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PROF. DR. DE MEUTERFIT FOR STUDY
1
FIT FOR STUDY
PROF. DR. DE MEUTERFIT FOR STUDY
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BY WAY OF INTRODUCTION ...
PROF. DR. DE MEUTERFIT FOR STUDY
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BARRIERS TO EFFECTIVE COMMUNICATION
• POOR LISTENING SKILLS
• POOR PRESENTATION
• OVERSIMPLIFICATION DISTORTION
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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CHARACTERISTICS OF A BAD LISTENER
• IMPATIENCE
• LACK OF FOCUS : EASILY DISTRACTED
• NOT OPEN TO IDEAS : PREJUDICED
• UNDER TENSION : EXPECTATIONS
• INTELLECTUAL ARROGANCE
• NEGATIVE BODY LANGUAGE
PROF. DR. DE MEUTERFIT FOR STUDY
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CHARACTERISTICS OF A GOOD LISTENER :
• FOCUSSED
• RELAXED & PATIENT
• OPEN & RECEPTIVE
• CONSCIOUS OF HER / HIS POWER AS A LISTENER
• WARY OF OVERSIMPLIFICATION
• INTEGRAL ATTENTION
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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BALANCE
• INTELLECTUAL HUMILITY
• RESPECT FOR LIFE IN ALL ITS FORMS
• ROLE DISTANCE
• CONSCIOUSNESS• INTELLECTUAL• EMOTIONAL• PHYSICAL• SPIRITUAL
PROF. DR. DE MEUTERFIT FOR STUDY
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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 ….
PROF. DR. DE MEUTERFIT FOR STUDY
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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 !
PROF. DR. DE MEUTERFIT FOR STUDY
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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 !
PROF. DR. DE MEUTERFIT FOR STUDY
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PERSPECTIVE
IS WORTH
50 POINTS
OF IQ
Nicolas Negroponte
Being Digital
?
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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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 ?
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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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)
PROF. DR. DE MEUTERFIT FOR STUDY
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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)
PROF. DR. DE MEUTERFIT FOR STUDY
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MINDMAP:
EXERCISE 2
WHAT DO I HAVE ?
&
WHAT DO I NEED ?
15 MINUTES : ASSESSMENT
15 MINUTES : GROUP DISCUSSION
?
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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MODES OF BEING-IN-THE-WORLD
EIGENWELT
MITWELT
UMWELT
MUTUAL
INTERPENETRATION
&
INTERDEPENDENCE
PROF. DR. DE MEUTERFIT FOR STUDY
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THE EIGENWELT
UNDERSTANDING MYSELF
• CHARACTER TYPOLOGY
• WHOLE BRAIN PSYCHOLOGY
?
PROF. DR. DE MEUTERFIT FOR STUDY
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CARL GUSTAV JUNG
SWISS PSYCHIATRIST
FOUNDER OF :
ANALYTICAL
PSYCHOLOGY
PSYCHOLOGICAL TYPES
COLLECTED WORKS
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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CHARACTER TYPOLOGY
THINKING INTUITION
SENSATION FEELING
THE FOUR FUNCTIONS ACCORDING TO JUNG
PROF. DR. DE MEUTERFIT FOR STUDY
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• 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
PROF. DR. DE MEUTERFIT FOR STUDY
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• 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
PROF. DR. DE MEUTERFIT FOR STUDY
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• 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
PROF. DR. DE MEUTERFIT FOR STUDY
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• 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
PROF. DR. DE MEUTERFIT FOR STUDY
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THE NEED FOR BALANCE
AND
PERSONALITY GROWTH
THINKING INTUITION
SENSATION FEELING
PROF. DR. DE MEUTERFIT FOR STUDY
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EXERCISE:
PERSONALITY TEST
EXERCISE:
MAIN FUNCTION
IDENTIFICATION
PROF. DR. DE MEUTERFIT FOR STUDY
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THE INEQUALITY OF MAN
• DIFFERENT CHARACTERS
• DIFFERENT TYPES OF INTELLIGENCE
• DIFFERENT COMMUNICATION STYLES
• DIFFERENT THINKING STYLES
• DIFFERENT LEARNING STYLES
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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NED HERRMANN
AUTHOR OF: ‘THE CREATIVE BRAIN’ & ‘THE WHOLE BRAIN BUSINESS BOOK’
WWW.HBDI.COM
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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BRAIN PHYSIOLOGY & FUNCTIONS
A
B
D
C
CORPUS CALLOSUM
HIPPOCAMPALCOMMISURE
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
42
BALANCED THINKING / FUNCTION PROFILE OF A LARGE GROUP
PROF. DR. DE MEUTERFIT FOR STUDY
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ANALYTICALFACTSDATATANGIBLEFEASIBILITYCRITICAL ASSESSMENTLINEARLOGICAL CONCLUSIONS
UPPER LEFT QUADRANT
10090
8070
6050
4030
2010
BIAS OF GERMAN
SCHOOL SYSTEM
CLASSIC DEFINITION
OF INTELLIGENCE
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
45
ANALYSISEVALUATION
QUANTIFICATIONTECHNICAL SKILLSFEASIBILITY CHECK
INNOVATIONVISION
HOLISTIC STRATEGIC PLANNING
LATERAL THINKER
ORGANISATION IMPLEMENTATION
PLANNINGDETAILED WORK
ACCURACY
INTERPERSONAL SKILLS EMPATHY
COMMUNICATORARBITRATOR
COACH
BUSINESS SKILLS
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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AQUADRANT
BQUADRANT
DQUADRANT
CQUADRANT
THERE CAN BE A DARK SIDE TO EACH QUADRANT
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
50
THINKING INTUITION
SENSATION FEELING
BALANCE = HEALTH
PROF. DR. DE MEUTERFIT FOR STUDY
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THE POWER OF POSITIVE THINKING
• TO THINK IS TO ACT
• CONSCIOUS & UNCONSCIOUS PROGRAMMING
• THOUGHT AND HEALING
• THE INNER SABOTEUR
PROF. DR. DE MEUTERFIT FOR STUDY
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CREATIVE VISUALIZATION
• THE PRACTICE OF VISUALIZATION
• RELAXATION
• CONCENTRATION
• REGULARITY & REPETITION
• WILL POWER / TRUST
PROF. DR. DE MEUTERFIT FOR STUDY
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EMPOWER YOURSELF
• RESPECT AND ACCEPT YOURSELF
• REALIZE YOUR OWN POWER & POTENTIAL
• EVERYTHING YOU NEED IS WITHIN YOU
• BELIEVE IN YOURSELF
PROF. DR. DE MEUTERFIT FOR STUDY
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RELAXATION
WHOLE BRAIN ACTIVATION
&
POSITIVE VISUALIZATION
EXERCISE
30 MINUTES
PROF. DR. DE MEUTERFIT FOR STUDY
55
SATURDAY
FIT FOR STUDY
PROF. DR. DE MEUTERFIT FOR STUDY
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MOTIVATION
• FREUD THE PLEASURE PRINCIPLE
• JUNG INDIVIDUATION
• ADLER THE WILL TO POWER
• FRANKL THE WILL TO MEANING
• MASLOW MOTIVATION PYRAMID
PROF. DR. DE MEUTERFIT FOR STUDY
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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.
PROF. DR. DE MEUTERFIT FOR STUDY
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.
PROF. DR. DE MEUTERFIT FOR STUDY
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.
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
62
ATTAINABLE GOALS
CORPORATEGOALS
PERSONALGOALS
LIMITATIONSENVIRONMENTAL
CORPORATE
ATTAINABLE GOALS
PROF. DR. DE MEUTERFIT FOR STUDY
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.
PROF. DR. DE MEUTERFIT FOR STUDY
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.
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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.
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
68
COMMUNICATION : 1
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
71
CENTERING YOURSELF
• ROLE THEORY REVISITED
• THE SILENT CENTER
• SEEING THROUGH THE MATRIX
• CENTERING YOURSELF
• FOCUS & ENERGY FLOW
• INTEGRAL COMMUNICATION
PROF. DR. DE MEUTERFIT FOR STUDY
72
CENTERING
&
COMMUNICATION FLOW
EXERCISE
15 MINUTES
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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• 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
PROF. DR. DE MEUTERFIT FOR STUDY
76
CRITERIA OF SUCCESSFUL PROJECT MANAGEMENT
CONSTANT
MONITORING
CLEAR GOALS= RESULTS
MOTIVATION =
TEAM SPIRIT
SUCCESSFUL COMMUNICATION& COOPERATION
EFFECTIVE USE
OF RESOURCES
PROF. DR. DE MEUTERFIT FOR STUDY
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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.
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
81
THE IDEAL PROJECT LEADER
GOALS
CREATIVE
CONCISE
COMPETENT
CONSISTENT
COOPERATIVE
CLEAR
PROF. DR. DE MEUTERFIT FOR STUDY
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. !!!
PROF. DR. DE MEUTERFIT FOR STUDY
83
RELAXATION EXERCISE
SILVA MIND CONTROL
BREAK
PROF. DR. DE MEUTERFIT FOR STUDY
84
THE PROJECT TEAM
ORGANIZING THE PROJECT
PROJECT MANAGEMENT
CONTINUED
PROF. DR. DE MEUTERFIT FOR STUDY
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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 !
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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+ WORK & DECISION-MAKING GROUP+ PARTICIPATION WITHOUT LOSS OF TIME
+ CREATIVITY– DELEGATING RESPONSIBILITY
TEAM SIZE – PRO / CONTRA
PROF. DR. DE MEUTERFIT FOR STUDY
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+ PROBLEM-SOLVING+ FINDING CREATIVE SOLUTIONS– LEARNING EFFICACITY – COMMUNICATION
RECOMMENDATION:
PROJECT TEAM > 7
BUILD SUB-GROUPS
TEAM SIZE – PRO / CONTRA
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
90
TOM BROWN & AND THE OLD FISHERMAN
PROF. DR. DE MEUTERFIT FOR STUDY
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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)
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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.
PROF. DR. DE MEUTERFIT FOR STUDY
94
PLANNING & TIME MANAGEMENT
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.
PROF. DR. DE MEUTERFIT FOR STUDY
95
PLANNING & TIME MANAGEMENT
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.
PROF. DR. DE MEUTERFIT FOR STUDY
96
PLANNING & TIME MANAGEMENT
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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.
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
103
Der positive Kreislauf der Y-Theorie
Theorie Y
Initiative undVerantwortungsbereitschaft
Handlungsspielraumund
Selbstkontrolle
Engagement für die Arbeit
daraus folgenund bestätigt
das schafftdas führt zu
PROF. DR. DE MEUTERFIT FOR STUDY
104
NEXT EXERCISE
TIME MANAGEMENT PLAN
OF
• THE FIRST SEMESTER
• THE FIRST TWO YEARS
30+ MINUTES ON YOUR OWN +
30 MINUTES DISCUSSION + PRESENTATION
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
106
DIET
RELAXATION SPORT
SOCIAL CONTACT
SUCCESS :
A QUESTION OF BALANCE
PROF. DR. DE MEUTERFIT FOR STUDY
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 ?
PROF. DR. DE MEUTERFIT FOR STUDY
108
EXERCISE
TIME MANAGEMENT PLAN
OF
• THE FIRST SEMESTER
• THE FIRST TWO YEARS
30+ MINUTES ON YOUR OWN +
30 MINUTES DISCUSSION & PRESENTATIONS
PROF. DR. DE MEUTERFIT FOR STUDY
109
SUNDAY
FIT FOR STUDY
PROF. DR. DE MEUTERFIT 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
PROF. DR. DE MEUTERFIT FOR STUDY
111
THE SEMINARS
• ATTENDANCE
• THE PERSONALITY FACTOR
• A TWO-EDGED SWORD
• THE SCRIPT
• THE DIDACTIC ASPECT / EVALUATION
• THE EXAMINATION
PROF. DR. DE MEUTERFIT FOR STUDY
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.
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
114
LEARNING TECHNIQUES
FLEXIBLE LEARNING STRATEGIES
• LEARNING ALONE
• LEARNING IN PAIRS
• LEARNING IN GROUPS
• EXPECTATIONS & THE TIME FACTOR
• GIVE & TAKE
PROF. DR. DE MEUTERFIT FOR STUDY
115
EFFECTIVE LEARNING :
A QUESTION OF BALANCE
• BODY : EXERCISE / FITNESS
• DIET
• REST
• MIND : CONCENTRATION RELAXATION
• SOUL : CONTENTMENT
• CONFIDENCE
• CALM
• INTERPERSONAL RELATIONS
PROF. DR. DE MEUTERFIT FOR STUDY
116
EFFECTIVE LEARNING :
THE ENVIRONMENT
• THE ROOM
• THE DESK / THE LIGHTING
• FRESH AIR / ROOM TEMPERATURE
• DEALING WITH DISTRACTIONS
• TIME TABLE & LEARNING BLOCKS
• LEARNING MIX
PROF. DR. DE MEUTERFIT FOR STUDY
117
EFFECTIVE LEARNING :
FOCUSSING YOUR ENERGY
YOU LEARN WITH YOUR WHOLE BEING,
NOT JUST WITH YOUR BRAIN !
• POSTURE ?
• SUBLIMINAL TENSION ?
• BREATHING ?
• EMOTIONAL BALANCE ?
• FOCUS ?
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
121
TEAM MOTIVATION
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
124
QUESTIONS & ANSWERS
QUESTION TECHNIQUES
• UNPRODUCTIVE QUESTIONS
• INFORMATION-GATHERING QUESTIONS
• MONITORING QUESTIONS
• ALTERNATIVE-SEEKING QUESTIONS
• SUGGESTIVE QUESTIONS
• RHETORICAL QUESTIONS
PROF. DR. DE MEUTERFIT FOR STUDY
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.
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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)
PROF. DR. DE MEUTERFIT FOR STUDY
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)
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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 !
PROF. DR. DE MEUTERFIT FOR STUDY
133
INFORMATIONGAIN
EFFECTIVENESS AID TO DECISION-MAKING
INFORMATION / EFFECT MATRIX
ALTERNATIVEQUESTION
MONITORINGQUESTION
SUGGESTIVEQUESTION
RHETORICALQUESTION
INFORMATION-GATHERINGQUESTION
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
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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”
PROF. DR. DE MEUTERFIT FOR STUDY
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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
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
138
CENTERING & EMPATHY
EXERCISE
EMOTIONAL HEALING
HEALING RELATIONSHIPS
PROF. DR. DE MEUTERFIT FOR STUDY
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
PROF. DR. DE MEUTERFIT FOR STUDY
140
FIT FOR LIFE
AWARENESS OF GLOBAL DEVELOPMENTS
LINKING THIS INFORMATION : SYNTHESIS
UNDERSTANDING THE CHALLENGES
AWARENESS OF GAPS & BLIND SPOTS
APPLYING THIS KNOWLEDGE
PROF. DR. DE MEUTERFIT FOR STUDY
141
THE SPECTRUM OF CONSCIOUSNESS
RADIO WAVES
VISIBLE LIGHT
GAMMA RAYS
SUPER
CONSCIOUSNESS
EVERYDAY
CONSCIOUSNESS
SUBCONSCIOUS
UNCONSCIOUS
?
‘REALITY’
?
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• 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
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MINDMAP : PERSONAL TALLY
• WHAT HAVE I LEARNT ?
• WHAT CAN I USE ?
• HOW WILL I IMPLEMENT IT ?
• TEAM DISCUSSION:
COMPARING TALLIES
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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
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THAT’S IT !
NOW
THE BALL IS IN YOUR COURT
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IT’S TIME
TO
PACK & GO !!
MAY THE FORCE
BE ALWAYS WITH YOU !!