PROF. DR. DE MEUTER

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BARRIERS TO EFFECTIVE COMMUNICATION

• POOR PRESENTATION

• POOR LISTENING SKILLS

• OVERSIMPLIFICATION ? DISTORTION

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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 !

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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

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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

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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

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BALANCE

• INTELLECTUAL HUMILITY
• RESPECT FOR LIFE IN ALL ITS FORMS
• ROLE DISTANCE
• CONSCIOUSNESS
• INTELLECTUAL
• EMOTIONAL
• PHYSICAL
• SPIRITUAL

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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 .
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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 !

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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 !
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PERSPECTIVE IS WORTH
50 POINTS OF
IQ Nicolas Negroponte
Being Digital
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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

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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

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NEW COMPETENCE SKILLS PROFILE
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WHAT HARD SKILLS DO YOU NEED ?

• 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

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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

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MANAGERIAL ROLES PROFILES
I BRANCHENSPEZIFISCHES KNOW-HOW II PRODUKT-
IV-TECHNOLOGIEKENNTNISSE III BETRIEBSWIRTSCHAFTLI
CHE 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
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COMPOSITION OF THE DEGREE COURSE

• Hard skills of level 1 Grundlagen (78 SWS)
• BUS. ADM. und the subjects of the foundation
  course
• (Grundstudium)
• Hard skills of level 2 Aufbauwissen (38 SWS)
• Subjects of the main degree course
• (Hauptstudium)
• Hard skills of level 3 Spezialisierungswissen
  (20 SWS)
• Subjects of the degree minor
• (Schwerpunkt)

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COMPOSITION OF THE DEGREE COURSE

• Combination of hard soft skills
• Internship 1 2 (abroad !!)
• Degree thesis
• Language courses esp. IBEC
• Soft Skills
• Fit for Study
• Personality Development
• Erfahrungsaustausch (2x)
• Projektmanagement
• Team Consultancy Project
• Team Skills (Frau Drescher)

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MINDMAP EXERCISE 2 WHAT DO I HAVE
? WHAT DO I NEED ?
15 MINUTES ASSESSMENT 15 MINUTES GROUP
DISCUSSION
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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

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MODES OF BEING-IN-THE-WORLD
UMWELT
MITWELT
MUTUAL INTERPENETRATION
INTERDEPENDENCE
EIGENWELT
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THE EIGENWELT

• UNDERSTANDING MYSELF
• CHARACTER TYPOLOGY
• WHOLE BRAIN PSYCHOLOGY

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CARL GUSTAV JUNG
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INTROVERT

• ENERGY FLOWS INWARDS
• SELF-PREOCCUPIED
• LIKES BEING ALONE
• OFTEN AN OUTSIDER

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EXTRAVERT

• LIBIDO FLOWS OUTWARDS
• INTERESTED IN HER/HIS
• SURROUNDINGS
• OPTIMISTIC
• ACTIVE

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CHARACTER TYPOLOGY
THE FOUR FUNCTIONS ACCORDING TO JUNG
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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.

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• ENJOYS HUMAN COMPANY.
• ASSESSES ON PERSONAL VALUES, NOT ON
• TECHNICAL MERIT.
• IS WARM SYMPATHETIC.
• IS PERCEPTIVE ABOUT PEOPLES 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.

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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.

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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

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THE NEED FOR BALANCE AND
PERSONALITY GROWTH
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EXERCISE PERSONALITY TEST
EXERCISE MAIN FUNCTION
IDENTIFICATION
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THE INEQUALITY OF MAN

• DIFFERENT CHARACTERS
• DIFFERENT TYPES OF INTELLIGENCE
• DIFFERENT COMMUNICATION STYLES
• DIFFERENT THINKING STYLES
• DIFFERENT LEARNING STYLES

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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

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NED HERRMANN
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PERSONAL LIST OF BRAIN DUALITY MILESTONES
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
1970s PAUL MACLEAN THE TRIUNE BRAIN
MODEL EVOLUTION OF REPTILIAN BRAIN,
LIMBIC SYSTEM AND CEREBRUM
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BRAIN PHYSIOLOGY FUNCTIONS
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BALANCED THINKING / FUNCTION PROFILE OF A LARGE
GROUP
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UPPER LEFT QUADRANT
BIAS OF GERMAN SCHOOL SYSTEM
ANALYTICAL FACTS DATA TANGIBLE FEASIBILITY CRITICA
L ASSESSMENT LINEAR LOGICAL CONCLUSIONS
CLASSIC DEFINITION OF INTELLIGENCE
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BUSINESS SKILLS
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LEARNING STYLES REPRESENTED BY THE SPECIALIZED
MODES OF THE FOUR QUADRANTS
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LEARNING STYLES REPRESENTED BY THE SPECIALIZED
MODES OF THE FOUR QUADRANTS
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CAN APPEAR
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BALANCE HEALTH
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THE POWER OF POSITIVE THINKING

• TO THINK IS TO ACT

• THOUGHT AND HEALING

• CONSCIOUS UNCONSCIOUS PROGRAMMING

• THE INNER SABOTEUR

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CREATIVE VISUALIZATION

• THE PRACTICE OF VISUALIZATION

• RELAXATION
• CONCENTRATION
• REGULARITY REPETITION
• WILL POWER / TRUST

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EMPOWER YOURSELF

• RESPECT AND ACCEPT YOURSELF
• REALIZE YOUR OWN POWER POTENTIAL
• EVERYTHING YOU NEED IS WITHIN YOU
• BELIEVE IN YOURSELF

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RELAXATION WHOLE BRAIN ACTIVATION
POSITIVE
VISUALIZATION EXERCISE
30 MINUTES
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MOTIVATION

• FREUD THE PLEASURE PRINCIPLE
• JUNG INDIVIDUATION
• ADLER THE WILL TO POWER
• FRANKL THE WILL TO MEANING
• MASLOW MOTIVATION PYRAMID

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MOTIVATION ACCORDING TO MASLOW
THE HIERARCHY PRINCIPLE THE NEXT HIGHEST
LEVEL IS ONLY ACTIVATED WHEN THE LEVEL BELOW IT
IS SATISFIED.
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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.
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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.
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GOALS INCENTIVES
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NEEDS ACCORDING TO MASLOW

• 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

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ATTAINABLE GOALS
CORPORATE GOALS
PERSONAL GOALS
ENVIRONMENTAL
LIMITATIONS
CORPORATE
ATTAINABLE GOALS
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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.
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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.
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CRITERIA FOR FORMULATING GOALS
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.
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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.
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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
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SUCCESSFUL COMMUNICATION
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ENERGY FLOW EMPOWERING

• 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

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CENTERING YOURSELF

• ROLE THEORY REVISITED
• THE SILENT CENTER
• SEEING THROUGH THE MATRIX
• CENTERING YOURSELF
• FOCUS ENERGY FLOW
• INTEGRAL COMMUNICATION

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A FOUR-YEAR PROJECT STUDYING AT
UNIVERSITY COMPLETING YOUR DEGREE COURSE
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DEFINITION PROJECT
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CHARACTERISTICS OF A PROJECT

• 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)

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CRITERIA OF SUCCESSFUL PROJECT MANAGEMENT
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THE PROJECT LEADER
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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

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QUALITIES OF A PROJECT LEADER 1
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QUALITIES OF A PROJECT LEADER 2
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THE IDEAL PROJECT LEADER
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ETC. ETC. !!!
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PROJECT MANAGEMENT CONTINUED
THE PROJECT TEAM ORGANIZING THE PROJECT
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TEAM SIZE
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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
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TEAM SIZE PRO / CONTRA
WORK DECISION-MAKING GROUP
PARTICIPATION WITHOUT LOSS OF TIME
CREATIVITY DELEGATING RESPONSIBILITY
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TEAM SIZE PRO / CONTRA
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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
• DONT HURT THE FEELINGS OF OTHERS
• MUTUAL RESPECT
• TO KNOW ALL IS TO FORGIVE ALL
• LEARN FROM EVERY ENCOUNTER

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TOM BROWN AND THE OLD FISHERMAN
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ORGANIZING THE PROJECT
THE PHASE PRINCIPLE
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EFFECTIVENESS THE PHASE PRINCIPLE

• A SYSTEMATIC METHOD
• Ü IDENTIFY PROBLEMS MORE EASILY
• Ü FIND VIABLE SOLUTIONS
• Ü IMPLEMENT THE BEST SOLUTION
• TOP DOWN APPROACH
• Ü PROBLEM-SPLITTING
• Ü SOLVING OF SUB-TASKS
• Ü INTEGRATION OF RESULTS

• MAINTAIN AN OVERVIEW OF
• Ü ACTIVITIES
• Ü RESOURCES
• Ü TIME MANAGEMENT
• DECISION-MAKING REGARDING
• Ü UNAVOIDABLE DIFFICULTIES
• Ü DELEGATION OF RESPONSIBILITY
• Ü PRIORITIES
• Ü COORDINATION
• MINIMIZING RISKS

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PLANNING TIME MANAGEMENT IN TEN
STEPS
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PLANNING TIME MANAGEMENT IN TEN
STEPS
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PLANNING TIME MANAGEMENT IN TEN
STEPS
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PLANNING TIME MANAGEMENT IN TEN
STEPS
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IN A NUTSHELL
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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.
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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
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LEARNING 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
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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
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SEMESTER PLAN
LECTURES 30 SWS PREPARATION CONSOLIDATION
30 SWS SPORT ( 3 TIMES A WEEK ) TEAM WORK
( CERTAIN SUBJECTS ) COMMUTING ? SOCIAL
CONTACTS ? RELAXATION ? DIET / MEALS ?
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LEARNING TECHNIQUES

• THE RESOURCES OF THE FH
• THE LIBRARY
• THE INTERNET
• THE KNOW-HOW OF PEERS
• THE KNOW-HOW OF THE STAFF

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THE SEMINARS

• ATTENDANCE
• THE PERSONALITY FACTOR
• A TWO-EDGED SWORD
• THE SCRIPT
• THE DIDACTIC ASPECT / EVALUATION
• THE EXAMINATION

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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.
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BRIDGING THE GAP

• 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

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LEARNING TECHNIQUES

• FLEXIBLE LEARNING STRATEGIES
• LEARNING ALONE
• LEARNING IN PAIRS
• LEARNING IN GROUPS
• EXPECTATIONS THE TIME FACTOR
• GIVE TAKE

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EFFECTIVE LEARNING A QUESTION OF
BALANCE
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EFFECTIVE LEARNING THE
ENVIRONMENT

• THE ROOM
• THE DESK / THE LIGHTING
• FRESH AIR / ROOM TEMPERATURE
• DEALING WITH DISTRACTIONS
• TIME TABLE LEARNING BLOCKS
• LEARNING MIX

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EFFECTIVE LEARNING FOCUSSING YOUR ENERGY

• YOU LEARN WITH YOUR WHOLE BEING,
• NOT JUST WITH YOUR BRAIN !
• POSTURE ?
• SUBLIMINAL TENSION ?
• BREATHING ?
• EMOTIONAL BALANCE ?
• FOCUS ?

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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

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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

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EXAMINATION PERFORMANCE

• LONG-TERM PLANNING (200 HRS PREP.)
• SYSTEMATIC PREPARATION
• THE PROFS EXPECTATIONS
• HELP DECIDE ON PRIORITIES
• THE CORRECT FORMULATION
• ME PSYCHOLOGICAL FACTORS
• READING ANSWERING TECHNIQUES
• CORRELATING MARKS EFFORT
• INTELLIGENT TIMING

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TEAM MOTIVATION
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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
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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

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QUESTIONS ANSWERS

• QUESTION TECHNIQUES
• UNPRODUCTIVE QUESTIONS
• INFORMATION-GATHERING QUESTIONS
• MONITORING QUESTIONS
• ALTERNATIVE-SEEKING QUESTIONS
• SUGGESTIVE QUESTIONS
• RHETORICAL QUESTIONS

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UNPRODUCTIVE QUESTIONS

• TYPICAL UNPRODUCTIVE QUESTIONS
• Ü EVERYTHING O.K. ?"
• Ü YOU HAVE UNDERSTOOD IT NOW, HAVENT YOU ?"
• THESE AND SIMILAR QUESTIONS ARE USELESS BECAUSE
• THEY DO NOT STIMULATE COMMUNICATION
• OR INFORMATION FLOW.

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PRODUCTIVE QUESTIONS

• 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

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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

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THE INFORMATION-GATHERING QUESTION (2)
...INFORMATION-GATHERING QUESTIONS OFTEN LEAD TO
MONITORING QUESTIONS.
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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
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THE ALTERNATIVE QUESTION
THIS KIND OF QUESTION GETS PEOPLE TO SUPPLY
SPECIFIC ANSWERS AND IS OFTEN USED WHEN
PROBLEM-SOLVING TROUBLE-SHOOTING
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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
132
THE RHETORICAL QUESTION
RHETORICAL QUESTIONS ARE COUNTERPRODUCTIVE AND
SHOULD BE AVOIDED !
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Moderation von Teamsitzungen
135
Moderation von Teamsitzungen
136
COMMUNICATION LEVELS
1. INTRAPERSONAL BE ALERT TO SIGNALS
2. INTERPERSONAL / INFORMAL RESPECT
CONSIDERATION
3. INTERPERSONAL / FORMAL RESPECT THE
CODES
ALL ARE
HOLISTIC ALL REQUIRE FOCUS
CENTREDNESS ALL HAVE
LONG-TERM EFFECTS
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ME THEM

• MANIPULATION PSYCHOGAMES
• ACT, DONT REACT

• TALKING ABOUT OTHERS
• YOU REAP WHAT YOU SOW

• BASIC ATTITUDE
• BE RESPECTFUL CONSIDERATE

DIE EIGENE WICHTIGKEIT VERLIEREN
138
CENTERING EMPATHY
EXERCISE EMOTIONAL HEALING
HEALING RELATIONSHIPS
139
THE CHALLENGE

• ASSUME RESPONSIBILITY FOR YOUR LIFE

• THE PAST
• THE PRESENT
• THE FUTURE

• BE AWARE OF CONNECTEDNESS
• THE WEB OF LIFE

• DETERMINE YOUR PERSONAL REALITY
• EMPOWER YOURSELF

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FIT FOR LIFE

• AWARENESS OF GLOBAL DEVELOPMENTS
• LINKING THIS INFORMATION SYNTHESIS
• UNDERSTANDING THE CHALLENGES
• AWARENESS OF GAPS BLIND SPOTS
• APPLYING THIS KNOWLEDGE

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THE SPECTRUM OF CONSCIOUSNESS
142
FIT FOR LIFE

• 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

143

• 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

145
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ITS TIME TO PACK GO !!
MAY THE FORCE BE ALWAYS WITH YOU !!