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FIT FOR STUDY. BY WAY OF INTRODUCTION. BARRIERS TO EFFECTIVE COMMUNICATION. POOR PRESENTATION. POOR LISTENING SKILLS. OVERSIMPLIFICATION  DISTORTION. THE ART OF LISTENING. AS A MANAGER YOU WILL SPEND OVER 60% OF YOUR TIME LISTENING TO OTHERS.

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BARRIERS TO EFFECTIVE COMMUNICATION

  • POOR PRESENTATION

  • POOR LISTENING SKILLS

  • OVERSIMPLIFICATION  DISTORTION


THE ART OF LISTENING

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

  • THE ABILITY TO LISTEN IS A VITAL SOFT SKILL

  • FACT : MOST MANAGERS ARE BAD LISTENERS

  • SO : TRAIN TO BE A GOOD LISTENER !


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 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 ….


  • 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 !


? NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

PERSPECTIVE

IS WORTH

50 POINTS

OF IQ

Nicolas Negroponte

Being Digital


CONTENT AND PURPOSE OF THE SEMINAR NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • A NEW STAGE IN YOUR LIFE

  • NEW GOALS & NEW CHALLENGES

  • PROJECT : FIT FOR STUDY

  • PERIOD OF REORIENTATION

  • VALUES / PERSONAL DEVELOPMENT

  • PROJECT : FIT FOR LIFE


CONGRUENCE NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

VS

GOAL CONFLICT

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


? NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

EXERCISE

1

  • MINDMAP:

  • WHAT DO I EXPECT ?

    • OF THE DEGREE COURSE

    • OF MYSELF

    • OF MY CAREER

    • OF LIFE

    • 15 MINUTES : ASSESSMENT

    • 15 MINUTES GROUP DISCUSSION


YESTERDAY NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

TODAY

PERSONAL COMPETENCE

PERSONAL COMPETENCE

SOCIAL COMPETENCE

SOCIAL COMPETENCE

30%

SS

METHODOLOGICAL

COMPETENCE

70%

SS

METHODOLOGICAL

COMPETENCE

MANAGERIAL

COMPETENCE

SPECIALIZED

KNOWLEDGE

MANAGERIAL

COMPETENCE

SPECIALIZED

KNOWLEDGE

70%

HS

30%

HS

NEW COMPETENCE & SKILLS PROFILE


WHAT HARD SKILLS DO YOU NEED ? NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • PROFESSIONAL QUALIFICATIONS IN BUSINESS ADMINISTRATION

  • MANAGERIAL EXPERTISE

  • KNOWLEDGE OF WORK TECHNIQUES

  • IT KNOW-HOW

  • SPECIAL KNOW-HOW : BRANCH-SPECIFIC

  • FIRM-SPECIFIC EXPERTISE

  • ROLE / JOB-SPECIFIC KNOW-HOW


WHAT SOFT SKILLS DO YOU NEED ? NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • 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 NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

I BRANCHENSPEZIFISCHES KNOW-HOW

II PRODUKT- & IV-TECHNOLOGIEKENNTNISSE

III BETRIEBSWIRTSCHAFTLICHE KENNTNISSE

IV ROLLENSPEZIFISCHE KENNTNISSE

V ARBEITSTECHNIKEN

VI PERSÖNLICHE KOMPETENZ

VII SOZIALE KOMPETENZ

VIII UNTERNEHMERISCHE KOMPETENZ

IX FÜHRUNGSKOMPETENZ

X EMOTIONALE INTELLIGENZ

XI INTRAPERSÖNLICHE INTELLIGENZ

XII INTERKULTURELLE KOMPETENZ

XIII INTEGRATION VON ARBEIT UND PRIVATLEBEN

XIV INDIVIDUATIONSMERKMALE


COMPOSITION OF THE DEGREE COURSE NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • 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 NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • 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)


? NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

MINDMAP:

EXERCISE 2

WHAT DO I HAVE ?

&

WHAT DO I NEED ?

15 MINUTES : ASSESSMENT

15 MINUTES : GROUP DISCUSSION


DIS-COVERING & UN-FOLDING NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

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 NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

UMWELT

MITWELT

MUTUAL

INTERPENETRATION

&

INTERDEPENDENCE

EIGENWELT


? NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

THE EIGENWELT

  • UNDERSTANDING MYSELF

  • CHARACTER TYPOLOGY

  • WHOLE BRAIN PSYCHOLOGY


SWISS PSYCHIATRIST NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

FOUNDER OF :

ANALYTICAL

PSYCHOLOGY

PSYCHOLOGICAL TYPES

COLLECTED WORKS

CARL GUSTAV JUNG


  • DOES NOT FIT IN NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • EASILY / SOCIALIZING

  • OFTEN SAYS & DOES

  • THE WRONG THING

  • SELF INTEGRITY

  • CREATIVITY / LATERAL THINKING

  • VISIONARY

INTROVERT

  • ENERGY FLOWS INWARDS

  • SELF-PREOCCUPIED

  • LIKES BEING ALONE

  • OFTEN AN ‘OUTSIDER’


  • DISSIPATION OF ENERGY NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • TOO INFLUENCED BY

  • OUTER CIRCUMSTANCES

  • SUPERFICIALITY

  • ADAPTABILITY

  • SOCIABLE

  • OUTGOING / EASY CONTACT

EXTRAVERT

  • LIBIDO FLOWS OUTWARDS

  • INTERESTED IN HER/HIS

  • SURROUNDINGS

  • OPTIMISTIC

  • ACTIVE


THINKING NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

INTUITION

FEELING

SENSATION

CHARACTER TYPOLOGY

THE FOUR FUNCTIONS ACCORDING TO JUNG


THE THINKER NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • 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 FEELER NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • 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 SENSOR NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • 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 INTUITOR NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • 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


THINKING NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

INTUITION

SENSATION

FEELING

THE NEED FOR BALANCE

AND

PERSONALITY GROWTH


EXERCISE: NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

PERSONALITY TEST

EXERCISE:

MAIN FUNCTION

IDENTIFICATION


THE INEQUALITY OF MAN NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • DIFFERENT CHARACTERS

  • DIFFERENT TYPES OF INTELLIGENCE

  • DIFFERENT COMMUNICATION STYLES

  • DIFFERENT THINKING STYLES

  • DIFFERENT LEARNING STYLES


WHOLE BRAIN ACTIVATION NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • ESSENTIAL FOR BALANCE

    • INTELLECTUAL

    • EMOTIONAL

    • EXISTENTIAL

  • ESSENTIAL FOR GROWTH

  • ESSENTIAL FOR MATURITY

  • ESSENTIAL FOR TRUE HEALTH

  • IMPROVES PERFORMANCE

  • HEIGHTENS QUALITY OF LIFE


AUTHOR OF: NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

‘THE CREATIVE BRAIN’

&

‘THE WHOLE BRAIN

BUSINESS BOOK’

WWW.HBDI.COM

NED HERRMANN


PERSONAL LIST OF BRAIN DUALITY MILESTONES NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

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 NORMALHUMAN

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


D NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

A

CORPUS CALLOSUM

HIPPOCAMPAL

COMMISURE

B

C

BRAIN PHYSIOLOGY & FUNCTIONS


UPPER LEFT NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

Logical

Analyser

Mathematical

Technical

Problem Solver

CEREBRAL MODE

UPPER RIGHT

Imaginative

Synthesizer

Artistic

Holistic

Conceptualiser

D

A

A

D

100

90

80

70

60

50

40

30

20

10

A

D

LEFT

MODE

RIGHT

MODE

B

C

Controlled

Conservative

Planner

Organisational

Administrative

LOWER LEFT

Interpersonal

Emotional

Musical

Spiritual

Talker

LOWER RIGHT

B

C

C

B

LIMBIC MODE


BALANCED THINKING / FUNCTION PROFILE OF A LARGE GROUP NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK


100 NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

90

80

70

60

50

40

30

20

10

UPPER LEFT QUADRANT

BIAS OF GERMAN

SCHOOL SYSTEM

ANALYTICAL

FACTS

DATA

TANGIBLE

FEASIBILITY

CRITICAL ASSESSMENT

LINEAR

LOGICAL CONCLUSIONS

CLASSIC DEFINITION

OF INTELLIGENCE


UPPER LEFT NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

Logical

Analyser

Mathematical

Technical

Problem Solver

CEREBRAL MODE

UPPER RIGHT

Imaginative

Synthesizer

Artistic

Holistic

Conceptualiser

D

A

A

D

100

90

80

70

60

50

40

30

20

10

A

D

LEFT

MODE

RIGHT

MODE

B

C

Controlled

Conservative

Planner

Organisational

Administrative

LOWER LEFT

Interpersonal

Emotional

Musical

Spiritual

Talker

LOWER RIGHT

B

C

C

B

LIMBIC MODE


ANALYSIS NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

EVALUATION

QUANTIFICATION

TECHNICAL SKILLS

FEASIBILITY CHECK

INNOVATION

VISION

HOLISTIC

STRATEGIC PLANNING

LATERAL THINKER

INTERPERSONAL SKILLS

EMPATHY

COMMUNICATOR

ARBITRATOR

COACH

ORGANISATION

IMPLEMENTATION

PLANNING

DETAILED WORK

ACCURACY

BUSINESS SKILLS


A Upper Left NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

D Upper Right

LEARNS BY

LEARNS BY

Acquiring and quantifying facts

Applying analysis and logic

Building cases

Forming theories

Taking initiative

Exploring hidden possibilities

Relying on intuition & self discovery

Constructing concepts

Synthesizing content

LEARNS BY

LEARNS BY

Organizing and structuring content

Sequencing content

Evaluating & testing theories

Acquiring skills through practice

Implementing course content

Listening and sharing ideas

Integrating experiences with self

Moving and feeling

Harmonizing with the content

Emotional involvement

C Lower Right

B Lower Left

LEARNING STYLES REPRESENTED BY THE SPECIALIZED MODES OF THE FOUR QUADRANTS


A Upper Left NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

D Upper Right

LEARNERS RESPOND TO

LEARNERS RESPOND TO

Formalized lecture & Data based content

Financial/technical case discussions

Text books & bibliographies

Program learning &

Behaviour modification

Spontaneity Free flow

Experiential opportunities

Experimentation Playfulness

Future oriented case discussions

Visual displays Aesthetics

Individuality Being involved

LEARNERS RESPOND TO

LEARNERS RESPOND TO

Thorough planning Structure

Sequential order Lectures

Organizational and administrative

case discussions

Text books Program learning

Behaviour modification

Experiential opportunities

Sensory movement

Music

People-oriented case discussions

Group interaction

C Lower Right

B Lower Left

LEARNING STYLES REPRESENTED BY THE SPECIALIZED MODES OF THE FOUR QUADRANTS


A NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

QUADRANT

D

QUADRANT

THERE CAN BE A DARK SIDE

TO EACH QUADRANT

B

QUADRANT

C

QUADRANT


RIGID NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

COLD & CALCULATING

RUTHLESS

LIMITED BY NEED FOR PROOF

SHORT-TERM

UNFOCUSSED

IMPULSIVE/RASH

OBLIVIOUS OF DEADLINES

UNDISCIPLINED

CHAOTIC

NIT-PICKING

BOSSY

STUCK IN A RUT

TOTALLY LACKING

IN VISION

OVER-SENSITIVE

UN-BUSINESSLIKE

LACKING DISCIPLINE

OVER-EMOTIONAL

CAN APPEAR


THINKING NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

INTUITION

SENSATION

FEELING

BALANCE = HEALTH


THE POWER OF POSITIVE THINKING NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • TO THINK IS TO ACT

  • THOUGHT AND HEALING

  • CONSCIOUS & UNCONSCIOUS PROGRAMMING

  • THE INNER SABOTEUR


CREATIVE VISUALIZATION NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • THE PRACTICE OF VISUALIZATION

  • RELAXATION

  • CONCENTRATION

  • REGULARITY & REPETITION

  • WILL POWER / TRUST


EMPOWER YOURSELF NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • RESPECT AND ACCEPT YOURSELF

  • REALIZE YOUR OWN POWER & POTENTIAL

  • EVERYTHING YOU NEED IS WITHIN YOU

  • BELIEVE IN YOURSELF


RELAXATION NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

WHOLE BRAIN ACTIVATION

&

POSITIVE VISUALIZATION

EXERCISE

30 MINUTES


SATURDAY NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

FIT FOR STUDY


MOTIVATION NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • FREUD THE PLEASURE PRINCIPLE

  • JUNG INDIVIDUATION

  • ADLER THE WILL TO POWER

  • FRANKL THE WILL TO MEANING

  • MASLOW MOTIVATION PYRAMID


SELF NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

REALIZATION

HIERARCHY PRINCIPLE

STATUS NEEDS

(INFLUENCE, POWER, PRIDE...)

SOCIAL NEEDS

(RECOGNITION, LOVE, CONTACT)

SECURITY NEEDS

(FINANCIAL, POLITICAL, LEGAL...)

FUNDAMENTAL PHYSIOLOGICAL NEEDS

(SURVIVAL, HUNGER, THIRST...)

MOTIVATION ACCORDING TO MASLOW

THE HIERARCHY PRINCIPLE:

THE NEXT HIGHEST LEVEL IS ONLY

ACTIVATED WHEN THE LEVEL BELOW

IT IS SATISFIED.


NEEDS AND THEIR SATISFACTION NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

TYPE OF NEED PARALLELS IN THE CORPORATE ENVIRONMENT

1. BASIC NEEDSLohn- und Gehaltsregelungen mit Entwicklungs- Möglichkeiten, betriebliche Sozialleistungen,

betriebsärztliche Betreuung und Versorgung, Urlaubsregelung, Sauberkeit des Arbeitsplatzes usw.

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

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


NEEDS AND THEIR SATISFACTION NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

TYPE OF NEEDPARALLELS IN THE CORPORATE ENVIRONMENT

4. STATUS NEEDSErreichung eines bestimmten Status im Unternehmen, Titel, Prestige, Anerkennung des Einsatzes und der Leistung durch Vermittlung von Erfolgserlebnissen, Bestätigung der Selbstachtung.

5. SELF REALIZATIONBestätigung der Wichtigkeit eigener Arbeit und der Person,

Übertragung von Verantwortung, Weiterbildung, Eröffnung von Aufstiegsmöglichkeiten, Kreativität, Mitwirkung bei Entscheidungen, kreative Ausfüllung des eigenen Arbeitsbereiches usw.


1. NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOKPERSONAL GOALS AND CORPORATE GOALS

HARDLY OVERLAP

2. INCENTIVES SHOULD BRING THE TWO

SETS OF GOALS CLOSER TOGETHER

3. IDEALLY, THE CORPORATE GOALS

SHOULD BE PART OF YOUR PERSONAL

GOALS

Eigenziele

Arbeitsziele

GOALS & INCENTIVES


NEEDS ACCORDING TO MASLOW NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

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


ATTAINABLE GOALS NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

CORPORATE

GOALS

PERSONAL

GOALS

ENVIRONMENTAL

LIMITATIONS

CORPORATE

ATTAINABLE

GOALS


GOAL-SETTING : PSYCHOLOGICAL FACTORS NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

1. Ein Ziel wirkt nur dann handlungsauffordernd, wenn

mit ihm eine klar umrissene Vorstellungverbunden 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 NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

* 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.


CRITERIA FOR FORMULATING GOALS NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

* 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.


GOALS CONFLICTS : NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOKCAUSES &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 : NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

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 NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK


ELEMENTS OF COMMUNICATION NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

KNOWLEDGE

PERSONALITY OF THE SPEAKER

ARGUMENT

QUESTIONS

INNER

ATTITUDE

POSTURE

CLOTHES

GESTURE

MIMIC

GAZE

MODULATION

ARTICULATION

ENERGY FLOW

BREATH

SUBLIMINAL

INFORMATION

CONVERSATION

BODY LANGUAGE

LANGUAGE

SUCCESSFUL COMMUNICATION


ENERGY FLOW & EMPOWERING NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • ENERGY FLOW & COMMUNICATION

  • SUBLIMINAL ENERGY & INFORMATION EXCHANGE

  • POWER PLAY & ENERGY FLOW

  • DRAINING ENERGY : A NEGATIVE EXAMPLE

  • GIVING ENERGY : A POSITIVE EXAMPLE

  • ENERGY FLOW : THOUGHTS & EMOTIONS


CENTERING YOURSELF NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • ROLE THEORY REVISITED

  • THE SILENT CENTER

  • SEEING THROUGH THE MATRIX

  • CENTERING YOURSELF

  • FOCUS & ENERGY FLOW

  • INTEGRAL COMMUNICATION


CENTERING NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

&

COMMUNICATION FLOW

EXERCISE

15 MINUTES


  • WHAT IS A PROJECT ? NEURONS IN THE BRAIN - FILL A GOOD-SIZED MEDICAL TEXTBOOK

  • THE PROJECT LEADER

  • THE PROJECT TEAM

  • ORGANIZING THE PROJECT

A FOUR-YEAR PROJECT

STUDYING AT UNIVERSITY & COMPLETING YOUR DEGREE COURSE


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)

PROJECT

UNIQUE

TIME LIMIT

TASK

VARIOUS SKILLS & RESOURCES

COMPLEX

TASK

DEFINITION: PROJECT


CHARACTERISTICS OF A PROJECT E.G.

  • 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)


MOTIVATION = E.G.

TEAM SPIRIT

CLEAR GOALS= RESULTS

SUCCESSFUL COMMUNICATION& COOPERATION

CONSTANT

MONITORING

EFFECTIVE USE

OF RESOURCES

CRITERIA OF SUCCESSFUL PROJECT MANAGEMENT


THE PROJECT LEADER IS RESPONSIBLE FOR E.G.

ÜACHIEVING THE PROJECT GOALS

ÜWITH THE AVAILABLE PERSONNEL

ÜWITH THE EXISTING ORGANIZATION

ÜWITH THE EXISTING METHODS & TOOLS

ÜWITHIN THE TIME LIMIT

ÜWITH THE SET BUDGET

Ü THE SUCCESS / FAILURE OF THE PROJECT.

THE PROJECT LEADER


TASKS OF THE PROJECT LEADER E.G.

  • 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


PERSONALITY : E.G.

Ü ANALYTICAL SKILLS

Ü ORGANISATORY SKILLS

Ü CREATIVITY

Ü AUTONOMY

Ü SINGLEMINDEDNESS

Ü POWERS OF CONVICTION

Ü NEGOTIATING SKILLS

Ü WILLINGNESS TO TAKE RISKS

Ü ABILITY TO TAKE DECISIONS

QUALITIES OF A PROJECT LEADER

1


TEAM-LEADING SKILLS E.G.

Ü ABILITY TO LEAD A TEAM

Ü ABILITY TO INTEGRATE

Ü ABILITY TO COMPROMISE

Ü MASTERY OF WORK METHODS

Ü COMMUNICATION TECHNIQUES

SPECIAL KNOW-HOW (PROJECT-SPECIFIC)

Ü BUSINESS ADMINISTRATION

Ü INTERNATIONAL MARKETING

GENERAL & FIRM-SPECIFIC REQUIREMENTSÜ LANGUAGE SKILLS

Ü COMPUTING SKILLS

QUALITIES OF A PROJECT LEADER

2


CREATIVE E.G.

CLEAR

CONCISE

GOALS

COOPERATIVE

COMPETENT

CONSISTENT

THE IDEAL PROJECT LEADER


___ E.G.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 E.G.

SILVA MIND CONTROL

BREAK


PROJECT MANAGEMENT E.G.

CONTINUED

THE PROJECT TEAM

ORGANIZING THE PROJECT


AIMS: E.G.

ÜKNOW-HOW & COMPETENCE

ÜDIRECT COMMUNICATION

ÜMINIMUM OF ADMINISTRATIVE

EFFORT

PROBLEM:

ÜADMINISTRATIVE TASKS

ÜTHE NEED FOR INFORMATION

ÜPROJECT MANAGEMENT

GROWS OVERPROPORTIONALLY

WITH THE SIZE OF THE TEAM !

TEAM SIZE


TEAM SIZE – PRO / CONTRA E.G.

+ 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


TEAM SIZE – PRO / CONTRA E.G.

+ WORK & DECISION-MAKING GROUP

+ PARTICIPATION WITHOUT LOSS OF TIME

+ CREATIVITY

– DELEGATING RESPONSIBILITY


+ PROBLEM-SOLVING E.G.

+ FINDING CREATIVE SOLUTIONS

– LEARNING EFFICACITY

– COMMUNICATION

RECOMMENDATION:

PROJECT TEAM > 7

BUILD SUB-GROUPS

TEAM SIZE – PRO / CONTRA


THE SIGNIFICANT OTHER E.G.

  • 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



HOW DO I TACKLE A COMPLEX PROJECT ? E.G.

ÜIDENTIFY YOUR GOALS

ÜSPLIT THE TASKS

ÜPROGRESS STEP-BY-STEP

ÜMAINTAIN AN OVERVIEW

ÜINTEGRATE THE SUB-TASKS

= PHASE PRINCIPLE (5 CONSECUTIVE STEPS)

ORGANIZING THE PROJECT

THE PHASE PRINCIPLE


EFFECTIVENESS = THE PHASE PRINCIPLE E.G.

* A SYSTEMATIC METHOD

ÜIDENTIFY PROBLEMS MORE EASILY

ÜFIND VIABLE SOLUTIONS

ÜIMPLEMENT THE BEST SOLUTION

* TOP DOWN APPROACH

ÜPROBLEM-SPLITTING

ÜSOLVING OF SUB-TASKS

ÜINTEGRATION OF RESULTS

* MAINTAIN AN OVERVIEW OF

ÜACTIVITIES

ÜRESOURCES

ÜTIME MANAGEMENT

* DECISION-MAKING REGARDING

ÜUNAVOIDABLE DIFFICULTIES

ÜDELEGATION OF RESPONSIBILITY

Ü PRIORITIES

Ü COORDINATION

* MINIMIZING RISKS


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

2. CREATE REALISTIC ACTIVITY UNITS AND STRUCTURE THEM

ACCORDING TO PHASES AND CONTENT.

3. IF YOU DON‘T HAVE ENOUGH EXPERIENCE, REFER

TO OTHER PROJECTS AND DRAW ON THE EXPERTISE

OF OTHERS.

PLANNING & TIME MANAGEMENT

IN TEN STEPS


4. ESTIMATE THE AMOUNT OF WORK ENTAILED (NET) FOR THE E.G.

SINGLE ACTIVITY-UNITS.

5. ASSUME NORMAL RISKS AND WORK CONDITIONS &

AN AVERAGE WORK LOAD.

6. IF METHODS AND TOOLS ARE TO BE USED, DO NOT

EXPECT TO SAVE TIME OR WORK EFFORT.

PLANNING & TIME MANAGEMENT

IN TEN STEPS


7. ESTIMATE THE TIME & WORK YOU WILL HAVE TO INVEST E.G.

INDEPENDENTLY OF ANY SCHEDULE.

8. CHECK YOUR TIME & EFFORT ESTIMATION BY :

ÜCOMPARING THE ESTIMATIONS OF OTHER EXPERTS

ÜUSING OTHER CRITERIA & METHODSÜCORRECTING YOUR ESTIMATION AT REGULAR

INTERVALS DURING THE PROJECT.

PLANNING & TIME MANAGEMENT

IN TEN STEPS


9. ADD BUFFERS & STILL RESERVES E.G.

ÜIF POSSIBLE, NOT WITHIN THE SINGLE UNITS

ÜBY INCLUDING UNEXPECTED DELAYS & EXTRA ACTIVITIES

10. CHECK OVER YOUR COMPLETED TIME PLAN

Ü COMPARE THE TASKS WITH THE TIME DELEGATED

Ü DECIDE ON A REALISTIC SCHEDULE: TIME & EFFORT

Ü DECIDE ON PRIORITIES & PLAN THEM IN

Ü SPREAD YOUR RESOURCES ACCORDINGLY

PLANNING & TIME MANAGEMENT

IN TEN STEPS


1. NO PROJECT CAN WORK WITHOUT PROJECT MANAGEMENT E.G.

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

IN A NUTSHELL


LANGUAGE LECTURES E.G.

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 & E.G.

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


LEARNING & E.G.

TIME MANAGEMENT

  • 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


Zusammenhänge zwischen Lebensplan und Tagesplan E.G.

Anpassung

Lebensplan

Anpassung

Mehrjahrespläne

Aufgegliedert in (Soll)

Jahresergebnis

Jahresplan

Quartalspläne

Quartalsergebnisse

Soll-Ist-Vergleich:

Überprüfung der

Ergebnisse

(Kontrolle)

Monatspläne

Monatsergebnisse

Wochenpläne

Wochenergebnisse

ist

Tagespläne

Tagesergebnisse


Der negative Kreislauf der X-Theorie E.G.

Theorie X

und bestätigt

daraus folgen

Verantwortungsscheu und

mangelnder Initiative

Strenge Vorschriften

und Kontrollen

das führt zu

das schafft

Passives Arbeitsverhalten


Der positive Kreislauf der Y-Theorie E.G.

Theorie Y

und bestätigt

daraus folgen

Initiative und

Verantwortungsbereitschaft

Handlungsspielraum

und

Selbstkontrolle

das schafft

das führt zu

Engagement für die Arbeit


  • NEXT EXERCISE E.G.

  • TIME MANAGEMENT PLAN

  • OF

    • THE FIRST SEMESTER

    • THE FIRST TWO YEARS

    • 30+ MINUTES ON YOUR OWN +

    • 30 MINUTES DISCUSSION + PRESENTATION


SEMESTER PLAN E.G.

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 E.G.

SPORT

SUCCESS :

A QUESTION OF BALANCE

SOCIAL CONTACT

DIET


SEMESTER PLAN E.G.

LECTURES = 30 SWS

PREPARATION & CONSOLIDATION = 30 SWS

SPORT ( 3 TIMES A WEEK … )

TEAM WORK ( CERTAIN SUBJECTS )

COMMUTING ?

SOCIAL CONTACTS ?

RELAXATION ?

DIET / MEALS ?


  • EXERCISE E.G.

  • TIME MANAGEMENT PLAN

  • OF

    • THE FIRST SEMESTER

    • THE FIRST TWO YEARS

    • 30+ MINUTES ON YOUR OWN +

    • 30 MINUTES DISCUSSION & PRESENTATIONS


SUNDAY E.G.

FIT FOR STUDY


LEARNING TECHNIQUES E.G.

  • THE RESOURCES OF THE FH

    • THE LIBRARY

    • THE INTERNET

    • THE KNOW-HOW OF PEERS

    • THE KNOW-HOW OF THE STAFF


THE SEMINARS E.G.

  • ATTENDANCE

  • THE PERSONALITY FACTOR

  • A TWO-EDGED SWORD

  • THE SCRIPT

  • THE DIDACTIC ASPECT / EVALUATION

  • THE EXAMINATION


BLENDED QUESTIONING TECHNIQUES E.G.

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.


BRIDGING THE GAP E.G.

  • 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


LEARNING TECHNIQUES E.G.

  • FLEXIBLE LEARNING STRATEGIES

    • LEARNING ALONE

    • LEARNING IN PAIRS

    • LEARNING IN GROUPS

    • EXPECTATIONS & THE TIME FACTOR

    • GIVE & TAKE


  • MIND : CONCENTRATION RELAXATION

  • SOUL : CONTENTMENT

    • CONFIDENCE

    • CALM

  • INTERPERSONAL RELATIONS

  • EFFECTIVE LEARNING :

    A QUESTION OF BALANCE


    EFFECTIVE LEARNING : E.G.

    THE ENVIRONMENT

    • THE ROOM

    • THE DESK / THE LIGHTING

    • FRESH AIR / ROOM TEMPERATURE

    • DEALING WITH DISTRACTIONS

    • TIME TABLE & LEARNING BLOCKS

    • LEARNING MIX


    EFFECTIVE LEARNING : E.G.

    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 E.G.

    • 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 E.G.

    • 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 E.G.

    • 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



    COMMUNICATION E.G.

    • 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 E.G.

    • 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 E.G.

    • QUESTION TECHNIQUES

    • UNPRODUCTIVE QUESTIONS

    • INFORMATION-GATHERING QUESTIONS

    • MONITORING QUESTIONS

    • ALTERNATIVE-SEEKING QUESTIONS

    • SUGGESTIVE QUESTIONS

    • RHETORICAL QUESTIONS


    UNPRODUCTIVE QUESTIONS E.G.

    TYPICAL UNPRODUCTIVE QUESTIONS:

    Ü “ EVERYTHING O.K. ?"

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

    THESE AND SIMILAR QUESTIONS ARE USELESS BECAUSE

    THEY DO NOT STIMULATE COMMUNICATION

    OR INFORMATION FLOW.


    PRODUCTIVE QUESTIONS E.G.

    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


    WHAT HAPPENS WHEN E.G.

    YOU PUSH THE F5 KEY ?

    THE INFORMATION-GATHERING QUESTION (1)

    • 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


    WHAT EXACTLY IS E.G.

    YOUR PROBLEM ?

    MY MOUSE IS SQUEAKING

    AND IS DIRTYING MY

    DESK.

    THE INFORMATION-GATHERING QUESTION (2)

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


    YOUR MOUSE HAS FALLEN E.G.

    INTO YOUR COFFEE ?

    THAT‘S

    RIGHT!

    MONITORING QUESTIONS

    THE MONITORING QUESTION

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


    DID YOU PRESS THE RIGHT E.G.

    OR THE LEFT MOUSE KEY ?

    BOTH !

    THE ALTERNATIVE QUESTION

    THIS KIND OF QUESTION

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


    OUR NEW COMPUTERIZED E.G.

    EVALUATION SYSTEM IS EASY

    TO USE, ISN‘T IT ?

    ..!?

    THE SUGGESTIVE QUESTION

    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


    YOU STEPPED ON YOUR KEYBOARD E.G.

    BY ACCIDENT ? OOOH ! YOU HAVE

    A PROBLEM NOW, DON‘T YOU ?

    THE RHETORICAL QUESTION

    RHETORICAL QUESTIONS ARE COUNTERPRODUCTIVE AND SHOULD BE AVOIDED !


    INFORMATION / EFFECT MATRIX E.G.

    INFORMATION

    GAIN

    INFORMATION-GATHERING

    QUESTION

    ALTERNATIVE

    QUESTION

    MONITORING

    QUESTION

    SUGGESTIVE

    QUESTION

    RHETORICAL

    QUESTION

    EFFECTIVENESS

    AID TO DECISION-MAKING


    Regeln Wozu? Wie? E.G.

    FASSE DICH KURZ!Verhinderung von Monologen Selbstdisziplin:

    30-sek-Regel alle Teilnehmer aktivieren Spielregeln

    30-sec-Karte

    Regelung

    Bildhafte Darstellung von

    Meinungen, Standpunkten. Moderationsmaterial

    VISUALISIEREN optische und akustische

    Aufnahme unterstützen;

    Aussagen zu sortieren.

    normale Arbeitssituation durch räumliche

    herbeiführen; Bedingungen;

    GELOCKERTE Kommunikation er leichtern; Ruhepausen setzen;

    ATMOSPHÄRE neue Ideen zu ermöglichen; Verhalten des Leiters :

    Vertrauen gewinnen ; auch mal lachen

    schlechte Laune abbauen

    Moderation von Teamsitzungen


    Regeln Wozu? Wie? E.G.

    STIMULIERENDES Beteiligung aller sicher stellen Killer-phrasen vermeiden;

    DISKUSSIONS- mehr Fragen stellen

    VERHALTEN als Antworten geben;

    erste Regel einhalten

    Konferenzen nicht leiten,

    sondern moderieren

    TRANSPARENZ - gezieltes Feedback Ja-Nein-Fragen vermeiden;

    FRAGEN alle Teilnehmer aktivieren Ein-Punkt-/Mehr-Punkt- Stimmungen sichtbar machen Abfragen

    Zufriedenheitsfragen

    BEWERTEN - Meinungen sichtbar machen Punkt-Abfragen

    ALLE MEINUNGEN Konflikte verdeutlichen Bewertungsskalen

    SIND WICHTIG! Schwerpunkte setzen

    Prioritäten setzen

    Ziele verdeutlichen

    PAUSE informelle Gespräche Zeitplanung

    MACHEN Ermüdung vermeiden Stimmung beobachten

    Konzentration erhöhen in Pausen “abschalten”

    Moderation von Teamsitzungen


    COMMUNICATION LEVELS E.G.

    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 E.G.

    • 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 E.G.

    EXERCISE

    EMOTIONAL HEALING

    HEALING RELATIONSHIPS


    THE CHALLENGE E.G.

    • ASSUME RESPONSIBILITY FOR YOUR LIFE

    • THE PAST

    • THE PRESENT

    • THE FUTURE

    • BE AWARE OF CONNECTEDNESS

    • THE WEB OF LIFE

    • DETERMINE YOUR PERSONAL REALITY

    • EMPOWER YOURSELF


    FIT FOR LIFE E.G.

    • AWARENESS OF GLOBAL DEVELOPMENTS

    • LINKING THIS INFORMATION : SYNTHESIS

    • UNDERSTANDING THE CHALLENGES

    • AWARENESS OF GAPS & BLIND SPOTS

    • APPLYING THIS KNOWLEDGE


    RADIO WAVES E.G.

    VISIBLE LIGHT

    GAMMA RAYS

    SUPER

    CONSCIOUSNESS

    EVERYDAY

    CONSCIOUSNESS

    SUBCONSCIOUS

    UNCONSCIOUS

    ?

    ‘REALITY’

    ?

    THE SPECTRUM OF CONSCIOUSNESS


    FIT FOR LIFE E.G.

    • 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


    • MINDMAP : PERSONAL TALLY E.G.

    • WHAT HAVE I LEARNT ?

    • WHAT CAN I USE ?

    • HOW WILL I IMPLEMENT IT ?

    • TEAM DISCUSSION:

    • COMPARING TALLIES


    UNIVERSITY LIFE E.G.

    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


    THAT’S IT ! E.G.

    NOW

    THE BALL IS IN YOUR COURT


    IT’S TIME E.G.

    TO

    PACK & GO !!

    MAY THE FORCE

    BE ALWAYS WITH YOU !!


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