Project leader Karen Levy-Strauss (from Gold Reef City Club) says we are aiming to run the first Credit-bearing Speechcraft by Playcon 2006: Leave Erich Viedge (who writes these minutes) a message.

Aim of the Project[edit | edit source]

My ambition with this project is to:

1. Run it as a proper project with Project Charters, Role Definitions, Communication strategies etc etc, it will be practice for me to implement a project management methodology - so that will all be developed on Saturday - will propose we use the wiki route for the project team.

2. I want to use this project to complete the High Performance Leadership Project - haven't worked out yet how I integrate the two - in this project I have to set up a mentor committee and my team need to evaluate my Leadership skills on a regular basis.

I can be contacted on 083-449-6161 if you are interested in joining the project team.

Team[edit | edit source]

Membership of the team include:

Barry Nelson, ATM-S 082-336-1692 (Florida club)[edit | edit source]

  • Ex-teacher and headmaster
  • Runs a church
  • Secretary on the District 74 cabinet

Irene Downer DTM, ATM-B, CL work 012-481-1763 (Pretoria 2000)

  • Trademark specialist
  • 20 years as Toastmaster
  • Associate member of national press association

Rob Urquhart[edit | edit source]

Robin Lunt 083-635-8387 (Scientia)[edit | edit source]

  • Involved at the CSIR in Research (in education amongst others)
  • Joined TM in 2001 after doing Speechcraft
  • Has run Youthcraft and Speechcraft programmes

Erich Viedge CTM on 083-441-0781 (4th Dimension)[edit | edit source]

  • Does spokesperson training (how to talk to the media)
  • Wants to understand if SAQA is relevant to his organization
  • Is currently running a Speechcraft

SAQA Background[edit | edit source]

Project definition[edit | edit source]

  • If Toastmasters links its aims to Adult Basic Education and Training, there is the potential for government funding
  • There are 450,000 school leavers who need training in the next 5 years (100 000 in Adult Basic Education - ABET)
  • There are another 125,000 adults (over the age of 35) that need training
  • We should start accreditation with Speechcraft for ABET learners. Only afterward should we do the C&L manuals or Speechcraft at a different NQF level.
  • District 74 approval is necessary for getting this project off the ground
  • There needs to be an official sign-off at every stage by Cabinet and the Project Team

Project Goal[edit | edit source]

  • Run the first “credit-bearing” Speechcraft that adheres to the NQF
  • Have the “credit-bearing” Speechcraft be the standard for all Speechcrafts in the country
  • Have communications strategy that shows how Toastmasters’ Speechcraft and other programmes integrate with SAQA and best practice training practices
  • Identify and priories the target markets

Objectives[edit | edit source]

(Unpack the goals)

  • Run the first pilot
  • Develop the supplemental material (the assessment guide that SAQA requires)

Benefits of running a credit-bearing Speechcraft[edit | edit source]

To the Clubs running the Speechcraft[edit | edit source]

  • Easier to sell speechcrafts to sponsoring organizations
  • Source of funds (remember: all funds raised by clubs are subject to Toastmasters International Policy, district by-laws and code of ethics)
  • Membership growth
  • Development of members (for personal growth)
  • Additional speaking opportunities
  • Membership retention (you’re giving the existing members an additional challenge)
  • Leadership opportunities
  • Exposure for the club

To the Client (sponsoring company / organization)[edit | edit source]

  • Gets the rebate from the Skills Development Levy
  • Development of their people
  • Cost saving – not as expensive as Dale Carnegie etc
  • If a club is started, they have an on-going benefit
  • Higher morale

To the people presenting the Speechcraft[edit | edit source]

  • Personal development
  • Being part of a best-practices project
  • Apply Leadership and Organisational skills
  • Further your Toastmasters’ Educational Goals (AL and DTM)

To the participants[edit | edit source]

  • They’re getting credit towards a South African qualification in terms of the NQF
  • Personal development
  • Confidence / self-esteem building

To District 74[edit | edit source]

  • World leader
  • Builds the image of Toastmasters
  • Building South Africa
  • Build Toastmasters
  • New clubs
  • More members
  • Select Distinguished District

Identify Facts / Concerns / Expectations[edit | edit source]

Facts[edit | edit source]

  • We don’t have sufficient buy-in from members
  • We need to build buy-in
  • We need to dispel misconceptions

Concerns[edit | edit source]

  • Negativity from members
  • That the spirit of Toastmasters will be watered down by this process
  • This process will give clubs and members more admin
  • What if the evaluations don’t evaluate consistently against the criteria?
  • It’s going to replace Toastmasters

Expectations[edit | edit source]

  • That District 74 will grow as a District (in terms of members)
  • Grow individuals by giving them life-skills
  • District 74 will have improved professionalism in its business of promoting communication and leadership skills

Scope: what the project is/ is not[edit | edit source]

  • It’s not to replace Toastmasters
  • It is relevant

Approach[edit | edit source]

Project Plan[edit | edit source]

Communication Plan during definition phase[edit | edit source]

Commitment to timelines[edit | edit source]

  • First one run by Playcon 2006 (by 31 March 2006)
  • Develop the assessment guide by 30 November

Task List[edit | edit source]

  • Develop supplemental material (Barry and Rob)
  • Barry and Rob to present the material to this committee
  • Complete a pilot at ABET level 2 (Develop the material and run the course)
  • There are many people in other areas -- CPT, KZN and PE. We need to do three pilots -- one for each of the regions.
  • Do a survey to see the next biggest need
  • Communication
  • Barry to talk to Elise about getting the project aired at Kammacon
  • Karen to talk to Kerryn House about getting time at Playcon
  • Frances to check the following: if we get external funding for assessors, will that be against the constitution of Toastmasters or not?

Critical Success Factors[edit | edit source]

  • Assessment guide
  • Instructions on how to run it
  • Material itself (from TMI?)

Sustainability[edit | edit source]

  • Pricing guidelines (according to what we found)
  • Assessors and moderators
  • How to register as an NGO / Non-Profit Organisation

Risks[edit | edit source]

High Risks[edit | edit source]

  • The District is spending subs money on this
  • We're wasting our time with this

Control measure: Communicate

Responsible person: Irene

  • The SETAs don't see this as useful

Control measure: Go directly to the National Skills Authority

Responsible person: Karen Levy-Strauss

Medium Risk[edit | edit source]

  • We're changing the Toastmasters material
  • It goes against the spirit of Toastmasters. The SAQA thing says you have to be competent; Toastmasters evaluators may "push the Toastmaster through"

  • It's going to cost a lot of money because we have to get assessors trained

Low Risk[edit | edit source]

  • It's going to be too onerous on clubs – if they have to have an assessor in the club, then the club will be under pressure to get everybody assessed

Control measure: Do the assessments centrally so that clubs use a central pool of assessors.

Reponsible person: There will be a list of assessors.

Define parties and projects impacted[edit | edit source]

  • Youth Leadership

Work Summary[edit | edit source]

  • Identify the unit standard (Karen)
  • Develop assessment guides (Rob / Barry)
  • Identify potential customers (Erich) (Talk to Richard Greaves about the ABET centre in Village Deep)
  • Run the first speechcraft
  • Evaluation of the Speechcraft (Learners evaluate the course)
  • Evaluation (by the people who ran the Speechcraft to make sure that the whole thing ran as planned.)
  • Finalise the supplementary material based on the feedback
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