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FIT FOR STUDY PROF. DR. DE MEUTER FIT FOR STUDY 1 BY WAY OF INTRODUCTION ... PROF. DR. DE MEUTER FIT FOR STUDY 2 BARRIERS TO EFFECTIVE COMMUNICATION • POOR PRESENTATION • POOR LISTENING SKILLS • OVERSIMPLIFICATION DISTORTION PROF. DR. DE MEUTER FIT FOR STUDY 3 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 ! PROF. DR. DE MEUTER FIT FOR STUDY 4 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 MEUTER FIT FOR STUDY 5 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 MEUTER FIT FOR STUDY 6 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 MEUTER FIT FOR STUDY 7 BALANCE • INTELLECTUAL HUMILITY • RESPECT FOR LIFE IN ALL ITS FORMS • ROLE DISTANCE • CONSCIOUSNESS • INTELLECTUAL • EMOTIONAL • PHYSICAL • SPIRITUAL PROF. DR. DE MEUTER FIT FOR STUDY 8 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 MEUTER FIT FOR STUDY 9 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 MEUTER FIT FOR STUDY 10 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 MEUTER FIT FOR STUDY 11 ? PERSPECTIVE IS WORTH 50 POINTS OF IQ Nicolas Negroponte Being Digital PROF. DR. DE MEUTER FIT FOR STUDY 12 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 MEUTER FIT FOR STUDY 13 TWO FUNDAMENTAL QUESTIONS WHAT DO I EXPECT ? • OF THE DEGREE COURSE • OF MYSELF CONGRUENCE • OF MY CAREER • OF LIFE WHAT IS EXPECTED OF ME ? VS GOAL CONFLICT • THE DEGREE COURSE • MY CAREER • MY LIFE PROF. DR. DE MEUTER FIT FOR STUDY 14 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 PROF. DR. DE MEUTER FIT FOR STUDY 15 NEW COMPETENCE & SKILLS PROFILE YESTERDAY PERSONAL COMPETENCE TODAY PERSONAL COMPETENCE SOCIAL COMPETENCE 30% SS METHODOLOGICAL COMPETENCE MANAGERIAL COMPETENCE SOCIAL COMPETENCE METHODOLOGICAL COMPETENCE 70% SS MANAGERIAL COMPETENCE 70% HS PROF. DR. DE MEUTER FIT FOR STUDY SPECIALIZED KNOWLEDGE SPECIALIZED KNOWLEDGE 30% HS 16 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 PROF. DR. DE MEUTER FIT FOR STUDY 17 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 MEUTER FIT FOR STUDY 18 MANAGERIAL ROLES & PROFILES I II III IV V VI VII VIII IX X XI XII XIII XIV PROF. DR. DE MEUTER FIT FOR STUDY BRANCHENSPEZIFISCHES KNOW-HOW PRODUKT- & IV-TECHNOLOGIEKENNTNISSE BETRIEBSWIRTSCHAFTLICHE KENNTNISSE ROLLENSPEZIFISCHE KENNTNISSE ARBEITSTECHNIKEN PERSÖNLICHE KOMPETENZ SOZIALE KOMPETENZ UNTERNEHMERISCHE KOMPETENZ FÜHRUNGSKOMPETENZ EMOTIONALE INTELLIGENZ INTRAPERSÖNLICHE INTELLIGENZ INTERKULTURELLE KOMPETENZ INTEGRATION VON ARBEIT UND PRIVATLEBEN INDIVIDUATIONSMERKMALE 19 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 MEUTER FIT FOR STUDY 20 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 MEUTER FIT FOR STUDY 21 ? MINDMAP: EXERCISE 2 WHAT DO I HAVE ? & WHAT DO I NEED ? 15 MINUTES : ASSESSMENT 15 MINUTES : GROUP DISCUSSION PROF. DR. DE MEUTER FIT FOR STUDY 22 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 MEUTER FIT FOR STUDY 23 MODES OF BEING-IN-THE-WORLD UMWELT MITWELT MUTUAL INTERPENETRATION EIGENWELT & INTERDEPENDENCE PROF. DR. DE MEUTER FIT FOR STUDY 24 THE EIGENWELT UNDERSTANDING MYSELF • CHARACTER TYPOLOGY ? • WHOLE BRAIN PSYCHOLOGY PROF. DR. DE MEUTER FIT FOR STUDY 25 CARL GUSTAV JUNG SWISS PSYCHIATRIST FOUNDER OF : ANALYTICAL PSYCHOLOGY PSYCHOLOGICAL TYPES COLLECTED WORKS PROF. DR. DE MEUTER FIT FOR STUDY 26 INTROVERT • DOES NOT FIT IN EASILY / SOCIALIZING • OFTEN SAYS & DOES THE WRONG THING • ENERGY FLOWS INWARDS • SELF-PREOCCUPIED • LIKES BEING ALONE • SELF INTEGRITY • OFTEN AN ‘OUTSIDER’ • CREATIVITY / LATERAL THINKING • VISIONARY PROF. DR. DE MEUTER FIT FOR STUDY 27 EXTRAVERT • DISSIPATION OF ENERGY • TOO INFLUENCED BY OUTER CIRCUMSTANCES • SUPERFICIALITY • LIBIDO FLOWS OUTWARDS • INTERESTED IN HER/HIS SURROUNDINGS • OPTIMISTIC • ACTIVE PROF. DR. DE MEUTER FIT FOR STUDY • ADAPTABILITY • SOCIABLE • OUTGOING / EASY CONTACT 28 CHARACTER TYPOLOGY THE FOUR FUNCTIONS ACCORDING TO JUNG PROF. DR. DE MEUTER FIT FOR STUDY THINKING INTUITION SENSATION FEELING 29 THE THINKER • 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. PROF. DR. DE MEUTER FIT FOR STUDY 30 THE FEELER • 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. PROF. DR. DE MEUTER FIT FOR STUDY 31 THE SENSOR • 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. PROF. DR. DE MEUTER FIT FOR STUDY 32 THE INTUITOR • 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 PROF. DR. DE MEUTER FIT FOR STUDY 33 THE NEED FOR BALANCE AND PERSONALITY GROWTH PROF. DR. DE MEUTER FIT FOR STUDY THINKING INTUITION SENSATION FEELING 34 EXERCISE: PERSONALITY TEST EXERCISE: MAIN FUNCTION IDENTIFICATION PROF. DR. DE MEUTER FIT FOR STUDY 35 THE INEQUALITY OF MAN • DIFFERENT CHARACTERS • DIFFERENT TYPES OF INTELLIGENCE • DIFFERENT COMMUNICATION STYLES • DIFFERENT THINKING STYLES • DIFFERENT LEARNING STYLES PROF. DR. DE MEUTER FIT FOR STUDY 36 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 MEUTER FIT FOR STUDY 37 NED HERRMANN AUTHOR OF: ‘THE CREATIVE BRAIN’ & ‘THE WHOLE BRAIN BUSINESS BOOK’ WWW.HBDI.COM PROF. DR. DE MEUTER FIT FOR STUDY 38 PERSONAL LIST OF BRAIN DUALITY MILESTONES DATE RESEARCHERS KEY LEARNINGS 1874 JOHN HUGHLINGSJACKSON, MD ONE OF THE TWO HALF-BRAINS IN HUMANS TAKES THE LEAD AND BECOMES THE DOMINANT HEMISPHERE 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 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 PROF. DR. DE MEUTER FIT FOR STUDY 39 BRAIN PHYSIOLOGY & FUNCTIONS D A CORPUS CALLOSUM B PROF. DR. DE MEUTER FIT FOR STUDY HIPPOCAMPAL COMMISURE C 40 UPPER LEFT Logical Analyser Mathematical Technical Problem Solver CEREBRAL MODE A A D A UPPER RIGHT D D LEFT MODE RIGHT MODE B Controlled Conservative Planner Organisational Administrative Imaginative Synthesizer Artistic Holistic Conceptualiser B C B C LOWER LEFT C Interpersonal Emotional Musical Spiritual Talker LOWER RIGHT LIMBIC MODE PROF. DR. DE MEUTER FIT FOR STUDY 41 BALANCED THINKING / FUNCTION PROFILE OF A LARGE GROUP PROF. DR. DE MEUTER FIT FOR STUDY 42 UPPER LEFT QUADRANT ANALYTICAL FACTS DATA TANGIBLE FEASIBILITY CRITICAL ASSESSMENT LINEAR LOGICAL CONCLUSIONS BIAS OF GERMAN SCHOOL SYSTEM CLASSIC DEFINITION OF INTELLIGENCE PROF. DR. DE MEUTER FIT FOR STUDY 43 UPPER LEFT Logical Analyser Mathematical Technical Problem Solver CEREBRAL MODE A A D A UPPER RIGHT D D LEFT MODE RIGHT MODE B Controlled Conservative Planner Organisational Administrative Imaginative Synthesizer Artistic Holistic Conceptualiser B C B C LOWER LEFT C Interpersonal Emotional Musical Spiritual Talker LOWER RIGHT LIMBIC MODE PROF. DR. DE MEUTER FIT FOR STUDY 44 BUSINESS SKILLS PROF. DR. DE MEUTER FIT FOR STUDY ANALYSIS EVALUATION QUANTIFICATION TECHNICAL SKILLS FEASIBILITY CHECK INNOVATION VISION HOLISTIC STRATEGIC PLANNING LATERAL THINKER ORGANISATION IMPLEMENTATION PLANNING DETAILED WORK ACCURACY INTERPERSONAL SKILLS EMPATHY COMMUNICATOR ARBITRATOR COACH 45 LEARNING STYLES REPRESENTED BY THE SPECIALIZED MODES OF THE FOUR QUADRANTS D Upper Right A Upper Left LEARNS BY Acquiring and quantifying facts Applying analysis and logic Building cases Forming theories LEARNS BY Organizing and structuring content Sequencing content Evaluating & testing theories Acquiring skills through practice Implementing course content B Lower Left PROF. DR. DE MEUTER FIT FOR STUDY LEARNS BY Taking initiative Exploring hidden possibilities Relying on intuition & self discovery Constructing concepts Synthesizing content LEARNS BY Listening and sharing ideas Integrating experiences with self Moving and feeling Harmonizing with the content Emotional involvement C Lower Right 46 LEARNING STYLES REPRESENTED BY THE SPECIALIZED MODES OF THE FOUR QUADRANTS A Upper Left D Upper Right LEARNERS RESPOND TO Formalized lecture & Data based content Financial/technical case discussions Text books & bibliographies Program learning & Behaviour modification LEARNERS RESPOND TO Spontaneity Free flow Experiential opportunities Experimentation Playfulness Future oriented case discussions Visual displays Aesthetics Individuality Being involved LEARNERS RESPOND TO Thorough planning Structure Sequential order Lectures Organizational and administrative case discussions Text books Program learning Behaviour modification LEARNERS RESPOND TO Experiential opportunities Sensory movement Music People-oriented case discussions Group interaction B Lower Left PROF. DR. DE MEUTER FIT FOR STUDY C Lower Right 47 A QUADRANT D QUADRANT THERE CAN BE A DARK SIDE TO EACH QUADRANT B QUADRANT PROF. DR. DE MEUTER FIT FOR STUDY C QUADRANT 48 CAN APPEAR RIGID COLD & CALCULATING RUTHLESS LIMITED BY NEED FOR PROOF SHORT-TERM NIT-PICKING BOSSY STUCK IN A RUT TOTALLY LACKING IN VISION PROF. DR. DE MEUTER FIT FOR STUDY UNFOCUSSED IMPULSIVE/RASH OBLIVIOUS OF DEADLINES UNDISCIPLINED CHAOTIC OVER-SENSITIVE UN-BUSINESSLIKE LACKING DISCIPLINE OVER-EMOTIONAL 49 BALANCE = HEALTH PROF. DR. DE MEUTER FIT FOR STUDY THINKING INTUITION SENSATION FEELING 50 THE POWER OF POSITIVE THINKING • TO THINK IS TO ACT • THOUGHT AND HEALING • CONSCIOUS & UNCONSCIOUS PROGRAMMING • THE INNER SABOTEUR PROF. DR. DE MEUTER FIT FOR STUDY 51 CREATIVE VISUALIZATION • THE PRACTICE OF VISUALIZATION • RELAXATION • CONCENTRATION • REGULARITY & REPETITION • WILL POWER / TRUST PROF. DR. DE MEUTER FIT FOR STUDY 52 EMPOWER YOURSELF • RESPECT AND ACCEPT YOURSELF • REALIZE YOUR OWN POWER & POTENTIAL • EVERYTHING YOU NEED IS WITHIN YOU • BELIEVE IN YOURSELF PROF. DR. DE MEUTER FIT FOR STUDY 53 RELAXATION WHOLE BRAIN ACTIVATION & POSITIVE VISUALIZATION EXERCISE 30 MINUTES PROF. DR. DE MEUTER FIT FOR STUDY 54 SATURDAY FIT FOR STUDY PROF. DR. DE MEUTER FIT FOR STUDY 55 MOTIVATION • FREUD THE PLEASURE PRINCIPLE • JUNG INDIVIDUATION • ADLER THE WILL TO POWER • FRANKL THE WILL TO MEANING • MASLOW MOTIVATION PYRAMID PROF. DR. DE MEUTER FIT FOR STUDY 56 MOTIVATION ACCORDING TO MASLOW SELF REALIZATION HIERARCHY PRINCIPLE STATUS NEEDS (INFLUENCE, POWER, PRIDE...) THE HIERARCHY PRINCIPLE: THE NEXT HIGHEST LEVEL IS ONLY ACTIVATED WHEN THE LEVEL BELOW IT IS SATISFIED. SOCIAL NEEDS (RECOGNITION, LOVE, CONTACT) SECURITY NEEDS (FINANCIAL, POLITICAL, LEGAL...) FUNDAMENTAL PHYSIOLOGICAL NEEDS (SURVIVAL, HUNGER, THIRST...) PROF. DR. DE MEUTER FIT FOR STUDY 57 NEEDS AND THEIR SATISFACTION TYPE OF NEED PARALLELS IN THE CORPORATE ENVIRONMENT 1. BASIC NEEDS Lohn- und Gehaltsregelungen mit EntwicklungsMöglichkeiten, betriebliche Sozialleistungen, betriebsärztliche Betreuung und Versorgung, Urlaubsregelung, Sauberkeit des Arbeitsplatzes usw. 2. SECURITY NEEDS Sicherheit des Arbeitsplatzes, betriebliche Altersversorgung, 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 MEUTER FIT FOR STUDY 58 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 MEUTER FIT FOR STUDY 59 GOALS & INCENTIVES 1. PERSONAL GOALS AND CORPORATE GOALS HARDLY OVERLAP 2. INCENTIVES SHOULD BRING THE TWO SETS OF GOALS CLOSER TOGETHER Eigenziele Arbeitsziele PROF. DR. DE MEUTER FIT FOR STUDY 3. IDEALLY, THE CORPORATE GOALS SHOULD BE PART OF YOUR PERSONAL GOALS 60 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 PROF. DR. DE MEUTER FIT FOR STUDY 61 ATTAINABLE GOALS CORPORATE GOALS PERSONAL GOALS ENVIRONMENTAL LIMITATIONS CORPORATE ATTAINABLE GOALS PROF. DR. DE MEUTER FIT FOR STUDY 62 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 MEUTER FIT FOR STUDY 63 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 MEUTER FIT FOR STUDY 64 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. PROF. DR. DE MEUTER FIT FOR STUDY 65 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 MEUTER FIT FOR STUDY 66 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 MEUTER FIT FOR STUDY 67 COMMUNICATION : 1 PROF. DR. DE MEUTER FIT FOR STUDY 68 SUCCESSFUL COMMUNICATION ELEMENTS OF COMMUNICATION KNOWLEDGE ARGUMENT QUESTIONS CONVERSATION PERSONALITY OF THE SPEAKER ENERGY FLOW INNER ATTITUDE SUBLIMINAL POSTURE CLOTHES GESTURE BREATH MIMIC GAZE BODY LANGUAGE MODULATION ARTICULATION LANGUAGE INFORMATION PROF. DR. DE MEUTER FIT FOR STUDY 69 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 PROF. DR. DE MEUTER FIT FOR STUDY 70 CENTERING YOURSELF • ROLE THEORY REVISITED • THE SILENT CENTER • SEEING THROUGH THE MATRIX • CENTERING YOURSELF • FOCUS & ENERGY FLOW • INTEGRAL COMMUNICATION PROF. DR. DE MEUTER FIT FOR STUDY 71 CENTERING & COMMUNICATION FLOW EXERCISE 15 MINUTES PROF. DR. DE MEUTER FIT FOR STUDY 72 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 MEUTER FIT FOR STUDY 73 DEFINITION: PROJECT PROJECT UNIQUE TASK COMPLEX TASK TIME LIMIT A TASK WHICH IS CHARACTERIZED BY A UNIQUE SET OF CONDITIONS E.G. * CLEAR GOALS * LIMITED TIME, MONEY & PERSONNEL * A SPECIAL ORGANIZATION & INFRASTRUCTURE VARIOUS SKILLS & RESOURCES (Definition according to DIN 69901) PROF. DR. DE MEUTER FIT FOR STUDY 74 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) PROF. DR. DE MEUTER FIT FOR STUDY 75 CRITERIA OF SUCCESSFUL PROJECT MANAGEMENT MOTIVATION = TEAM SPIRIT CLEAR GOALS = RESULTS SUCCESSFUL COMMUNICATION & COOPERATION CONSTANT MONITORING EFFECTIVE USE OF RESOURCES PROF. DR. DE MEUTER FIT FOR STUDY 76 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 MEUTER FIT FOR STUDY 77 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 MEUTER FIT FOR STUDY 78 QUALITIES OF A PROJECT LEADER 1 PERSONALITY : ANALYTICAL SKILLS ORGANISATORY SKILLS CREATIVITY AUTONOMY SINGLEMINDEDNESS POWERS OF CONVICTION NEGOTIATING SKILLS WILLINGNESS TO TAKE RISKS ABILITY TO TAKE DECISIONS PROF. DR. DE MEUTER FIT FOR STUDY 79 QUALITIES OF A PROJECT LEADER 2 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 MEUTER FIT FOR STUDY 80 THE IDEAL PROJECT LEADER CREATIVE CLEAR CONCISE GOALS COOPERATIVE COMPETENT CONSISTENT PROF. DR. DE MEUTER FIT FOR STUDY 81 ETC. ETC. !!! ___ 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 PROF. DR. DE MEUTER FIT FOR STUDY ___ 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 82 RELAXATION EXERCISE SILVA MIND CONTROL BREAK PROF. DR. DE MEUTER FIT FOR STUDY 83 PROJECT MANAGEMENT CONTINUED THE PROJECT TEAM ORGANIZING THE PROJECT PROF. DR. DE MEUTER FIT FOR STUDY 84 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 MEUTER FIT FOR STUDY 85 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 MEUTER FIT FOR STUDY 86 TEAM SIZE – PRO / CONTRA PROF. DR. DE MEUTER FIT FOR STUDY + + WORK & DECISION-MAKING GROUP PARTICIPATION WITHOUT LOSS OF TIME + – CREATIVITY DELEGATING RESPONSIBILITY 87 TEAM SIZE – PRO / CONTRA + + – – PROBLEM-SOLVING FINDING CREATIVE SOLUTIONS LEARNING EFFICACITY COMMUNICATION RECOMMENDATION: PROJECT TEAM > 7 BUILD SUB-GROUPS PROF. DR. DE MEUTER FIT FOR STUDY 88 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 MEUTER FIT FOR STUDY 89 TOM BROWN & AND THE OLD FISHERMAN PROF. DR. DE MEUTER FIT FOR STUDY 90 ORGANIZING THE PROJECT THE PHASE PRINCIPLE 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 PROF. DR. DE MEUTER FIT FOR STUDY (5 CONSECUTIVE STEPS) 91 EFFECTIVENESS = THE PHASE PRINCIPLE * A SYSTEMATIC METHOD IDENTIFY PROBLEMS MORE EASILY FIND VIABLE SOLUTIONS IMPLEMENT THE BEST SOLUTION * MAINTAIN AN OVERVIEW OF ACTIVITIES RESOURCES TIME MANAGEMENT * DECISION-MAKING REGARDING * TOP DOWN APPROACH PROBLEM-SPLITTING SOLVING OF SUB-TASKS INTEGRATION OF RESULTS UNAVOIDABLE DIFFICULTIES DELEGATION OF RESPONSIBILITY PRIORITIES COORDINATION * MINIMIZING RISKS PROF. DR. DE MEUTER FIT FOR STUDY 92 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, REFER TO OTHER PROJECTS AND DRAW ON THE EXPERTISE OF OTHERS. PROF. DR. DE MEUTER FIT FOR STUDY 93 PLANNING & TIME MANAGEMENT IN TEN STEPS 4. ESTIMATE THE AMOUNT OF WORK ENTAILED (NET) FOR THE 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. PROF. DR. DE MEUTER FIT FOR STUDY 94 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 & METHODS CORRECTING YOUR ESTIMATION AT REGULAR INTERVALS DURING THE PROJECT. PROF. DR. DE MEUTER FIT FOR STUDY 95 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 IN SPREAD YOUR RESOURCES ACCORDINGLY PROF. DR. DE MEUTER FIT FOR STUDY 96 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 MEUTER FIT FOR STUDY 97 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 MEUTER FIT FOR STUDY 98 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 MEUTER FIT FOR STUDY 99 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 PROF. DR. DE MEUTER FIT FOR STUDY 100 Zusammenhänge zwischen Lebensplan und Tagesplan Anpassung Lebensplan Anpassung Mehrjahrespläne Aufgegliedert in (Soll) Jahresergebnis Jahresplan Quartalspläne Quartalsergebnisse Soll-Ist-Vergleich: Überprüfung der Ergebnisse (Kontrolle) Monatsergebnisse Wochenergebnisse Tagesergebnisse PROF. DR. DE MEUTER FIT FOR STUDY ist Monatspläne Wochenpläne Tagespläne 101 Der negative Kreislauf der X-Theorie Theorie X und bestätigt daraus folgen Verantwortungsscheu und mangelnder Initiative Strenge Vorschriften und Kontrollen das führt zu das schafft Passives Arbeitsverhalten PROF. DR. DE MEUTER FIT FOR STUDY 102 Der positive Kreislauf der Y-Theorie Theorie Y und bestätigt daraus folgen Initiative und Verantwortungsbereitschaft Handlungsspielraum und Selbstkontrolle das schafft das führt zu Engagement für die Arbeit PROF. DR. DE MEUTER FIT FOR STUDY 103 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 MEUTER FIT FOR STUDY 104 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 MEUTER FIT FOR STUDY 105 RELAXATION SPORT SUCCESS : A QUESTION OF BALANCE DIET PROF. DR. DE MEUTER FIT FOR STUDY SOCIAL CONTACT 106 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 MEUTER FIT FOR STUDY 107 EXERCISE TIME MANAGEMENT PLAN OF • THE FIRST SEMESTER • THE FIRST TWO YEARS 30+ MINUTES ON YOUR OWN + 30 MINUTES DISCUSSION & PRESENTATIONS PROF. DR. DE MEUTER FIT FOR STUDY 108 SUNDAY FIT FOR STUDY PROF. DR. DE MEUTER FIT FOR STUDY 109 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 MEUTER FIT FOR STUDY 110 THE SEMINARS • ATTENDANCE • THE PERSONALITY FACTOR • A TWO-EDGED SWORD • THE SCRIPT • THE DIDACTIC ASPECT / EVALUATION • THE EXAMINATION PROF. DR. DE MEUTER FIT FOR STUDY 111 BLENDED QUESTIONING TECHNIQUES IF YOU ARE GOING TO ASK A QUESTION WHICH IMPLICITLY CRITICIZES OR ATTACKS WHAT SOMEONE OFFERING HAS POSITIVE SAID, START FEEDBACK BY AND FOLLOW UP WITH THE CRITICAL QUERY OR STATEMENT ... BE TACTFUL ! AVOID OPEN CONFRONTATION - IT IS COUNTERPRODUCTIVE. PROF. DR. DE MEUTER FIT FOR STUDY 112 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 PROF. DR. DE MEUTER FIT FOR STUDY 113 LEARNING TECHNIQUES FLEXIBLE LEARNING STRATEGIES • LEARNING ALONE • LEARNING IN PAIRS • LEARNING IN GROUPS • EXPECTATIONS & THE TIME FACTOR • GIVE & TAKE PROF. DR. DE MEUTER FIT FOR STUDY 114 EFFECTIVE LEARNING : A QUESTION OF BALANCE • BODY : EXERCISE / FITNESS • DIET • REST • MIND : CONCENTRATION RELAXATION • SOUL : CONTENTMENT • CONFIDENCE • CALM • INTERPERSONAL RELATIONS PROF. DR. DE MEUTER FIT FOR STUDY 115 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 MEUTER FIT FOR STUDY 116 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 MEUTER FIT FOR STUDY 117 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 MEUTER FIT FOR STUDY 118 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 MEUTER FIT FOR STUDY 119 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 MEUTER FIT FOR STUDY 120 TEAM MOTIVATION PROF. DR. DE MEUTER FIT FOR STUDY 121 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 MEUTER FIT FOR STUDY 122 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 MEUTER FIT FOR STUDY 123 QUESTIONS & ANSWERS QUESTION TECHNIQUES • UNPRODUCTIVE QUESTIONS • INFORMATION-GATHERING QUESTIONS • MONITORING QUESTIONS • ALTERNATIVE-SEEKING QUESTIONS • SUGGESTIVE QUESTIONS • RHETORICAL QUESTIONS PROF. DR. DE MEUTER FIT FOR STUDY 124 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 MEUTER FIT FOR STUDY 125 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 PROF. DR. DE MEUTER FIT FOR STUDY 126 THE INFORMATION-GATHERING QUESTION (1) 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 PROF. DR. DE MEUTER FIT FOR STUDY 127 THE INFORMATION-GATHERING QUESTION (2) WHAT EXACTLY IS YOUR PROBLEM ? MY MOUSE IS SQUEAKING AND IS DIRTYING MY DESK. PROF. DR. DE MEUTER FIT FOR STUDY ...INFORMATION-GATHERING QUESTIONS OFTEN LEAD TO MONITORING QUESTIONS. 128 MONITORING QUESTIONS YOUR MOUSE HAS FALLEN INTO YOUR COFFEE ? THAT‘S RIGHT! PROF. DR. DE MEUTER FIT FOR STUDY THE MONITORING QUESTION IS USUALLY ANSWERED WITH A SIMPLE YES OR NO, BUT IS NEEDED TO CLARIFY ISSUES AND TO TRIGGER OFF FURTHER DISCUSSION 129 THE ALTERNATIVE QUESTION DID YOU PRESS THE RIGHT OR THE LEFT MOUSE KEY ? BOTH ! PROF. DR. DE MEUTER FIT FOR STUDY THIS KIND OF QUESTION GETS PEOPLE TO SUPPLY SPECIFIC ANSWERS AND IS OFTEN USED WHEN PROBLEMSOLVING & TROUBLE-SHOOTING 130 THE SUGGESTIVE QUESTION OUR NEW COMPUTERIZED EVALUATION SYSTEM IS EASY TO 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 MEUTER FIT FOR STUDY 131 THE RHETORICAL QUESTION YOU STEPPED ON YOUR KEYBOARD BY ACCIDENT ? OOOH ! YOU HAVE A PROBLEM NOW, DON‘T YOU ? RHETORICAL QUESTIONS ARE COUNTERPRODUCTIVE AND SHOULD BE AVOIDED ! PROF. DR. DE MEUTER FIT FOR STUDY 132 INFORMATION / EFFECT MATRIX INFORMATION GAIN INFORMATION-GATHERING QUESTION ALTERNATIVE QUESTION MONITORING QUESTION SUGGESTIVE QUESTION RHETORICAL QUESTION PROF. DR. DE MEUTER FIT FOR STUDY EFFECTIVENESS AID TO DECISION-MAKING 133 Moderation von Teamsitzungen Regeln Wozu? FASSE DICH KURZ! 30-sek-Regel Verhinderung von Monologen alle Teilnehmer aktivieren VISUALISIEREN Bildhafte Darstellung von Meinungen, Standpunkten. optische und akustische Aufnahme unterstützen; Aussagen zu sortieren. GELOCKERTE ATMOSPHÄRE normale Arbeitssituation herbeiführen; Kommunikation er leichtern; neue Ideen zu ermöglichen; Vertrauen gewinnen ; schlechte Laune abbauen PROF. DR. DE MEUTER FIT FOR STUDY Wie? Selbstdisziplin: Spielregeln 30-sec-Karte Regelung Moderationsmaterial durch räumliche Bedingungen; Ruhepausen setzen; Verhalten des Leiters : auch mal lachen 134 Moderation von Teamsitzungen Regeln Wozu? Wie? STIMULIERENDES DISKUSSIONSVERHALTEN Beteiligung aller sicher stellen Killer-phrasen vermeiden; mehr Fragen stellen als Antworten geben; erste Regel einhalten Konferenzen nicht leiten, sondern moderieren TRANSPARENZ FRAGEN gezieltes Feedback alle Teilnehmer aktivieren Stimmungen sichtbar machen Ja-Nein-Fragen vermeiden; Ein-Punkt-/Mehr-PunktAbfragen Zufriedenheitsfragen BEWERTEN ALLE MEINUNGEN SIND WICHTIG! Meinungen sichtbar machen Konflikte verdeutlichen Schwerpunkte setzen Prioritäten setzen Ziele verdeutlichen Punkt-Abfragen Bewertungsskalen PAUSE MACHEN informelle Gespräche Ermüdung vermeiden Konzentration erhöhen Zeitplanung Stimmung beobachten in Pausen “abschalten” PROF. DR. DE MEUTER FIT FOR STUDY 135 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 MEUTER FIT FOR STUDY 136 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 MEUTER FIT FOR STUDY 137 CENTERING & EMPATHY EXERCISE EMOTIONAL HEALING HEALING RELATIONSHIPS PROF. DR. DE MEUTER FIT FOR STUDY 138 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 PROF. DR. DE MEUTER FIT FOR STUDY 139 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 MEUTER FIT FOR STUDY 140 THE SPECTRUM OF CONSCIOUSNESS RADIO WAVES SUPER ? CONSCIOUSNESS VISIBLE LIGHT EVERYDAY ‘REALITY’ CONSCIOUSNESS SUBCONSCIOUS GAMMA RAYS PROF. DR. DE MEUTER FIT FOR STUDY UNCONSCIOUS ? 141 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 PROF. DR. DE MEUTER FIT FOR STUDY 142 MINDMAP : PERSONAL TALLY • WHAT HAVE I LEARNT ? • WHAT CAN I USE ? • HOW WILL I IMPLEMENT IT ? • TEAM DISCUSSION: COMPARING TALLIES PROF. DR. DE MEUTER FIT FOR STUDY 143 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 PROF. DR. DE MEUTER FIT FOR STUDY 144 THAT’S IT ! NOW THE BALL IS IN YOUR COURT PROF. DR. DE MEUTER FIT FOR STUDY 145 IT’S TIME TO PACK & GO !! MAY THE FORCE BE ALWAYS WITH YOU !! PROF. DR. DE MEUTER FIT FOR STUDY 146
