This document provides a training session plan for an advanced club leadership training. It includes: - An introduction noting the training will be 3 hours with 5 topics of 30 minutes each, including 3 core required topics and 2 optional topics. - Details on the type of training activities to be used such as lectures, discussions, and activities. - An outline for the first topic "The Past Six Months: My Leadership Experience" which reviews leadership goals and determines further actions needed. - Instructions and questions for participants to reflect on their achievements, challenges, and lessons learned during a leadership role in the past 6 months.

1.
District 70
Toastmasters
2011 Advanced Club
Leadership Training
Session Plans
Version 1.0

2. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
1
Important
Note:
Please
read.
This
training
has
been
designed
to
be
delivered
in
3
hours
-­‐
with
2.5
hours
of
training
and
1/2
hour
for
a
break.
There
are
five
topics,
each
of
30
minutes
duration.
To
allow
the
greatest
flexibility
we
have
separated
the
topics
into
3
core
topics
that
must
be
trained,
and
2
optional
topics
which
should
be
trained
but
can
be
left
out
if
you
are
running
over
time.
If
you
choose
to
leave
out
a
topic
you
can
choose
to
leave
out
both
or
either
one
of
the
optional
topics
as
suits
your
needs
and
preference.
Using
this
Session
Plan
Use
this
plan
to
guide
you
though
the
training
session
in
a
step
by
step
manner.
Have
plan
printed
out
and
use
as
notes
during
the
session.
It
would
be
best
if
you
are
familiar
with
them
material
before
the
training
session.
Type
of
training
activities
Lecture:
You
talk,
they
listen.
Each
lecture
should
last
no
more
than
5
minutes.
Be
familiar
with
the
PowerPoint
presentation
and
use
it
as
a
mnemonic
device
to
assist
your
delivery.
Discussion:
Usually
starts
with
you
asking
a
question
to
the
audience
and
eliciting
responses.
Facilitate
the
discussion
so
that
several
people
respond.
Sometimes
you
may
want
to
write
the
answers
down
on
a
whiteboard
or
flip-­‐chart.
Some
group
discussions
are
open-­‐ended
and
are
used
to
simply
contextualise
knowledge
and
allows
learners
to
hear
other
peoples
points
of
view.
Other
discussions
my
have
a
focused
conclusion
that
you
will
have
to
guide
the
group
towards
these
are
know
as
a
guided
discussion.
Buzz
Group:
A
large
group
is
broken
into
a
number
of
small
groups
so
that
they
can
discuss
the
subject
at
hand.
Activities:
Several
activities
are
included
which
usually
conducted
by
the
learners
in
quick
time
and
with
some
minor
discussion
between
people.

3. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
2
The
Past
Six
Months:
My
Leadership
Experience
(Core
Session)
30
Minutes
Quote
(1
minute)
“A
leader
is
one
who
knows
the
way,
goes
the
way,
and
shows
the
way”
John
Maxwell,
Leadership
Expert
Introduction
(2
minutes)
The
purpose
of
this
session
is
to
a)
review
our
goals
and
objectives
and
to
look
at
the
decisions
we
have
made
in
the
past
6
months,
and
b)
determine
what
actions
are
required
to
be
ensure
a
successful
and
productive
second
half
of
the
toastmasters
year.
Trainers
note:
Much
of
this
session
can
be
packaged
up
in
the
metaphor
of
a
trip
or
journey,
travelling
from
point
A
to
B
with
a
course
correction
along
the
way.
Trainers
are
encouraged
to
pick
whatever
journey
metaphor
they
are
most
comfortable
with.
Examples
include:
hiking,
bushwalking,
travelling
on
a
ship
or
boat,
flying
in
a
airplane,
travelling
to
the
moon.
The
key
points
for
the
metaphor
are
that
we
have
a
start
point,
an
end
point,
a
course
correction,
and
that
it
is
possible
to
lose
your
way,
or
get
side-­tracked
(by
a
storm,
asteroid
shower,
picnic,
etc).
Lecture:
Start
off
with
the
opening
metaphor
and
explain
the
purpose
of
this
session,
which
is
to;
a)
review
our
original
goals/expectations
when
we
started
the
year,
b)
see
how
we
are
progressing,
and
c)
determine
if
any
corrective
actions
are
required
on
our
part:
to
ensure
that
we
end
the
Toastmasters
year
having
achieved
the
goals
we
set
out
with.

4. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
3
Briefly
introduce
the
three
focus
questions:
Where
am
I?
(Where
am
I
along
my
journey?)
Where
do
I
want
to
be?
(What
is
my
destination?)
How
do
I
get
there?
(What
to
I
need
to
have,
be,
or
do
to
achieve
my
goals)
Where
am
I
now?
(10
minutes)
Activity:
Have
learners
complete
the
5
reflection
questions
in
their
workbook.
They
have
one
minute
for
each
question.
1.
What
are
my
greatest
achievements?
2.
What
are
my
biggest
challenges…
and
what
have
I
learnt
from
them?
3.
What
have
I
learnt
about
myself
in
the
last
6
months?
4.
Do
I
feel
like
a
valuable
&
contributing
member
of
the
executive
team?
5.
What
will
people
say
about
me
at
the
end
of
my
club
officer
year?
Note:
Encourage
learners
to
respond
in
ways
that
are
inner
focused.
For
example
rather
than
saying
that
'My
biggest
challenge
is
that
Billy
is
a
arrogant
so-­an-­so'
it
is
better
to
say
that
"I
find
it
challenging
to
deal
with
arrogant
people".
The
reason
for
this
is
because
it
is
most
likely
not
possible
for
us
to
change
Billy's
behaviour,
but
we
certainly
can
change
our
reaction
to
it.
End
the
activity
by
having
a
sampling
of
people
share
their
answers
with
the
audience.
(5
minutes)

5. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
4
Note:
The
learners
can
either
state
their
answers
to
all
five
questions
or
lead
the
group
to
respond
one
question
at
a
time.
i.e.
say
two
people
to
tell
us
their
answer
to
Question
1,
then
another
two
people
to
state
their
answer
to
Question
2.
etc.
Be
careful
of
the
time
that
a
session
like
that
can
absorb.
It
will
possible
be
best
go
with
the
first
option
and
have
three
people
read
through
all
their
answers.
An
extra
point
of
learning
here
is
that
it
is
likely
that
the
challenges
will
be
somewhat
universal
or
common
to
other
people.
You
can
say
something
like
"Oh
yeah,
I'm
sure
that
we
can
all
relate
to
that
issue."
Where
do
I
want
to
be
(5
minutes)
Explain
that
the
intention
is
for
learners
to
reflect
on
their
expectations
when
they
took
on
their
club
officer
roll
six
months
ago
and
their
progress
thus
far.
Ask
them
to
consider
if
they
are
on
target
to
fulfilling
their
expectations.
Do
they
still
want
the
same
things
as
they
did
six
months
ago?
Do
they
want
something
different?
Have
them
consider
their
leadership
aspirations,
their
personal
growth,
their
educational
achievements,
and
their
leadership
skills.
Activity:
Have
the
learners
complete
the
question
"Where
do
I
want
to
be"
on
the
top
of
page
5
of
the
workbook.
How
do
I
get
there?
(10
minutes)
Lecture:
(2
minutes)
The
final
question
for
this
review
is,
"How
do
I
get
there?"
Learners
should
consider
their
final
destination
(Where
they
want
to
be)
and
answer
these
three
questions.

6. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
5
What
do
I
need
to
Be,
Do,
and
Have
to
reach
my
destination?
What
do
I
need
to
be?
(What
personal
attributes
does
the
officer
need
to
work
on?
e.g.
Do
they
need
to
be
calmer,
more
assertive,
less
aggressive,
more
relaxed,
less
uptight,
more
forgiving,
more
outgoing,
etc.)
This
is
basically
a
function
of
personality
and
character,
inner
emotions,
and
feelings.
What
do
I
need
to
do?
(What
actions
does
the
officer
need
to
undertake?
e.g.
Plan
their
time
better,
get
the
agenda
out
on
time,
follow
up
with
someone,
form
a
committee,
ask
for
help,
etc.)
This
is
about
action
and
making
things
happen.
What
do
I
need
to
have?
(What
resources
does
the
officer
need
to
acquire?
e.g.
Increased
training,
more
information,
more
assistance,
better
supplies,
greater
autonomy,
etc).
These
are
the
external
resources
that
an
officer
may
need
to
help
them
do
their
job
better.
Activity:
(8
minutes)
Focusing
on
these
three
things
(be,
do
and
have)
ask
the
learners
to
complete
the
section
on
the
bottom
of
page
5
'How
do
I
get
there?'
Finish
off
by
asking
for
one
or
two
people
to
share
their
answers.
Questions
(1
minute)
Take
two
or
three
questions
from
the
learners
before
recapping
and
concluding
this
session
on
a
high
note.

7. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
6
Summary
(1
minute)
In
this
session
we
have:
Reviewed
our
individual
progress
over
the
last
six
months
and
reflected
on
the
next
six
months
ahead
of
us
by
looking
at
the
3
key
questions:
Where
am
I?
Where
do
I
want
to
be?
How
do
I
get
there?
What's
the
next
step?
(1
minute)
1.
Continue
asking
these
questions.
Slide
2.
Take
action.

8. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
7
Club
Culture:
And
how
it
effects
my
club
(Core
Session)
(30
Minutes)
Quote
(1
minute)
“Who
you
are
speaks
so
loudly
I
can't
hear
what
you're
saying.”
Slide
Ralph
Waldo
Emerson,
American
Poet,
Lecturer
and
Essayist,
1803-­‐1882
Introduction
Note
to
Trainer:
This
is
a
30
to
45
minute
session
designed
to
help
clubs
and
club
officers
develop
understanding
and
awareness
of
the
cultural
characteristics
of
a
healthy
Toastmasters
club
and
inspire
and
motivate
them
to
work
more
towards
this
end.
Introduction
on
the
importance
of
setting
and
maintaining
quality
benchmarks
for
club
operation,
including
but
not
limited
to
the
basics
of
the
Quality
Club
Audit.
This
session
starts
off
with
several
reflective
questions,
then
has
a
short
lecture
on
'What
is
Club
Culture?"
and
then
end
with
an
activity
where
learners
look
at
the
own
clubs
culture
and
the
Quality
Club
Audit.
What
is
Club
Culture:
(5
to
10
Minutes)
Reflective
questions:
Start
off
by
introducing
the
topic
and
then
asking
the
learners
to
take
a
minute
or
two
to
think
about
and
answer
the
7
reflective
questions
on
the
top
of
page
6
of
the
workbook.
Ask
them
to
be
honest.
(Slide
and
workbook)

9. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
8
The
questions
are:
Are
your
club
members
enthusiastic?
Is
everybody
working
as
a
team
and
collaborating?
Are
there
any
free
riders?
(A
free
rider
is
a
person
who
does
not
do
their
fair
share,
for
example
a
club
member
who
doesn't
take
on
any
meeting
roles.)
Are
you
satisfied
with
your
clubs
performance?
Is
morale
in
your
club
high?
Are
members’
needs
being
met?
Are
members’
goals
being
achieved?
Is
our
membership
turnover
rate
acceptable?
Learners
should
answer
Yes
/
No
/
Don’t
know?
to
each
of
these
questions.
Suggest
that
regardless
of
how
they
answered
the
questions
that
club
culture
plays
a
major
part
Lecture:
Club
Culture:
Using
the
PowerPoint
slides
as
a
guide
talk
briefly
on
the
aspects
of
club
culture
listed
below.
What
is
Club
Culture?
Club
Culture
is
the
assumptions,
values,
norms,
and
tangible
signs
(artifacts)
of
an
organisation’s
members
and
their
behaviours.
For
example:

10. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
9
Timing
Do
we
start
and
finish
on
time.
Do
we
tolerate
speeches
that
go
over
time?
Appropriateness
of
language
Do
people
in
our
clubs
swear
or
use
crude
language.
Do
we
tell
risqué
jokes
at
our
club.
Bias
Does
our
club
attract
any
particular
sort
of
member,
e.g.
all
one
age
group,
all
one
socio-­‐economic
group,
all
one
educational
level?
Speeches
Do
we
do
manual
speeches?
Dress
Do
we
wear
business
suits,
smart
casual,
casual
clothing
to
our
meetings
It
is
important
to
note
that
there
are
no
right
or
wrong
answers
here;
there
are
only
matters
of
fact.
Each
club
will
conduct
its
business
in
a
certain
way
that
will
lead
to
a
particular
culture.
Each
club
then
can
be
labelled
with
a
series
of
adjectives
that
could
be
used
to
describe
its
culture.
For
example
clubs
could
be
described
as:
Fun,
enjoyable,
friendly,
professional,
stuffy,
casual,
traditional,
blasé,
dedicated,
of-­‐a-­‐specific-­‐biased
(specifically
biased
to
service
the
needs
of
a
particular
group).
How
would
the
learners
label
their
own
club,
or
another
club
they
know?
How
is
club
culture
communicated?
Club
culture
is
communicated
by
the
things
we
do
and
say,
and
the
things
that
we
don't
do
and
don't
say.
For
each
of
these
things
there
can
be
positive
(good)
and
negative
(bad)
examples.
For
example:

11. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
10
Positive
Negative
The
things
we
do
Treating
others
with
respect.
Talking
during
other
people’s
speeches.
The
things
we
say
Using
educational
award
titles
when
introducing
someone.
(eg
John
Smith
CC).
Using
harsh
or
critical
language
during
an
evaluation.
The
things
we
don't
do
Not
laughing
when
someone
forgets
their
speech
during
a
ice
breaker.
Not
offering
words
of
encouragement
to
the
losers
of
a
speech
competition.
The
things
we
don't
say
Not
saying
how
boring
an
educational
session
was.
Not
asking
visitors
to
join
our
club.
It
is
clear
that
some
of
these
examples
are
universally
positive
and
negative.
For
example
treating
other
people
with
respect
should
always
be
a
clearly
established
norm
in
any
club
and
should
be
a
universal
rule.
Other
examples
however
may
not
be.
Consider
the
issue
of
using
educational
award
and
titles
after
a
person’s
name
(saying
DTM
for
example).
If
you
club
culture
is
professional
in
nature
then
it
may
be
expected
that
people
would
use
educational
titles,
to
not
do
so
would
be
rude.
If
however
your
club
is
more
casual
in
nature
then
using
titles
could
be
seen
as
being
somewhat
pretentious.
Can
you
think
of
other
examples?
Trainers
Note:
If
anyone
starts
to
argue
the
previous
point,
respond
by
saying
that
they
are
proving
your
point,
that
using
titles,
etc
is
simply
a
matter
of
preference,
but
these
sort
of
preferences
run
deep
with
people.
What
is
a
winning
culture?
"Where
everyone
in
the
team
is
committed
to
creating
a
performance
focused
environment
where
every
member
has
the
opportunity
to
grow
and
achieve."
Slide

12. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
11
How
do
we
know
if
we
have
a
winning
club
culture?
Regardless
of
how
we
might
describe
our
club
there
are
some
elements
that
all
clubs
should
have
in
common.
These
elements
are
based
on
the
questions
we
asked
at
the
beginning
of
this
session.
Are
your
club
members
enthusiastic?
Is
everybody
working
as
a
team
and
collaborating?
Are
there
any
free
riders?
Are
you
satisfied
with
your
clubs
performance?
Is
morale
in
your
club
high?
Are
members’
needs
being
met?
Are
members’
goals
being
achieved?
Is
our
membership
turnover
rate
acceptable?
If
every
member
of
your
executive
team,
indeed
if
every
member
of
your
club,
can
confidently
answer
yes
to
each
of
these
questions
then
you
have
a
winning
club
culture.
If
there
is
any
doubt
by
even
one
member
then
perhaps
your
club
culture
needs
an
overhaul.
Activity:
Reflection
using
the
Quality
Club
Audit.
(15
minutes)
Note:
This
activity
will
use
the
existing
District
70
quality
Club
Audit
to
lead
us
into
thinking
about
the
culture
of
our
club.
The
Quality
Club
Audit
is
itself
based
on
Toastmasters
International's
Moments
of
Truth
Educational
session
which
is
freely
available
from
the
TI
website.
Setup
the
activity
Introducing
the
Quality
Club
Audit
on
page
7
of
the
workbook.
Explain
that
we
are
not
going
to
do
a
quality
club
audit
and
that
we
are
not
interested
in
people

13. District
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Leadership
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2011
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tallying
up
their
club
score
and
telling
us
how
wonderful
their
club
is!
(Authors
Note:
Just
in
case
you
missed
it,
there
is
a
sarcastic
tone
here.
In
the
past
I
have
seen
people
use
the
audit
to
misrepresent
their
club’s
achievements
and
shout
out
a
high
score.
That
is
not
the
point
of
the
audit;
at
least
it
should
not
be
the
point.)
We
want
to
use
the
audit
form
to
focus
our
attention
on
the
36
performance
standards
listed
and
then
think
about
and
answer
these
three
questions.
1.
What
are
we
doing
that
we
should
keep
doing?
2.
What
are
we
doing
that
we
should
stop
doing?
3.
What
are
we
not
doing
that
we
could
do
to
improve
club
performance?
The
questions
should
be
answered
honestly
and
frankly
and
should
be
aimed
at
exploring
what
elements
of
our
club
culture
help
or
hinder
our
clubs
performance.
Tell
them
that
a
club
representative
will
(in
45
seconds
or
less)
present
back
to
the
whole
group
afterwards.
Activity:
Have
the
learners
break
up
into
their
club
groups
and
discuss
the
three
questions
above.
Depending
on
the
logistics
of
your
room
and
how
many
people
you
have
you
may
want
to
lengthen
or
shorten
this
part
of
the
exercise
to
between
10
and
20
minutes,
remember
to
allow
time
for
the
following
debrief
session.
Slide
and
Workbook
Debrief:
Call
every
back
together
have
a
representative
from
each
club
report
to
the
group
what
their
club
came
up
with.
Be
strict
on
time
here
and
remind
people
to
only
talk
for
45
seconds.
Obviously
the
more
clubs
you
have
represented
in
the
room
the
longer
this
part
will
take.
Note:
Often
a
debrief
session
like
this
is
not
really
required
for
the
learning
to
occur
as
most
of
the
learning
happens
during
the
activity.
Having
said
that
many
learners
however
do
not
understand
this
and
will
feel
a
lack
of
completion
if
the
debrief
does
not
happen.
Also
often
many
good
ideas
can
come
up
during
the
debrief,
so
there
can
be
some
value
to
the
group
as
a
whole.

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2011
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Questions
(1
minute)
Take
two
or
three
questions
from
the
learners
before
recapping
and
concluding
this
session
on
a
high
note.
Note:
If
you
are
not
getting
any
responses
perhaps
you
can
ask
the
audience
“has
anyone
ever
though
about
their
club
culture
in
this
way
before?”,
“can
they
see
that
it
is
important?
“,
“can
they
see
how
it
can
affect
our
clubs
positively
or
negatively?”
Summary
(1
minute)
In
this
session
we
have
covered:
Club
Culture
What
is
club
culture,
and
how
is
it
communicated.
The
fact
that
there
is
not
right
or
wrong
club
culture
Club
culture
determines
the
things
we
do
and
say
and
don't
do
and
don't
say.
And
using
the
Quality
Club
Audit
we
looked
at
specific
actions
that
we
can
do
in
our
respective
clubs.

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2011
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What's
the
next
step?
(1
minute)
Over
the
coming
weeks;
1.
Think
about
your
club's
culture.
What's
good,
what's
bad.
What
needs
to
change.
2.
Ask
you
members
if
they
are
happy
with
the
clubs
performance.
3.
Conduct
a
Quality
Club
Audit
or
a
Moments
of
Truth
session
at
you
next
executive
meeting.
4.
Focus
on
developing
a
winning
club.

16. District
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2011
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Enhancing
Club
Leadership
Skills:
The
Three
Pillars
(Core
Session)
(35
minutes)
Quote
(1
minute)
“The
difference
between
ordinary
and
extraordinary
is
that
little
extra.”
Slide
Jimmy
Johnson
quotes
(American
football
Coach
and
broadcaster"
Three
Pillars
for
Success
(Theory)
(10
Minutes)
Lecture:
Three
Pillars
Trainer
to
introduce
the
three
pillars
that
will
be
the
focus
of
this
session:
1.
Meetings
with
'zing'
2.
Processing
new
members
-­‐
Lance
Miller
Model
3.
Succession
Planning
Trainer
should
explain
that
these
three
focus
areas
were
selected
by
Senior
District
Officers
for
specific
attention
during
the
design
if
this
training.
Also
mention
that
the
three
focus
areas
will
be
quickly
introduced
first
and
that
a
group
activity
will
follow.

17. District
70
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Advanced
Club
Leadership
Training
2011
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Discussion:
Pillar
1:
How
do
we
add
'zing'
to
our
meeting?
After
introducing
the
topic
ask
the
learners
what
they
think
it
means
to
have
a
meeting
with
zing.
Ideally
they
will
call
out
a
list
of
adjectives
or
ideas
such
as
,
quick,
fun,
interesting,
snappy,
exciting,
etc.
Lecture:
Using
the
Meetings
with
Zing
Mind
Map
as
a
guide,
discuss
with
the
audience
different
ways
to
add
Zing
to
a
meeting.
Slides
of
mind
map
The
mind
map
includes
items
such
as
Guest
Speakers,
Theme
Meetings,
Club
Culture,
Props,
Agendas.
Trainers
Note:
This
part
of
the
session
can
be
delivered
in
a
number
of
ways.
You
can
simply
talk
through
the
Mind
Maps
lecture
style,
or
you
can
be
more
interactive
by
asking
learners
to
offer
suggestions
about
how
they
add
zing
to
their
meetings.
If
you
make
it
interactive
then
you
may
want
to
lengthen
the
duration
of
this
part
by
a
couple
of
minutes.

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2011
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Lecture:
Pillar
2:
Processing
New
Members
-­‐
The
Lance
Miller
Model
Lance
Miller
the
2005
World
Champion
of
Public
Speaking
offers
this
model
as
a
way
to
think
about
how
to
process
people
from
guest
to
new
member.
The
model
suggests
that
Visitors
interact
with
each
executive
officer
in
a
particular
order
thus:
VPPR:
Attracts
Guest
to
Club
and
often
is
first
contact
person
-­‐
Creates
first
impression
outside
club
S@A:
Ensure
room
is
ready
and
meeting
starts
on
time
-­‐
Creates
first
impression
at
club
VPM:
Encourages
guest
to
join
and
processes
membership
application
Treasurer:
Takes
payment
and
processes
membership
with
VPM
VPE:
Programs
new
member
speeches
and
learning
activities
Secretary:
Keeps
membership
roster
up-­‐to-­‐date.
President:
Oversees
the
process
This
model
shows
how
each
club
executive
officer
is
important
in
the
processing
of
new
members.
Take
time
to
explain
how
a
slip
up
by
any
of
the
officers
can
impact
on
the
smooth
transition
from
guest
to
member.
Lecture:
Pillar
3
Succession
Planning
This
is
mostly
a
reminder
that
officers
should
start
thinking
about
succession
planning.
Explain
what
succession
planning
is
just
in
case
some
people
don't
know
(Succession
planning
is
the
process
of
picking
and
grooming
the
people
that
will
replace
you).
Succession
planning
should
consider
not
only

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2011
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what
role
people
can
do
next
but
what
potential
they
have
for
future
years.
The
aim
of
succession
planning
is
to
ensure
a
smooth
transition
from
one
club
executive
to
the
next
and
that
some
more
mundane
issues
should
also
be
considered.
e.g.
transferring
member
roster
and
educational
award
database,
bank
account
signatories,
etc.
The
Three
Pillars
(Activity)
(20
minutes)
Background
Information
for
trainers:
The
learners
are
to
split
into
their
executive
officer
groups
and
discuss
the
focus
areas
above
in
relation
to
their
own
club
officer
position.
The
structure
of
the
discussion
should
be
constrained
to:
Before
the
meeting:
The
necessary
activities
that
occur
weeks,
days,
hours,
and
minutes
before
a
club
meeting.
At
the
meeting:
The
activities
that
occur
during
a
club
meeting.
After
the
meeting:
The
activities
that
occur
directly
(the
first
5
or
10
minutes)
after
a
club
meeting
closes.
Between
meetings:
The
days
and
weeks
between
one
meeting
and
the
next.
Activity:
3
Pillars
Workbook
and
Club
Officer
Cards
Introduce
the
session
by
saying
that
the
members
are
about
to
break
up
to
discuss
the
four
focus
areas
but
before
they
do
that
we
want
to
show
them
the
format
of
the
discussion.
Refer
to
the
workbook
page
and
show
them
the
structure
of
Before,
During,
After,
and
Between.
Explain
that
they
are
to
consider
each
focus
area.
Break
the
audience
into
their
executive
officer
groups
and
have
them
discuss
the
first
focus
area
(Meetings
with
Zing).
If
they
have
time
they
can
move
on
to
the
second
and
third
focus
areas,
but
that
this
is
not
mandatory.
Advise
them
that
they
will
be

20. District
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2011
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presenting
back
to
the
whole
audience
afterwards
for
three
minutes
only.
Tell
them
that
they
only
have
15
minutes
for
this
activity.
Presentations:
3
Pillars
-­‐
Debrief
(20
minutes)
(2.5
minutes
per
executive
position)
With
everybody
back
in
the
room
and
focused
on
the
trainer
have
a
representative
from
each
group
report
to
the
audience.
Three
minutes
each.
Use
a
timer
and
lights
if
necessary.
Questions
(1
minute)
Take
two
or
three
questions
from
the
learners
before
recapping
and
concluding
this
session
on
a
high
note.
Summary
(1
minute)
In
this
session
we
have
looked
at
3
Pillars
for
the
continued
success
of
out
club.
Slide
Meetings
with
Zing
Processing
new
members
-­‐
The
Lance
Miller
Model
Succession
planning.

21. District
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2011
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Session
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Where
to
from
here?
(1
minute)
1.
Undertake
to
increase
the
Zing
of
your
next
meeting
2.
Review
your
processes
for
converting
a
visitor
into
a
member
3.
If
you
haven't
already
started,
start
preparing
for
the
next
executive
team
and
consider
who
would
be
your
replacement.

22. District
70
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Advanced
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2011
Training
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Communicating
Across
The
Generations
(30
Minutes)
Quotation
(1
minute)
“We
are
each
members
of
our
own
generations,
and
our
world
views
are
colored
by
our
own
experiences”
Ann
Fishman,
Generational
Marketing
Expert.
We
have
to
work
at
understanding
the
feelings
and
behaviors
of
those
from
other
age
groups
to
effectively
communicate
and
market
to
them.”
Introduction
This
session
looks
at
different
generations,
and
provides
learners
with
an
insight
as
to
how
they
can
better
understand
what
the
different
generational
needs
and
interests
are,
and
how
they
like
to
be
communicated
to.
The
outcome
of
which
is
to
re-­‐engineer
how
they
market
their
clubs
to
both
prospective
and
existing
members.
Introducing
the
Different
Generations
(5
Minutes)
Lecture:
Each
generation
is
moulded
by
the
world
events
that
occur
during
its
formative
years.
For
example,
if
you
lived
through
the
Great
Depression,
you
carry
some
mark
of
that
experience.
You
save;
you
may
be
thrifty.
If
you
lived
through
the
Vietnam
War,
it
almost
certainly
affected
your
view
of
authority.
These
distinct
historical
experiences
create
characteristics
that
stay
with
people
throughout
the
rest
of
their
lives.
Currently
we
have
6
generations
that
coexist
in
our
country
today,
along
with
their
personality
types.
They
are:

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2011
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The
G.I.s
The
Silents
aka
Builders
The
Boomers
Gen
X
Gen
Y
aka
Millennials
iGen
aka
Gen
Z
For
this
session
we
will
ignore
the
G.I.s
and
the
iGen
as
they
are
not
really
in
our
target
demographic
age
range.
Each
of
the
remaining
groups
can
easily
be
tagged
to
the
major
influences
in
their
lives.
E.g.
Silents:
World
War
II,
Robert
Menzies,
Radio
Boomers:
Vietnam
War,
Gough
Whitlam,
Television
Gen
X:
Fall
of
the
Berlin
Wall,
Bob
Hawke,
VCR
Gen
Y:
911,
John
Howard,
Playstation
Note:
refer
to
separate
pdf
document
from
McCrindle
Research,
"The
Generations
Defined
Sociologically"
for
more
information.
All
generations
react
to
various
methods
of
communication.
This
one
point
has
a
heavy
sway
on
how
we
look
to
get
our
word
out
there.
For
example,
if
we
are
targeting
Gen
Y
we
could
do
better
than
to
place
an
advertisement
in
the
local
newspaper.
If
we
do
not
have
a
web
presence
we
are
not
reaching
people
under
42.
The
younger
the
target
age
group
the
more
emphasis
must
be
put
on
social
media.
If
the
demographic
in
your
area
is
more
senior,
you
may
rely
more
on
traditional
methods.
Note:
If
time
permits
you
could
explore
with
the
audience
other
icons
that
are
representative
of
the
different
generations,
e.g.
cars,
movie
stars,
movies,
songs,
singers,
bands,
transportation,
fashion,
toys,
etc.
You
could
also
leave
this
activity
to
the
end
of
the
session.
Additional
Note:
There
is
no
real
need
to
do
this
activity,
so
do
it
only
if
you
need
to
fill
time,
or
as
a
fun
activity.

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2011
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The
mind
maps
in
the
workbook
summarise
these
differences
in
greater
detail,
adding
information
about
typical
traits
of
the
different
generations,
what's
important
to
them,
and
their
preferred
methods
of
communication.
Note:
Give
learners
a
minute
or
two
to
look
over
the
mind
maps.
Activity
(15
minutes
+
10
minutes
=
25
minutes
total)
Group
Activity
(15
minutes)
In
small
groups
have
learners
choose
one
generational
group
and
discuss
how
they
could
apply
the
mind
map
information
to:
1.
Attract
new
members
to
their
club,
2.
Maintain
and
motivate
their
current
membership,
3.
Encourage
existing
members
to
take
on
executive
roles
within
their
club.
It
would
be
helpful
to
think
about
the
following
categories:
medium
(newspaper,
flyers,
radio,
internet,
TV),
phrases/slogans/words,
images,
communication
methods,
programs,
activities,
or
events
you
could
offer,
etc.
If
time
permits,
they
can
repeat
the
exercise
for
another
generational
group
and
compare
if
their
approach
to
the
second
group
would
be
different
to
the
first?
Debrief:
(10
minutes)
There
are
a
number
of
ways
to
debrief
this
session.
The
most
obvious
is
to
simply
have
people
tell
their
results
of
the
activity.
Other
ways
to
debrief
could
be
to
ask
if
people
agreed
or
disagree

25. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
24
with
the
information
in
the
mind
maps,
or
ask
if
anyone
has
any
examples
to
support
the
information
(any
ah-­‐ha
moments).
You
could
ask
if
anybody
explored
a
different
generational
group
to
their
own
(this
could
be
fun
with
the
right
respondents).
Feel
free
to
ask
the
audience
any
questions
you
like
to
debrief
and
summarise
this
topic.
Note:
If
anyone
objects
strongly
to
being
'categorised'
or
'stereo-­typed'
agree
with
them
and
say
you
understand
how
they
feel,
and
then
say
that
this
IS
one
of
the
problems
with
this
sort
of
exercise,
and
that
while
it
is
not
our
intention
to
pigeon-­hole
people
that
this
sort
of
exercise
is
useful
for
exploring
different
ways
of
communicating
to
different
people.
Another
objection
that
may
be
raised
is
that
like
most
things
the
majority
of
the
research
in
this
area
is
from
the
United
States
and
has
an
American
slant
to
it.
The
response
to
this
is
that
there
is
significant
Australian
Research
to
support
similar
conclusions,
most
specifically
refer
them
to
www.mccrindle.com.au
(Thanks
to
Alison
Lavick
for
this
link).
Questions
(1
minute)
Take
two
or
three
questions
from
the
learners
before
recapping
and
concluding
this
session
on
a
high
note.
Conclusion
(1
minute)
Trainers
Note:
This
session
lends
itself
more
to
a
conclusion
more
than
a
summary
which
has
been
used
for
the
other
sessions.
The
generation
gap
is
widening,
and
to
be
successful,
we
need
to
be
flexible
in
how
we
recruit,
retain,
manage,
and
motivate
people.
We
need
to
relate
to
all
generations
and
bridge
the
gaps
or
else
we
condemn
our
clubs
to
a
slow
death.
Each
generation
responds
to
different
cultures,
respects
different
rules,
need
different
types
of
guidance,
and
communicates
differently.

26. District
70
Toastmasters
–
Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
25
As
leaders
of
our
clubs
we
should
constantly
ask
ourselves
do
we
have
an
eye
on
all
aspects
of
marketing
our
clubs?
Are
we
providing
a
contemporary
culture
in
order
to
provide
consistency
of
service
and
a
path
for
growth
for
the
individual?
And
finally
are
we
continually
renewing
ourselves
as
a
group
and
individually?
What's
the
next
step?
(1
minute)
Redesign
your
next
Membership
Building
and
Public
Relations
Campaign
to
be
more
attractive
to
your
target
market.
Submit
your
material
to
the
District
Public
Relations
Officer
before
30
April
and
you
might
win
this
year's
Public
Relations
Competition

27. District
70
Toastmasters
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Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
Page
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Reference
Material,
Web
links
and
further
reading
Review
of
Last
Six
Months
www.eduweb.vic.gov.au—reffram.pdf
www.nwlink.com—reflection.html
Club
Culture
Quality
Club
Audit
-­‐
District
70
Website
Moments
of
Truth
-­‐
TI
website
www.swimcoachingbrain.com—creating-­‐a-­‐winning-­‐swimming-­‐club-­‐culture-­‐–-­‐excellence-­‐environment-­‐everything-­‐everyday-­‐
everybody/
www.distil.com.au—239-­‐club-­‐culture-­‐some-­‐questions-­‐to-­‐help-­‐you-­‐assess-­‐your-­‐clubs-­‐culture
Enhanced
club
leadership
toastmasters.wikia.com—Themes
www.toastmasters.org—ToastmastersOnstage.aspx
www.ehow.com—how_4947478_come-­‐creative-­‐themes-­‐toastmasters-­‐meeting.html
www.ehow.com—list_6505955_toastmaster-­‐meeting-­‐theme-­‐ideas.html

28. District
70
Toastmasters
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Advanced
Club
Leadership
Training
2011
Training
Session
Plan
Version
0.1
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Communicating
across
generations
marketing.about.com—generationmktg.htm
ldarrylarmstrong.wordpress.com—generational-­‐marketing
www.mccrindle.com.au—free-­‐resources.htm
Decision
making