prof. dr. de meuter fit for study 1 prof. dr. de meuter fit for study 2 by way of introduction

PROF. DR. DE MEUTERFIT FOR STUDY

1

FIT FOR STUDY


2

BY WAY OF INTRODUCTION ...


3

BARRIERS TO EFFECTIVE COMMUNICATION

• POOR LISTENING SKILLS

• POOR PRESENTATION

• OVERSIMPLIFICATION DISTORTION


4

THE ART OF LISTENING

• AS A MANAGER YOU WILL SPEND OVER 60% OF YOUR TIME LISTENING TO OTHERS

• FACT : MOST MANAGERS ARE BAD LISTENERS

• SO : TRAIN TO BE A GOOD LISTENER !

• THE ABILITY TO LISTEN IS A VITAL SOFT SKILL


5

CHARACTERISTICS OF A BAD LISTENER

• IMPATIENCE

• LACK OF FOCUS : EASILY DISTRACTED

• NOT OPEN TO IDEAS : PREJUDICED

• UNDER TENSION : EXPECTATIONS

• INTELLECTUAL ARROGANCE

• NEGATIVE BODY LANGUAGE


6

CHARACTERISTICS OF A GOOD LISTENER :

• FOCUSSED

• RELAXED & PATIENT

• OPEN & RECEPTIVE

• CONSCIOUS OF HER / HIS POWER AS A LISTENER

• WARY OF OVERSIMPLIFICATION

• INTEGRAL ATTENTION


7

OVERSIMPLIFICATION AND ITS ALLIES:

BARRIERS TO INTELLIGENT LEARNING

AND CONSCIOUS LIVING

• LACK OF KNOWLEDGE & EXPERIENCE

• A REDUCTIONISTIC ATTITUDE

• HABIT : THE GREAT DEADENER

• LACK OF DISCIPLINE


8

BALANCE

• INTELLECTUAL HUMILITY

• RESPECT FOR LIFE IN ALL ITS FORMS

• ROLE DISTANCE

• CONSCIOUSNESS• INTELLECTUAL• EMOTIONAL• PHYSICAL• SPIRITUAL


9

AN EXAMPLE OF UNIVERSAL INTELLIGENCE & COMPLEXITY

THE HUMAN BODY

• 50 TRILLION CELLS

- ALL CARRYING OUT ENORMOUSLY COMPLEX TASKS

- ALL COORDINATED

- AT ONE AND THE SAME TIME

YOU WALK, EAT, BREATHE, DIGEST YOUR FOOD, FIGHT OFF INFECTIONS, PURIFY YOUR BLOOD, RENEW YOUR CELLS, DISCARD WASTES, LISTEN TO SOMEONE TALK, THINK & SPEAK, WHILE CONSTANTLY MONITORING THE ENVIRONMENT & RESPONDING TO EXTERNAL STIMULI ….


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AND ALL THIS IS GOING ON WHILE YOUR BODY IS

CONSTANTLY RENEWING ITSELF:

• 98% OF THE ATOMS IN YOUR BODY WERE NOT THERE

A YEAR AGO.

• YOU RENEW YOUR SKELETON EVERY THREE MONTHS

• YOUR SKIN IS RENEWED EVERY MONTH

• YOUR STOMACH LINING IS RENEWED EVERY 4 DAYS,

WITH THE ACTUAL SURFACE CELLS THAT ARE IN

CONTACT WITH FOOD BEING RENEWED EVERY 5

MINUTES !


11

THE FUNCTIONS OF ANY SINGLE CELL - SUCH AS

THE 15 BILLION NEURONS IN THE BRAIN - FILL A

GOOD-SIZED MEDICAL TEXTBOOK

THE VOLUMES DEVOTED TO ANY ONE SYSTEM OF

THE BODY - THE IMMUNE SYSTEM OR THE

NERVOUS SYSTEM - TAKE UP SEVERAL SHELVES IN

A MEDICAL LIBRARY.

AND WE ARE JUST BEGINNING TO EXPLORE THE

HUMAN BODY !


12

PERSPECTIVE

IS WORTH

50 POINTS

OF IQ

Nicolas Negroponte

Being Digital

?


13

CONTENT AND PURPOSE OF THE SEMINAR

A NEW STAGE IN YOUR LIFE

• NEW GOALS & NEW CHALLENGES

• PROJECT : FIT FOR STUDY

PERIOD OF REORIENTATION

• VALUES / PERSONAL DEVELOPMENT

• PROJECT : FIT FOR LIFE


14

TWO FUNDAMENTAL QUESTIONS

WHAT DO I EXPECT ?

• OF THE DEGREE COURSE

• OF MYSELF

• OF MY CAREER

• OF LIFE

WHAT IS EXPECTED OF ME ?

• THE DEGREE COURSE

• MY CAREER

• MY LIFE

CONGRUENCE

VS

GOAL CONFLICT


15

MINDMAP:

WHAT DO I EXPECT ?

• OF THE DEGREE COURSE

• OF MYSELF

• OF MY CAREER

• OF LIFE

15 MINUTES : ASSESSMENT

15 MINUTES GROUP DISCUSSION

EXERCISE

1 ?


16

NEW COMPETENCE & SKILLS PROFILE

PERSONAL COMPETENCE PERSONAL COMPETENCE

SOCIAL COMPETENCE

METHODOLOGICALCOMPETENCE

MANAGERIAL COMPETENCE

SPECIALIZEDKNOWLEDGE

SOCIAL COMPETENCE

METHODOLOGICAL COMPETENCE

MANAGERIAL COMPETENCE

SPECIALIZEDKNOWLEDGE

30%SS

70%HS

70%SS

30%HS

YESTERDAY TODAY


17

WHAT HARD SKILLS DO YOU NEED ?

• SPECIAL KNOW-HOW : BRANCH-SPECIFIC

• FIRM-SPECIFIC EXPERTISE

• PROFESSIONAL QUALIFICATIONS IN BUSINESS ADMINISTRATION

• ROLE / JOB-SPECIFIC KNOW-HOW

• IT KNOW-HOW

• KNOWLEDGE OF WORK TECHNIQUES

• MANAGERIAL EXPERTISE


18

WHAT SOFT SKILLS DO YOU NEED ?

• COMMUNICATION SKILLS

• INTERPERSONAL & SOCIAL SKILLS

• EMOTIONAL INTELLIGENCE & EMPATHY

• ANALYTICAL & LOGICAL SKILLS

• ORGANISATORY SKILLS

• INTUITION & CREATIVITY

• LINGUISTIC SKILLS

• INTERCULTURAL COMPETENCE

• TEAM SKILLS

• LEADERSHIP QUALITIES


19

MANAGERIAL ROLES & PROFILES

I BRANCHENSPEZIFISCHES KNOW-HOWII PRODUKT- & IV-TECHNOLOGIEKENNTNISSEIII BETRIEBSWIRTSCHAFTLICHE KENNTNISSEIV ROLLENSPEZIFISCHE KENNTNISSEV ARBEITSTECHNIKENVI PERSÖNLICHE KOMPETENZVII SOZIALE KOMPETENZVIII UNTERNEHMERISCHE KOMPETENZIX FÜHRUNGSKOMPETENZX EMOTIONALE INTELLIGENZXI INTRAPERSÖNLICHE INTELLIGENZXII INTERKULTURELLE KOMPETENZXIII INTEGRATION VON ARBEIT UND PRIVATLEBEN XIV INDIVIDUATIONSMERKMALE


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COMPOSITION OF THE DEGREE COURSE

• Hard skills of level 1 : Grundlagen (78 SWS) BUS. ADM. und the subjects of the foundation course (Grundstudium)

• Hard skills of level 2 : Aufbauwissen (38 SWS) Subjects of the main degree course (Hauptstudium)

• Hard skills of level 3: Spezialisierungswissen (20 SWS) Subjects of the degree minor (Schwerpunkt)


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COMPOSITION OF THE DEGREE COURSE

• Combination of hard & soft skills• Internship 1 & 2 (abroad !!)• Degree thesis• Language courses esp. IBEC

• Soft Skills• Fit for Study• Personality Development • Erfahrungsaustausch (2x)• Projektmanagement• Team Consultancy Project• Team Skills (Frau Drescher)


22

MINDMAP:

EXERCISE 2

WHAT DO I HAVE ?

&

WHAT DO I NEED ?

15 MINUTES : ASSESSMENT

15 MINUTES : GROUP DISCUSSION

?


23

DIS-COVERING & UN-FOLDING

MY POTENTIAL

• SEEING LIFE AS A WHOLE

• EVERYTHING IS CONNECTED

• EMPOWERING MYSELF

• REPROGRAMMING MYSELF

• ASSUMING CONTROL OF MY LIFE

• ASSUMING RESPONSIBILITY FOR MY LIFE


24

MODES OF BEING-IN-THE-WORLD

EIGENWELT

MITWELT

UMWELT

MUTUAL

INTERPENETRATION

&

INTERDEPENDENCE


25

THE EIGENWELT

UNDERSTANDING MYSELF

• CHARACTER TYPOLOGY

• WHOLE BRAIN PSYCHOLOGY

?


26

CARL GUSTAV JUNG

SWISS PSYCHIATRIST

FOUNDER OF :

ANALYTICAL

PSYCHOLOGY

PSYCHOLOGICAL TYPES

COLLECTED WORKS


27

INTROVERT

• ENERGY FLOWS INWARDS

• SELF-PREOCCUPIED

• LIKES BEING ALONE

• OFTEN AN ‘OUTSIDER’

• DOES NOT FIT IN

EASILY / SOCIALIZING

• OFTEN SAYS & DOES

THE WRONG THING

• SELF INTEGRITY

• CREATIVITY / LATERAL THINKING

• VISIONARY


28

EXTRAVERT

• LIBIDO FLOWS OUTWARDS

• INTERESTED IN HER/HIS

SURROUNDINGS

• OPTIMISTIC

• ACTIVE

• DISSIPATION OF ENERGY

• TOO INFLUENCED BY

OUTER CIRCUMSTANCES

• SUPERFICIALITY

• ADAPTABILITY

• SOCIABLE

• OUTGOING / EASY CONTACT


29

CHARACTER TYPOLOGY

THINKING INTUITION

SENSATION FEELING

THE FOUR FUNCTIONS ACCORDING TO JUNG


30

• ENJOYS TACKLING PROBLEMS WITH LOGIC.

• IS STRONG ON ANALYSIS BUT WEAK ON

IMPLEMENTING SOLUTIONS.

• IS A METHODICAL WORKER.

• IS SCEPTICAL OF PROJECTS / IDEAS UNLESS

BACKED UP WITH SOUND, RATIONAL ARGUMENTS.

AT WORK:

GOOD WITH FACTS & FIGURES; RESEARCHING;

SYSTEMS ANALYSIS; ACCOUNTING; FINANCIAL SIDE

OF BUSINESS.

THE THINKER


31

• ENJOYS HUMAN COMPANY.• ASSESSES ON PERSONAL VALUES, NOT ON TECHNICAL MERIT.• IS WARM & SYMPATHETIC.• IS PERCEPTIVE ABOUT PEOPLE’S MOODS, FEELINGS & REACTIONS.• MAY OVERLOOK BLATANT FACTS IN FAVOUR OF ‘GUT FEELINGS’.

AT WORK:GOOD AT CEMENTING TEAM RELATIONSHIPS; COUNSELLING; ARBITRATING; PUBLIC RELATIONS; WILL TALK AS EASILY WITH A CLERK AS WITH AN EXECUTIVE.

THE FEELER


32

• IS GOOD AT GETTING THINGS DONE.

• FEELS AT HOME WITH ROUTINE WORK.

• HAS A LOT OF COMMON SENSE

• IS PRACTICAL.

• WORKS HARD & IS USUALLY WELL ORGANISED.

• IS ENERGETIC & SINGLE-MINDED.

AT WORK:

GOOD AT INITIATING PROJECTS; SETTING UP DEALS;

NEGOTIATING; TROUBLESHOOTING; CONVERTING IDEAS

INTO ACTIONS.

THE SENSOR


33

• ENJOYS PLAYING WITH IDEAS & THEORIES.

• IS GOOD AT LINKING IDEAS : SYNTHESIS

• HAS A CAPACITY FOR ‘OVERVIEW’ : SEEING THE

WHOLE PICTURE.

• IS CREATIVE & HAS A STRONG IMAGINATIVE SENSE.

• WILL OFTEN GET HUNCHES WHICH TURN OUT

CORRECT.

AT WORK:

GOOD AT LONG-TERM PLANNING; CREATIVE WRITING;

LATERAL THINKING; BRAINSTORMING

THE INTUITOR


34

THE NEED FOR BALANCE

AND

PERSONALITY GROWTH

THINKING INTUITION

SENSATION FEELING


35

EXERCISE:

PERSONALITY TEST

EXERCISE:

MAIN FUNCTION

IDENTIFICATION


36

THE INEQUALITY OF MAN

• DIFFERENT CHARACTERS

• DIFFERENT TYPES OF INTELLIGENCE

• DIFFERENT COMMUNICATION STYLES

• DIFFERENT THINKING STYLES

• DIFFERENT LEARNING STYLES


37

WHOLE BRAIN ACTIVATION

• ESSENTIAL FOR BALANCE

• INTELLECTUAL

• EMOTIONAL

• EXISTENTIAL

• ESSENTIAL FOR GROWTH

• ESSENTIAL FOR MATURITY

• ESSENTIAL FOR TRUE HEALTH

• IMPROVES PERFORMANCE

• HEIGHTENS QUALITY OF LIFE


38

NED HERRMANN

AUTHOR OF: ‘THE CREATIVE BRAIN’ & ‘THE WHOLE BRAIN BUSINESS BOOK’

WWW.HBDI.COM


39

DATE RESEARCHERS KEY LEARNINGS

1874 JOHN HUGHLINGS- ONE OF THE TWO HALF-BRAINS IN HUMANS JACKSON, MD TAKES THE LEAD AND BECOMES

THE DOMINANT HEMISPHERE

1975 ROBERT ORNSTEIN, Ph.D THE HEMISPHERE OF NORMAL HUMAN

BEINGS ARE SPECIALIZED IN PREDICTABLE

AND MEASURABLE WAYS

1976 HENRY MINTZBERG, Ph.D HUMANS CAN BE ‘SMART AND DULL’ AT

THE SAME TIME

1960 ROGER SPERRY, Ph.D SPLIT BRAIN EXPERIMENTS DEMONSTRATE

THAT THE LEFT AND RIGHT HEMISPHERES

ARE SPECIALIZED

1970’s PAUL MACLEAN THE TRIUNE BRAIN MODEL:

EVOLUTION OF REPTILIAN BRAIN, LIMBIC

SYSTEM AND CEREBRUM

PERSONAL LIST OF BRAIN DUALITY MILESTONES


40

BRAIN PHYSIOLOGY & FUNCTIONS

A

B

D

C

CORPUS CALLOSUM

HIPPOCAMPALCOMMISURE


41

UPPER LEFTLogicalAnalyserMathematicalTechnicalProblem Solver

A

ControlledConservativePlannerOrganisationalAdministrativeLOWER LEFT

B

UPPER RIGHTImaginativeSynthesizer

ArtisticHolistic

Conceptualiser

D

InterpersonalEmotional

MusicalSpiritual

TalkerLOWER RIGHT

C

A

B

LEFTMODE

D

C

RIGHTMODE

DA

CEREBRAL MODE

CB

LIMBIC MODE

10090

8070

6050

4030

2010


42

BALANCED THINKING / FUNCTION PROFILE OF A LARGE GROUP


43

ANALYTICALFACTSDATATANGIBLEFEASIBILITYCRITICAL ASSESSMENTLINEARLOGICAL CONCLUSIONS

UPPER LEFT QUADRANT

10090

8070

6050

4030

2010

BIAS OF GERMAN

SCHOOL SYSTEM

CLASSIC DEFINITION

OF INTELLIGENCE


44

UPPER LEFTLogicalAnalyserMathematicalTechnicalProblem Solver

A

ControlledConservativePlannerOrganisationalAdministrativeLOWER LEFT

B

UPPER RIGHTImaginativeSynthesizer

ArtisticHolistic

Conceptualiser

D

InterpersonalEmotional

MusicalSpiritual

TalkerLOWER RIGHT

C

A

B

LEFTMODE

D

C

RIGHTMODE

DA

CEREBRAL MODE

CB

LIMBIC MODE

10090

8070

6050

4030

2010


45

ANALYSISEVALUATION

QUANTIFICATIONTECHNICAL SKILLSFEASIBILITY CHECK

INNOVATIONVISION

HOLISTIC STRATEGIC PLANNING

LATERAL THINKER

ORGANISATION IMPLEMENTATION

PLANNINGDETAILED WORK

ACCURACY

INTERPERSONAL SKILLS EMPATHY

COMMUNICATORARBITRATOR

COACH

BUSINESS SKILLS


46

LEARNING STYLES REPRESENTED BY THE SPECIALIZED MODES OF THE FOUR QUADRANTS

Acquiring and quantifying factsApplying analysis and logicBuilding casesForming theories

Organizing and structuring contentSequencing contentEvaluating & testing theoriesAcquiring skills through practiceImplementing course content

Taking initiativeExploring hidden possibilitiesRelying on intuition & self discoveryConstructing conceptsSynthesizing content

Listening and sharing ideasIntegrating experiences with selfMoving and feelingHarmonizing with the contentEmotional involvement

B Lower Left

A Upper Left D Upper Right

C Lower Right

LEARNS BYLEARNS BY

LEARNS BYLEARNS BY


47

LEARNING STYLES REPRESENTED BY THE SPECIALIZED MODES OF THE FOUR QUADRANTS

Formalized lecture & Data based contentFinancial/technical case discussionsText books & bibliographiesProgram learning & Behaviour modification

Thorough planning StructureSequential order LecturesOrganizational and administrativecase discussionsText books Program learningBehaviour modification

Spontaneity Free flowExperiential opportunitiesExperimentation PlayfulnessFuture oriented case discussionsVisual displays AestheticsIndividuality Being involved

Experiential opportunitiesSensory movementMusicPeople-oriented case discussionsGroup interaction

B Lower Left

D Upper Right

C Lower Right

LEARNERS RESPOND TOLEARNERS RESPOND TO

LEARNERS RESPOND TOLEARNERS RESPOND TO

A Upper Left


48

AQUADRANT

BQUADRANT

DQUADRANT

CQUADRANT

THERE CAN BE A DARK SIDE TO EACH QUADRANT


49

RIGIDCOLD & CALCULATING

RUTHLESSLIMITED BY NEED FOR PROOF

SHORT-TERM

UNFOCUSSEDIMPULSIVE/RASH

OBLIVIOUS OF DEADLINESUNDISCIPLINED

CHAOTIC

NIT-PICKINGBOSSY

STUCK IN A RUTTOTALLY LACKING

IN VISION

OVER-SENSITIVEUN-BUSINESSLIKE

LACKING DISCIPLINEOVER-EMOTIONAL

CAN APPEAR


50

THINKING INTUITION

SENSATION FEELING

BALANCE = HEALTH


51

THE POWER OF POSITIVE THINKING

• TO THINK IS TO ACT

• CONSCIOUS & UNCONSCIOUS PROGRAMMING

• THOUGHT AND HEALING

• THE INNER SABOTEUR


52

CREATIVE VISUALIZATION

• THE PRACTICE OF VISUALIZATION

• RELAXATION

• CONCENTRATION

• REGULARITY & REPETITION

• WILL POWER / TRUST


53

EMPOWER YOURSELF

• RESPECT AND ACCEPT YOURSELF

• REALIZE YOUR OWN POWER & POTENTIAL

• EVERYTHING YOU NEED IS WITHIN YOU

• BELIEVE IN YOURSELF


54

RELAXATION

WHOLE BRAIN ACTIVATION

&

POSITIVE VISUALIZATION

EXERCISE

30 MINUTES


55

SATURDAY

FIT FOR STUDY


56

MOTIVATION

• FREUD THE PLEASURE PRINCIPLE

• JUNG INDIVIDUATION

• ADLER THE WILL TO POWER

• FRANKL THE WILL TO MEANING

• MASLOW MOTIVATION PYRAMID


57

MOTIVATION ACCORDING TO MASLOW

FUNDAMENTAL PHYSIOLOGICAL NEEDS(SURVIVAL, HUNGER, THIRST...)

SECURITY NEEDS(FINANCIAL, POLITICAL, LEGAL...)

SOCIAL NEEDS(RECOGNITION, LOVE, CONTACT)

STATUS NEEDS(INFLUENCE, POWER, PRIDE...)

SELF REALIZATION

HIERARCHY PRINCIPLE

THE HIERARCHY PRINCIPLE:

THE NEXT HIGHEST LEVEL IS ONLYACTIVATED WHEN THE LEVEL BELOWIT IS SATISFIED.


58

NEEDS AND THEIR SATISFACTION

TYPE OF NEED PARALLELS IN THE CORPORATE ENVIRONMENT

1. BASIC NEEDS Lohn- und Gehaltsregelungen mit Entwicklungs- Möglichkeiten, betriebliche Sozialleistungen, betriebsärztliche Betreuung und Versorgung, Urlaubsregelung, Sauberkeit des Arbeitsplatzes usw.

2. SECURITY NEEDS Sicherheit des Arbeitsplatzes, betriebliche Alters- versorgung, Versorgung bei Krankheit und Arbeitsunfall, Sicherung des Einkommens für die Zukunft bei Änderung der Arbeit usw.

3. SOCIAL NEEDS Information und Kommunikation bei der Arbeit, Zugehörigkeit zu Arbeitsgruppen im menschlichen Sinne, Entwicklung und Bewahrung zwischenmenschlicher Beziehungen.


59

NEEDS AND THEIR SATISFACTION

TYPE OF NEED PARALLELS IN THE CORPORATE ENVIRONMENT

4. STATUS NEEDS Erreichung eines bestimmten Status im Unternehmen,

Titel, Prestige, Anerkennung des Einsatzes und der

Leistung durch Vermittlung von Erfolgserlebnissen,

Bestätigung der Selbstachtung.

5. SELF REALIZATION Bestätigung der Wichtigkeit eigener Arbeit und der Person,

Übertragung von Verantwortung, Weiterbildung, Eröffnung

von Aufstiegsmöglichkeiten, Kreativität, Mitwirkung bei

Entscheidungen, kreative Ausfüllung des eigenen

Arbeitsbereiches usw.


60

GOALS & INCENTIVES

1. PERSONAL GOALS AND CORPORATE GOALS HARDLY OVERLAP

2. INCENTIVES SHOULD BRING THE TWO SETS OF GOALS CLOSER TOGETHER

Eigenziele

Arbeitsziele

3. IDEALLY, THE CORPORATE GOALS SHOULD BE PART OF YOUR PERSONAL GOALS


61

SELF REALIZATION:

* NEED FOR SPIRITUAL VALUES

* THE DEVELOPMENT OF YOUR OWN POTENTIAL

* A PERSONAL GOAL TO WORK TOWARDS

* UNDERSTAND THE MEANING OF LIFE

* A FEEL FOR MYSTICISM AND INNER GUIDANCE

* CREATIVITY

* INDIVIDUATION

* PERSONAL FREEDOM

NEEDS ACCORDING TO MASLOW


62

ATTAINABLE GOALS

CORPORATEGOALS

PERSONALGOALS

LIMITATIONSENVIRONMENTAL

CORPORATE

ATTAINABLE GOALS


63

GOAL-SETTING : PSYCHOLOGICAL FACTORS

1. Ein Ziel wirkt nur dann handlungsauffordernd, wenn

mit ihm eine klar umrissene Vorstellung verbunden ist.

2. Ein Ziel muß positiv formuliert sein, damit es aktivierend wirkt

und positive Gefühle auslöst.

3. Ein Ziel muß unter eigener Kontrolle stehen, d.h. die Zielerreichung

liegt in meiner Hand, ist durch eigenständige Anstrengung erfüllbar.


64

CRITERIA FOR FORMULATING GOALS

* Ein Ziel muß eindeutig & konkret formuliert sein.

* Ein Ziel muß anhand beobachteter Größen und/oder Verhaltensweisen überprüfbar sein.

* Ein Ziel muß terminbezogen sein. Festzulegen sind entweder ein Zeitpunkt oder ein Zeitrahmen.

* Ein Ziel muß durch Ober- und Untergrenzen definiert sein, damit das Leistungsniveau bestimmt wird.

* Ein Ziel muß realistisch sein. Es sollte herausfordernd sein, aber keine Überforderung darstellen. Ebenso wirkt eine Unterforderung leistungsmindernd, weil sie nur einen geringen Belohnungswert hat.


65

* Ein Ziel muß so formuliert sein, daß ich selbst beurteilen

kann, ob ich dem Ziel nahegekommen bin oder nicht.

* Ein Ziel muß widerspruchsfrei zu anderen Zielen sein.

Zielkonflikte haben die Eigenschaft, die eigene Motivation

und Entscheidungsfreude zu beeinträchtigen.

* Ein Ziel muß in eine Rangreihe gebracht werden, damit die

Zielpriorität deutlich wird.

CRITERIA FOR FORMULATING GOALS


66

GOALS CONFLICTS : CAUSES & SOLUTIONS

* Die Zielformulierung ist zu allgemein– besser: konkrete präzise Zielformulierung

* zu wenig geordnetes Zielsystem– besser: Ergänzung des Zielsystems und Prioritäten

setzen

* zu abstrakte Zielformulierung– besser: Zieldetaillierung und schrittweise Meßdatenerhebung

* Auflösung von Zielkonflikten– Beim Aufbau eines Zielsystems müssen etwaige Zielkonflikte

durch Gewichtung der Einzelziele, d.h. durch Setzen von Prioritäten aufgelöst werden.


67

30 MINUTE EXERCISE :

DEFINING YOUR GOALS

A. DEFINE YOUR WORK GOALS

B. DEFINE YOUR PERSONAL & FAMILY GOALS

C. DETERMINE THE EXTENT OF PERSONAL GOALS &

CAREER OVERLAP

D. DRAW UP YOUR MISSION STATEMENT


68

COMMUNICATION : 1


69

SUCCESSFUL COMMUNICATION

ELEMENTS OF COMMUNICATION

KNOWLEDGE PERSONALITY OF THE SPEAKER

ARGUMENT QUESTIONS POSTURECLOTHES

GESTUREMIMICGAZE

BREATH MODULATIONARTICULATION

CONVERSATION BODY LANGUAGE LANGUAGE

ENERGY FLOW

INNER

ATTITUDE

SUBLIMINAL

INFORMATION


70

ENERGY FLOW & EMPOWERING

• POWER PLAY & ENERGY FLOW

• ENERGY FLOW & COMMUNICATION

• DRAINING ENERGY : A NEGATIVE EXAMPLE

• GIVING ENERGY : A POSITIVE EXAMPLE

• SUBLIMINAL ENERGY & INFORMATION EXCHANGE

• ENERGY FLOW : THOUGHTS & EMOTIONS


71

CENTERING YOURSELF

• ROLE THEORY REVISITED

• THE SILENT CENTER

• SEEING THROUGH THE MATRIX

• CENTERING YOURSELF

• FOCUS & ENERGY FLOW

• INTEGRAL COMMUNICATION


72

CENTERING

&

COMMUNICATION FLOW

EXERCISE

15 MINUTES


73

A FOUR-YEAR PROJECT

STUDYING AT UNIVERSITY & COMPLETING YOUR DEGREE COURSE

• WHAT IS A PROJECT ?

• THE PROJECT LEADER

• THE PROJECT TEAM

• ORGANIZING THE PROJECT


74

DEFINITION: PROJECT

UNIQUE TASK

PROJECT

TIME LIMIT

COMPLEX TASK

A TASK WHICH IS CHARACTERIZED BY

A UNIQUE SET OF CONDITIONS E.G.

* CLEAR GOALS

* LIMITED TIME, MONEY &

PERSONNEL

* A SPECIAL ORGANIZATION &

INFRASTRUCTURE

(Definition according to DIN 69901)

VARIOUS SKILLS &

RESOURCES


75

• IT HAS A DEFINITE STARTING POINT

• IT MUST BE COMPLETED WITHIN A DEFINITE TIME LIMIT

• IT HAS A CLEARLY FORMULATED GOAL

• IT REQUIRES COMPLEX PLANNING

• IT REQUIRES SUCCESSFUL COMMUNICATION & COOPERATION

• IT REQUIRES INTERDISCIPLINARY KNOW-HOW

• IT REQUIRES THE INTEGRATION OF CERTAIN SOFT SKILLS

• ITS SUCCESS IS MEASURABLE (IN UNITS OF MONEY OR TIME)

• IT IS HEADED BY A RESPONSIBLE PERSON (PROJECT LEADER)

CHARACTERISTICS OF A PROJECT


76

CRITERIA OF SUCCESSFUL PROJECT MANAGEMENT

CONSTANT

MONITORING

CLEAR GOALS= RESULTS

MOTIVATION =

TEAM SPIRIT

SUCCESSFUL COMMUNICATION& COOPERATION

EFFECTIVE USE

OF RESOURCES


77

THE PROJECT LEADER

THE PROJECT LEADER IS RESPONSIBLE FOR

ACHIEVING THE PROJECT GOALS

WITH THE AVAILABLE PERSONNEL

WITH THE EXISTING ORGANIZATION

WITH THE EXISTING METHODS & TOOLS

WITHIN THE TIME LIMIT

WITH THE SET BUDGET

THE SUCCESS / FAILURE OF THE PROJECT.


78

TASKS OF THE PROJECT LEADER

• COORDINATION : STAFF, TECHNOLOGY, RESOURCES

• PLANNING, TIMING & MONITORING : RESOURCES, TIMETABLE, MILESTONES

• CHECKING THE RESULTS : QUALITY CONTROL

• WORKING OUT ALTERNATIVE SOLUTIONS & STRATEGIES

• GUARANTEEING SMOOTH COMMUNICATION & INFORMATION FLOW

• HANDING IN & PRESENTING THE RESULTS


79

QUALITIES OF A PROJECT LEADER1

PERSONALITY :

ANALYTICAL SKILLS

ORGANISATORY SKILLS

CREATIVITY

AUTONOMY

SINGLEMINDEDNESS

POWERS OF CONVICTION

NEGOTIATING SKILLS

WILLINGNESS TO TAKE RISKS

ABILITY TO TAKE DECISIONS


80

QUALITIES OF A PROJECT LEADER2

TEAM-LEADING SKILLS

ABILITY TO LEAD A TEAM

ABILITY TO INTEGRATE

ABILITY TO COMPROMISE

MASTERY OF WORK METHODS

COMMUNICATION TECHNIQUES

SPECIAL KNOW-HOW (PROJECT-SPECIFIC)

BUSINESS ADMINISTRATION

INTERNATIONAL MARKETING

GENERAL & FIRM-SPECIFIC REQUIREMENTS

LANGUAGE SKILLS

COMPUTING SKILLS


81

THE IDEAL PROJECT LEADER

GOALS

CREATIVE

CONCISE

COMPETENT

CONSISTENT

COOPERATIVE

CLEAR


82

___ Organisieren der Arbeit___ Arbeiten mit DV___ Überwachen von Plänen___ Auslegen von Budgetplänen___ Führen von Mitarbeitern___ Schreiben von Programmen___ Präsentieren von Arbeitsergebnissen___ Krisenmanagement___ Mitarbeiter motivieren

___ Kommunikationsfähigkeit___ Entscheidungen treffen___ Systemanalyse durchführen___ Geschäftspolitik erläutern___ Projektsteuerungstechniken einsetzen___ Gruppe leiten___ Programmcode lesen und analysieren___ Durchsetzungsvermögen___ Überzeugungskraft gegenüber Vorgesetzten

___ Organisation und Politik des Unternehmens

___ Programmiersprachen

___ Fremdsprachen

___ DV-Produkte und -Anwendungen

___ Planungsmethoden

___ Psychologie und Soziologie

___ Rechnungswesen

___ Bereitschaft anderen zu helfen

___ zusammen mit Mitarbeitern planen

___ Takt, Ausgeglichenheit

___ Bereitschaft zu delegieren

___ offen für Neuerungen und Änderungen

___ Entscheidungsfreudigkeit

___ Bereitschaft Hilfe anzunehmen

___ Vertrauen in Fähigkeiten der Mitarbeiter

ETC. ETC. !!!


83

RELAXATION EXERCISE

SILVA MIND CONTROL

BREAK


84

THE PROJECT TEAM

ORGANIZING THE PROJECT

PROJECT MANAGEMENT

CONTINUED


85

TEAM SIZE

AIMS:

KNOW-HOW & COMPETENCE

DIRECT COMMUNICATION

MINIMUM OF ADMINISTRATIVE

EFFORT

PROBLEM:

ADMINISTRATIVE TASKS

THE NEED FOR INFORMATION

PROJECT MANAGEMENT

GROWS OVERPROPORTIONALLY

WITH THE SIZE OF THE TEAM !


86

TEAM SIZE – PRO / CONTRA

+ WORK WITH PARTNER+ MUTUAL EXCHANGE OF THOUGHTS– RIVALRY– NEED FOR EXTERNAL EXPERTISE

+ OPTIMAL WORK GROUP+ OVERVIEW & DETAILS– SUBCRITICAL SIZE

+ JUDGEMENTS– DECISIONS (DEADLOCK)+/- CLEAR AIMS & METHODS


87

+ WORK & DECISION-MAKING GROUP+ PARTICIPATION WITHOUT LOSS OF TIME

+ CREATIVITY– DELEGATING RESPONSIBILITY



88

+ PROBLEM-SOLVING+ FINDING CREATIVE SOLUTIONS– LEARNING EFFICACITY – COMMUNICATION

RECOMMENDATION:

PROJECT TEAM > 7

BUILD SUB-GROUPS



89

THE SIGNIFICANT OTHER

• WHAT ROLE DO THE PROFESSORS & LECTURERS PLAY ?

• WHAT ROLE DO MY FELLOW STUDENTS PLAY ?

• KEEP FOCUSSED : REMEMBER YOUR PRIORITIES

• ADOPT A POSITIVE ATTITUDE

• DON’T HURT THE FEELINGS OF OTHERS

• MUTUAL RESPECT

•TO KNOW ALL IS TO FORGIVE ALL

• LEARN FROM EVERY ENCOUNTER


90

TOM BROWN & AND THE OLD FISHERMAN


91

THE PHASE PRINCIPLE

ORGANIZING THE PROJECT

HOW DO I TACKLE A COMPLEX PROJECT ?

IDENTIFY YOUR GOALS SPLIT THE TASKS PROGRESS STEP-BY-STEP MAINTAIN AN OVERVIEW INTEGRATE THE SUB-TASKS

= PHASE PRINCIPLE (5 CONSECUTIVE STEPS)


92

EFFECTIVENESS = THE PHASE PRINCIPLE

* A SYSTEMATIC METHOD

IDENTIFY PROBLEMS MORE EASILYFIND VIABLE SOLUTIONSIMPLEMENT THE BEST SOLUTION

* TOP DOWN APPROACH

PROBLEM-SPLITTINGSOLVING OF SUB-TASKSINTEGRATION OF RESULTS

* MAINTAIN AN OVERVIEW OFACTIVITIESRESOURCESTIME MANAGEMENT

* DECISION-MAKING REGARDING

UNAVOIDABLE DIFFICULTIESDELEGATION OF RESPONSIBILITY PRIORITIESCOORDINATION

* MINIMIZING RISKS


93

PLANNING & TIME MANAGEMENT

IN TEN STEPS

1. STUDY THE PROJECT AND MAKE A LIST OF ALL THE ACTIVITIES.

2. CREATE REALISTIC ACTIVITY UNITS AND STRUCTURE THEM ACCORDING TO PHASES AND CONTENT.

3. IF YOU DON‘T HAVE ENOUGH EXPERIENCE, REFERTO OTHER PROJECTS AND DRAW ON THE EXPERTISE OF OTHERS.


94


IN TEN STEPS

4. ESTIMATE THE AMOUNT OF WORK ENTAILED (NET) FOR THESINGLE ACTIVITY-UNITS.

5. ASSUME NORMAL RISKS AND WORK CONDITIONS &AN AVERAGE WORK LOAD.

6. IF METHODS AND TOOLS ARE TO BE USED, DO NOTEXPECT TO SAVE TIME OR WORK EFFORT.


95


IN TEN STEPS

7. ESTIMATE THE TIME & WORK YOU WILL HAVE TO INVEST INDEPENDENTLY OF ANY SCHEDULE.

8. CHECK YOUR TIME & EFFORT ESTIMATION BY :

COMPARING THE ESTIMATIONS OF OTHER EXPERTS USING OTHER CRITERIA & METHODSCORRECTING YOUR ESTIMATION AT REGULAR INTERVALS DURING THE PROJECT.


96


IN TEN STEPS

9. ADD BUFFERS & STILL RESERVES

IF POSSIBLE, NOT WITHIN THE SINGLE UNITS BY INCLUDING UNEXPECTED DELAYS & EXTRA ACTIVITIES

10. CHECK OVER YOUR COMPLETED TIME PLAN

COMPARE THE TASKS WITH THE TIME DELEGATED DECIDE ON A REALISTIC SCHEDULE: TIME & EFFORT DECIDE ON PRIORITIES & PLAN THEM INSPREAD YOUR RESOURCES ACCORDINGLY


97

IN A NUTSHELL

1. NO PROJECT CAN WORK WITHOUT PROJECT MANAGEMENT BETTER POOR PLANNING THAN NO PLANNING !! 2. BE SYSTEMATIC AS POSSIBLE IDENTIFY CLEAR MILESTONES CHECK YOUR PROGRESS REGULARLY

3. INVEST AS MUCH TIME AS NECESSARY IN YOUR PM BUT DON‘T BECOME ADDICTED TO IT !!

4. BE HONEST BE FLEXIBLE BE REALISTIC


98

LANGUAGE LECTURES

FRENCH & SPANISH I = 4 SWS = AWPF 1 & 2

FRENCH & SPANISH II = 4 SWS = AWPF 3 & 4

FRENCH & SPANISH III = 4 SWS = AWPF 5 & 6

LANGUAGE CERTIFICATE ( INTERNAL)

INTERNATIONAL MARKETING

BUSINESS FRENCH AND SPANISH = 4 + 4 SWS

PREPARATORY COURSES COUNTED AS AWPFs !!

CAN ALSO PASS DELF / DALF ETC.


99

LEARNING &

TIME MANAGEMENT

1. Konzentrieren Sie sich auf Ihre Hauptaufgaben

2. Ermitteln Sie das Ablaufmuster Ihres Arbeitstages

3. Vergeben Sie täglich Prioritätsziffern für Ihre Aufgaben

4. Lassen Sie genügend Zeit für Unvorhergesehenes


100

5. Arbeiten Sie nach Ihrer persönlichen Leistungskurve

6. Fassen Sie gleichartige Tätigkeiten in Zeitblöcken zusammen

7. Versuchen Sie, Störungen und Unterbrechungen auszuschalten

8. Kommen Sie schnell zum Kernpunkt einer Sache

LEARNING &

TIME MANAGEMENT


101

Zusammenhänge zwischen Lebensplan und Tagesplan

Lebensplan

Mehrjahrespläne

JahresplanJahresergebnis

Anpassung

Anpassung

Quartalsergebnisse

Monatsergebnisse

Wochenergebnisse

Tagesergebnisse

Soll-Ist-Vergleich:Überprüfung der

Ergebnisse(Kontrolle)

Quartalspläne

Monatspläne

Wochenpläne

Tagespläne

Aufgegliedert in (Soll)

ist


102

Der negative Kreislauf der X-Theorie

Theorie X

Verantwortungsscheu und mangelnder Initiative

Strenge Vorschriften und Kontrollen

Passives Arbeitsverhalten

daraus folgenund bestätigt

das schafftdas führt zu


103

Der positive Kreislauf der Y-Theorie

Theorie Y

Initiative undVerantwortungsbereitschaft

Handlungsspielraumund

Selbstkontrolle

Engagement für die Arbeit

daraus folgenund bestätigt

das schafftdas führt zu


104

NEXT EXERCISE

TIME MANAGEMENT PLAN

OF

• THE FIRST SEMESTER

• THE FIRST TWO YEARS

30+ MINUTES ON YOUR OWN +

30 MINUTES DISCUSSION + PRESENTATION


105

SEMESTER PLAN

EXAMPLE

FIRST SEMESTER

VWL 6 SWS

BWL 6 SWS

BUCHFÜHRUNG 4 SWS

ENGLISCH 4 SWS

ORG + ÜB: 2 SWS/14 Tg. 4 SWS

AWPF DATENBANK 2 SWS

WF HTML 4 SWS

________

30 SWS


106

DIET

RELAXATION SPORT

SOCIAL CONTACT

SUCCESS :

A QUESTION OF BALANCE


107

SEMESTER PLAN

LECTURES = 30 SWS

PREPARATION & CONSOLIDATION = 30 SWS

SPORT ( 3 TIMES A WEEK … )

TEAM WORK ( CERTAIN SUBJECTS )

COMMUTING ?

SOCIAL CONTACTS ?

RELAXATION ?

DIET / MEALS ?


108

EXERCISE

TIME MANAGEMENT PLAN

OF

• THE FIRST SEMESTER

• THE FIRST TWO YEARS

30+ MINUTES ON YOUR OWN +

30 MINUTES DISCUSSION & PRESENTATIONS


109

SUNDAY

FIT FOR STUDY


110

LEARNING TECHNIQUES

THE RESOURCES OF THE FH

• THE LIBRARY

• THE INTERNET

• THE KNOW-HOW OF PEERS

• THE KNOW-HOW OF THE STAFF


111

THE SEMINARS

• ATTENDANCE

• THE PERSONALITY FACTOR

• A TWO-EDGED SWORD

• THE SCRIPT

• THE DIDACTIC ASPECT / EVALUATION

• THE EXAMINATION


112

BLENDED QUESTIONING TECHNIQUES

IF YOU ARE GOING TO ASK A QUESTION

WHICH IMPLICITLY CRITICIZES OR ATTACKS

WHAT SOMEONE HAS SAID, START BY

OFFERING POSITIVE FEEDBACK AND

FOLLOW UP WITH THE CRITICAL QUERY OR

STATEMENT ... BE TACTFUL !

AVOID OPEN CONFRONTATION - IT IS

COUNTERPRODUCTIVE.


113

• FORMULATE YOUR QUESTIONS CLEARLY

• INSIST ON EQUALLY PRECISE ANSWERS

• IF YOU ARE NOT SATISFIED, TELL THE PROF !

• THIS CAN ALSO BE AFTER THE LECTURE

• IF A LECTURER IS CHAOTIC OR UNINTELLIGIBLE,

DO NOT TACKLE HIM ALONE BUT GO AS A GROUP

AND CONFRONT HIM / HER.

• HAVE SPECIFIC POINTS TO CRITICIZE : BE

PRECISE AND OFFER ALTERNATIVES IF POSSIBLE

BRIDGING THE GAP


114

LEARNING TECHNIQUES

FLEXIBLE LEARNING STRATEGIES

• LEARNING ALONE

• LEARNING IN PAIRS

• LEARNING IN GROUPS

• EXPECTATIONS & THE TIME FACTOR

• GIVE & TAKE


115

EFFECTIVE LEARNING :

A QUESTION OF BALANCE

• BODY : EXERCISE / FITNESS

• DIET

• REST

• MIND : CONCENTRATION RELAXATION

• SOUL : CONTENTMENT

• CONFIDENCE

• CALM

• INTERPERSONAL RELATIONS


116


THE ENVIRONMENT

• THE ROOM

• THE DESK / THE LIGHTING

• FRESH AIR / ROOM TEMPERATURE

• DEALING WITH DISTRACTIONS

• TIME TABLE & LEARNING BLOCKS

• LEARNING MIX


117


FOCUSSING YOUR ENERGY

YOU LEARN WITH YOUR WHOLE BEING,

NOT JUST WITH YOUR BRAIN !

• POSTURE ?

• SUBLIMINAL TENSION ?

• BREATHING ?

• EMOTIONAL BALANCE ?

• FOCUS ?


118

WORKING WITH SCRIPTS & FILES

• BE SYSTEMATIC

• SUBJECT / DATE / PAGE NUMBER

• BE NEAT

• KEEP UP TO DATE

• REVISE MATERIAL BRIEFLY A.S.A.P.

• CLARIFY QUERIES / FILL GAPS A.S.A.P.

• MARKING SYMBOLS : USE COLOURS

• METHOD : RIGHT THE FIRST TIME


119

3 - APPROACH READING

• GENERAL OVERVIEW

• RAPID SCAN

• MAJOR POINT ANALYSIS

• SUMMARY

• DETAILED KNOWLEDGE

• ANALYSIS

• UNDERSTANDING

• PRESENTATION ( TO AUDIENCE )

• MATERIAL TO BE MEMORIZED

• CONCENTRATED BLOCK LEARNING

• REPETITION


120

EXAMINATION PERFORMANCE

• LONG-TERM PLANNING (200 HRS PREP.)

• SYSTEMATIC PREPARATION

• THE PROF’S EXPECTATIONS

• HELP DECIDE ON PRIORITIES

• THE CORRECT FORMULATION

• ME : PSYCHOLOGICAL FACTORS

• READING & ANSWERING TECHNIQUES

• CORRELATING MARKS & EFFORT

• INTELLIGENT TIMING


121

TEAM MOTIVATION


122

COMMUNICATION

• BE A GOOD LISTENER

NATURE HAS GIVEN HUMANS TWO EARS

AND ONLY ONE TONGUE

THIS IS A GENTLE HINT THAT WE SHOULD

LISTEN MORE THAN WE SPEAK


123

COMMUNICATION II

DISCUSSIONS

• HAVE A CLEAR POINT TO MAKE / GOAL

• STEER THE DIRECTION OF THE DISCUSSION

• DO NOT DIGRESS

• CLARIFY YOUR TERMS

• SUMMARIZE THE MAIN POINTS

• BE WILLING TO LEARN FROM OTHERS


124

QUESTIONS & ANSWERS

QUESTION TECHNIQUES

• UNPRODUCTIVE QUESTIONS

• INFORMATION-GATHERING QUESTIONS

• MONITORING QUESTIONS

• ALTERNATIVE-SEEKING QUESTIONS

• SUGGESTIVE QUESTIONS

• RHETORICAL QUESTIONS


125

UNPRODUCTIVE QUESTIONS

TYPICAL UNPRODUCTIVE QUESTIONS:

“ EVERYTHING O.K. ?"

“ YOU HAVE UNDERSTOOD IT NOW, HAVEN‘T YOU ?"

THESE AND SIMILAR QUESTIONS ARE USELESS BECAUSE

THEY DO NOT STIMULATE COMMUNICATION

OR INFORMATION FLOW.


126

THE FOLLOWING QUESTIONING TECHNIQUES ARE EFFECTIVE:

1. GET PEOPLE TO REPEAT WHAT HAS BEEN DISCUSSED

2. ASK DETAILED QUESTIONS ABOUT SPECIFIC POINTS

3. GET PEOPLE TO SUMMARIZE THE MAJOR POINTS

4. ASK PEOPLE HOW THEY WOULD PROCEED FROM THIS POINT ...

THESE QUESTIONING TECHNIQUES ARE EFFECTIVE BECAUSE THEY

CHECK IF THE PROCESS OF COMMUNICATION HAS SUCCEEDED

PRODUCTIVE QUESTIONS


127

WHAT HAPPENS WHEN YOU PUSH THE F5 KEY ?

THIS IS A SO-CALLED

‘W-QUESTION‘

WHICH ? WHAT ? WHEN ? WHY ?

• IT IS AN OPEN QUESTION• IT INITIATES A DIALOGUE• IT IS VERY SPECIFIC • IT IS NEUTRAL

THE INFORMATION-GATHERING QUESTION (1)


128

WHAT EXACTLY IS YOUR PROBLEM ?

MY MOUSE IS SQUEAKINGAND IS DIRTYING MYDESK.

...INFORMATION-GATHERING QUESTIONS OFTEN LEAD TO MONITORING QUESTIONS.

THE INFORMATION-GATHERING QUESTION (2)


129

MONITORING QUESTIONS

YOUR MOUSE HAS FALLEN INTO YOUR COFFEE ?

THAT‘SRIGHT!

THE MONITORING QUESTIONIS USUALLY ANSWERED WITH A SIMPLE YES OR NO, BUT IS NEEDED TO CLARIFY ISSUES AND TO TRIGGER OFF FURTHER DISCUSSION


130

THE ALTERNATIVE QUESTION

DID YOU PRESS THE RIGHT OR THE LEFT MOUSE KEY ?

BOTH !

THIS KIND OF QUESTION GETS PEOPLE TO SUPPLY SPECIFIC ANSWERS AND IS OFTEN USED WHEN PROBLEM-SOLVING & TROUBLE-SHOOTING


131

THE SUGGESTIVE QUESTION

OUR NEW COMPUTERIZEDEVALUATION SYSTEM IS EASYTO USE, ISN‘T IT ?

..!?

THE SUGGESTIVE QUESTION DOES NOT IMPART INFORMATION,BUT RATHER EXPECTS A RESPONSE WHICH EXPRESSES ACCEPTANCE, FRUSTRATION OR AGGRESSION

IT SHOULD BE USED EXPLICITLY FOR THIS PURPOSE


132

THE RHETORICAL QUESTION

YOU STEPPED ON YOUR KEYBOARDBY ACCIDENT ? OOOH ! YOU HAVEA PROBLEM NOW, DON‘T YOU ?

RHETORICAL QUESTIONS ARE COUNTERPRODUCTIVE AND SHOULD BE AVOIDED !


133

INFORMATIONGAIN

EFFECTIVENESS AID TO DECISION-MAKING

INFORMATION / EFFECT MATRIX

ALTERNATIVEQUESTION

MONITORINGQUESTION

SUGGESTIVEQUESTION

RHETORICALQUESTION

INFORMATION-GATHERINGQUESTION


134

Moderation von Teamsitzungen

Regeln Wozu? Wie?

FASSE DICH KURZ! Verhinderung von Monologen Selbstdisziplin:30-sek-Regel alle Teilnehmer aktivieren Spielregeln

30-sec-KarteRegelung

Bildhafte Darstellung vonMeinungen, Standpunkten. Moderationsmaterial

VISUALISIEREN optische und akustischeAufnahme unterstützen;Aussagen zu sortieren.

normale Arbeitssituation durch räumlicheherbeiführen; Bedingungen;

GELOCKERTE Kommunikation er leichtern; Ruhepausen setzen;ATMOSPHÄRE neue Ideen zu ermöglichen; Verhalten des Leiters :

Vertrauen gewinnen ; auch mal lachenschlechte Laune abbauen


135

Moderation von Teamsitzungen

Regeln Wozu? Wie?

STIMULIERENDES Beteiligung aller sicher stellen Killer-phrasen vermeiden;DISKUSSIONS- mehr Fragen stellen VERHALTEN als Antworten geben;

erste Regel einhaltenKonferenzen nicht leiten,sondern moderieren

TRANSPARENZ - gezieltes Feedback Ja-Nein-Fragen vermeiden;FRAGEN alle Teilnehmer aktivieren Ein-Punkt-/Mehr-Punkt-

Stimmungen sichtbar machen AbfragenZufriedenheitsfragen

BEWERTEN - Meinungen sichtbar machen Punkt-AbfragenALLE MEINUNGEN Konflikte verdeutlichen BewertungsskalenSIND WICHTIG! Schwerpunkte setzen

Prioritäten setzenZiele verdeutlichen

PAUSE informelle Gespräche ZeitplanungMACHEN Ermüdung vermeiden Stimmung beobachten

Konzentration erhöhen in Pausen “abschalten”


136

COMMUNICATION LEVELS

1. INTRAPERSONAL :

BE ALERT TO SIGNALS

2. INTERPERSONAL / INFORMAL :

RESPECT & CONSIDERATION

3. INTERPERSONAL / FORMAL :

RESPECT THE CODES

ALL ARE HOLISTIC

ALL REQUIRE FOCUS & CENTREDNESS

ALL HAVE LONG-TERM EFFECTS


137

ME & THEM

• MANIPULATION & PSYCHOGAMES

ACT, DON’T REACT

• TALKING ABOUT OTHERS:

YOU REAP WHAT YOU SOW

• BASIC ATTITUDE :

BE RESPECTFUL & CONSIDERATE

DIE EIGENE WICHTIGKEIT VERLIEREN


138

CENTERING & EMPATHY

EXERCISE

EMOTIONAL HEALING

HEALING RELATIONSHIPS


139

THE CHALLENGE

• ASSUME RESPONSIBILITY FOR YOUR LIFE

• THE PAST

• THE PRESENT

• THE FUTURE

• DETERMINE YOUR PERSONAL REALITY

EMPOWER YOURSELF

• BE AWARE OF CONNECTEDNESS

THE WEB OF LIFE


140

FIT FOR LIFE

AWARENESS OF GLOBAL DEVELOPMENTS

LINKING THIS INFORMATION : SYNTHESIS

UNDERSTANDING THE CHALLENGES

AWARENESS OF GAPS & BLIND SPOTS

APPLYING THIS KNOWLEDGE


141

THE SPECTRUM OF CONSCIOUSNESS

RADIO WAVES

VISIBLE LIGHT

GAMMA RAYS

SUPER

CONSCIOUSNESS

EVERYDAY

CONSCIOUSNESS

SUBCONSCIOUS

UNCONSCIOUS

?

‘REALITY’

?


142

• HOW DO I BREAK OUT OF THE MATRIX ?

= WHAT IS REALITY ?

• WHAT IS MAN ?

= WHAT IS THE MEANING OF LIFE ?

• HOW DO I ORIENTATE MYSELF ?

= AN ABSOLUTELY VALID VALUE SYSTEM

FIT FOR LIFE


143

MINDMAP : PERSONAL TALLY

• WHAT HAVE I LEARNT ?

• WHAT CAN I USE ?

• HOW WILL I IMPLEMENT IT ?

• TEAM DISCUSSION:

COMPARING TALLIES


144

UNIVERSITY LIFE

ENVOI

• TAKE FULL ADVANTAGE OF YOUR SITUATION

BE GRATEFUL

• LEARN HARD & ENJOY LIFE

MAINTAIN YOUR BALANCE

• WORK ON YOURSELF

YOUR PERSONALITY & CHARACTER ARE THE

KEY TO YOUR HAPPINESS & SUCCESS


145

THAT’S IT !

NOW

THE BALL IS IN YOUR COURT


146

IT’S TIME

TO

PACK & GO !!

MAY THE FORCE

BE ALWAYS WITH YOU !!

prof. dr. de meuter fit for study 1 prof. dr. de meuter fit for study 2 by way of introduction

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