FIT FOR STUDY

PROF. DR. DE MEUTERFIT FOR STUDY

FIT FOR STUDY

BY WAY OF INTRODUCTION ...

BARRIERS TO EFFECTIVE COMMUNICATION

• POOR LISTENING SKILLS

• POOR PRESENTATION

• OVERSIMPLIFICATION DISTORTION

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

CHARACTERISTICS OF A BAD LISTENER

• IMPATIENCE

• LACK OF FOCUS : EASILY DISTRACTED

• NOT OPEN TO IDEAS : PREJUDICED

• UNDER TENSION : EXPECTATIONS

• INTELLECTUAL ARROGANCE

• NEGATIVE BODY LANGUAGE

CHARACTERISTICS OF A GOOD LISTENER :

• FOCUSSED

• RELAXED & PATIENT

• OPEN & RECEPTIVE

• CONSCIOUS OF HER / HIS POWER AS A LISTENER

• WARY OF OVERSIMPLIFICATION

• INTEGRAL ATTENTION

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

BALANCE

• INTELLECTUAL HUMILITY

• RESPECT FOR LIFE IN ALL ITS FORMS

• ROLE DISTANCE

• CONSCIOUSNESS• INTELLECTUAL• EMOTIONAL• PHYSICAL• SPIRITUAL

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 TIMEYOU 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 ….

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 !

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 !

PERSPECTIVE IS WORTH 50 POINTS OF IQ

Nicolas Negroponte Being Digital

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

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

GOAL CONFLICT

MINDMAP: WHAT DO I EXPECT ?

• OF THE DEGREE COURSE • OF MYSELF• OF MY CAREER • OF LIFE

15 MINUTES : ASSESSMENT15 MINUTES GROUP DISCUSSION

EXERCISE

NEW COMPETENCE & SKILLS PROFILE

PERSONAL COMPETENCE PERSONAL COMPETENCE

SOCIAL COMPETENCE

METHODOLOGICALCOMPETENCE

MANAGERIAL COMPETENCE

SPECIALIZEDKNOWLEDGE

SOCIAL COMPETENCE

METHODOLOGICAL COMPETENCE

MANAGERIAL COMPETENCE

SPECIALIZEDKNOWLEDGE

YESTERDAY TODAY

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

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

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

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)

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)

MINDMAP: EXERCISE 2

WHAT DO I HAVE ?

WHAT DO I NEED ?

15 MINUTES : ASSESSMENT

15 MINUTES : GROUP DISCUSSION

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

MODES OF BEING-IN-THE-WORLD

EIGENWELT

MITWELT

UMWELT

MUTUAL

INTERPENETRATION

INTERDEPENDENCE

THE EIGENWELT

UNDERSTANDING MYSELF

• CHARACTER TYPOLOGY

• WHOLE BRAIN PSYCHOLOGY

CARL GUSTAV JUNG

SWISS PSYCHIATRIST FOUNDER OF :

ANALYTICAL PSYCHOLOGY

PSYCHOLOGICAL TYPES COLLECTED WORKS

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

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

CHARACTER TYPOLOGY

THINKING INTUITION

SENSATION FEELING

THE FOUR FUNCTIONS ACCORDING TO JUNG

• 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

• 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

• 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

• 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

THE NEED FOR BALANCE

PERSONALITY GROWTH

THINKING INTUITION

SENSATION FEELING

EXERCISE:

PERSONALITY TEST

EXERCISE:

MAIN FUNCTION

IDENTIFICATION

THE INEQUALITY OF MAN

• DIFFERENT CHARACTERS

• DIFFERENT TYPES OF INTELLIGENCE

• DIFFERENT COMMUNICATION STYLES

• DIFFERENT THINKING STYLES

• DIFFERENT LEARNING STYLES

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

NED HERRMANN

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

WWW.HBDI.COM

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 HUMANBEINGS ARE SPECIALIZED IN PREDICTABLEAND MEASURABLE WAYS

1976 HENRY MINTZBERG, Ph.D HUMANS CAN BE ‘SMART AND DULL’ ATTHE 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, LIMBICSYSTEM AND CEREBRUM

PERSONAL LIST OF BRAIN DUALITY MILESTONES

BRAIN PHYSIOLOGY & FUNCTIONS

CORPUS CALLOSUM

HIPPOCAMPALCOMMISURE

UPPER LEFTLogicalAnalyserMathematicalTechnicalProblem Solver

ControlledConservativePlannerOrganisationalAdministrativeLOWER LEFT

UPPER RIGHTImaginativeSynthesizer

ArtisticHolistic

Conceptualiser

InterpersonalEmotional

MusicalSpiritual

TalkerLOWER RIGHT

LEFTMODE

RIGHTMODE

CEREBRAL MODE

LIMBIC MODE

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BALANCED THINKING / FUNCTION PROFILE OF A LARGE GROUP

ANALYTICALFACTSDATATANGIBLEFEASIBILITYCRITICAL ASSESSMENTLINEARLOGICAL CONCLUSIONS

UPPER LEFT QUADRANT

100908070605040302010

BIAS OF GERMANSCHOOL SYSTEM

CLASSIC DEFINITION

OF INTELLIGENCE

UPPER LEFTLogicalAnalyserMathematicalTechnicalProblem Solver

ControlledConservativePlannerOrganisationalAdministrativeLOWER LEFT

UPPER RIGHTImaginativeSynthesizer

ArtisticHolistic

Conceptualiser

InterpersonalEmotional

MusicalSpiritual

TalkerLOWER RIGHT

LEFTMODE

RIGHTMODE

CEREBRAL MODE

LIMBIC MODE

100908070605040302010

ANALYSISEVALUATION

QUANTIFICATIONTECHNICAL SKILLSFEASIBILITY CHECK

INNOVATIONVISION

HOLISTIC STRATEGIC PLANNING

LATERAL THINKER

ORGANISATION IMPLEMENTATION

PLANNINGDETAILED WORK

ACCURACY

INTERPERSONAL SKILLS EMPATHY

COMMUNICATORARBITRATOR

BUSINESS SKILLS

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

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

A Upper Left

AQUADRANT

BQUADRANT

DQUADRANT

CQUADRANT

THERE CAN BE A DARK SIDE TO EACH QUADRANT

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

THINKING INTUITION

SENSATION FEELING

BALANCE = HEALTH

THE POWER OF POSITIVE THINKING

• TO THINK IS TO ACT

• CONSCIOUS & UNCONSCIOUS PROGRAMMING

• THOUGHT AND HEALING

• THE INNER SABOTEUR

CREATIVE VISUALIZATION

• THE PRACTICE OF VISUALIZATION

• RELAXATION

• CONCENTRATION

• REGULARITY & REPETITION

• WILL POWER / TRUST

EMPOWER YOURSELF

• RESPECT AND ACCEPT YOURSELF

• REALIZE YOUR OWN POWER & POTENTIAL

• EVERYTHING YOU NEED IS WITHIN YOU

• BELIEVE IN YOURSELF

RELAXATION

WHOLE BRAIN ACTIVATION

POSITIVE VISUALIZATION

EXERCISE

30 MINUTES

SATURDAY

FIT FOR STUDY

MOTIVATION

• FREUD THE PLEASURE PRINCIPLE

• JUNG INDIVIDUATION

• ADLER THE WILL TO POWER

• FRANKL THE WILL TO MEANING

• MASLOW MOTIVATION PYRAMID

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.

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.

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.

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

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

ATTAINABLE GOALS

CORPORATEGOALS

PERSONALGOALS

LIMITATIONSENVIRONMENTAL

CORPORATE

ATTAINABLE GOALS

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.

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.

* 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

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.

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

COMMUNICATION : 1

SUCCESSFUL COMMUNICATION

ELEMENTS OF COMMUNICATION

KNOWLEDGE PERSONALITY OF THE SPEAKER

ARGUMENT QUESTIONS POSTURECLOTHES

GESTUREMIMICGAZE

BREATH MODULATIONARTICULATION

CONVERSATION BODY LANGUAGE LANGUAGE

ENERGY FLOW

ATTITUDE

SUBLIMINAL

INFORMATION

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

CENTERING YOURSELF

• ROLE THEORY REVISITED

• THE SILENT CENTER

• SEEING THROUGH THE MATRIX

• CENTERING YOURSELF

• FOCUS & ENERGY FLOW

• INTEGRAL COMMUNICATION

CENTERING & COMMUNICATION FLOW EXERCISE

15 MINUTES

A FOUR-YEAR PROJECT

STUDYING AT UNIVERSITY & COMPLETING YOUR DEGREE COURSE

• WHAT IS A PROJECT ?

• THE PROJECT LEADER

• THE PROJECT TEAM

• ORGANIZING THE PROJECT

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

• 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

CRITERIA OF SUCCESSFUL PROJECT MANAGEMENT

CONSTANT

MONITORING

CLEAR GOALS= RESULTS

MOTIVATION =

TEAM SPIRIT

SUCCESSFUL COMMUNICATION& COOPERATION

EFFECTIVE USE

OF RESOURCES

THE PROJECT LEADER

THE PROJECT LEADER IS RESPONSIBLE FOR

ACHIEVING THE PROJECT GOALSWITH THE AVAILABLE PERSONNELWITH THE EXISTING ORGANIZATIONWITH THE EXISTING METHODS & TOOLSWITHIN THE TIME LIMITWITH THE SET BUDGET

THE SUCCESS / FAILURE OF THE PROJECT.

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

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

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 SKILLSCOMPUTING SKILLS

THE IDEAL PROJECT LEADER

CREATIVE

CONCISE

COMPETENT

CONSISTENT

COOPERATIVE

___ 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. !!!

RELAXATION EXERCISE

SILVA MIND CONTROL

THE PROJECT TEAM

ORGANIZING THE PROJECT

PROJECT MANAGEMENT

CONTINUED

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 !

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

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

+ CREATIVITY– DELEGATING RESPONSIBILITY

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

RECOMMENDATION:

PROJECT TEAM > 7

BUILD SUB-GROUPS

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

TOM BROWN & AND THE OLD FISHERMAN

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)

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

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.

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.

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.

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

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

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.

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

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

Zusammenhänge zwischen Lebensplan und Tagesplan

Lebensplan

Mehrjahrespläne

JahresplanJahresergebnis

Anpassung

Quartalsergebnisse

Monatsergebnisse

Wochenergebnisse

Tagesergebnisse

Soll-Ist-Vergleich:Überprüfung der

Ergebnisse(Kontrolle)

Quartalspläne

Monatspläne

Wochenpläne

Tagespläne

Aufgegliedert in (Soll)

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

Der positive Kreislauf der Y-Theorie

Theorie Y

Initiative undVerantwortungsbereitschaft

Handlungsspielraumund

Selbstkontrolle

Engagement für die Arbeit

daraus folgenund bestätigt

das schafftdas führt zu

NEXT EXERCISE

TIME MANAGEMENT PLAN

• THE FIRST SEMESTER

• THE FIRST TWO YEARS

30+ MINUTES ON YOUR OWN +

30 MINUTES DISCUSSION + PRESENTATION

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

RELAXATION SPORT

SOCIAL CONTACT

SUCCESS :

A QUESTION OF BALANCE

SEMESTER PLAN

LECTURES = 30 SWS

PREPARATION & CONSOLIDATION = 30 SWS

SPORT ( 3 TIMES A WEEK … )

TEAM WORK ( CERTAIN SUBJECTS )

COMMUTING ?

SOCIAL CONTACTS ?

RELAXATION ?

DIET / MEALS ?

EXERCISE

TIME MANAGEMENT PLAN

• THE FIRST SEMESTER

• THE FIRST TWO YEARS

30+ MINUTES ON YOUR OWN +

30 MINUTES DISCUSSION & PRESENTATIONS

SUNDAY

FIT FOR STUDY

LEARNING TECHNIQUES

THE RESOURCES OF THE FH

• THE LIBRARY

• THE INTERNET

• THE KNOW-HOW OF PEERS

• THE KNOW-HOW OF THE STAFF

THE SEMINARS

• ATTENDANCE

• THE PERSONALITY FACTOR

• A TWO-EDGED SWORD

• THE SCRIPT

• THE DIDACTIC ASPECT / EVALUATION

• THE EXAMINATION

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.

• 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

LEARNING TECHNIQUES

FLEXIBLE LEARNING STRATEGIES

• LEARNING ALONE

• LEARNING IN PAIRS

• LEARNING IN GROUPS

• EXPECTATIONS & THE TIME FACTOR

• GIVE & TAKE

EFFECTIVE LEARNING :

A QUESTION OF BALANCE

• BODY : EXERCISE / FITNESS

• DIET

• REST

• MIND : CONCENTRATION RELAXATION

• SOUL : CONTENTMENT

• CONFIDENCE

• CALM

• INTERPERSONAL RELATIONS

THE ENVIRONMENT

• THE ROOM

• THE DESK / THE LIGHTING

• FRESH AIR / ROOM TEMPERATURE

• DEALING WITH DISTRACTIONS

• TIME TABLE & LEARNING BLOCKS

• LEARNING MIX

FOCUSSING YOUR ENERGY

YOU LEARN WITH YOUR WHOLE BEING,

NOT JUST WITH YOUR BRAIN !

• POSTURE ?

• SUBLIMINAL TENSION ?

• BREATHING ?

• EMOTIONAL BALANCE ?

• FOCUS ?

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

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

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

TEAM MOTIVATION

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

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

QUESTIONS & ANSWERS

QUESTION TECHNIQUES

• UNPRODUCTIVE QUESTIONS

• INFORMATION-GATHERING QUESTIONS

• MONITORING QUESTIONS

• ALTERNATIVE-SEEKING QUESTIONS

• SUGGESTIVE QUESTIONS

• RHETORICAL QUESTIONS

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.

THE FOLLOWING QUESTIONING TECHNIQUES ARE EFFECTIVE:

1. GET PEOPLE TO REPEAT WHAT HAS BEEN DISCUSSED2. ASK DETAILED QUESTIONS ABOUT SPECIFIC POINTS3. GET PEOPLE TO SUMMARIZE THE MAJOR POINTS4. 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

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)

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)

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

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

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

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 !

INFORMATIONGAIN

EFFECTIVENESS AID TO DECISION-MAKING

INFORMATION / EFFECT MATRIX

ALTERNATIVEQUESTION

MONITORINGQUESTION

SUGGESTIVEQUESTION

RHETORICALQUESTION

INFORMATION-GATHERINGQUESTION

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

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”

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

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

CENTERING & EMPATHY

EXERCISE

EMOTIONAL HEALING

HEALING RELATIONSHIPS

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

FIT FOR LIFE

AWARENESS OF GLOBAL DEVELOPMENTS

LINKING THIS INFORMATION : SYNTHESIS

UNDERSTANDING THE CHALLENGES

AWARENESS OF GAPS & BLIND SPOTS

APPLYING THIS KNOWLEDGE

THE SPECTRUM OF CONSCIOUSNESS

RADIO WAVES

VISIBLE LIGHT

GAMMA RAYS

CONSCIOUSNESS

EVERYDAY

CONSCIOUSNESS

SUBCONSCIOUS

UNCONSCIOUS

‘REALITY’

• 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

MINDMAP : PERSONAL TALLY• WHAT HAVE I LEARNT ?• WHAT CAN I USE ?• HOW WILL I IMPLEMENT IT ?

• TEAM DISCUSSION: COMPARING TALLIES

UNIVERSITY LIFE

• 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

THAT’S IT !

THE BALL IS IN YOUR COURT

IT’S TIME

PACK & GO !!

MAY THE FORCE

BE ALWAYS WITH YOU !!

FIT FOR STUDY

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FIT FOR DUTY. FIT FOR LIFE.

NIT (AND FIT) FOR A PRINCESSNIT (AND FIT) FOR A PRINCESS