Leadership Lessons from the Real World
How to advance your skills with a High Performance Leadership project.
By Dave Zielinski
現(xiàn)實世界的領(lǐng)導(dǎo)力訓(xùn)練
如何通過“高績效領(lǐng)導(dǎo)力”項目提高技能靠欢。
——Dave Zielinski
The best way to build leadership skills isn’t to read leadership books, attend training classes or watch instructional videos. While those methods can be helpful and necessary, the best way to develop as a leader is to test and grow your skills in the trenches—in the crucible of real-world leadership scenarios.
That’s the essence of Toastmasters’ High Performance Leadership (HPL) program, in which you take on a practical project that enables you to hone leadership skills in areas like developing a vision, goal-setting, conflict management and teambuilding. Working in the High Performance Leadership manual guides you through the steps you need to succeed. One of the first steps is assembling a guidance committee to advise you through your project.
Completing the HPL program is required to earn a DTM. In the Toastmasters Pathways learning experience, the new education program launching next year, the HPL will continue to be a big part of the program; however, it won’t be required to earn a DTM.
(Read more about the Pathways HPL in the accompanying sidebar.)
The following members have completed their HPL projects either through events orchestrated outside the Toastmasters environment, such as organizing a TEDx event, or with in-club projects such as creating a structured mentorship program. They offer advice on how to choose the right project and extract the most value from leadership lessons learned along the way.
PRIYANKA KOMALA, DTM
Washington, D.C.
Project: Organizing a speech contest
When Priyanka Komala was just 5 years old and living in India, she stepped onstage and gave an impromptu speech. It was a harbinger of future success: She went on to become an accomplished Toastmaster serving as a division governor and club coach.
Komala is a technology director at The National Academy of Sciences, Engineering and Medicine in Washington, D.C., as well as a member of the National Academies Toastmasters club. She chose to organize an area speech contest for her HPL project. More than 30 members attended. Komala says she chose the project because she knew it wouldn’t be easy. Lessons she learned:
Reach out. When Komala began planning her project, no one in her club had experience with the process. She asked others, including some area governors, for input on how to choose the best project. The process of reaching out taught her the value of asking for help.
“It’s okay to be vulnerable as a leader,” she says, “and let others know you don’t have knowledge in certain areas. The only way to learn is to acknowledge that you might not have all the answers.”
She also points out that not everyone has time to help. “You have to be okay with hearing no from people.” That gave Komala the opportunity, for example, to ask if they knew others who might have advice to offer. She received suggestions that turned into valuable contacts.
Influence without authority. Delegating tasks to those assisting her didn’t always come naturally to Komala. “I had to delegate more than I was used to,” she says, “but empowering and trusting those on my team was key to getting the job done. Taking on more of an influential, rather than authoritative, role was enlightening to me and often created better team dynamics.”
培養(yǎng)領(lǐng)導(dǎo)能力的最佳方法不是閱讀領(lǐng)導(dǎo)書籍囤锉，參加培訓(xùn)課程或觀看教學(xué)視頻官地。雖然這些方法可能是有用和必要的赤炒，但發(fā)展成為領(lǐng)導(dǎo)者的最佳方法是在現(xiàn)實世界中的領(lǐng)導(dǎo)才能場景中測試和發(fā)展自己的能力莺褒。
這就是Toastmasters的高性能領(lǐng)導(dǎo)力（HPL）計劃的本質(zhì)，在該計劃中旷余，您將進行一個實際的項目正卧，使您能夠在制定愿景，設(shè)定目標(biāo)窘行，沖突管理和團隊建設(shè)等方面磨練領(lǐng)導(dǎo)技能但绕。 《高效能領(lǐng)導(dǎo)力》手冊中的工作將指導(dǎo)您完成成功所需的步驟捏顺。第一步是組建一個指導(dǎo)委員會幅骄，以在整個項目中為您提供建議拆座。
必須完成HPL程序才能獲得DTM懂拾。在Toastmasters Pathways的學(xué)習(xí)經(jīng)驗中，明年將啟動新的教育計劃唐断，HPL將繼續(xù)成為該計劃的重要組成部分脸甘；但是丹诀，不需要獲得DTM。
（在附帶的側(cè)欄中閱讀有關(guān)Pathways HPL的更多信息枚荣。）
以下成員已經(jīng)通過Toastmasters環(huán)境之外組織的活動（例如組織TEDx活動）或俱樂部內(nèi)的項目（例如創(chuàng)建結(jié)構(gòu)化的指導(dǎo)計劃）完成了HPL項目橄妆。他們?yōu)槿绾芜x擇合適的項目以及如何從領(lǐng)導(dǎo)經(jīng)驗中學(xué)到最大價值提供了建議害碾。
DTM PRIYANKA KOMALA
華盛頓特區(qū)芬沉。
項目：組織演講比賽
Priyanka Komala只有5歲笋籽，住在印度笛园，當(dāng)時她登上舞臺研铆，發(fā)表了即席演講。這預(yù)示著未來的成功：她繼續(xù)成為一名出色的Toastmaster逆甜，擔(dān)任部門州長和俱樂部教練交煞。
Komala是位于華盛頓特區(qū)的美國國家科學(xué)，工程與醫(yī)學(xué)研究院的技術(shù)主管御毅，也是美國國家研究院Toastmasters俱樂部的成員。她選擇為自己的HPL項目組織區(qū)域演講比賽绘面。 30多名成員參加了會議。 Komala說她之所以選擇該項目歧沪，是因為她知道這并不容易燥筷。她吸取的教訓(xùn)：
尋求幫助肆氓。當(dāng)Komala開始計劃她的項目時谢揪，她俱樂部中的任何人都沒有這個過程的經(jīng)驗凳鬓。她要求其他人，包括一些地區(qū)州長仅孩，就如何選擇最佳項目提供意見杠氢。尋求幫助的過程教會了她尋求幫助的價值。
她說：“成為領(lǐng)導(dǎo)者很脆弱，并且讓其他人知道您在某些領(lǐng)域沒有知識勺爱。學(xué)習(xí)的唯一方法是承認(rèn)您可能并沒有所有答案卫旱。”
她還指出适贸，并非每個人都有時間提供幫助。 “您必須沒事的人都可以蕊肥∏绻。”例如精耐，這給了科馬拉一個機會，詢問他們是否認(rèn)識其他可能會提供建議的人僵芹。她收到的建議變成了寶貴的聯(lián)系。
沒有權(quán)威的影響凿跳。將任務(wù)委派給協(xié)助她的人并非總是會自然而然地來到科瑪拉。她說：“與過去相比疆栏，我不得不委派更多的人，但是賦予團隊成員的力量和信任是完成工作的關(guān)鍵。對我來說痹愚，擔(dān)當(dāng)更多有影響力而不是權(quán)威的角色是很有意義的拯腮，并且通郴绰撸可以創(chuàng)造更好的團隊動力。”
**Accept hiccups. **As someone with an admitted perfectionist streak, Komala came to accept that not everything in her project would go smoothly. “Things don’t always shape up the way you plan, so you have to see it as part of the process and not take it personally,” she says. “It helps you be more creative in problem solving.”
**Showing you care. **The HPL also underscored for Komala that showing concern for your colleagues is a key to leading well. “At the end of the day, what really matters is being kind to people,” she says. “When you acknowledge that your team members have lives and challenges outside of Toastmasters, it helps build rapport.”
接受打嗝车胡。 作為一個公認(rèn)的完美主義者的人，科瑪拉開始接受并不是她項目中的所有事情都會順利進行析命。 她說：“事情并不總是會影響您的計劃方式，因此您必須將其視為流程的一部分馍资，而不是親自去做建钥⌒芫” “它可以幫助您在解決問題時更具創(chuàng)造力槐壳■ㄈ粒”
對人表示關(guān)心。 HPL還為Komala強調(diào)指出涩咖，對同事的關(guān)心是取得良好領(lǐng)導(dǎo)的關(guān)鍵檩互。 她說：“歸根結(jié)底拍嵌，真正重要的是對人們友善狈蚤〈辔辏” “當(dāng)您承認(rèn)您的團隊成員在Toastmasters之外有生活和挑戰(zhàn)時幻捏，它將有助于建立融洽的關(guān)系∥拖拢”
EDWARD WEDLER, DTM
Annapolis Valley, Nova Scotia, Canada
Project: Organizing a TEDx event
Edward Wedler had no shortage of promising ideas for his project, but one stood apart from the others. Wedler, a member of the Annapolis Valley Toastmasters in Nova Scotia, Canada, who splits his time between Florida and Canada, opted to organize a TEDx event. TED stands for Technology, Entertainment and Design. A TEDx is an independently run TED-like event that attracts those seeking to share and exchange ideas to solve problems or address pressing issues.
“I wanted to bring thought leaders together to discuss ideas about attracting the next generation of people and industries to rural communities,” says Wedler, an Ambassador for the Toastmasters Pathways learning experience.
Wedler knew hosting a successful TEDx wouldn’t be easy. Such events require a high-interest theme to attract quality speakers and meet audience expectations. In his favor were TEDx’s proven formula, strong track record and supportive service.
Applying a global concept locally. Wedler says the project taught him how to orchestrate a community-driven event and seek and coordinate high-quality presenters from a broad range of backgrounds. “I wanted to learn how to take a global concept like TED and apply it locally,” Wedler says. “We identified nine finalist speakers from a list of 29, each of whom spoke for about 15 minutes, and we had an experienced Toastmaster act as master of ceremonies.”
Planning and execution of the event took five months, and 50 volunteers assisted along the way.
**Success and failure. **Following the event, in a presentation to his club, Wedler highlighted what he perceived as his strengths and weaknesses in leading the project. Strengths included surrounding himself with good people and getting tasks done on time and within budget. Wedler used Google Docs, arranged team Skype meetings and designed effective marketing posters and multimedia emails as part of the project.
“I learned as a leader that sometimes you have to step in and make decisions or say no if things are heading in the wrong direction.”
— EDWARD WEDLER, DTM
His weaknesses? “There are times I think I could have been firmer in making decisions myself rather than delegating.”
One challenge was managing the event’s finances. “I learned as a leader that sometimes you have to step in and make decisions or say no if things are heading in the wrong direction,” he says. The key to success, Wedler believes, is setting achievable project steps or milestones and monitoring them throughout the process.
**Beyond Toastmasters. **Wedler believes there are multiple advantages to staging a project outside of Toastmasters. “HPL projects done outside the Toastmasters comfort zone help strengthen our brand image, create good public relations and attract new members,” he says. “When the event succeeds, it celebrates Toastmasters and becomes a great marketing tool.”
**Seeking feedback. **Wedler solicited feedback from his team on his performance as a leader. “I think it’s important to get feedback from those you lead during the project as well as at its end,” he says. Such feedback can help leaders make valuable mid-course corrections.
Wedler believes there are two types of leaders: those who lead through authority and those who lead through example and persuasion. “This project really helped me hone the latter skills,” he says.
愛德華·韋德勒DTM
加拿大新斯科舍省安納波利斯谷
項目：組織TEDx活動
愛德華·韋德勒（Edward Wedler）在他的項目中不乏有希望的想法搂抒，但其中一個與眾不同芳杏。韋德勒是加拿大新斯科舍省安那波利斯山谷Toastmasters的成員亚再，他把時間分散在佛羅里達和加拿大之間棍现，他選擇組織TEDx活動。 TED代表技術(shù)这敬，娛樂和設(shè)計。 TEDx是一個獨立運行的類似TED的活動，吸引了那些尋求共享和交流思想以解決問題或解決緊迫問題的人們吮廉。
“我想將思想領(lǐng)袖召集在一起苞尝，討論有關(guān)吸引下一代人和產(chǎn)業(yè)進入農(nóng)村社區(qū)的想法，” Toastmasters Pathways學(xué)習(xí)經(jīng)歷大使Wedler說宦芦。
韋德勒知道成功舉辦一次TEDx并非易事宙址。此類活動需要引起高度關(guān)注的主題，以吸引高素質(zhì)的演講者并滿足聽眾的期望调卑。 TEDx久經(jīng)考驗的配方抡砂，良好的業(yè)績記錄和支持服務(wù)對他有利。
在本地應(yīng)用全球概念恬涧。韋德勒說注益，該項目教會他如何組織一場社區(qū)主導(dǎo)的活動，以及如何尋找和協(xié)調(diào)來自廣泛背景的高質(zhì)量演講者溯捆。韋德勒說：“我想學(xué)習(xí)如何采用像TED這樣的全球概念并將其應(yīng)用于本地丑搔。” “我們從29名名單中選出了9名決賽入圍者提揍，每人發(fā)言約15分鐘低匙，我們有一位經(jīng)驗豐富的Toastmaster擔(dān)任主持人√夹猓”
活動的計劃和執(zhí)行花費了五個月的時間顽冶，沿途有50名志愿者得到了協(xié)助。
成功與失敗售碳。活動結(jié)束后强重，Wedler在向其俱樂部的介紹中強調(diào)了自己在領(lǐng)導(dǎo)該項目中的長處和短處。優(yōu)勢包括與好人相處贸人，并在預(yù)算范圍內(nèi)按時完成任務(wù)间景。 Wedler使用Google文檔，安排了Skype團隊會議艺智，并設(shè)計了有效的營銷海報和多媒體電子郵件作為該項目的一部分倘要。
“作為領(lǐng)導(dǎo)者，我了解到十拣，有時候事情必須朝著錯誤的方向前進封拧，否則您不得不介入并做出決定∝参剩”
— DTM愛德華·韋德勒
他的弱點泽西？ “有時候我認(rèn)為我本可以更堅定地自己做決定，而不是委派我缰趋∨跎迹”
一項挑戰(zhàn)是管理活動的財務(wù)狀況陕见。他說：“作為領(lǐng)導(dǎo)者，我學(xué)會了有時候您必須介入并做出決定味抖，或者如果事情朝著錯誤的方向前進评甜，則拒絕∽猩”韋德勒認(rèn)為忍坷，成功的關(guān)鍵是設(shè)定可實現(xiàn)的項目步驟或里程碑，并在整個過程中對其進行監(jiān)控红柱。
超越Toastmasters承匣。 Wedler認(rèn)為，在Toastmasters之外進行項目有多個優(yōu)勢锤悄。他說：“在Toastmasters舒適區(qū)之外進行的HPL項目有助于增強我們的品牌形象韧骗，建立良好的公共關(guān)系并吸引新成員×憔郏” “當(dāng)活動成功時袍暴，它將慶祝Toastmasters，并成為一個很好的營銷工具隶症≌＃”
尋求反饋。韋德勒（Wedler）征求了他的團隊對他擔(dān)任領(lǐng)導(dǎo)職務(wù)的反饋蚂会。他說：“我認(rèn)為重要的是要從您在項目進行中以及項目結(jié)束時得到的反饋中獲得反饋淋样。”這樣的反饋可以幫助領(lǐng)導(dǎo)者進行有價值的中途糾正胁住。
韋德勒認(rèn)為趁猴，領(lǐng)導(dǎo)者有兩種類型：通過權(quán)威領(lǐng)導(dǎo)的人們和通過榜樣和說服力領(lǐng)導(dǎo)的人們。他說：“這個項目確實幫助我磨練了后者的技能彪见±芩荆”
MARK BENSINK, ACB, ALB
Thousand Oaks, California
Project: Improving mentorship program
After Mark Bensink earned his CC and CL awards, his club’s vice president education suggested that he carry out an HPL project to revitalize the club’s mentorship program.
“This was the perfect topic for me, as I had spent many years as an adult educator focusing on mentorship and coaching in one of my past jobs,” says Bensink, now a director of global health economics at Amgen in Newbury Park, California.
Bensink created a vision for his project around the idea of the “virtuous circle,” a concept he practices as a martial arts instructor. A virtuous circle refers to a beneficial cycle of events where each event has a positive effect on the next. Bensink, a member of the Amgen Noon Talkers in Thousand Oaks, California, applied the concept to the practice of mentoring.
**Three Levels of Mentoring. **Working with a small team of club members and his HPL guidance committee, Bensink developed a structured mentorship program based on three levels of mentoring:
At Level 1, new club members receive mentoring for their first three speeches in the Competent Communication manual and first three projects in the Competent Leadership manual.
At Level 2, these new members deliver speeches 4, 5 and 6 in the CC manual, at the same time becoming mentors to newly arriving members. The new mentors, in turn, are mentored by senior club members, who hone their leadership skills.
At Level 3, members give speeches 7 through 10 in the CC manual. Here senior club members—those completing advanced levels—are asked to find a similarly advanced member to form a mentorship team. “This is a co-mentorship relationship where people might spend an hour together switching roles between mentor and mentee to further build skills,” Bensink says.
**Learning your style. **The project gave Bensink a better understanding of his own leadership style as well as where his mentoring skills needed improvement. “The amount of mentoring I did myself helped me better understand the mentor-mentee relationship and drive the mentoring vision for others,” he says. “It’s a mastery paradigm. When you do something for a long time and get comfortable with it you’re in a better position to lead and teach it.”
**Measuring progress. **The project also gave Bensink a greater appreciation for the value of meeting goals in increments. “Many times we set project goals and only look at the end point,” he says. “We don’t track how we’re doing at designated steps and milestones along the way.” For example, if mentors and mentees meet for just 30 minutes every two weeks, mentees can use the advice they get to develop a good speech within two months.
A skilled mentor will keep mentees accountable but also help curb any perfectionist tendencies, Bensink says.
“A good mentor will help you focus on areas that need improving but also tell you when your speech is good enough to go.” In other words, the best mentors help mentees strive for excellence and not perfection.
MARK BENSINK, ACB, ALB
加州千橡市
項目:完善師徒計劃
在Mark Bensink獲得他的CC和CL獎之后，他的扶輪社教育副會長建議他執(zhí)行一個HPL計劃來振興扶輪社的導(dǎo)師制計劃余指。
“這對我來說是一個完美的話題捕犬，因為我在過去的一份工作中做了很多年的成人教育，專注于導(dǎo)師和輔導(dǎo)酵镜，”本辛克說碉碉。他現(xiàn)在是加利福尼亞州紐伯里公園安進公司(Amgen)的全球衛(wèi)生經(jīng)濟學(xué)總監(jiān)。
本辛克圍繞著“良性循環(huán)”的理念為他的項目創(chuàng)造了一個愿景笋婿，這是他作為武術(shù)教練實踐的一個概念誉裆。良性循環(huán)指的是事件的良性循環(huán)，即每個事件都會對下一個事件產(chǎn)生積極的影響缸濒。本辛克是位于加州千橡市的安進午間談話者組織的成員足丢，他將這一理念應(yīng)用到指導(dǎo)實踐中。
三個層次的指導(dǎo)庇配。本辛克與一個由俱樂部成員和他的HPL指導(dǎo)委員會組成的小團隊合作斩跌，開發(fā)了一個基于三個級別指導(dǎo)的結(jié)構(gòu)化導(dǎo)師計劃:
在第1級，新社員在勝任溝通手冊中的前三次演講和勝任領(lǐng)導(dǎo)手冊中的前三次項目上接受輔導(dǎo)捞慌。
在第2級耀鸦，這些新成員在CC手冊中進行4、5啸澡、6次演講袖订，同時成為新成員的導(dǎo)師。而新導(dǎo)師則由俱樂部的資深成員來指導(dǎo)嗅虏，并磨練他們的領(lǐng)導(dǎo)技能洛姑。
在3級，成員在CC手冊中發(fā)表7到10次演講皮服。在這里楞艾，高級俱樂部成員——那些完成高級水平的人——被要求找到一個類似的高級成員來組成一個指導(dǎo)團隊×涔悖“這是一種合作輔導(dǎo)關(guān)系硫眯，人們可能會花一個小時在導(dǎo)師和被輔導(dǎo)者之間交換角色，以進一步培養(yǎng)技能择同，”本辛克說两入。
學(xué)習(xí)你的風(fēng)格。這個項目讓本辛克更好地了解了自己的領(lǐng)導(dǎo)風(fēng)格敲才，以及他的指導(dǎo)技能需要改進的地方裹纳。他說:“我自己所做的輔導(dǎo)幫助我更好地理解師徒關(guān)系，并推動了指導(dǎo)他人的愿景归斤∪玻”“這是一種大師范型。當(dāng)你做一件事做了很長時間脏里，并且適應(yīng)了它她我，你就處于一個更好的位置來領(lǐng)導(dǎo)和教授它∑群幔”
衡量進展番舆。這個項目也讓本辛克更加重視實現(xiàn)目標(biāo)的價值。他表示:“很多時候矾踱，我們設(shè)定項目目標(biāo)恨狈，但只關(guān)注最終目標(biāo)∏航玻”“我們沒有跟蹤我們在指定的步驟和里程碑上做了什么禾怠。例如返奉，如果導(dǎo)師和徒弟每兩周只見面30分鐘，徒弟就可以利用他們得到的建議吗氏，在兩個月內(nèi)培養(yǎng)出一篇好的演講芽偏。
本辛克說，一個有經(jīng)驗的導(dǎo)師不僅能讓學(xué)員負(fù)起責(zé)任弦讽，還能幫助抑制任何完美主義傾向污尉。
一個好的導(dǎo)師會幫助你關(guān)注需要改進的地方，還會告訴你什么時候你的演講已經(jīng)足夠好了往产。換句話說被碗，最好的導(dǎo)師幫助學(xué)員追求卓越而不是完美。
CARINA SCHEY, DTM
St.-Prex, Switzerland
Project: Organizing a TLI
When Carina Schey considered options for her HPL project, she decided on organizing a Toastmasters Leadership Institute (TLI) event. A member of several clubs in Switzerland, she recalls attending a similar event where the keynote speaker was less than inspirational.
“I committed right there to holding a TLI where the speakers would do a great job of inspiring everyone,” says Schey, an Ambassador for the Toastmasters Pathways learning experience. “I also wanted an event that would be highly interactive so everyone felt involved and there wouldn’t be any death by PowerPoint.”
Schey began organizing the TLI in the city of Bern for the three Toastmasters divisions in Switzerland. Along the way, she learned important leadership lessons she now applies in her profession as a consulting health economist, as well as in her leadership roles within Toastmasters.
Create contingency plans, and backups for contingencies. When one of the speakers for Schey’s event canceled, she decided to find back-up speakers for all of her TLI sessions. That planning paid off when another speaker canceled the night before one of the sessions. Such contingency planning is often easier said than done. “It took a bit of diplomacy, because no one wants to feel they are second best,” Schey says. “But I contacted people who I thought would cherish the opportunity to be backup speakers.”
**View obstacles as a challenge. **Most Toastmasters encounter obstacles in planning or executing their HPL projects, but Schey says the key is to keep moving forward. “If you really believe in your project you can overcome any obstacle.”
**Brief your speakers. **Another lesson Schey learned, which she now applies to the professional conferences she organizes, is to give speakers a detailed brief of what is expected from them. “Because I wanted TLI speeches that were highly interactive, I ended up briefing the speakers in more detail than I usually do in my professional life,” she says. “But now it’s something I do in my work conferences as well.”
DTM卡林納·希
瑞士圣普雷克斯
項目：組織TLI
當(dāng)Carina Schey考慮為其HPL項目選擇方案時仿村，她決定組織Toastmasters Leadership Institute（TLI）活動锐朴。她是瑞士幾家俱樂部的成員，她回想起參加一次類似的活動奠宜，當(dāng)時主題演講者的靈感不足包颁。
“我承諾在那里舉行TLI，使演講者在激勵所有人方面做得很好压真，” Toastmasters Pathways學(xué)習(xí)經(jīng)歷大使Schey說娩嚼。 “我還想要一個高度互動的活動，這樣每個人都可以參與其中滴肿，而PowerPoint不會造成任何死亡岳悟。”
Schey開始在伯爾尼市為瑞士的三個Toastmasters部門組織TLI泼差。在此過程中贵少，她學(xué)習(xí)了重要的領(lǐng)導(dǎo)力課程，現(xiàn)在她在咨詢健康經(jīng)濟學(xué)家的職業(yè)以及Toastmasters的領(lǐng)導(dǎo)角色中都得到了應(yīng)用堆缘。
創(chuàng)建應(yīng)急計劃滔灶，并備份應(yīng)急情況。當(dāng)Schey活動的發(fā)言人之一被取消后吼肥，她決定為她的所有TLI會議尋找備用發(fā)言人录平。當(dāng)另一位發(fā)言者取消了某場會議的前一天晚上時，這項計劃便獲得了回報缀皱。這樣的應(yīng)急計劃通常說起來容易做起來難斗这。 Schey說：“這花了一點外交手段，因為沒有人愿意覺得他們是第二好啤斗”砑” “但是我聯(lián)系了那些我認(rèn)為會珍惜機會成為備用發(fā)言人的人∨チ”
將障礙視為挑戰(zhàn)免钻。大多數(shù)Toastmasters在規(guī)劃或執(zhí)行HPL項目時遇到障礙彼水，但是Schey說關(guān)鍵是要繼續(xù)前進。 “如果您真的相信自己的項目伯襟，就可以克服任何障礙猿涨∥胀”
向演講者進行介紹姆怪。 Schey從她現(xiàn)在所學(xué)到的另一個教訓(xùn)中汲取了教訓(xùn)，現(xiàn)在她可以將其應(yīng)用于她所組織的專業(yè)會議澡绩，從而向演講者詳細介紹他們的期望稽揭。她說：“由于我希望TLI演講具有高度的互動性，所以我最終向演講者進行了比我平時職業(yè)生涯中更為詳盡的介紹肥卡∠疲” “但是現(xiàn)在這也是我在工作會議中所做的事情〔郊”
