Die Präsentation wird geladen. Bitte warten

Die Präsentation wird geladen. Bitte warten

PROF. DR. DE MEUTER FIT FOR STUDY 1 PROF. DR. DE MEUTER FIT FOR STUDY 2 BY WAY OF INTRODUCTION...

Ähnliche Präsentationen


Präsentation zum Thema: "PROF. DR. DE MEUTER FIT FOR STUDY 1 PROF. DR. DE MEUTER FIT FOR STUDY 2 BY WAY OF INTRODUCTION..."—  Präsentation transkript:

1

2 PROF. DR. DE MEUTER FIT FOR STUDY 1

3 PROF. DR. DE MEUTER FIT FOR STUDY 2 BY WAY OF INTRODUCTION...

4 PROF. DR. DE MEUTER FIT FOR STUDY 3 BARRIERS TO EFFECTIVE COMMUNICATION POOR LISTENING SKILLS POOR PRESENTATION OVERSIMPLIFICATION  DISTORTION

5 PROF. DR. DE MEUTER FIT FOR STUDY 4 THE ART OF LISTENING AS A MANAGER YOU WILL SPEND OVER 60% OF YOUR TIME LISTENING TO OTHERS FACT : MOST MANAGERS ARE BAD LISTENERS SO : TRAIN TO BE A GOOD LISTENER ! THE ABILITY TO LISTEN IS A VITAL SOFT SKILL

6 PROF. DR. DE MEUTER FIT FOR STUDY 5 CHARACTERISTICS OF A BAD LISTENER IMPATIENCE LACK OF FOCUS : EASILY DISTRACTED NOT OPEN TO IDEAS : PREJUDICED UNDER TENSION : EXPECTATIONS INTELLECTUAL ARROGANCE NEGATIVE BODY LANGUAGE

7 PROF. DR. DE MEUTER FIT FOR STUDY 6 CHARACTERISTICS OF A GOOD LISTENER : FOCUSSED RELAXED & PATIENT OPEN & RECEPTIVE CONSCIOUS OF HER / HIS POWER AS A LISTENER WARY OF OVERSIMPLIFICATION INTEGRAL ATTENTION

8 PROF. DR. DE MEUTER FIT FOR STUDY 7 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

9 PROF. DR. DE MEUTER FIT FOR STUDY 8 BALANCE INTELLECTUAL HUMILITY RESPECT FOR LIFE IN ALL ITS FORMS ROLE DISTANCE CONSCIOUSNESS INTELLECTUAL EMOTIONAL PHYSICAL SPIRITUAL

10 PROF. DR. DE MEUTER FIT FOR STUDY 9 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 ….

11 PROF. DR. DE MEUTER FIT FOR STUDY 10 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 !

12 PROF. DR. DE MEUTER FIT FOR STUDY 11 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 !

13 PROF. DR. DE MEUTER FIT FOR STUDY 12 PERSPECTIVE IS WORTH 50 POINTS OF IQ Nicolas Negroponte Being Digital ?

14 PROF. DR. DE MEUTER FIT FOR STUDY 13 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

15 PROF. DR. DE MEUTER FIT FOR STUDY 14 TWO FUNDAMENTAL QUESTIONS WHAT DO I EXPECT ? OF THE DEGREE COURSE OF MYSELF OF MY CAREER OF LIFE WHAT IS EXPECTED OF ME ? THE DEGREE COURSE MY CAREER MY LIFE CONGRUENCE VS GOAL CONFLICT

16 PROF. DR. DE MEUTER FIT FOR STUDY 15 MINDMAP: WHAT DO I EXPECT ? OF THE DEGREE COURSE OF MYSELF OF MY CAREER OF LIFE 15 MINUTES : ASSESSMENT 15 MINUTES GROUP DISCUSSION EXERCISE 1 ?

17 PROF. DR. DE MEUTER FIT FOR STUDY 16 NEW COMPETENCE & SKILLS PROFILE PERSONAL COMPETENCE SOCIAL COMPETENCE METHODOLOGICAL COMPETENCE MANAGERIAL COMPETENCE SPECIALIZED KNOWLEDGE SOCIAL COMPETENCE METHODOLOGICAL COMPETENCE MANAGERIAL COMPETENCE SPECIALIZED KNOWLEDGE 30% SS 70% HS 70% SS 30% HS YESTERDAYTODAY

18 PROF. DR. DE MEUTER FIT FOR STUDY 17 WHAT HARD SKILLS DO YOU NEED ? SPECIAL KNOW-HOW : BRANCH-SPECIFIC FIRM-SPECIFIC EXPERTISE PROFESSIONAL QUALIFICATIONS IN BUSINESS ADMINISTRATION ROLE / JOB-SPECIFIC KNOW-HOW IT KNOW-HOW KNOWLEDGE OF WORK TECHNIQUES MANAGERIAL EXPERTISE

19 PROF. DR. DE MEUTER FIT FOR STUDY 18 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

20 PROF. DR. DE MEUTER FIT FOR STUDY 19 MANAGERIAL ROLES & PROFILES I BRANCHENSPEZIFISCHES KNOW-HOW IIPRODUKT- & IV-TECHNOLOGIEKENNTNISSE III BETRIEBSWIRTSCHAFTLICHE KENNTNISSE IV ROLLENSPEZIFISCHE KENNTNISSE VARBEITSTECHNIKEN VI PERSÖNLICHE KOMPETENZ VII SOZIALE KOMPETENZ VIII UNTERNEHMERISCHE KOMPETENZ IX FÜHRUNGSKOMPETENZ X EMOTIONALE INTELLIGENZ XI INTRAPERSÖNLICHE INTELLIGENZ XII INTERKULTURELLE KOMPETENZ XIIIINTEGRATION VON ARBEIT UND PRIVATLEBEN XIV INDIVIDUATIONSMERKMALE

21 PROF. DR. DE MEUTER FIT FOR STUDY 20 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)

22 PROF. DR. DE MEUTER FIT FOR STUDY 21 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)

23 PROF. DR. DE MEUTER FIT FOR STUDY 22 MINDMAP: EXERCISE 2 WHAT DO I HAVE ? & WHAT DO I NEED ? 15 MINUTES : ASSESSMENT 15 MINUTES : GROUP DISCUSSION ?

24 PROF. DR. DE MEUTER FIT FOR STUDY 23 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

25 PROF. DR. DE MEUTER FIT FOR STUDY 24 MODES OF BEING-IN-THE-WORLD EIGENWELT MITWELT UMWELT MUTUAL INTERPENETRATION & INTERDEPENDENCE

26 PROF. DR. DE MEUTER FIT FOR STUDY 25 THE EIGENWELT UNDERSTANDING MYSELF CHARACTER TYPOLOGY WHOLE BRAIN PSYCHOLOGY ?

27 PROF. DR. DE MEUTER FIT FOR STUDY 26 CARL GUSTAV JUNG SWISS PSYCHIATRIST FOUNDER OF : ANALYTICAL PSYCHOLOGY PSYCHOLOGICAL TYPES COLLECTED WORKS

28 PROF. DR. DE MEUTER FIT FOR STUDY 27 INTROVERT ENERGY FLOWS INWARDS SELF-PREOCCUPIED LIKES BEING ALONE OFTEN AN ‘OUTSIDER’ DOES NOT FIT IN EASILY / SOCIALIZING OFTEN SAYS & DOES THE WRONG THING SELF INTEGRITY CREATIVITY / LATERAL THINKING VISIONARY

29 PROF. DR. DE MEUTER FIT FOR STUDY 28 EXTRAVERT LIBIDO FLOWS OUTWARDS INTERESTED IN HER/HIS SURROUNDINGS OPTIMISTIC ACTIVE DISSIPATION OF ENERGY TOO INFLUENCED BY OUTER CIRCUMSTANCES SUPERFICIALITY ADAPTABILITY SOCIABLE OUTGOING / EASY CONTACT

30 PROF. DR. DE MEUTER FIT FOR STUDY 29 CHARACTER TYPOLOGY THINKINGINTUITION SENSATION FEELING THE FOUR FUNCTIONS ACCORDING TO JUNG

31 PROF. DR. DE MEUTER FIT FOR STUDY 30 ENJOYS TACKLING PROBLEMS WITH LOGIC. IS STRONG ON ANALYSIS BUT WEAK ON IMPLEMENTING SOLUTIONS. IS A METHODICAL WORKER. IS SCEPTICAL OF PROJECTS / IDEAS UNLESS BACKED UP WITH SOUND, RATIONAL ARGUMENTS. AT WORK: GOOD WITH FACTS & FIGURES; RESEARCHING; SYSTEMS ANALYSIS; ACCOUNTING; FINANCIAL SIDE OF BUSINESS. THE THINKER

32 PROF. DR. DE MEUTER FIT FOR STUDY 31 ENJOYS HUMAN COMPANY. ASSESSES ON PERSONAL VALUES, NOT ON TECHNICAL MERIT. IS WARM & SYMPATHETIC. IS PERCEPTIVE ABOUT PEOPLE’S MOODS, FEELINGS & REACTIONS. MAY OVERLOOK BLATANT FACTS IN FAVOUR OF ‘GUT FEELINGS’. AT WORK: GOOD AT CEMENTING TEAM RELATIONSHIPS; COUNSELLING; ARBITRATING; PUBLIC RELATIONS; WILL TALK AS EASILY WITH A CLERK AS WITH AN EXECUTIVE. THE FEELER

33 PROF. DR. DE MEUTER FIT FOR STUDY 32 IS GOOD AT GETTING THINGS DONE. FEELS AT HOME WITH ROUTINE WORK. HAS A LOT OF COMMON SENSE IS PRACTICAL. WORKS HARD & IS USUALLY WELL ORGANISED. IS ENERGETIC & SINGLE-MINDED. AT WORK: GOOD AT INITIATING PROJECTS; SETTING UP DEALS; NEGOTIATING; TROUBLESHOOTING; CONVERTING IDEAS INTO ACTIONS. THE SENSOR

34 PROF. DR. DE MEUTER FIT FOR STUDY 33 ENJOYS PLAYING WITH IDEAS & THEORIES. IS GOOD AT LINKING IDEAS : SYNTHESIS HAS A CAPACITY FOR ‘OVERVIEW’ : SEEING THE WHOLE PICTURE. IS CREATIVE & HAS A STRONG IMAGINATIVE SENSE. WILL OFTEN GET HUNCHES WHICH TURN OUT CORRECT. AT WORK: GOOD AT LONG-TERM PLANNING; CREATIVE WRITING; LATERAL THINKING; BRAINSTORMING THE INTUITOR

35 PROF. DR. DE MEUTER FIT FOR STUDY 34 THE NEED FOR BALANCE AND PERSONALITY GROWTH THINKINGINTUITION SENSATIONFEELING

36 PROF. DR. DE MEUTER FIT FOR STUDY 35 EXERCISE: PERSONALITY TEST EXERCISE: MAIN FUNCTION IDENTIFICATION

37 PROF. DR. DE MEUTER FIT FOR STUDY 36 THE INEQUALITY OF MAN DIFFERENT CHARACTERS DIFFERENT TYPES OF INTELLIGENCE DIFFERENT COMMUNICATION STYLES DIFFERENT THINKING STYLES DIFFERENT LEARNING STYLES

38 PROF. DR. DE MEUTER FIT FOR STUDY 37 WHOLE BRAIN ACTIVATION ESSENTIAL FOR BALANCE INTELLECTUAL EMOTIONAL EXISTENTIAL ESSENTIAL FOR GROWTH ESSENTIAL FOR MATURITY ESSENTIAL FOR TRUE HEALTH IMPROVES PERFORMANCE HEIGHTENS QUALITY OF LIFE

39 PROF. DR. DE MEUTER FIT FOR STUDY 38 NED HERRMANN AUTHOR OF: ‘THE CREATIVE BRAIN’ & ‘THE WHOLE BRAIN BUSINESS BOOK’

40 PROF. DR. DE MEUTER FIT FOR STUDY 39 DATERESEARCHERSKEY LEARNINGS 1874JOHN HUGHLINGS-ONE OF THE TWO HALF-BRAINS IN HUMANS JACKSON, MD TAKES THE LEAD AND BECOMES THE DOMINANT HEMISPHERE 1975ROBERT ORNSTEIN, Ph.DTHE HEMISPHERE OF NORMAL HUMAN BEINGS ARE SPECIALIZED IN PREDICTABLE AND MEASURABLE WAYS 1976HENRY MINTZBERG, Ph.DHUMANS CAN BE ‘SMART AND DULL’ AT THE SAME TIME 1960ROGER SPERRY, Ph.D SPLIT BRAIN EXPERIMENTS DEMONSTRATE THAT THE LEFT AND RIGHT HEMISPHERES ARE SPECIALIZED 1970’sPAUL MACLEANTHE TRIUNE BRAIN MODEL: EVOLUTION OF REPTILIAN BRAIN, LIMBIC SYSTEM AND CEREBRUM PERSONAL LIST OF BRAIN DUALITY MILESTONES

41 PROF. DR. DE MEUTER FIT FOR STUDY 40 BRAIN PHYSIOLOGY & FUNCTIONS A B D C CORPUS CALLOSUM HIPPOCAMPAL COMMISURE

42 PROF. DR. DE MEUTER FIT FOR STUDY 41 UPPER LEFT Logical Analyser Mathematical Technical Problem Solver A Controlled Conservative Planner Organisational Administrative LOWER LEFT B UPPER RIGHT Imaginative Synthesizer Artistic Holistic Conceptualiser D Interpersonal Emotional Musical Spiritual Talker LOWER RIGHT C A B LEFT MODE D C RIGHT MODE D A CEREBRAL MODE C B LIMBIC MODE

43 PROF. DR. DE MEUTER FIT FOR STUDY 42 BALANCED THINKING / FUNCTION PROFILE OF A LARGE GROUP

44 PROF. DR. DE MEUTER FIT FOR STUDY 43 ANALYTICAL FACTS DATA TANGIBLE FEASIBILITY CRITICAL ASSESSMENT LINEAR LOGICAL CONCLUSIONS UPPER LEFT QUADRANT BIAS OF GERMAN SCHOOL SYSTEM CLASSIC DEFINITION OF INTELLIGENCE

45 PROF. DR. DE MEUTER FIT FOR STUDY 44 UPPER LEFT Logical Analyser Mathematical Technical Problem Solver A Controlled Conservative Planner Organisational Administrative LOWER LEFT B UPPER RIGHT Imaginative Synthesizer Artistic Holistic Conceptualiser D Interpersonal Emotional Musical Spiritual Talker LOWER RIGHT C A B LEFT MODE D C RIGHT MODE D A CEREBRAL MODE C B LIMBIC MODE

46 PROF. DR. DE MEUTER FIT FOR STUDY 45 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 BUSINESS SKILLS

47 PROF. DR. DE MEUTER FIT FOR STUDY 46 LEARNING STYLES REPRESENTED BY THE SPECIALIZED MODES OF THE FOUR QUADRANTS Acquiring and quantifying facts Applying analysis and logic Building cases Forming theories Organizing and structuring content Sequencing content Evaluating & testing theories Acquiring skills through practice Implementing course content Taking initiative Exploring hidden possibilities Relying on intuition & self discovery Constructing concepts Synthesizing content Listening and sharing ideas Integrating experiences with self Moving and feeling Harmonizing with the content Emotional involvement B Lower Left A Upper LeftD Upper Right C Lower Right LEARNS BY

48 PROF. DR. DE MEUTER FIT FOR STUDY 47 LEARNING STYLES REPRESENTED BY THE SPECIALIZED MODES OF THE FOUR QUADRANTS Formalized lecture & Data based content Financial/technical case discussions Text books & bibliographies Program learning & Behaviour modification Thorough planning Structure Sequential order Lectures Organizational and administrative case discussions Text books Program learning Behaviour modification Spontaneity Free flow Experiential opportunities Experimentation Playfulness Future oriented case discussions Visual displays Aesthetics Individuality Being involved Experiential opportunities Sensory movement Music People-oriented case discussions Group interaction B Lower Left D Upper Right C Lower Right LEARNERS RESPOND TO A Upper Left

49 PROF. DR. DE MEUTER FIT FOR STUDY 48 A QUADRANT B QUADRANT D QUADRANT C QUADRANT THERE CAN BE A DARK SIDE TO EACH QUADRANT

50 PROF. DR. DE MEUTER FIT FOR STUDY 49 RIGID 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

51 PROF. DR. DE MEUTER FIT FOR STUDY 50 THINKINGINTUITION SENSATIONFEELING BALANCE = HEALTH

52 PROF. DR. DE MEUTER FIT FOR STUDY 51 THE POWER OF POSITIVE THINKING TO THINK IS TO ACT CONSCIOUS & UNCONSCIOUS PROGRAMMING THOUGHT AND HEALING THE INNER SABOTEUR

53 PROF. DR. DE MEUTER FIT FOR STUDY 52 CREATIVE VISUALIZATION THE PRACTICE OF VISUALIZATION RELAXATION CONCENTRATION REGULARITY & REPETITION WILL POWER / TRUST

54 PROF. DR. DE MEUTER FIT FOR STUDY 53 EMPOWER YOURSELF RESPECT AND ACCEPT YOURSELF REALIZE YOUR OWN POWER & POTENTIAL EVERYTHING YOU NEED IS WITHIN YOU BELIEVE IN YOURSELF

55 PROF. DR. DE MEUTER FIT FOR STUDY 54 RELAXATION WHOLE BRAIN ACTIVATION & POSITIVE VISUALIZATION EXERCISE 30 MINUTES

56 PROF. DR. DE MEUTER FIT FOR STUDY 55 SATURDAY FIT FOR STUDY

57 PROF. DR. DE MEUTER FIT FOR STUDY 56 MOTIVATION FREUDTHE PLEASURE PRINCIPLE JUNGINDIVIDUATION ADLER THE WILL TO POWER FRANKL THE WILL TO MEANING MASLOW MOTIVATION PYRAMID

58 PROF. DR. DE MEUTER FIT FOR STUDY 57 MOTIVATION ACCORDING TO MASLOW FUNDAMENTAL PHYSIOLOGICAL NEEDS (SURVIVAL, HUNGER, THIRST...) SECURITY NEEDS (FINANCIAL, POLITICAL, LEGAL...) SOCIAL NEEDS (RECOGNITION, LOVE, CONTACT) STATUS NEEDS (INFLUENCE, POWER, PRIDE...) SELF REALIZATION HIERARCHY PRINCIPLE THE HIERARCHY PRINCIPLE: THE NEXT HIGHEST LEVEL IS ONLY ACTIVATED WHEN THE LEVEL BELOW IT IS SATISFIED.

59 PROF. DR. DE MEUTER FIT FOR STUDY 58 NEEDS AND THEIR SATISFACTION TYPE OF NEEDPARALLELS 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.

60 PROF. DR. DE MEUTER FIT FOR STUDY 59 NEEDS AND THEIR SATISFACTION TYPE OF NEEDPARALLELS 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.

61 PROF. DR. DE MEUTER FIT FOR STUDY 60 GOALS & INCENTIVES 1. PERSONAL GOALS AND CORPORATE GOALS HARDLY OVERLAP 2. INCENTIVES SHOULD BRING THE TWO SETS OF GOALS CLOSER TOGETHER Eigenziele Arbeitsziele 3. IDEALLY, THE CORPORATE GOALS SHOULD BE PART OF YOUR PERSONAL GOALS

62 PROF. DR. DE MEUTER FIT FOR STUDY 61 SELF REALIZATION: * NEED FOR SPIRITUAL VALUES * THE DEVELOPMENT OF YOUR OWN POTENTIAL * A PERSONAL GOAL TO WORK TOWARDS * UNDERSTAND THE MEANING OF LIFE * A FEEL FOR MYSTICISM AND INNER GUIDANCE * CREATIVITY * INDIVIDUATION * PERSONAL FREEDOM NEEDS ACCORDING TO MASLOW

63 PROF. DR. DE MEUTER FIT FOR STUDY 62 ATTAINABLE GOALS CORPORATE GOALS PERSONAL GOALS LIMITATIONS ENVIRONMENTAL CORPORATE ATTAINABLE GOALS

64 PROF. DR. DE MEUTER FIT FOR STUDY 63 GOAL-SETTING : PSYCHOLOGICAL FACTORS 1. Ein Ziel wirkt nur dann handlungsauffordernd, wenn mit ihm eine klar umrissene Vorstellung verbunden ist. 2. Ein Ziel muß positiv formuliert sein, damit es aktivierend wirkt und positive Gefühle auslöst. 3. Ein Ziel muß unter eigener Kontrolle stehen, d.h. die Zielerreichung liegt in meiner Hand, ist durch eigenständige Anstrengung erfüllbar.

65 PROF. DR. DE MEUTER FIT FOR STUDY 64 CRITERIA FOR FORMULATING GOALS * Ein Ziel muß eindeutig & konkret formuliert sein. * Ein Ziel muß anhand beobachteter Größen und/oder Verhaltensweisen überprüfbar sein. * Ein Ziel muß terminbezogen sein. Festzulegen sind entweder ein Zeitpunkt oder ein Zeitrahmen. * Ein Ziel muß durch Ober- und Untergrenzen definiert sein, damit das Leistungsniveau bestimmt wird. * Ein Ziel muß realistisch sein. Es sollte herausfordernd sein, aber keine Überforderung darstellen. Ebenso wirkt eine Unterforderung leistungsmindernd, weil sie nur einen geringen Belohnungswert hat.

66 PROF. DR. DE MEUTER FIT FOR STUDY 65 * Ein Ziel muß so formuliert sein, daß ich selbst beurteilen kann, ob ich dem Ziel nahegekommen bin oder nicht. * Ein Ziel muß widerspruchsfrei zu anderen Zielen sein. Zielkonflikte haben die Eigenschaft, die eigene Motivation und Entscheidungsfreude zu beeinträchtigen. * Ein Ziel muß in eine Rangreihe gebracht werden, damit die Zielpriorität deutlich wird. CRITERIA FOR FORMULATING GOALS

67 PROF. DR. DE MEUTER FIT FOR STUDY 66 GOALS CONFLICTS : CAUSES & SOLUTIONS * Die Zielformulierung ist zu allgemein – besser: konkrete präzise Zielformulierung * zu wenig geordnetes Zielsystem – besser: Ergänzung des Zielsystems und Prioritäten setzen * zu abstrakte Zielformulierung – besser: Zieldetaillierung und schrittweise Meßdatenerhebung * Auflösung von Zielkonflikten – Beim Aufbau eines Zielsystems müssen etwaige Zielkonflikte durch Gewichtung der Einzelziele, d.h. durch Setzen von Prioritäten aufgelöst werden.

68 PROF. DR. DE MEUTER FIT FOR STUDY 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

69 PROF. DR. DE MEUTER FIT FOR STUDY 68 COMMUNICATION : 1

70 PROF. DR. DE MEUTER FIT FOR STUDY 69 SUCCESSFUL COMMUNICATION ELEMENTS OF COMMUNICATION KNOWLEDGEPERSONALITY OF THE SPEAKER ARGUMENTQUESTIONS POSTURE CLOTHES GESTURE MIMIC GAZE BREATH MODULATION ARTICULATION CONVERSATION BODY LANGUAGE LANGUAGE ENERGY FLOW INNER ATTITUDE SUBLIMINAL INFORMATION

71 PROF. DR. DE MEUTER FIT FOR STUDY 70 ENERGY FLOW & EMPOWERING POWER PLAY & ENERGY FLOW ENERGY FLOW & COMMUNICATION DRAINING ENERGY : A NEGATIVE EXAMPLE GIVING ENERGY : A POSITIVE EXAMPLE SUBLIMINAL ENERGY & INFORMATION EXCHANGE ENERGY FLOW : THOUGHTS & EMOTIONS

72 PROF. DR. DE MEUTER FIT FOR STUDY 71 CENTERING YOURSELF ROLE THEORY REVISITED THE SILENT CENTER SEEING THROUGH THE MATRIX CENTERING YOURSELF FOCUS & ENERGY FLOW INTEGRAL COMMUNICATION

73 PROF. DR. DE MEUTER FIT FOR STUDY 72 CENTERING & COMMUNICATION FLOW EXERCISE 15 MINUTES

74 PROF. DR. DE MEUTER FIT FOR STUDY 73 A FOUR-YEAR PROJECT STUDYING AT UNIVERSITY & COMPLETING YOUR DEGREE COURSE WHAT IS A PROJECT ? THE PROJECT LEADER THE PROJECT TEAM ORGANIZING THE PROJECT

75 PROF. DR. DE MEUTER FIT FOR STUDY 74 DEFINITION: PROJECT UNIQUE TASK PROJECT TIME LIMIT COMPLEX TASK A TASK WHICH IS CHARACTERIZED BY A UNIQUE SET OF CONDITIONS E.G. * CLEAR GOALS * LIMITED TIME, MONEY & PERSONNEL * A SPECIAL ORGANIZATION & INFRASTRUCTURE ( Definition according to DIN ) VARIOUS SKILLS & RESOURCES

76 PROF. DR. DE MEUTER FIT FOR STUDY 75 IT HAS A DEFINITE STARTING POINT IT MUST BE COMPLETED WITHIN A DEFINITE TIME LIMIT IT HAS A CLEARLY FORMULATED GOAL IT REQUIRES COMPLEX PLANNING IT REQUIRES SUCCESSFUL COMMUNICATION & COOPERATION IT REQUIRES INTERDISCIPLINARY KNOW-HOW IT REQUIRES THE INTEGRATION OF CERTAIN SOFT SKILLS ITS SUCCESS IS MEASURABLE (IN UNITS OF MONEY OR TIME) IT IS HEADED BY A RESPONSIBLE PERSON (PROJECT LEADER) CHARACTERISTICS OF A PROJECT

77 PROF. DR. DE MEUTER FIT FOR STUDY 76 CRITERIA OF SUCCESSFUL PROJECT MANAGEMENT CONSTANT MONITORING CLEAR GOALS = RESULTS MOTIVATION = TEAM SPIRIT SUCCESSFUL COMMUNICATION & COOPERATION EFFECTIVE USE OF RESOURCES

78 PROF. DR. DE MEUTER FIT FOR STUDY 77 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.

79 PROF. DR. DE MEUTER FIT FOR STUDY 78 TASKS OF THE PROJECT LEADER COORDINATION : STAFF, TECHNOLOGY, RESOURCES PLANNING, TIMING & MONITORING : RESOURCES, TIMETABLE, MILESTONES CHECKING THE RESULTS : QUALITY CONTROL WORKING OUT ALTERNATIVE SOLUTIONS & STRATEGIES GUARANTEEING SMOOTH COMMUNICATION & INFORMATION FLOW HANDING IN & PRESENTING THE RESULTS

80 PROF. DR. DE MEUTER FIT FOR STUDY 79 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

81 PROF. DR. DE MEUTER FIT FOR STUDY 80 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

82 PROF. DR. DE MEUTER FIT FOR STUDY 81 THE IDEAL PROJECT LEADER GOALS CREATIVE CONCISE COMPETENT CONSISTENT COOPERATIVE CLEAR

83 PROF. DR. DE MEUTER FIT FOR STUDY 82 ___ Organisieren der Arbeit ___ Arbeiten mit DV ___ Überwachen von Plänen ___ Auslegen von Budgetplänen ___ Führen von Mitarbeitern ___ Schreiben von Programmen ___ Präsentieren von Arbeitsergebnissen ___ Krisenmanagement ___ Mitarbeiter motivieren ___ Kommunikationsfähigkeit ___ Entscheidungen treffen ___ Systemanalyse durchführen ___ Geschäftspolitik erläutern ___ Projektsteuerungstechniken einsetzen ___ Gruppe leiten ___ Programmcode lesen und analysieren ___ Durchsetzungsvermögen ___ Überzeugungskraft gegenüber Vorgesetzten ___ Organisation und Politik des Unternehmens ___ Programmiersprachen ___ Fremdsprachen ___ DV-Produkte und -Anwendungen ___ Planungsmethoden ___ Psychologie und Soziologie ___ Rechnungswesen ___ Bereitschaft anderen zu helfen ___ zusammen mit Mitarbeitern planen ___ Takt, Ausgeglichenheit ___ Bereitschaft zu delegieren ___ offen für Neuerungen und Änderungen ___ Entscheidungsfreudigkeit ___ Bereitschaft Hilfe anzunehmen ___ Vertrauen in Fähigkeiten der Mitarbeiter ETC. ETC. !!!

84 PROF. DR. DE MEUTER FIT FOR STUDY 83 RELAXATION EXERCISE SILVA MIND CONTROL BREAK

85 PROF. DR. DE MEUTER FIT FOR STUDY 84 THE PROJECT TEAM ORGANIZING THE PROJECT PROJECT MANAGEMENT CONTINUED

86 PROF. DR. DE MEUTER FIT FOR STUDY 85 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 !

87 PROF. DR. DE MEUTER FIT FOR STUDY 86 TEAM SIZE – PRO / CONTRA + WORK WITH PARTNER + MUTUAL EXCHANGE OF THOUGHTS – RIVALRY – NEED FOR EXTERNAL EXPERTISE + OPTIMAL WORK GROUP + OVERVIEW & DETAILS – SUBCRITICAL SIZE + JUDGEMENTS – DECISIONS (DEADLOCK) +/- CLEAR AIMS & METHODS

88 PROF. DR. DE MEUTER FIT FOR STUDY 87 + WORK & DECISION-MAKING GROUP + PARTICIPATION WITHOUT LOSS OF TIME + CREATIVITY – DELEGATING RESPONSIBILITY TEAM SIZE – PRO / CONTRA

89 PROF. DR. DE MEUTER FIT FOR STUDY 88 + PROBLEM-SOLVING + FINDING CREATIVE SOLUTIONS – LEARNING EFFICACITY – COMMUNICATION RECOMMENDATION: PROJECT TEAM > 7 BUILD SUB-GROUPS TEAM SIZE – PRO / CONTRA

90 PROF. DR. DE MEUTER FIT FOR STUDY 89 THE SIGNIFICANT OTHER WHAT ROLE DO THE PROFESSORS & LECTURERS PLAY ? WHAT ROLE DO MY FELLOW STUDENTS PLAY ? KEEP FOCUSSED : REMEMBER YOUR PRIORITIES ADOPT A POSITIVE ATTITUDE DON’T HURT THE FEELINGS OF OTHERS MUTUAL RESPECT TO KNOW ALL IS TO FORGIVE ALL LEARN FROM EVERY ENCOUNTER

91 PROF. DR. DE MEUTER FIT FOR STUDY 90 TOM BROWN & AND THE OLD FISHERMAN

92 PROF. DR. DE MEUTER FIT FOR STUDY 91 THE PHASE PRINCIPLE ORGANIZING THE PROJECT HOW DO I TACKLE A COMPLEX PROJECT ?   IDENTIFY YOUR GOALS   SPLIT THE TASKS   PROGRESS STEP-BY-STEP   MAINTAIN AN OVERVIEW   INTEGRATE THE SUB-TASKS = PHASE PRINCIPLE (5 CONSECUTIVE STEPS)

93 PROF. DR. DE MEUTER FIT FOR STUDY 92 EFFECTIVENESS = THE PHASE PRINCIPLE * A SYSTEMATIC METHOD   IDENTIFY PROBLEMS MORE EASILY   FIND VIABLE SOLUTIONS   IMPLEMENT THE BEST SOLUTION * TOP DOWN APPROACH   PROBLEM-SPLITTING   SOLVING OF SUB-TASKS   INTEGRATION OF RESULTS * MAINTAIN AN OVERVIEW OF   ACTIVITIES   RESOURCES   TIME MANAGEMENT * DECISION-MAKING REGARDING   UNAVOIDABLE DIFFICULTIES   DELEGATION OF RESPONSIBILITY  PRIORITIES  COORDINATION * MINIMIZING RISKS

94 PROF. DR. DE MEUTER FIT FOR STUDY 93 PLANNING & TIME MANAGEMENT IN TEN STEPS 1. STUDY THE PROJECT AND MAKE A LIST OF ALL THE ACTIVITIES. 2. CREATE REALISTIC ACTIVITY UNITS AND STRUCTURE THEM ACCORDING TO PHASES AND CONTENT. 3. IF YOU DON‘T HAVE ENOUGH EXPERIENCE, REFER TO OTHER PROJECTS AND DRAW ON THE EXPERTISE OF OTHERS.

95 PROF. DR. DE MEUTER FIT FOR STUDY 94 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.

96 PROF. DR. DE MEUTER FIT FOR STUDY 95 PLANNING & TIME MANAGEMENT IN TEN STEPS 7. ESTIMATE THE TIME & WORK YOU WILL HAVE TO INVEST INDEPENDENTLY OF ANY SCHEDULE. 8. CHECK YOUR TIME & EFFORT ESTIMATION BY :   COMPARING THE ESTIMATIONS OF OTHER EXPERTS   USING OTHER CRITERIA & METHODS   CORRECTING YOUR ESTIMATION AT REGULAR INTERVALS DURING THE PROJECT.

97 PROF. DR. DE MEUTER FIT FOR STUDY 96 PLANNING & TIME MANAGEMENT IN TEN STEPS 9. ADD BUFFERS & STILL RESERVES   IF POSSIBLE, NOT WITHIN THE SINGLE UNITS   BY INCLUDING UNEXPECTED DELAYS & EXTRA ACTIVITIES 10. CHECK OVER YOUR COMPLETED TIME PLAN  COMPARE THE TASKS WITH THE TIME DELEGATED  DECIDE ON A REALISTIC SCHEDULE: TIME & EFFORT  DECIDE ON PRIORITIES & PLAN THEM IN  SPREAD YOUR RESOURCES ACCORDINGLY

98 PROF. DR. DE MEUTER FIT FOR STUDY 97 IN A NUTSHELL 1. NO PROJECT CAN WORK WITHOUT PROJECT MANAGEMENT BETTER POOR PLANNING THAN NO PLANNING !! 2. BE SYSTEMATIC AS POSSIBLE IDENTIFY CLEAR MILESTONES CHECK YOUR PROGRESS REGULARLY 3. INVEST AS MUCH TIME AS NECESSARY IN YOUR PM BUT DON‘T BECOME ADDICTED TO IT !! 4. BE HONEST BE FLEXIBLE BE REALISTIC

99 PROF. DR. DE MEUTER FIT FOR STUDY 98 LANGUAGE LECTURES FRENCH & SPANISH I = 4 SWS = AWPF 1 & 2 FRENCH & SPANISH II = 4 SWS = AWPF 3 & 4 FRENCH & SPANISH III = 4 SWS = AWPF 5 & 6  LANGUAGE CERTIFICATE ( INTERNAL) INTERNATIONAL MARKETING BUSINESS FRENCH AND SPANISH = SWS PREPARATORY COURSES COUNTED AS AWPFs !! CAN ALSO PASS DELF / DALF ETC.

100 PROF. DR. DE MEUTER FIT FOR STUDY 99 LEARNING & TIME MANAGEMENT 1. Konzentrieren Sie sich auf Ihre Hauptaufgaben 2. Ermitteln Sie das Ablaufmuster Ihres Arbeitstages 3. Vergeben Sie täglich Prioritätsziffern für Ihre Aufgaben 4. Lassen Sie genügend Zeit für Unvorhergesehenes

101 PROF. DR. DE MEUTER FIT FOR STUDY Arbeiten Sie nach Ihrer persönlichen Leistungskurve 6. Fassen Sie gleichartige Tätigkeiten in Zeitblöcken zusammen 7. Versuchen Sie, Störungen und Unterbrechungen auszuschalten 8. Kommen Sie schnell zum Kernpunkt einer Sache LEARNING & TIME MANAGEMENT

102 PROF. DR. DE MEUTER FIT FOR STUDY 101 Zusammenhänge zwischen Lebensplan und Tagesplan Lebensplan Mehrjahrespläne Jahresplan Jahresergebnis Anpassung Quartalsergebnisse Monatsergebnisse Wochenergebnisse Tagesergebnisse Soll-Ist-Vergleich: Überprüfung der Ergebnisse (Kontrolle) Quartalspläne Monatspläne Wochenpläne Tagespläne Aufgegliedert in (Soll) ist

103 PROF. DR. DE MEUTER FIT FOR STUDY 102 Der negative Kreislauf der X-Theorie Theorie X Verantwortungsscheu und mangelnder Initiative Strenge Vorschriften und Kontrollen Passives Arbeitsverhalten daraus folgen und bestätigt das schafftdas führt zu

104 PROF. DR. DE MEUTER FIT FOR STUDY 103 Der positive Kreislauf der Y-Theorie Theorie Y Initiative und Verantwortungsbereitschaft Handlungsspielraum und Selbstkontrolle Engagement für die Arbeit daraus folgen und bestätigt das schafft das führt zu

105 PROF. DR. DE MEUTER FIT FOR STUDY 104 NEXT EXERCISE TIME MANAGEMENT PLAN OF THE FIRST SEMESTER THE FIRST TWO YEARS 30+ MINUTES ON YOUR OWN + 30 MINUTES DISCUSSION + PRESENTATION

106 PROF. DR. DE MEUTER FIT FOR STUDY 105 SEMESTER PLAN EXAMPLE FIRST SEMESTER VWL 6 SWS BWL6 SWS BUCHFÜHRUNG4 SWS ENGLISCH4 SWS ORG + ÜB: 2 SWS/14 Tg.4 SWS AWPF DATENBANK2 SWS WF HTML4 SWS ________ 30 SWS

107 PROF. DR. DE MEUTER FIT FOR STUDY 106 DIET RELAXATION SPORT SOCIAL CONTACT SUCCESS : A QUESTION OF BALANCE

108 PROF. DR. DE MEUTER FIT FOR STUDY 107 SEMESTER PLAN LECTURES =30 SWS PREPARATION & CONSOLIDATION = 30 SWS SPORT ( 3 TIMES A WEEK … ) TEAM WORK ( CERTAIN SUBJECTS ) COMMUTING ? SOCIAL CONTACTS ? RELAXATION? DIET / MEALS?

109 PROF. DR. DE MEUTER FIT FOR STUDY 108 EXERCISE TIME MANAGEMENT PLAN OF THE FIRST SEMESTER THE FIRST TWO YEARS 30+ MINUTES ON YOUR OWN + 30 MINUTES DISCUSSION & PRESENTATIONS

110 PROF. DR. DE MEUTER FIT FOR STUDY 109 SUNDAY FIT FOR STUDY

111 PROF. DR. DE MEUTER FIT FOR STUDY 110 LEARNING TECHNIQUES THE RESOURCES OF THE FH THE LIBRARY THE INTERNET THE KNOW-HOW OF PEERS THE KNOW-HOW OF THE STAFF

112 PROF. DR. DE MEUTER FIT FOR STUDY 111 THE SEMINARS ATTENDANCE THE PERSONALITY FACTOR A TWO-EDGED SWORD THE SCRIPT THE DIDACTIC ASPECT / EVALUATION THE EXAMINATION

113 PROF. DR. DE MEUTER FIT FOR STUDY 112 BLENDED QUESTIONING TECHNIQUES IF YOU ARE GOING TO ASK A QUESTION WHICH IMPLICITLY CRITICIZES OR ATTACKS WHAT SOMEONE HAS SAID, START BY OFFERING POSITIVE FEEDBACK AND FOLLOW UP WITH THE CRITICAL QUERY OR STATEMENT... BE TACTFUL ! AVOID OPEN CONFRONTATION - IT IS COUNTERPRODUCTIVE.

114 PROF. DR. DE MEUTER FIT FOR STUDY 113 FORMULATE YOUR QUESTIONS CLEARLY INSIST ON EQUALLY PRECISE ANSWERS IF YOU ARE NOT SATISFIED, TELL THE PROF ! THIS CAN ALSO BE AFTER THE LECTURE IF A LECTURER IS CHAOTIC OR UNINTELLIGIBLE, DO NOT TACKLE HIM ALONE BUT GO AS A GROUP AND CONFRONT HIM / HER. HAVE SPECIFIC POINTS TO CRITICIZE : BE PRECISE AND OFFER ALTERNATIVES IF POSSIBLE BRIDGING THE GAP

115 PROF. DR. DE MEUTER FIT FOR STUDY 114 LEARNING TECHNIQUES FLEXIBLE LEARNING STRATEGIES LEARNING ALONE LEARNING IN PAIRS LEARNING IN GROUPS EXPECTATIONS & THE TIME FACTOR GIVE & TAKE

116 PROF. DR. DE MEUTER FIT FOR STUDY 115 EFFECTIVE LEARNING : A QUESTION OF BALANCE BODY : EXERCISE / FITNESS DIET REST MIND : CONCENTRATION RELAXATION SOUL : CONTENTMENT CONFIDENCE CALM INTERPERSONAL RELATIONS

117 PROF. DR. DE MEUTER FIT FOR STUDY 116 EFFECTIVE LEARNING : THE ENVIRONMENT THE ROOM THE DESK / THE LIGHTING FRESH AIR / ROOM TEMPERATURE DEALING WITH DISTRACTIONS TIME TABLE & LEARNING BLOCKS LEARNING MIX

118 PROF. DR. DE MEUTER FIT FOR STUDY 117 EFFECTIVE LEARNING : FOCUSSING YOUR ENERGY YOU LEARN WITH YOUR WHOLE BEING, NOT JUST WITH YOUR BRAIN ! POSTURE ? SUBLIMINAL TENSION ? BREATHING ? EMOTIONAL BALANCE ? FOCUS ?

119 PROF. DR. DE MEUTER FIT FOR STUDY 118 WORKING WITH SCRIPTS & FILES BE SYSTEMATIC SUBJECT / DATE / PAGE NUMBER BE NEAT KEEP UP TO DATE REVISE MATERIAL BRIEFLY A.S.A.P. CLARIFY QUERIES / FILL GAPS A.S.A.P. MARKING SYMBOLS : USE COLOURS METHOD : RIGHT THE FIRST TIME

120 PROF. DR. DE MEUTER FIT FOR STUDY 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

121 PROF. DR. DE MEUTER FIT FOR STUDY 120 EXAMINATION PERFORMANCE LONG-TERM PLANNING (200 HRS PREP.) SYSTEMATIC PREPARATION THE PROF’S EXPECTATIONS HELP DECIDE ON PRIORITIES THE CORRECT FORMULATION ME : PSYCHOLOGICAL FACTORS READING & ANSWERING TECHNIQUES CORRELATING MARKS & EFFORT INTELLIGENT TIMING

122 PROF. DR. DE MEUTER FIT FOR STUDY 121 TEAM MOTIVATION

123 PROF. DR. DE MEUTER FIT FOR STUDY 122 COMMUNICATION BE A GOOD LISTENER NATURE HAS GIVEN HUMANS TWO EARS AND ONLY ONE TONGUE THIS IS A GENTLE HINT THAT WE SHOULD LISTEN MORE THAN WE SPEAK

124 PROF. DR. DE MEUTER FIT FOR STUDY 123 COMMUNICATION II DISCUSSIONS HAVE A CLEAR POINT TO MAKE / GOAL STEER THE DIRECTION OF THE DISCUSSION DO NOT DIGRESS CLARIFY YOUR TERMS SUMMARIZE THE MAIN POINTS BE WILLING TO LEARN FROM OTHERS

125 PROF. DR. DE MEUTER FIT FOR STUDY 124 QUESTIONS & ANSWERS QUESTION TECHNIQUES UNPRODUCTIVE QUESTIONS INFORMATION-GATHERING QUESTIONS MONITORING QUESTIONS ALTERNATIVE-SEEKING QUESTIONS SUGGESTIVE QUESTIONS RHETORICAL QUESTIONS

126 PROF. DR. DE MEUTER FIT FOR STUDY 125 UNPRODUCTIVE QUESTIONS TYPICAL UNPRODUCTIVE QUESTIONS:  “ EVERYTHING O.K. ?"  “ YOU HAVE UNDERSTOOD IT NOW, HAVEN‘T YOU ?" THESE AND SIMILAR QUESTIONS ARE USELESS BECAUSE THEY DO NOT STIMULATE COMMUNICATION OR INFORMATION FLOW.

127 PROF. DR. DE MEUTER FIT FOR STUDY 126 THE FOLLOWING QUESTIONING TECHNIQUES ARE EFFECTIVE: 1. GET PEOPLE TO REPEAT WHAT HAS BEEN DISCUSSED 2. ASK DETAILED QUESTIONS ABOUT SPECIFIC POINTS 3. GET PEOPLE TO SUMMARIZE THE MAJOR POINTS 4. ASK PEOPLE HOW THEY WOULD PROCEED FROM THIS POINT... THESE QUESTIONING TECHNIQUES ARE EFFECTIVE BECAUSE THEY CHECK IF THE PROCESS OF COMMUNICATION HAS SUCCEEDED PRODUCTIVE QUESTIONS

128 PROF. DR. DE MEUTER FIT FOR STUDY 127 WHAT HAPPENS WHEN YOU PUSH THE F5 KEY ? THIS IS A SO-CALLED ‘W-QUESTION‘ WHICH ? WHAT ? WHEN ? WHY ? IT IS AN OPEN QUESTION IT INITIATES A DIALOGUE IT IS VERY SPECIFIC IT IS NEUTRAL THE INFORMATION-GATHERING QUESTION (1)

129 PROF. DR. DE MEUTER FIT FOR STUDY 128 WHAT EXACTLY IS YOUR PROBLEM ? MY MOUSE IS SQUEAKING AND IS DIRTYING MY DESK....INFORMATION-GATHERING QUESTIONS OFTEN LEAD TO MONITORING QUESTIONS. THE INFORMATION-GATHERING QUESTION (2)

130 PROF. DR. DE MEUTER FIT FOR STUDY 129 MONITORING QUESTIONS YOUR MOUSE HAS FALLEN INTO YOUR COFFEE ? THAT‘S RIGHT! THE MONITORING QUESTION IS USUALLY ANSWERED WITH A SIMPLE YES OR NO, BUT IS NEEDED TO CLARIFY ISSUES AND TO TRIGGER OFF FURTHER DISCUSSION

131 PROF. DR. DE MEUTER FIT FOR STUDY 130 THE ALTERNATIVE QUESTION DID YOU PRESS THE RIGHT OR THE LEFT MOUSE KEY ? BOTH ! THIS KIND OF QUESTION GETS PEOPLE TO SUPPLY SPECIFIC ANSWERS AND IS OFTEN USED WHEN PROBLEM- SOLVING & TROUBLE-SHOOTING

132 PROF. DR. DE MEUTER FIT FOR STUDY 131 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

133 PROF. DR. DE MEUTER FIT FOR STUDY 132 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 !

134 PROF. DR. DE MEUTER FIT FOR STUDY 133 INFORMATION GAIN EFFECTIVENESS AID TO DECISION-MAKING INFORMATION / EFFECT MATRIX ALTERNATIVE QUESTION MONITORING QUESTION SUGGESTIVE QUESTION RHETORICAL QUESTION INFORMATION-GATHERING QUESTION

135 PROF. DR. DE MEUTER FIT FOR STUDY 134 Moderation von Teamsitzungen Regeln Wozu?Wie? FASSE DICH KURZ!Verhinderung von MonologenSelbstdisziplin: 30-sek-Regelalle Teilnehmer aktivierenSpielregeln 30-sec-Karte Regelung Bildhafte Darstellung von Meinungen, Standpunkten.Moderationsmaterial VISUALISIEREN optische und akustische Aufnahme unterstützen; Aussagen zu sortieren. normale Arbeitssituationdurch 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

136 PROF. DR. DE MEUTER FIT FOR STUDY 135 Moderation von Teamsitzungen RegelnWozu?Wie? STIMULIERENDESBeteiligung aller sicher stellen Killer-phrasen vermeiden; DISKUSSIONS-mehr Fragen stellen VERHALTEN als Antworten geben; erste Regel einhalten Konferenzen nicht leiten, sondern moderieren TRANSPARENZ -gezieltes FeedbackJa-Nein-Fragen vermeiden; FRAGENalle Teilnehmer aktivieren Ein-Punkt-/Mehr-Punkt- Stimmungen sichtbar machenAbfragen Zufriedenheitsfragen BEWERTEN -Meinungen sichtbar machen Punkt-Abfragen ALLE MEINUNGENKonflikte verdeutlichen Bewertungsskalen SIND WICHTIG!Schwerpunkte setzen Prioritäten setzen Ziele verdeutlichen PAUSEinformelle GesprächeZeitplanung MACHENErmüdung vermeidenStimmung beobachten Konzentration erhöhen in Pausen “abschalten”

137 PROF. DR. DE MEUTER FIT FOR STUDY 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

138 PROF. DR. DE MEUTER FIT FOR STUDY 137 ME & THEM MANIPULATION & PSYCHOGAMES ACT, DON’T REACT TALKING ABOUT OTHERS: YOU REAP WHAT YOU SOW BASIC ATTITUDE : BE RESPECTFUL & CONSIDERATE DIE EIGENE WICHTIGKEIT VERLIEREN

139 PROF. DR. DE MEUTER FIT FOR STUDY 138 CENTERING & EMPATHY EXERCISE EMOTIONAL HEALING HEALING RELATIONSHIPS

140 PROF. DR. DE MEUTER FIT FOR STUDY 139 THE CHALLENGE ASSUME RESPONSIBILITY FOR YOUR LIFE THE PAST THE PRESENT THE FUTURE DETERMINE YOUR PERSONAL REALITY EMPOWER YOURSELF BE AWARE OF CONNECTEDNESS THE WEB OF LIFE

141 PROF. DR. DE MEUTER FIT FOR STUDY 140 FIT FOR LIFE  AWARENESS OF GLOBAL DEVELOPMENTS  LINKING THIS INFORMATION : SYNTHESIS  UNDERSTANDING THE CHALLENGES  AWARENESS OF GAPS & BLIND SPOTS  APPLYING THIS KNOWLEDGE

142 PROF. DR. DE MEUTER FIT FOR STUDY 141 THE SPECTRUM OF CONSCIOUSNESS RADIO WAVES VISIBLE LIGHT GAMMA RAYS SUPER CONSCIOUSNESS EVERYDAY CONSCIOUSNESS SUBCONSCIOUS UNCONSCIOUS ? ‘REALITY’ ?

143 PROF. DR. DE MEUTER FIT FOR STUDY 142 HOW DO I BREAK OUT OF THE MATRIX ? = WHAT IS REALITY ? WHAT IS MAN ? = WHAT IS THE MEANING OF LIFE ? HOW DO I ORIENTATE MYSELF ? = AN ABSOLUTELY VALID VALUE SYSTEM FIT FOR LIFE

144 PROF. DR. DE MEUTER FIT FOR STUDY 143 MINDMAP : PERSONAL TALLY WHAT HAVE I LEARNT ? WHAT CAN I USE ? HOW WILL I IMPLEMENT IT ? TEAM DISCUSSION: COMPARING TALLIES

145 PROF. DR. DE MEUTER FIT FOR STUDY 144 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

146 PROF. DR. DE MEUTER FIT FOR STUDY 145 THAT’S IT ! NOW THE BALL IS IN YOUR COURT

147 PROF. DR. DE MEUTER FIT FOR STUDY 146 IT’S TIME TO PACK & GO !! MAY THE FORCE BE ALWAYS WITH YOU !!


Herunterladen ppt "PROF. DR. DE MEUTER FIT FOR STUDY 1 PROF. DR. DE MEUTER FIT FOR STUDY 2 BY WAY OF INTRODUCTION..."

Ähnliche Präsentationen


Google-Anzeigen