THE EVALUATOR THE EVALUATOR THE CLUB THE CLUB

5. BENEFITS TO THE SPEAKER GOOD EVALUATIONS: foster personal growth foster personal growth encourage the speaker to do more speeches, tryout out suggested techniques encourage the speaker to do more speeches, tryout out suggested techniques foster improved, active listening skills foster improved, active listening skills give immediate feedback making it easier to remember suggestions for improvement give immediate feedback making it easier to remember suggestions for improvement

6. SPEAKER’S RESPONSIBILITIES Communicate your goals to the evaluator Communicate your goals to the evaluator Prepare your speech in advance Prepare your speech in advance Empathize with the evaluator Empathize with the evaluator Prepare to change Prepare to change

7. THE EVALUATOR * MOTIVATES * FACILITATES * COUNSELS

8. 10 BEHAVIORS OF AN EFFECTIVE EVALUATOR 1.Show you care 2.Suit your evaluation to the speaker 3.Learn the speaker’s objectives 4.Listen actively 5.Personalize your language

9. 10 BEHAVIORS (cont.) 6.Give positive reinforcement 7.Build a motivational climate 8.Evaluate behavior, not people 9.Nourish self-respect 10.Show the speaker how to improve

10. WHO EVALUATES THE 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?

11. HOW DO WE DO IT? BE GENUINE BE GENUINE RECOGNIZE IMPROVEMENT RECOGNIZE IMPROVEMENT AVOID VALUE JUDGMENTS AVOID VALUE JUDGMENTS PROVIDE POSITIVE DIRECTION PROVIDE POSITIVE DIRECTION

12. EVALUATION METHODS 1. Tell and sell 2. Tell and listen 3. Problem solving 4. Open forum

13. TELL AND SELL Most common method used by clubs Most common method used by clubs Evaluator talks; speaker listens Evaluator talks; speaker listens - assumes evaluation is on target - brevity - most effective when evaluator is experienced - can put the speaker on defensive or create animosity (then the speaker will have little opportunity for improvement)

14. TELL AND LISTEN Evaluator gives appraisal and recommendations Evaluator gives appraisal and recommendations Speaker responds; feedback on feedback Speaker responds; feedback on feedbackADVANTAGES: - Removes defensive feelings - Builds positive interpersonal relations and group unity - Helps the evaluator improve

15. TELL AND LISTEN (cont.) DISADVANTAGES: - Takes more time - May make a newer speaker nervous - Could lessen impact of recommendations

16. PROBLEM SOLVING ***Difficult***Time Consuming***Effective*** Before the speech, the evaluator asks the speaker to share concerns. After the speech the evaluator identifies the speaker’s strengths and problem areas by asking non-threatening questions: - do you feel you met your manual objectives? - why did you select this topic?

17. PROBLEM SOLVING (cont.) Together, evaluator and speaker build mutual agreements on what improvements the speaker has made; strengths; problems. Other members may comment. Evaluator asks speaker how he/she feels problems can be solved. Evaluator steers the speaker toward selecting actual methods for improvement.

18. PROBLEM SOLVING (cont.) DISADVANTAGES TO PROBLEM SOLVING METHOD: - Takes more time - Risky with an inexperienced speaker - Because it lets the speaker ultimately decide how they will improve, it can stimulate changes that are different from those the evaluator might have suggested

19. OPEN FORUM Often used in advanced clubs Often used in advanced clubs Allows for group participation Allows for group participation May be intimidating for less experienced speakers May be intimidating for less experienced speakers

20. A Step-by-Step Approach to Speech Evaluation 1. Step 1 - Understanding the Fundamentals of an Evaluation There are two fundamentals to bear in mind when you are giving an evaluation. 1. Step 1 - Understanding the Fundamentals of an Evaluation There are two fundamentals to bear in mind when you are giving an evaluation. First, imagine the person you are evaluating has been asked to give the same speech again in the near future. First, imagine the person you are evaluating has been asked to give the same speech again in the near future. What can you say to help them do it better next time round? What can you say to help them do it better next time round? What aspects worked well and should be kept, and what could be improved on? What aspects worked well and should be kept, and what could be improved on? And secondly, evaluations are given to help both the speaker and all other club members. By giving feedback, you are one of the 'teachers' for the meeting, and are helping members improve their speaking skills. And secondly, evaluations are given to help both the speaker and all other club members. By giving feedback, you are one of the 'teachers' for the meeting, and are helping members improve their speaking skills. To support this, try to expand some of your commendations or recommendations into a mini-educational to get your point across to the whole audience. To support this, try to expand some of your commendations or recommendations into a mini-educational to get your point across to the whole audience.

21. A Step-by-Step Approach to Speech Evaluation Step 2 - Before the Speech Discuss the speech with the speaker beforehand. You can start the evaluation process at this stage by finding out what they plan to work on, and offering advice. Step 2 - Before the Speech Discuss the speech with the speaker beforehand. You can start the evaluation process at this stage by finding out what they plan to work on, and offering advice. Read the speech assignment and find out the manual goals, and the speaker's personal goals (if any). Read the speech assignment and find out the manual goals, and the speaker's personal goals (if any). Write these goals down on a sheet of paper (your Evaluation Sheet), which you will use at the meeting. Write them on a single piece of paper, one underneath the other. Write these goals down on a sheet of paper (your Evaluation Sheet), which you will use at the meeting. Write them on a single piece of paper, one underneath the other. Step 3 - During the Speech 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 Evaluation Sheet, listen to the speech and write C for Commendation or R for Recommendation against the goals listed (you may not have time to cover them all), plus any notes or comments. At the end of the speech determine which Commendations and Recommendations would most help the speaker move on, and only concentrate on these in your feedback. Choose the most important and helpful issues to comment on. Step 3 - During the Speech 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 Evaluation Sheet, listen to the speech and write C for Commendation or R for Recommendation against the goals listed (you may not have time to cover them all), plus any notes or comments. At the end of the speech determine which Commendations and Recommendations would most help the speaker move on, and only concentrate on these in your feedback. Choose the most important and helpful issues to comment on.

22. A Step-by-Step Approach Cont’d Step 4 - Giving the Evaluation Use the C-R-C Method Step 4 - Giving the Evaluation 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 Formula An Evaluation Formula

23. Step 4 Cont’d 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 scene. The ending is a summary of the main points you have made, and the body is where you concentrate on the commendations and recommendations. 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 scene. The ending is a summary of the main points you have made, and the body is where you concentrate on the commendations and recommendations. Commendations have 2 components: State an issue that went well, ex: speech structure, explain why it worked. Commendations have 2 components: State an issue that went well, ex: speech structure, explain why it worked. Recommendations have 3 components: State an issue that could be improved on, eg use of notes Explain why it didn't work Make a suggestion for how it could be improved. Recommendations have 3 components: State an issue that could be improved on, eg use of notes Explain why it didn't work 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: C = Issue + Why R = Issue + Why + How C = Issue + Why Body: C = Issue + Why R = Issue + Why + How C = Issue + Why Ending: Summary Ending: Summary

24. A Step-by-Step Approach to Speech Evaluation Step 5 - After the Speech Fill in the manual. Give it back to the speaker! Offer discussion with them for further feedback Step 5 - After the Speech Fill in the manual. Give it back to the speaker! Offer discussion with them for further feedback Step 6 - On a Regular Basis Build up a bank of suggestions you can use in evaluations. Make a list of issues that may arise in people's speeches, eg variety of voice, speech structure, use of notes, and write down suggestions for improvement. Keep adding to the list, so that as issues crop up in speeches you are already prepared. And finally, remember that the better you become at evaluations, the more you learn what goes into making a good speech, and the more you learn how to improve your own speaking. Step 6 - On a Regular Basis Build up a bank of suggestions you can use in evaluations. Make a list of issues that may arise in people's speeches, eg variety of voice, speech structure, use of notes, and write down suggestions for improvement. Keep adding to the list, so that as issues crop up in speeches you are already prepared. And finally, remember that the better you become at evaluations, the more you learn what goes into making a good speech, and the more you learn how to improve your own speaking.

25. WHAT EVALUATION IS NOT NOT AN OPINION ABOUT THE TOPIC NOT AN OPINION ABOUT THE TOPIC NOT A RE-TELLING OF THE SPEECH NOT A RE-TELLING OF THE SPEECH NOT A SPEECH OPPORTUNITY FOR THE EVALUATOR NOT A SPEECH OPPORTUNITY FOR THE EVALUATOR NOT A WHITE-WASH NOT A WHITE-WASH NOT AN ATTACK ON THE SPEAKER NOT AN ATTACK ON THE SPEAKER NOT A TIME FOR LENGTHY TELLING OF PERSONAL EXPERIENCE NOT A TIME FOR LENGTHY TELLING OF PERSONAL EXPERIENCE

26. IS THERE A TRICK TO IT? Some people just wing it Some people just wing it Some people use a form Some people use a form Some people have a formula Some people have a formula Some people have a script Some people have a script It’s always a mini-speech: open, body, close It’s always a mini-speech: open, body, close

27. Effective Evaluations Here are some ideas of things to look for, when you are the Speech Evaluator. Here are some ideas of things to look for, when you are the 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 to content, easy to listen to, can be heard) Vocal variety (relaxed, varied, not too loud/not too soft, appropriate to content, easy to listen to, can be heard) Eye contact Eye contact Facial expression (varied, appropriate to content, pleasant - smiles, when appropriate) Facial expression (varied, appropriate to content, pleasant - smiles, when appropriate) Body language (move around naturally, use body language to make points or demonstrate) Body language (move around naturally, use body language to make 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 speaker!) (Do not evaluate on whether or not you agree with the speaker!) Use of props (appropriate, used naturally, prepared, not distracting) Use of props (appropriate, used naturally, prepared, not distracting)

28. WITH PRACTICE AND GOOD FEEDBACK YOU CAN BE A GREAT EVALUATOR!

29. Resources: http://www.toastmasters.org.nz/index.cfm/Spe aking_Resources/Evaluations.html http://www.toastmasters.org.nz/index.cfm/Spe aking_Resources/Evaluations.html http://www.toastmasters.org.nz/index.cfm/Spe aking_Resources/Evaluations.html http://www.toastmasters.org.nz/index.cfm/Spe aking_Resources/Evaluations.html http://www.geocities.com/ae688/tmevaluation. html http://www.geocities.com/ae688/tmevaluation. html http://www.geocities.com/ae688/tmevaluation. html http://www.geocities.com/ae688/tmevaluation. html