European Journal of Education Studies: Rongie C. Abella, Jezyl C. Cutamora

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European Journal of Education Studies

ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
doi: 10.5281/zenodo.3261608 Volume 6 │ Issue 3 │ 2019
APPROACH TO PUBLIC SPEAKING SKILLS

DEVELOPMENT IN AN EDUCATIONAL ORGANIZATION:
A GROUNDED THEORY
Rongie C. Abella1i,
Jezyl C. Cutamora2,
1University of Cebu, Main Campus
Cebu City,
Philippines
2PhD, Cebu Normal University,
Cebu City,
Philippines
Abstract:
Communicating confidently and effectively before an audience is one of the skills
highly desired to be developed by professionals. Hence, there is a high demand for
public speaking skills development training. The purpose of this study was to generate
a theory grounded from the data that explains the approach of how members of
Toastmasters International (TI) develop their public speaking skills as they immerse in
such educational organization. The analysis of this study was mainly guided by the
systematic design of grounded theory developed by Corbin and Strauss (2008).
Theoretical sampling guided the recruitment of 21 TI members as the participants of the
personal interviews. A focus group discussion and researcher’s observations were then
utilized for a triangulated result of the study. Open coding categories were connected
during axial coding and refined during selective coding to form a theory. “Four C’s in
Public Speaking Theory” explains the approach of how TI members develop their
public speaking skills in order to transform from a novice public speaker to an expert
one. The generated model can serve as a guide for the members’ strategic plan in taking
full advantage of the benefits that the organization offers in public speaking. This could
also aid in the organization’s planning and program development.
Keywords: public speaking skills, educational organization, grounded theory,

Toastmasters International, Asia
i Correspondence: email abellarongie@gmail.com, abellarongie@yahoo.com

Copyright © The Author(s). All Rights Reserved.
© 2015 – 2019 Open Access Publishing Group 232
Rongie C. Abella, Jezyl C. Cutamora
APPROACH TO PUBLIC SPEAKING SKILLS DEVELOPMENT IN AN EDUCATIONAL ORGANIZATION:
A GROUNDED THEORY
1. Introduction
A lot of people agree that speaking before a group can cause intense anxiety, distress,
and negative behavioral responses (Harris, Kemmerling & North, 2002; MacIntyre &
MacDonald, 1998). Most people fear committing mistakes before a big crowd. Hence,
they avoid public speaking situations to save them from any humiliation or
embarrassment (Hancock, Stone, Brundage & Zeigler, 2010). This public speaking
anxiety may manifest with variety of symptoms such as sweating, palpitations, muscle
tension, confusion, and worse diarrhea (Harris et al., 2002). Thus, the fear in public
speaking or medically termed as “glossophobia” is one of the most common fears
among people (Breakey, 2005; Miller & Stone, 2009; Pong, 2010) and could be even
feared more than death (Dwyer & Davidson, 2012). This social phobia has already
affected negatively people’s performance at work or even at school since they tend to
fend off situations where they need to speak in public (Colbeck, 2011; Finn, Sawyer &
Schrodt, 2009).
As defined by Shyam and Joy (2016), public speaking is the structured way of an
individual to speak directly to a group of people with an objective in mind of either
informing, influencing, or entertaining them. Public speaking is one of the applications
of communication skills where it is understood as the face-to-face talking of an
individual to a set of listeners. These skills are needed to increase an individual’s self-
efficacy in terms of social confidence (Betz, 2004). Hence, most businesses are providing
training to their employees on how to communicate effectively in public since it has
bearing to the company’s image (Baccarani & Bonfanti, 2015). While courses in public
speaking are essential parts in school curriculum (Hancock et al., 2010).
Communication as one of the needed 21st century skills alongside with critical
thinking, creativity, and collaboration should be embodied (Trilling & Fadel, 2009).
Communicating effectively, one’s thoughts before a crowd is one of the skills highly
desired to be developed by professionals (Batrinca, Stratou, Shapiro, Morency &
Scherer, 2013; Chollet, Wörtwein, Morency, Shapiro & Scherer, 2015; Jacobson, 2009). Its
major benefits cut across the areas of personal, social, academic, and career aspects in
life (Yu-Chih, 2008). Thus, there is a high demand for training on communication
development through public speaking.
Aside from the academe which requires these public speaking courses, various
institutions and organizations already offer this kind of training. One of these notable
organizations focusing in public speaking is Toastmasters International (TI). It is a non-
profit educational organization which helps people improve their public speaking and
leadership skills through a worldwide network of clubs (Buquiran, 2014; Nordin &
Shaari, 2017; Yu-Chih, 2008). It gives its members the opportunity to speak in front of
others in the club which eventually enhances their confidence in talking before a crowd
(Nortrup, 2001). To date, its membership already exceeds 357,000 in more than 16,600
clubs across 143 countries (Toastmasters International, n.d.a.). A noteworthy difference
of the public speaking training between the academe and educational organizations
such as TI is the opportunity to interact with people from different sectors of the
European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 233
A GROUNDED THEORY
society. Thus, the advantage of being a member of such organization is associating,

learning, and getting evaluated by people with various backgrounds, experiences and
viewpoints regarding public speaking.
Everybody can join Toastmasters International for as long as they are of legal age
and able to pay the membership fee (Toastmasters International, n.d.b.). With
researches establishing the importance of public speaking skills to both personal and
professional aspects, many people already opted to join such educational organizations
(Parvis, 2001). However, despite the tailored fit program for public speaking skills
development offered by the organization, many of its members are still challenged in
speaking before a crowd. Mastering the art of public speaking is indeed not an
overnight job. It takes consistency, time, and a lot of effort to minimize if not eliminate
the negative behavioral responses manifested when talking to an audience (Chollet et
al., 2015; Yu-Chih, 2008). The training entails continual speaking opportunities and
criticisms or feedback from peers or experts (Levasseur, Dean & Pfaff, 2004). The
organization’s program may be flexible and self-paced (Watkins & Green, 2003) but
consistency and openness to feedback could be valuable factors to consider. Thus, the
approach of how members deal with their public speaking skills development in such
educational organization deserves a close attention. Being active in the club activities
through regularly attending meetings and conscientiously following its educational
program could be vital factors in transforming from a novice public speaker to an
expert one.
Most professionals who are caught up with their careers do not have time
anymore to go back to school to continue developing these skills. Hence, they engage in
educational organizations such as TI because they need an environment where they can
socialize with their peers and learn at their own paces. There is a necessity then to add
knowledge on how these skills are developed in educational organizations outside the
academic settings. Those who are actively engaged in TI can be greatly benefited from
this study. The academe can also learn from the practices of this organization that may
be applicable to their public speaking courses.
The primary researcher who is a toastmaster, educator, and a public speaking
enthusiast would like to generate a theory that explains the approach of how TI
members develop their public speaking skills as they involve themselves in such
educational organization. The theoretical underpinning that guided the
conceptualization of this study is the Social Cognitive Theory by Bandura (1991). It
emphasized that exercise of self-influence broadly motivates and regulates the human
behavior. It discussed the interplay of factors which are the environment, personal
attributes, and behavior on the studied phenomenon (Bandura, 2004; Zunker, 2009).
The results of this study could help guide future members on how they can
maximize the benefits that the organization offers. It could also give more insights to
the organization’s planning and program development in public speaking. Hopefully
with more members achieving their communication development goals through public
speaking, more success stories in life will be told and eventually will serve as an
inspiration to the rest of the world.
A GROUNDED THEORY
1.1 Statement of Purpose

The purpose of this study was to generate a theory grounded from the data that
explains the approach of how members of Toastmasters International (TI) develop their
public speaking skills as they immerse in such educational organization.
The study was guided by the central research question: How do members of
Toastmasters International develop their public speaking skills during their
involvement in the educational organization? The sub-questions are as follows:
1) What conditions are influencing the TI members in developing their public
speaking skills?
2) How do TI members act and strategize in developing their public speaking
skills?
3) What are the outcomes once these public speaking skills are developed among TI
members?
2. Literature Review
An overview about public speaking is expounded to provide a better understanding of

the importance of such skills and its effect to the development of individuals.
Toastmasters International is also explained together with its educational program for
public speaking known as Pathways Learning Experience. This is to let the readers
understand the educational organization under study.
2.1 Public Speaking

Public speaking is the act of performing a speech in which an individual directly speaks
to a group of people. The manner of delivery was structured so that it can inform,
influence, or entertain the target audience (Shyam & Joy, 2016). Most of the time,
convincing the audience to side an idea is the objective of public speaking. Shyam and
Joy (2016) explained that there are many situations in real life where public speaking
skills can help an individual in terms of career and various opportunities. It is
undeniable that the benefits of good communication skills outweigh any apprehension
or anxiety in speaking in public (Finn et al., 2009). The benefits may include personal
growth, career advancement, and strong leadership (Chollet et al., 2015). Shyam and Joy
(2016) emphasized the following strategies to become a better speaker which are
planning appropriately, practicing, engaging with your audience, paying attention to
body language, thinking positively, coping with your nerves, and watching recordings
of your speeches. Exposing yourself to more public speaking engagements, the better
you will gain confidence to yourself.
Hancock et al. (2010) emphasized that most people suffer from the fear of public
speaking, or glossophobia. It is a type of social phobia resulting to fear of
embarrassment or humiliation when speaking before a group of people (Dwyer &
Davidson, 2012). Usually, the outcome of this speaking anxiety is avoidance of people
from speaking situations done in public (Raja, 2017). This happens because people
usually manifest maladaptive behaviors like shaking of knees, trembling of voice, and
A GROUNDED THEORY
being at a loss for words during presentations (Shi, Brinthaupt & McCree, 2015). This
anxiety is a highly common disorder that affects the career advancement and life
satisfaction of plenty of its sufferers (Colbeck, 2011; Shi et al., 2015). Though it should be
realized that a lot of people are going through this emotion. Hence, a nervous speaker
should not feel bad because he is not alone (Raja, 2017).
Breakey (2005) identified six aspects of public speaking that may be focused
during training by individuals who wish to enhance such skills. Poor public speaking is
manifested with insufficient respiratory support, infrequent use of pauses, lack of
inflection, poor eye contact, use of inappropriate or meaningless gestures, and
organization or structure of presentations (Breakey, 2005; Hancock et al., 2010). Batrinca
et al. (2013) emphasized public speaking performances are not just about the delivery of
the content, but also by the nonverbal behaviors manifested by the presenter. These
include the use of gestures, facial expressions, tone of voice, and vocal variety.
Communication experts already explored various methods to help individuals
particularly students fight their fear in public speaking (Finn et al., 2009). These experts
are inclined to do researches in communication apprehension and public speaking
anxiety because it is a topic which can help develop confident communicators (Colbeck,
2011). An example of this is a study among undergraduate students by Raja (2017)
which analyze their public speaking anxiety level. He then suggested strategies to
conquer this fear. Jensen and Harris (1999) explored Public Speaking Portfolio to
examine if it helped students become more mindful of their eagerness to exert effort in
enhancing their communication skills. A study had been conducted by Finn et al. (2009)
examining if brief repeated exposure to audiences or known as exposure-based
therapies are good strategies for fostering habituation during speaking performances.
Another study by Shi et al. (2015) focused on examining how self-talk relates to the
prevalence of communication apprehension particularly public speaking anxiety levels.
These studies support that public speaking is indeed regarded as a necessary skill that
needs to be developed. Many scholarly researches were already undertaken to find
ways on how to improve such skills among individuals may it be a student or a
professional.
2.2 Toastmasters International

Toastmasters International (TI) is a non-profit educational organization which helps
people improve their public speaking skills through a worldwide network of clubs
(Buquiran, 2014; Yu-Chih, 2008). It began as a series of speaking clubs organized by
Ralph C. Smedley who saw a need for men in the community to learn how to speak,
conduct meetings, and plan programs and work on committees (Toastmasters
International, n.d.c.). To date, its membership already exceeds 357,000 in more than
16,600 clubs across 143 countries. Members of this organization need to pay semi-
annual dues of $45 and a onetime lifetime membership fee of $20 (Toastmasters
International, n.d.a.).
As shown in the TI website, its vision is to become the first-choice provider of
dynamic, high-value, experiential communication and leadership skills development.
A GROUNDED THEORY
While its international mission is to empower individuals to be more effective

communicators and leaders. The entire organization is guided by their core values of
integrity, respect, service, and excellence (Toastmasters International, n.d.d.).
A regular Toastmasters meeting is usually scheduled at least twice in a month.
The main activities of its proceedings usually include delivering prepared speeches,
making impromptu speeches, and evaluating the performance of the speakers (Nordin
& Shaari, 2017; Watkins & Green, 2003). Attending the first few meetings of any
Toastmasters club may stir feelings of either excitement or fear. New members may
even feel jitters, sweaty hands, or shaky legs when they will deliver their first few
speeches (Shi et al., 2015). With Toastmasters, improving your public speaking skills is
only one of its goals. Their other goals include building leadership skills, maximizing
potential, enjoying unlimited personal growth, working on networking in a small and
supportive environment, practicing writing speeches and presenting in a group setting,
gaining a competitive advantage in the workplace, and building self-confidence and
self-awareness (Toastmasters International, n.d.a.).
However, despite the benefits that members get from joining Toastmasters clubs,
some members eventually become inactive by not attending club meetings anymore
(Buquiran, 2014). There are various reasons for members to stay inactive for some time
which could be attributed to personal or professional matters. Thus, membership
retention in this organization should also be given enough attention. If more members
are retained in the organization, it would give a good impression to the community
which would be helpful to entice prospects for recruitment (Bassi & Polifroni, 2005).
2.3 Pathways Learning Experience

Education is an essential aspect of every Toastmaster’s journey. Toastmasters
International (TI) would like to provide a safe and supportive environment in every
club around the world. It aims to build real world skills among its members in various
disciplines. There are four guiding principles in which TI designed its educational
program which are experiential learning, peer feedback, mentoring, and self-paced
program (Toastmasters International, n.d.e.).
Toastmasters Pathways learning experience is the educational program tailored
for its members. It is described as an exciting, flexible and interactive way of developing
the communication and leadership skills that a member needs to succeed. This
educational program provides the opportunity to build up to 300 unique competencies
in 11 specialized learning paths available. It is accessible online and has versions in
various languages (Toastmasters International, n.d.e.).
According to the TI website, an active club member can choose from the eleven
specialized learning paths for his educational program which are Dynamic Leadership,
Effective Coaching, Engaging Humor, Innovative Planning, Leadership Development,
Motivational Strategies, Persuasive Influence, Presentation Mastery, Strategic
Relationships, Team Collaboration, and Visionary Communication. These paths are
designed to practice and improve the member’s communication, leadership,

A GROUNDED THEORY
management, strategic planning, service to others, public speaking and more

(Toastmasters International, n.d.e.).
This shows that Toastmasters International has been providing a comprehensive
program not just in public speaking but also to various disciplines associated to such
skills. Looking into the dynamics of the organization would give a lot of insights on
how to fully develop communication skills among individuals.
3. Research Methodology
This is a qualitative study exploring the inner experience of the participants and how
they formulate meanings from their perspective (Corbin & Strauss, 2008). A grounded
theory approach was applied in which its purpose is to create a theory emphasizing the
in-depth understanding of certain things or phenomena (Chen, 2018; Merriam &
Tisdell, 2015). It provides an ordered approach in the organization of data through the
use of analytic tools in building the new theory (Bowen, 2008; Shannak & Aldhmour,
2009; Zunker & Ivankova, 2011). A systematic design of grounded theory was
specifically utilized which is widely applied in educational researches (Chong & Yeo,
2015; Creswell, 2012). The theory generated was grounded in the data based on the
realities as perceived by participants from their experiences (Elliott & Higgins, 2012). It
was inductively derived to reach well informed conclusion while maintaining
denseness in conceptual development (Shannak & Aldhmour, 2009).
The theory gained from this study explains the process of public speaking
development of members and may provide insights to the educational organization’s
planning and program development. The theory generated may help fill the literature
gap regarding how such organization contribute to the improvement of public speaking
skills of an individual. It may serve as guide of other existing public speaking
organizations and to those who are planning to set up a new one.
3.1 Sampling Technique and Sample Size

Purposive sampling technique served as the guide in recruiting the participants of this
study. The researcher was the one making decisions regarding whom and how many
individuals to be included in the sample (Creswell, Hanson, Clark Plano & Morales,
2007). Specifically, the principle of theoretical sampling was used since the researcher
cautiously selected the participants who can provide rich data to help construct the
developing theory (Bowen, 2008; Corbin & Strauss, 2008). The researcher observed
flexibility, practicality, and analytically followed a certain path in choosing the
participants.
Generally, a sufficient sample needed for a grounded theory approach is 20 -30
individuals for an in-depth analysis (Corbin & Strauss, 2008; Zunker & Ivankova, 2011).
In this study, theoretical saturation was reached on the 21st participant. It was when the
data did not provide more information than what has already been gathered (Chen,
2018). As explained by Bowen (2008), theoretical saturation is when new participants
are brought continually into the data collection until no new themes are identified and
A GROUNDED THEORY
no more issues are obtained. Hence, the data set is considered complete and enough for
an in-depth theory generation.
3.2 Participants and Locale

The participants of this study were required to meet the following inclusion criteria: (1)
a toastmaster member in good standing which means he/she has paid the monthly
dues, (2) an official member of the organization for not less than 6 months, and (3) an
active member which means he/she has been regularly attending meetings in his/her
respective clubs. Twenty-one Toastmaster International members met the inclusion
criteria.
Eleven of the participants were chosen from community clubs and the rest are
from corporate clubs. A Toastmasters club can either be classified as community which
means it is open to anyone who would like join or corporate which is exclusive only to
the employees of a certain company sponsoring their membership fees. Four
toastmasters club were considered in this study in which all are part of Division I in
District 75. All the clubs are located within Metro Cebu, Philippines. Two of which are
community clubs namely Mactan Toastmasters Club and Mactan Export Zone 1 (MEZ1)
Toastmasters Club. The other two are company sponsored namely Cebu Unionbank
Toastmasters Club and Ramon Aboitiz Foundation Incorporated (RAFI) Toastmasters
Club. Choosing respondents from both kinds of club, from different age groups, with
different durations of club membership, and with club positions held was appropriated
to ensure the maximum variation and full coverage of all possible categories (Creswell
et al, 2007).
3.3 Data Collection

The researcher informed ahead the toastmasters clubs involved about the one-on-one
interviews for their selected members as part of the data gathering of this study. Since
the researcher is a toastmaster member of one of the clubs, he had direct access to his
club members who served as the participants. He personally visited the other three
clubs in which the interviews were done immediately after their regular Toastmasters
meetings. A small token of appreciation was given to the participants.
A semi structured individual interview questionnaire developed by the
researcher was utilized. The interview guide was used flexibly because of its less
structured nature (Merriam & Tisdell, 2015). It was referred to some officers of a
Toastmasters club to check if it covers the entirety of communication development in
the organization. Each interview started with questions about the demographics of the
participants followed by open-ended questions. These questions were designed to
encourage the participants to fully disclose their various experiences in relation to
managing their communication development as a member of a public speaking
organization. Probing was also done to ask for additional details (Merriam & Tisdell,
2015).
A constant comparison method was undertaken in which the analysis of
previously collected data lead to the focus of the succeeding data collection until certain
A GROUNDED THEORY
concepts were well explained (Creswell, 2012; Corbin & Strauss, 2008). The schedule of
coding and analysis was set every after all the participants of a club were through with
the interviews. At first, six participants from a community club were interviewed on the
same day. Their responses were coded then analyzed before proceeding to a corporate
club considered for the study. After which, another community club was visited for the
interviews and lastly back to a corporate club. Theoretical saturation was reached on
the 21st participant of the fourth toastmasters club visited since no more new categories
emerged from the data during the coding.
After the conduct of one-on-one interviews, a focus group discussion was
organized by the researcher as a form of triangulation. Six participants of the study
were convened to a discussion meeting to reiterate the inputs and validate the findings.
These participants were all from the same Toastmasters club where the researcher is
also a member. This process was undertaken to guarantee an objective and accurate
interpretation of the results (Zunker & Ivankova, 2011). This triangulation of data
source was done to establish credibility and confirmability of the study (Krefting, 1991).
3.4 Data Analysis

The analysis of this study was mainly guided by the systematic design of grounded
theory developed by Corbin and Strauss (2008) which is concerned with the processes
of accumulating collective knowledge and undertaking an empirical evaluation on it.
Three phases of coding which constitute the systematic approach of grounded theory
were utilized in analyzing the data (Zunker & Ivankova, 2011). These coding steps
follow the order of open, axial, and selective processes (Chong & Yeo, 2015). Assigning
short labels on categories formed from initial notes or memos happened in open coding.
The codes were then grouped to form larger categories during axial coding. These
categories were identified to which of the six preset categories they belonged. A core
category was then pointed out to represent the central idea of the study (Creswell, 2012;
Zunker, 2009). The relationship of various categories was established in this phase.
Finally, selective coding was undertaken which covered the integration of categories
and refining the theory (Corbin and Strauss, 2008). After the researcher established
connection among the categories, a visual model was presented illustrating the
approach of the members to public speaking skills development in the organization.
As emphasized by Walker and Myrick (2006), the researcher played an essential
role in generating the theory of this study. Throughout the data analysis, the processes
involved the researcher as the one who manipulated, conceptualized, and applied
techniques in the discovery of the theory. The qualitative data gathered were reduced
into categories or themes which then served as bases of the desired theory (Walker &
Myrick, 2006). The relationship among these categories or themes formed the theory
grounded from the data in this study (Chen, 2018).
3.5 Ethical Considerations

An informed consent form was collected from participants of the one-on-one interviews
and focus group discussion. It explained voluntary participation and confidentiality of
A GROUNDED THEORY
information. They were not forced or subjected to any threat throughout the conduct of
this study. No guidelines were imposed on how much they can answer, and they can
opt not to answer questions they found uncomfortable.
The gathering of data specifically the interview sessions were undertaken in
proper time and place. Only the researcher has the list of the participants’ real names to
ensure anonymity. Their answers written in transcripts were stored only in the
researcher’s computer to ensure utmost confidentiality. As a general guideline, audio
recordings and transcripts will be destroyed three years from the date the entire study
is completed (Zunker, 2009).
The outcomes of this study are expected to uplift the standards of
communication development through public speaking. Since the researcher is a
toastmaster, educator, and public speaking enthusiast, the results will be disseminated
in the Toastmasters organization and academic community through an informative
speech containing no information tracing back to the participants.
4. Results and Discussion
The details of the results on one-on-one interviews and focus group discussion together
with the categories discovered during the three coding phases are presented. The
theory and propositions are also discussed.
4.1 Participants
Twenty-one Toastmasters International members who participated in the individual
interviews met the inclusion criteria set by the researcher. They have an average of
35.05 months or about 3 years of membership in the organization. Eighteen of them
have been appointed as a club officer at least once in the duration of their membership.
Each individual interview lasted for 10 - 15 minutes with a mean time of 11.34 minutes.
4.2 Open and Axial Coding

Through segmenting information in the open coding process, initial categories were
formed about the studied phenomenon based on all data collected (Creswell, 2012).
Among the 20 categories formed, a core category is determined to be the center of the
process being explored. It was chosen to be the core category because it appeared
frequently in most of the transcribed interviews. It was also related to all other major
categories which served as indicators pointing to the core concept (Creswell, 2012).
Axial coding process entails relating all the other categories to the core category.
The other related categories include causal conditions, strategies, contextual and
intervening conditions, and consequences (Zunker & Ivankova, 2011). From the data
collected with 21 toastmasters, a process theory explaining the approach to
communication development in a public speaking organization was formulated.
As shown in Table 2, open coding categories were expounded with their
properties. Dimensionalised examples were also presented which provide variations of
the properties of each category and thus giving variation to the theory.
A GROUNDED THEORY
Table 1: Open Coding Categories with Properties

Broad Categories Category or Properties Dimensionalised
Subcategory Examples
Core Category - Development - Being able to - Can speak - Cannot speak
of Public speak with confidently confidently before
Speaking Skills confidence and before an an audience
organized thought audience
before an audience.
Causal Conditions - Fear in Public - Conquering the - Afraid in - Less afraid in
Speaking fear in speaking speaking in speaking in public
Personal - related before the crowd. public
factors - Continuous - Learning - Taking seriously - Taking for granted
Learning continuity even learning the learning the
after graduating program program
from school.
- Worthwhile - Engaging on - Spending time - Not spending the
Diversion productive things productively time productively
aside from work. outside work outside work
Work - related - Advantage for - Gaining - Favored - Unfavored

factors Work advantage for a employee for employee for
Promotion higher position or promotion or promotion or salary
salary increase. salary increase increase
- Asset for - Acquiring a vital - Managing -Managing people

Work skill needed for people effectively ineffectively
Leadership managing people.
- Avenue for - Building good - Effective way of - Ineffective way of

Work relationship with establishing establishing
Fellowship workmates. camaraderie with camaraderie among
workmates workmates
Contextual - Club - Quality of club - High quality of - Low quality of
Conditions Activities meetings and meetings and meetings and club
attending other club activities activities
activities like
training, contests,
or conventions.
- Club Goals - Cooperation to the - Cooperative in - Uncooperative in
attainment of club contributing to contributing to the
goals as part of the the club goals club goals
Distinguished Club through speeches
Program.
- Club - Positive and - Welcoming and - Unwelcoming and
Atmosphere friendly friendly aura friendly aura
environment.
- Club - Availability and - Availability of - Unavailability of
Mentorship quality of mentors highly qualified highly qualified
to guide members mentors mentors
all the way.

A GROUNDED THEORY
Intervening - Priorities - Setting priorities Set as one of the At the bottom of the
Conditions Management and allocating top priorities and priorities and no
enough time and with allocation of allocation of funds
funds in funds
membership fees
and other club
endeavors.
- Support - Strong support - Full support - Less support from

System from family and from family and family and friends
friends in and out friends
of TI.
Action/Interactions: -Commitment - Sincerity to self- - Full - Less commitment
Strategies development of commitment to to develop public
public speaking develop public speaking skills
skills. speaking skills
-Consciousness - Awareness of the - Fully aware and - Not fully aware &
right techniques in conscientiously unconscientiously
effective follow the follow the
communication. educational educational
program program
-Consistency - Habitual practice - Consistent - Inconsistent
of the proper way in the proper in the proper
of speech delivery. delivery of the delivery of the
speeches speeches
-Challenge - Engagement in - Fulfilling a - Not fulfilling a
taking meeting role; meeting role; Not
responsibilities and Performing a performing a
joining leadership role; leadership role;
competitions. Joining speech Not joining speech
contests contests
Consequences -Completion of - Completing - Program - Program Non-
the Program successfully the Completer completer
educational
program for public
speaking.
-Achievement - Achieving an - Challenging - Settling at regular

of Award award for winning more one’s ability speeches
in a speech contest Contributing in Not contributing in
or attaining a club the club award the club award
award.
-Outside - Opening of - Have more - Have less

Opportunities opportunities such opportunities of opportunities of
as delivering a speaking speaking
keynote speech, engagements engagements
conducting training
or seminars

A GROUNDED THEORY
Six preset axial categories formed the groupings of the open categories. Creswell
(2012) explained that an axial coding paradigm showing the interrelationship of the
preset categories is involved in this phase. The core category chosen is development of
public speaking skills which is regarded as the idea central to the process. The coding
paradigm (see figure 1) reveals that the causal conditions have an influence to the core
category. Strategies are influenced by the core category, contextual, and intervening
conditions. Consequences are influenced by the strategies (Creswell, 2012).
Context:
- Club Activities
Causal
- Club Goals
Conditions:
- Club Atmosphere
- Club Mentorship
Personal Related
- Fear in Public
Speaking Consequences:
- Continuous Action/Interacti
ons: Strategies - Completion of
Learning
Core Category: the Program
- Worthwhile
- Commitment - Achievement of
Diversion Development of - Consciousness Award
Public Speaking - Consistency - Outside
Work Related Skills - Challenge Opportunities
- Advantage for
Work Promotion
- Asset for Work
Leadership
- Avenue for Work
Fellowship
Intervening Conditions:
- Priorities Management
- Support System
Figure 1: Axial Coding Paradigm
4.3 Core Category: Development of Public Speaking Skills

The core category identified for this study was development of public speaking skills. It
appeared frequently in all the transcribed interviews. It was chosen because as what
Corbin and Strauss (2008) emphasized, the core category must be abstract in nature and
relatable in all the other categories.
All the participants expressed that the main reason why they joined
Toastmasters is for them to be able to speak confidently before an audience. As what a
current club president expressed, “Generally, my main objective is self-development in public
speaking but not only that. It could be leadership. It could be servanthood.” Members want to
develop their public speaking skills for various personal reasons. It may be very

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essential in their professions or personal undertakings. One member who proclaimed to

be a writer related:
“I am person who loves to write. I compose poems. I write stories on my own. To write
something is a great thing but to be able to speak and share what you have written is
another thing. I was encouraged to join toastmasters to develop the speaking skills that
can give me confidence to share to other people what I’ve written.”
Toastmaster members may come from different backgrounds and sectors of the
society. They may differ in their professions, hobbies, or interests in life. But certainly,
they share the same desire which is to develop their public speaking skills for a purpose
that may be life changing or very close to their heart.
4.4 Causal Conditions

The factors that influence the core category are classified under the causal conditions
(Creswell, 2012). These explain the reasons for the members in the organization to
develop their communication skills through public speaking. They play a big role
behind the identified phenomenon. These causal conditions were divided into two main
groups labeled as personal related and work related. Personal related causes included
fear in public speaking, continuous learning, and worthwhile diversion. These were the
reasons which rooted from the personal motivation of the members to improve and
grow as an individual. Work related causes emerged from the members who were part
of the corporate Toastmasters clubs. They were labeled as advantage for work promotion,
asset for work leadership, and avenue for work fellowship.
a. Fear in Public Speaking

A survey showed that the fear in public speaking is one of the most common fears
among people and could be even feared more than death (Dwyer & Davidson, 2012).
The realization that this fear has a negative effect to people’s performance at work or
generally in life has motivated the members to practice engaging in situations where
they need to speak in public (Colbeck, 2011; Finn et al, 2009). A seasoned member
admitted, “My legs used to shake, and my hands get sweaty whenever I spoke to an audience. I
guess I have lessened those body responses out of my fear in talking…thanks to my toastmasters
training.”
Members agreed that this social phobia of facing an audience for a speaking
engagement is common to everyone. Most of them had moments where they just
blanked out when they started delivering speeches in their initial months in the
organization. A member for 6 months expressed, “I always forget some lines in my speech
though I have practiced many times. I am embarrassed to commit mistakes while people are
listening. I have to bring notes to continue speaking.”
As Raja (2017) pointed out that the outcome of this speaking anxiety is avoidance
of people from speaking situations done in public. Hence being a member in a public

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speaking organization would provide an avenue to practice in a supportive

environment and get used of speaking before an audience.
b. Continuous Learning
Toastmasters International welcome all types of individuals from different walks of life
to become a member. Most of the members regard the organization as way to continue
learning not just in public speaking but also in various topics. A participant holding a
Vice President for Education role in her club said, “It is more on continuous learning by not
physically going to school but instead attending in the organization where I belong. Also, I get to
listen to topics related to my clubmates’ personal and professional life.”
Learning the art in public speaking is given emphasis in the organization. Some
members regard their learning in Toastmasters as something that is not learned in
school. A participant connected to a foundation highlighted:
“This is something that you don’t get in school. I am not sure if other schools are offering
public speaking classes. RAFI toastmasters have taught me more than what I have
learned in the classroom. It is a training ground for what we call the soft skills. The skills
of being able to listen, giving sound and helpful feedback and at the same time boosting
your confidence through public speaking. Such as in table topics, it tests how quick you
are to think when you are asked questions.”
c. Worthwhile Diversion
Members expressed that they were already fed up at work especially those who have
been doing their job for a long time. They wanted to do something different which is
not a waste of their time. A member who has been in the accounting business for more
than ten years revealed:
“I wanted to improve myself in the aspect of public speaking. I run my own business. I
report there from 8AM to 5PM and I think I needed another diversion. That is why I
joined the organization to look if I will have other things that I can improve for myself.”
Being a toastmaster was regarded as a diversion for people who were engaged in
jobs that does not mainly require speaking. They joined the organization because they
realized that there were other skills that they can improve and their careers would not
provide them opportunities to practice. A member connected with an IT company
related:
“I just want to have an avenue where I could do something different with my time. I have
been working in IT where I started my career. It came to a point that I got bored talking
to the computer because it never replied back to me. I tried to venture to what are the
skills that I can develop. Computer skills are not just the skills that I can acquire. I came
across toastmasters and I think I was having fun with it so I decided join.”

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c. Advantage for Work Promotion

In the case of corporate clubs like RAFI and Cebu Unionbank Toastmasters Club.
Employees are encouraged to join their company sponsored toastmasters club in which
incentives are promised once they achieve a certain milestone in the organization. Work
promotion, salary increase, or monetary reward is more likely the perks of joining the
organization. One employee shared, “Before, we get a one thousand pesos salary increase if
we reached Competent Communicator level. But now, they are just giving a one-time monetary
incentive for every award that we achieve in the club.”
In some corporate clubs, the achievement of an employee in the organization is
one of the metrics which serve as basis for promotion. Hence, most employees
persevered in completing the program for promotion purposes. Though monetary
reward is on the table, they also recognized that the communication development they
experience in the organization would give them an edge during interviews for a higher
position. A long-time employee and member of the organization expressed:
“It is not the case all the time that my achievement in the club will get me promoted.
However, the skills I developed in speaking would be my edge if ever there are interviews
for a higher position. Plus, if I have presentations and my bosses see that I have improved
in my speaking abilities then they might promote me right away.”
d. Asset for Work Leadership

Most of the employees endorsed or required to join the company sponsored club were
those holding management positions. The focus of Toastmasters International is not just
confined in communication development through public speaking but also in
leadership. One member who was managing a team in the company stated:
“I need to be a role model to my team members through my participation in the club. The
learning that I get from meetings and contests in toastmasters are applied at work
especially to my responsibility as a leader to them.”
Most of the toastmasters agreed that because of the Toastmasters club they have
improved in communicating to the people under their supervision. They could deliver
their message across with conviction and without hurting any feelings. They
understood that giving feedback in a constructive and meaningful way can be done.
Their training in toastmasters of giving evaluations to speeches of their co members
gave them an asset to become a better leader in the company. A member with a
supervisory position shared, “My training in toastmasters in communicating helped me more
in effectively handling my job as a supervisor.” In general, members regarded the training
in toastmasters as an asset for their work leadership.
e. Avenue for Work Fellowship

The gathering of members from different departments in a particular company for a
toastmasters meeting is regarded as a good way to build good relationship among the
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employees. A company sponsored member related, “I get to know more about my

supervisors during the TM meeting especially when they deliver speeches about themselves.”
The regular meetings in toastmasters provided an avenue for the employees to share
their personal lives and thus letting the employees understood what everyone was
going through. Communicating their experiences in an organized and effective way
during meetings can inspire the other employees to be more understanding and caring
of their co-workers. One of the members in a bank sponsored corporate club expressed:
“Being in the club is like a family. To be with Unionbank toastmasters, it would draw
you closer and then at the same time you are enjoying and learning. You become tighter.
You begin to appreciate your co-workers beyond work.”
The shared experience in toastmasters among the employees gave an

opportunity for them to celebrate fellowship and camaraderie. A manager and people
under his supervision can actually become friends and eventually a family through the
activities of communication development in Toastmasters.
4.5 Contextual Conditions

These categories are circumstances influencing the strategies (Creswell, 2012). These are
specific conditions which serve as backdrop of the process under study. These affect the
actions related to the core category and are considered as situational factors (Zunker &
Ivankova, 2011). The contextual conditions for this study included club activities, club
goals, club atmosphere, and club mentorship.
a. Club Activities
A typical toastmasters club holds meetings twice in a month. These regular meetings
comprised the core activity in the public speaking organization. It is usually divided
into three segments which are the opening portion, education portion, and evaluation
portion. Members are given meeting roles such as the toastmaster of the day, table
topics master, or general evaluator. Delivering prepared speeches for 5 -7 minutes
based from the Pathways Learning Experience are the meat of the education portion. It
is followed by the very nerve-wracking Table Topics part where any attendees are
asked to perform an impromptu speech for 1 - 2 minutes. Seasoned members or guests
from other clubs are tasked to do an evaluation of the speeches for 2 - 3 minutes. This
portion is headed by the general evaluator and his lieutenants who are the speech
evaluator, grammarian, Ah counter, and timer. A sequence of proceedings should be
observed all throughout the meeting and time must be strictly observed.
The quality of the meetings influences the communication development of every
member. If the speeches are getting better and the evaluators are well-informed on how
to evaluate the speeches then a successful meeting is guaranteed. In order for the club to
entice more attendees and hopefully become members, meetings should be well
organized from start to finish. A long-time member said, “Meetings must be fun and

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productive so that members enjoy attending. In particular, having a well-organized meeting

with the agenda mostly set really helps.”
Other activities of the organization that may influence the actions related to the
approach of communication development are speech contests, club officers training,
district conferences and many more. A new member reported, “There are many activities
in toastmasters that are new to me. These activities required me to speak before an audience
which is really big help to get used to the crowd.”
b. Club Goals
Toastmasters International (TI) year starts on July 1 and ends on June 30 the following
year. Specific goals are set by the organization for the club to achieve in a span of twelve
months. At the end of the TI year, clubs will be awarded based on the number of goals
attained. This award system is called the “Distinguished Club Program (DCP)”. A club
can achieve a maximum of 10 points across its four components. The breakdown
includes 6 points for education, 2 points for membership, and 1 point each for training
and administration. Once the club achieves 5 or 6 goals, it will be regarded as
“Distinguished Club”. If 7 or 8 goals were achieved, then “Select Distinguished Club” is
awarded. The highest honor would be “President’s Distinguished Club” if the club hit 9
or 10 goals.
This award system influences the strategies in the approach to communication
development since members become conscious to contribute to the club goals. One club
officer reported, “We normally update our members with the club standing in the
distinguished club program so that they feel the need to achieve their own goals to contribute to
the club goals.”
Members need to deliver their speeches and surpass the level in their path to
contribute to the education goals in DCP. Hence, club leaders make sure that members
deliver their speech projects. Though self-paced learning is advocated by the
organization, these goals make the members feel more responsibility to the club. A Vice
President for Education officer related:
“We club officers are responsible for the club to achieve the DCP goals. Thus, we set
schedule when should a member deliver his/her speech. We are not pressuring the
members just to achieve the club goals. We always say to them that the goals are there for
us to work as a team and cooperate.”
c. Club Atmosphere
The treatment of members in the club and the aura of the club itself influence the
strategies of the approach to communication development. A positive and supportive
environment would definitely lighten the mood of everyone and delivering speech
projects would just feel easy. A newbie in the organization said:

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“I think it’s the people or the members of that club because they will really welcome you
and they would give you feedback for your own development. They will not leave you.
The atmosphere is very positive so I did not hesitate to join.”
Club leaders agreed that they made sure that guests feel welcome when they
visit the club to entice them in joining the organization. A club leader shared, “Whenever
there are guests in the meeting, we should show positive aura in the venue where we all smile
and have small talks with them.” New members were also made feel that the club is a safe
place for them to practice and be used to public speaking.
d. Club Mentorship
Toastmasters’ members agreed that the presence of mentors for new members would
definitely help in the process of communication development. It also makes the
adjustment for new members feels easy since he knew that someone is behind his back.
The influence of mentors in the process of developing communication skills goes a long
way. A good example is a mentoring strategy by one of the clubs. Their Vice President
for Education shared:
“We have this buddy system. Each officer will have buddies who they will be mentoring
like they deliver speech together; they do table topics together. They need to work closely
to keep track of the program. Then the mentors would have a constant follow up with
their individual development plan.”
Mentoring is not just imparting the techniques of effective speech delivery but
also letting the members realize their drive to develop their communication skills. A
current club President expressed, “What we always say to them in front is really do you want
to improve; do you want to develop. And when they say yes then that will be a start that
Toastmasters organization is a platform for your development.”
The presence of mentors in a Toastmasters club is necessary. However, the
quality of mentors should also be highly considered. Most likely a seasoned toastmaster
would be a good choice for a mentor or someone who has experienced delivering many
speech projects, joined speech contests, or took various club officer roles. An avid
speech contestant shared, “I am thinking of resting from joining contests for now. I would like
to concentrate in mentoring the newbies in our club.”
4.6 Intervening Conditions

These conditions also influence the strategies of the approach to communication
development. These are regarded as the more general situational factors (Creswell,
2012). Zunker and Ivankova (2011) stressed that these occur after the process under
investigation has started. The intervening conditions of this study were categorized as
priorities management and support system.

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a. Priorities Management
Toastmasters International is a non-profit educational organization. Hence, there is no
chance of earning money but instead a member has all the chances to improve in
communication. Nowadays people prioritize their jobs more than any other extra
activities since this is where they get money for food and other necessities. Joining a
public speaking organization could be at the bottom of their priorities especially to
those who were just endorsed by their company. One of the club officers aired out,
“Some have other priorities at this moment which is totally understandable. We grow at our own
paces. So maybe it’s not the time for them to be active in toastmasters.”
Allocating enough time for the club activities could be a challenge to those who
are working in more than one job or those who already have family. One example is a
member who is working full time in IT industry and at the same time had a home-based
work. He shared:
“There was a point where I thought of putting toastmasters on the sideline. That was the
point where I feel I have too much to juggle. I am working full time and I also have a part
time job and then toastmasters. I feel like that I have too much to handle maybe it was
time for me to put things aside.”
Another example of a challenge in setting priorities for the club activities is

expressed by a member banker. He stated:
“There were times especially when it’s or when you’re loaded with work life in
toastmasters it’s really hard to schedule things knowing you know you are bound to do
what is expected of you from the management and you also have this responsibility
towards your family and other matters and your personal business.”
Financial condition could also be a reason for members to discontinue their

journey in communication development in the organization. Every 6 months, each
member is required to pay in advance monthly dues worth $45. Some members were
out of budget since it was not a priority at that moment. As shared by a member who
was also an accountant, he said “Sometimes it would also be because of financial in-
capabilities because toastmasters’ membership comes with very minimal fee yet it could also be
not very affordable for some people.” Setting public speaking skills development as a
priority influence the strategies employed in the process. TI members need to learn how
to balance responsibilities in family, work, and organization.
b. Support System
Another general condition influencing the approach in communication development is
how strong the support system of a member. This refers to the support from family and
friends in and out of the organization. A toastmaster whose support system is strong
would feel more confident in developing himself. A 3-year member stated, “My family
has been supportive of my toastmaster career. They even visit whenever I join contests.” The
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support system outside the club can be reflected inside. Whenever there is someone
delivering a speech, everyone is enthusiastic about it. A new member stated:
“When I delivered my first ever speech, I was very nervous. I can feel that everyone was
nervous too for me. But they all cheered and gave a forgiving look whenever I missed
some lines. I can feel that they are just their supporting me all the way.”
Members from clubs with strong support system are more likely to finish their
speech projects swiftly but even more to those who are supported by their family and
friends outside the organization in their Toastmasters journey. The support they get
boost their enthusiasm in developing their communication skills.
4.7 Strategies
These categories are the strategies specifically resulted from the core category identified
in this study. They shape the process which eventually leads to the consequences
(Zunker & Ivankova, 2011). The strategic conditions in the approach of public speaking
development were labeled as commitment, consciousness, consistency, and challenge.
a. Commitment
In the context of this study, this subcategory was defined as the sincerity to self-
development in communication skills. A person committed to what he does would
manifest behaviors towards the achievement of his particular goal. Toastmasters who
are committed to their communication development usually set this goal as a priority.
Thus, they give their time and energy not just to achieve their maximum potential but
also exceed their expectations.
A good example was the participant who has been a member of the organization
for nine years. She was once part of a corporate club in which their membership fees
were sponsored by the company. Though she already resigned in the company, she
continued her Toastmasters journey through joining a community club. She was
committed to her goal to develop herself in speaking before an audience. She admitted
that it was one of her weaknesses. Thus, she was more than willing to spend much of
her time and resources in the chance of speaking to people through the organization.
She stated:
“I am committed to toastmasters because I have to develop my communication skills. I

need this skill in my interactions with my clients. The time and money spent for the
membership is nothing compare to the benefits I get from the organization. The more I
speak in front, the more I am brave enough to face every challenges and big tasks assigned
to me.”
Toastmasters International promotes self-paced learning. This would however let

members to procrastinate from their speech projects. Commitment to follow by heart
the organization’s program with proper timing and best effort would really make a
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difference in the communication development. Another member who showed passion

and commitment in the organization related:
“I devote the proper time to working through the prerequisites, readings, and
assessments, prepare the speeches and project output thoroughly. Put in the time and
energy. Everyone should be committed in their goals.”
b. Consciousness
Another core subcategory was labeled as consciousness. This was defined as the
awareness of the right techniques in effective communication. Toastmasters’
educational program which is known as Pathways Learning Experience contains the
guidelines and tips on how to communicate effectively depending on the specific
purpose. This program is comprehensive because it contains speech objectives, specific
details of the speech projects, tips, videos, surveys, and assessments. Being conscious
and following by heart what the educational program can offer directs the member to
communication development.
Each member of Toastmasters has an online account in TM website where he can
access his curriculum. Among the 11 paths to choose from, a member can choose one
path at a time tailored fit to his needs. The best path fit for a member is suggested by the
website after taking a short assessment. Each path contains specific speech projects and
is divided into five levels. Upon completion of the five levels, a certificate of proficiency
on that particular path is given by the world headquarters.
One of the members stated, “If I follow consciously the guidelines of the speech
projects in pathways, I will surely develop my communication in no time.” Other may just
deliver their speech projects without taking by heart the tips presented in pathways. A
club leader said, “My main issue is members skimming project information and not following
checklist guide. Therefore, supportive reminders are my workaround at present.” Thus,
members mostly commit the same mistakes and miss the purpose of the speech. A
member firmly suggested:
“There really is only one effective method to improve in communication, and it really is
tactical rather than strategic... diligently, conscientiously, and with clear intention, work
the program.”
c. Consistency
The third subcategory for the core phenomenon was labeled as consistency. A cliché
that we always hear is “Practice makes perfect.” but experts in public speaking would
prefer to say “Perfect practice makes perfect.”
In order for one to develop communication skills, perfect practice is the key. A
current Vice President for Education in a particular club said, “I would like the club
members to have regular participation because it results to steady improvement.” Being
consistent with the practice of speaking before an audience would condition the mind

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of making it a habit. Thus, a person becomes more at ease on stage because of consistent
exposure to the eyes of an audience.
Consistency in the right techniques of speech delivery also emerged from the
responses of the participants. The more you stick to the right way of effective delivery,
the more it becomes part of your system. From the techniques to structure a good
speech to the discipline of applying the skills in speech delivery at all times,
communication development is certainly guaranteed on each of the member. A
toastmaster member for four years and a club president explained:
“If we just deliver our speeches without being consistent of what we have learned from
the evaluations. It will just be another missed opportunity to improve. The speech more
likely will have no direction. No new techniques are applied. Hence, same mistakes and
shortcomings are repeated in every delivery”.
Doing the exact thing over and over again tends to penetrate in an individual’s
system. It eventually becomes a habit and the skill comes out naturally when needed.
All members agreed that in every meeting everyone should be careful if they apply in
their speeches the feedback; they got from their previous one.
d. Challenge
The last core subcategory was labeled as challenge. The organization does not just give
its members the program to work on but also opportunities to challenge their speaking
abilities. Taking roles in a regular meeting where you are assigned as the toastmaster of
the evening/day or the general evaluator perhaps is already leveling up from merely
delivering speeches. A new member expressed, “Being the TOE gives me the opportunity
to practice my hosting skills though I am challenged to hold the attention of the audience all
throughout.”
Taking meeting roles is a good challenge for starters but one of the most exciting
part of being a toastmaster is the speech contests. This is where the best speakers from
various club meet and battle to be declared as the speech champion. The purpose of this
activity is to let members listen to more proficient speakers and learn from them. A
former contestant in speech contests said, “The speech contests spice up the toastmaster
membership. We meet other toastmasters from other clubs. It challenges us to step up our game
in public speaking.”
District 75, the district where the study was conducted, has four speech contests
which are international speech, humorous speech, table topics speech, and evaluation
speech. The contest season starts from the club level then proceeds to area, division,
district, and the highest level of competition is the world championship of public
speaking. These competitions push the development of communication skills among
the members to a higher level. The values of perseverance, humility, and camaraderie
are also developed when joining these activities in the organization. A never giving up
contestant stated:

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“I am humbled to see such amazing speakers in the many contests I participated. It

challenges me to work harder in my speeches for me to become the next world champion
(laughs). I always look forward to the contest season because I get to experience the
excitement in showcasing my improvement. I also learn to persevere and never give up.”
4.8 Consequences
These categories were considered to be the outcomes after the strategies were
accomplished in the approach to communication development. The consequences
included completion of the program, achievement of award, and outside opportunities.
a. Completion of the Program

The educational program in Toastmasters International known as Pathways Learning
Experience requires the members to deliver speeches to be credited for its completion.
Each member needs to complete 5 levels in the path he/she chose. The completion of
one path in the organization’s educational program is one of the indicators that a
member has been exerting enough time and effort in his/her development. Pathways
has been launched around two years ago in replacement of the Legacy Program. The
experiences on the new program have provided new opportunities for both the
seasoned and new toastmasters since everyone needs to start from scratch. A seasoned
toastmaster commented, “Doing the ice breaker speech again in Pathways gave me an
opportunity to further improve my skills. If I complete one path… I feel confident that I am
already well spoken by that time.”
Completing the program means you have met the objectives of the speech
projects on the path you have chosen. Every level achieved by each member; a
certificate of completion is made available in the website. If a member is dedicated with
his development in communication and has demonstrated satisfactory speech
deliveries, eventually he will surpass level 5. A certificate of proficiency will be granted
by the World Headquarters as a proof of successfully completing a particular path. An
incoming vice president for education shared:
“With proper time management and dedication to your self-development, it will enable
you to finish the path. Unknowingly, you have already possessed necessary skill set in
that communication development path. Working with others who share common goals
would drive you more to complete the program in the earliest possible time.”
b. Achievement of Awards
Another consequence in developing communication skills in a public speaking
organization is achieving various awards. Every year, speech contests are held which
starts from the club level up to the district level or even internationally in the case of
international speech contest category. Doing the strategies in the approach to
communication development would eventually drive the members to join speech
contests as a way of pushing oneself to its maximum potential. A member who has
reached the district level in a humorous speech contest related:
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“I never thought of myself standing in front of 600 people coming from all over the
Philippines while delivering a funny speech. The response I got from the crowd gave me
an affirmation that I have improved my skill. As compared to the day I joined… more
confident, eloquent and driven. I am more excited to continue my journey in TM.”
Aside from the individual awards, club awards are also a consequence if members were
able to achieve their communication goals. Every speech delivered is credited to the
member’s completed projects and eventually to the completion of a level. The levels
completed by the members are credited to the club goals until such time that the club
reaches the requirements to be eligible for an award based on the Distinguished Club
Program. A former president stated, “We encourage our members to dedicate time and effort
in delivering speeches. A bit of pressure may be involved, we make them feel that we are all
responsible for the success of our club.”
c. Outside Opportunities
Once a member has improved his communication skills, a door of opportunities opens
for him. Opportunities that involve public speaking outside the organization come
along the way. However, there are times that some members quit joining the club
meetings because of these speaking engagements. As shared by a club officer, she
stated:
“Being a toastmaster gives you limitless possibilities and opportunities in your career
and outside of your career. Active members before slowly become inactive because of the
opportunities given to them. When you grow more confidence, when you become a better
leader and better communicator eventually you are going to be in demand for your craft.
You will be too busy attending to your career that you forgot attending meetings.”
Another good example of this opening of opportunities after developing

communication skills in toastmasters was shared by a member working in accounting
industry. He shared:
“My training and exposure in TM gave me an avenue to expand my network and

introduce what I do as a tax practitioner. In fact, I have been invited by a fellow
contestant to discuss my tax consultancy services which are of good use to their start up
business. My colleagues also in the profession after knowing that I am a member of TM
invited me to be the resource speaker to discuss about business registration.”
The toastmasters training in public speaking skills development adds value to

the career of the members. It is beneficial to both career and personal aspects in the life
of the toastmasters. These opportunities are indicators of how the environment
responds if one has the skills to offer.

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4.9 Theory Building

The final coding phase in grounded theory is selective coding. Corbin and Strauss
(2008) emphasized that it is the process of integrating and refining a theory. A visual
model is presented emphasizing the inter-relatedness of the concepts and connection of
the categories. A middle range theory grounded in the data is generated which explains
in an abstract level the approach to public speaking skills development in an
educational organization. It is middle range in the sense that the theory is close to the
data gathered. It was drawn from multiple data sources or participants in order to
explain a substantive topic (Creswell, 2012).
There are three possible ways on how to present a theory in a grounded theory
approach: (1) visual coding paradigm, (2) series of propositions, and (3) story written in
narrative form (Creswell, 2012). In this study, a theory labeled as Four C’s in Public
Speaking Theory was presented in Figure 2. It was followed by a series of theoretical
propositions which are statements revealing the relationship of the generated categories
(Creswell, 2012).
The motivation of TI members to improve from a novice speaker to an expert one
can be explained by Self-Determination Theory (SDT). It is a theory of human
motivation, development, and wellness (Deci & Ryan, 2008). It emphasized that
motivation is inherent to humans to grow and achieve (Miller & Stone, 2009). Hence,
the people who engaged in educational organizations focusing in public speaking have
the motivation to improve their competence that will eventually influence necessary
outcomes in their personal and professional endeavors.
Novice Development of Public Speaking Skills in an Expert

Speaker Educational Organization Speaker
Challenge
Consistency
Consciousness
Commitment
Figure 2: Four C’s in Public Speaking Theory

A GROUNDED THEORY
4.10 Propositions
Propositions were identified which express the relationship among the categories.
These are statements explaining the concepts pointing to the approach to public
speaking skills development in an educational organization.
Proposition 1: “The more the members commit in the educational organization, the better their
public speaking skills development.”
Staying committed to the club activities is a challenge to most members
especially when personal and professional interruptions come into the picture. One
study revealed that being active in the club’s activities has been a struggle for some
members due to various personal reasons like work schedule conflicts or relocation
(Buquiran, 2014). Despite these challenges, a member needs to engage more in the club
activities since learning public speaking and gaining experiences are activities that
necessitate time and commitment (Baccarani & Bonfanti, 2015).
It is also the job of the club leaders to foster commitment among members.
Interpersonal communication through listening actively or leading collaboratively the
members just like any corporate company enhances organizational commitment
(Bambacas & Patrickson, 2008).
Showing commitment in the Toastmasters organization can be manifested
through being present in the regular meetings as much as possible, fulfilling meeting
roles, performing a leadership role, and generally making the club membership as one
of the priorities. Public speaking skills is certainly developed if a member is committed
enough because of constant exposure to public speaking engagements within the
organization.
Proposition 2: “The more the members become conscious of the organization’s educational
program, the better their public speaking skills development.”
Toastmasters International educational program is labeled as Pathways Learning
Experience or commonly known as Pathways. This public speaking program is
developed following the principles of experiential learning, peer feedback, mentoring,
and self-paced learning. Before the program was launched, it had undergone various
tests and consultations to make it comprehensive and responsive to the needs of public
speaking skills development.
If members diligently follow the speech project objectives, guidelines, tips,
assessments, and preparation time indicated in Pathways, the delivery of public speech
will be achieved. Preparation is important to accomplish an excellent public speaking
performance (Menzel & Carrell, 1994). The members should also be aware of the rubrics
on how they will be evaluated which is reflected also in the speech project. Skimming
the projects and not carefully following the speech guidelines could be detrimental to
the desired development.
Proposition 3: “The more the members become consistent with the proper delivery of their
speech projects, the better their public speaking skills development.”
A GROUNDED THEORY
Delivery of speeches constitutes a big part of the Toastmasters experience. An

evaluation will be given by a tenured member to every speech delivered. Evaluations
are required to point out the good points and areas of improvement of a speech.
If the members consistently apply the feedback they got from their previous
speech to their future speeches, then the development is hastened. In Pathways, one of
the initial speech projects to be accomplished by all members is about evaluation and
feedback. A member needs to deliver a speech of any topic then an evaluation will be
given. He then needs to redeliver the same speech incorporating the feedback he got
from his previous delivery. Feedback is an important component in the communication
development (Smith & King, 2004). This project aims to create a mindset for the
members to apply the feedback and be consistent of the incorporated improvements in
the next speech delivery. The consistency of proper speech delivery would eventually
be developed into a habit which will then be part of one’s skill set.
Proposition 4: “The more the members take the challenges provided in the organization, the
better their public speaking skills development.”
The challenges referred in this proposition can be classified into three which are
fulfilling meeting roles, performing leadership roles, and joining speech contests.
Fulfilling meeting roles is about taking roles in regular meetings. Aside from a being a
speaker, a member can be the toastmaster of the day/evening (host), general evaluator,
speech evaluator, ah counter, grammarian, or timer. This is another avenue for the
members to be exposed in public speaking in the organization. This is challenging
because an additional skill set is needed to perform the task aside from the usual public
speaking skills. An example is for an evaluator role, one needs to possess active
listening and critical thinking skills. The more roles a member fulfills, the more
opportunities of getting used to speaking before an audience.
A good leader is a good public speaker. Thus, performing a leadership role is an
opportunity for members to be exposed more to public speaking engagements. A
typical toastmasters club is required to have seven club officers. Aside from these club
leadership roles, there are also roles in higher levels like area, division, and district
directorship. These roles are challenging because one needs to manage a set of
members. Nevertheless, these are opportunities to learn how to confidently speak with
a group of people which is a skill needed to become a highly effective leader. Being able
to communicate effectively before people is the best way to establish and maintain trust
in leadership (Baccarani & Bonfanti, 2015).
Speech contests are what make the toastmasters’ journey exciting. Joining these
events would provide an opportunity for members to push themselves to become a
more proficient speaker. As revealed in the study by Nazara (2011) about EFL speaking
skill development, more than half of the respondents were willing to engage in
activities such as paper presentations at seminars, speech contests participation, and
debate competitions in order to master such skills.
The challenge of being in a speech contest is you get to experience a bigger
audience since the competition involves various clubs. Though the experience is
A GROUNDED THEORY
agonizing and nerve-wracking, its benefit in one’s public speaking skills is huge. Aside
from pushing oneself to give the best speech, one gets to listen and learn from other
proficient speakers. Speech contest certainly serve as a challenge to all members but
also an opportunity to grow and reach the maximum potential in public speaking.
5. Implications
This study is an addition to the growing interest of public speaking skills development.
This reveals that an educational organization such as Toastmasters International (TI) is
a great avenue for people who wish to improve their skills in communication through
public speaking. The benefits and experiences that a person gets from joining such
organizations definitely outweigh the fees required in the program. Through its mission
of empowering individuals to be more effective communicators and leaders, the public
speaking training it provides surely produces more confident and productive citizens.
The people who are actively engaged in TI can be greatly benefited from this
study. Through the theory generated which was labeled as “Four C’s in Public
Speaking”, more members will be guided on how to strategically plan to maximize the
benefits that the organization offers in public speaking. The academe can also learn
from the practices of this organization that may be applicable to their public speaking
courses.
Though TI has been existing for about a century and is present in 143 countries,
there are still opportunities for them to improve. These enhancements can be done to
give the best experience to their members in public speaking skills development. Hence,
the theory developed in this study can serve as a guide for Toastmasters International
planning and program development in public speaking. This could also serve as basis
in the development of other existing public speaking organizations or to those who are
planning to organize one.
6. Future Research
This study was limited only to Toastmasters International members from four clubs.
The clubs were chosen considering the accessibility to the researchers. Selection bias
may had influenced the results and thus should be given attention in the next study.
Widening the coverage of participants coming from various clubs in different locations
is a good point for future works.
This study focused only on the public speaking aspect of the educational
organization under study. The leadership development track of Toastmasters
International was not covered which may had influences to the results. Covering both
communication and leadership track of the organization’s development program would
be a good concept for future investigation. Doing a quantitative or mixed method type
of researches for this topic is also a possible construct for future researches.

A GROUNDED THEORY
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A GROUNDED THEORY
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European Journal of Education Studies

doi: 10.5281/zenodo.3261608 Volume 6 │ Issue 3 │ 2019

APPROACH TO PUBLIC SPEAKING SKILLS

Keywords: public speaking skills, educational organization, grounded theory,

i Correspondence: email abellarongie@gmail.com, abellarongie@yahoo.com

society. Thus, the advantage of being a member of such organization is associating,

1.1 Statement of Purpose

An overview about public speaking is expounded to provide a better understanding of

2.1 Public Speaking

2.2 Toastmasters International

While its international mission is to empower individuals to be more effective

2.3 Pathways Learning Experience

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 237

management, strategic planning, service to others, public speaking and more

3.1 Sampling Technique and Sample Size

3.2 Participants and Locale

3.3 Data Collection

3.4 Data Analysis

3.5 Ethical Considerations

4. Results and Discussion

4.2 Open and Axial Coding

Table 1: Open Coding Categories with Properties

Work - related - Advantage for - Gaining - Favored - Unfavored

- Asset for - Acquiring a vital - Managing -Managing people

- Avenue for - Building good - Effective way of - Ineffective way of

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 242

- Support - Strong support - Full support - Less support from

-Achievement - Achieving an - Challenging - Settling at regular

-Outside - Opening of - Have more - Have less

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 243

Figure 1: Axial Coding Paradigm

4.3 Core Category: Development of Public Speaking Skills

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 244

essential in their professions or personal undertakings. One member who proclaimed to

4.4 Causal Conditions

a. Fear in Public Speaking

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 245

speaking organization would provide an avenue to practice in a supportive

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 246

c. Advantage for Work Promotion

d. Asset for Work Leadership

e. Avenue for Work Fellowship

employees. A company sponsored member related, “I get to know more about my

The shared experience in toastmasters among the employees gave an

4.5 Contextual Conditions

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 248

productive so that members enjoy attending. In particular, having a well-organized meeting

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 249

4.6 Intervening Conditions

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 250

Another example of a challenge in setting priorities for the club activities is

Financial condition could also be a reason for members to discontinue their

“I am committed to toastmasters because I have to develop my communication skills. I

Toastmasters International promotes self-paced learning. This would however let

difference in the communication development. Another member who showed passion

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 253

European Journal of Education Studies - Volume 6 │ Issue 3 │ 2019 254