Communication on different levels (incl. the four ears model) is dealt with and a seminar planning for an exemplary self-confidence training is carried out.
Possible target groups and their differences and requirements are discussed.
Didactic design and organizational pedagogy will be related. The use of media in connection with different action situations and action patterns are discussed.
Another task deals with self-confidence training. Here, one learns how to react to crises, stress factors and exposed situations in the best possible way.
The last two tasks explain the concept of organizational pedagogy, didactic design and show how to apply this knowledge in typical action situations.
Table of Contents
1. Task 1:
1.1 a) “I don’t like the exercise.”
1.2 b) “Please do me a favor and join in now.”
1.3 c) “Ms. Müller, we're out of coffee.”
2. Task 2:
2.1 Seminar "Self-confidence training"
2.1.1 Target group definition
2.1.2 Objectives
2.1.3 Expectations
2.1.4 Form and framework
2.1.5 Concept
2.1.6 Posture of the seminar leader
2.1.7 Scheduling
2.1.8 Methodologies
2.1.9 Risk factors
3. Task 3:
4. Task 4:
4.1 Example blackboard
4.2 Example pin board
4.3 Example worksheet
Objectives & Topics
This work aims to provide a practical guide for conducting professional "Self-confidence training" seminars and to explore theoretical pedagogical concepts regarding didactic design and the use of educational media.
- Application of the "four-sides model" for communication analysis.
- Development of didactic plans for professional target groups.
- Organizational pedagogy and the concept of "didactic design".
- Methodological analysis of teaching media (blackboard, pin board, worksheets).
- Handling social dynamics and risk factors in seminar environments.
Excerpt from the Book
Posture of the seminar leader
The posture and movement-based body language must be firm, strong and confident. In addition, it is necessary that this is also experienced by the audience. Under no circumstances should the thought arise that the seminar leader himself needs development in this area, and is therefore possibly not competent to guide one's own development. An "aura of success" may also be helpful, but it must not be perceived as arrogant and overbearing. This is a balancing act that must be performed differently in different groups, according to the target group.3 Here, the leadership must build up participants and avoid psychological traps that have a demotivating and unsettling effect. Basic psychological knowledge is therefore required.
Summary of Chapters
Task 1: Analyzes communicative misunderstandings by applying Schulz von Thun's four-sides model to various workplace and seminar scenarios.
Task 2: Outlines the didactic planning for a "self-confidence training" seminar, including target group definitions, time management, and the required professional posture of the instructor.
Task 3: Explores "didactic design" within organizational pedagogy, examining how learning environments and organizational frameworks influence learning success.
Task 4: Evaluates the functionality of common pedagogical media like the blackboard, pin board, and worksheets as tools for structuring action situations in teaching.
Keywords
Didactic design, organizational pedagogy, self-confidence training, communication models, four-sides model, seminar management, learning environments, pedagogical media, participant motivation, group dynamics, instructor posture, action patterns, adult education, teaching methodology, professional development.
Frequently Asked Questions
What is the core focus of this publication?
The work provides a practical and theoretical foundation for planning and leading professional training seminars, specifically focusing on self-confidence development and effective communication methods.
Which theoretical concept is used to analyze communication in Task 1?
Task 1 utilizes the "four-sides model" (Vier-Seiten-Modell) developed by Schulz von Thun to dissect messages into factual, self-revelation, relationship, and appeal levels.
What is the primary goal of the proposed seminar?
The main objective is to increase professional self-confidence, specifically for executives or high performers, helping them manage stress and maintain performance in challenging professional situations.
What didactic methods are recommended for the training?
The author recommends a mix of lectures, group work, and role-playing games to simulate authentic professional scenarios while allowing for individual and group coaching feedback.
What is the role of media like the blackboard in this context?
Media serve as physical carriers for information; they are used for the step-by-step development of facts, idea collection, and as a tool for the moderator to influence group dynamics.
Which specific target groups are mentioned for the self-confidence seminar?
The target group consists primarily of executives or upwardly mobile high performers who wish to strengthen their assertiveness, presentation skills, and confidence in professional environments.
How does the author define the relationship between didactic action and organizational pedagogy?
The author argues that didactic design is a key concept of organizational pedagogy, as it bridges the gap between organizational planning (when/where an event happens) and actual didactic teaching actions.
Why is the "posture" of the seminar leader considered a critical success factor?
The seminar leader must project confidence to ensure credibility, as any perceived lack of competence can demotivate participants and lead to a loss of authority or trust within the learning group.
- Arbeit zitieren
- Markus Volk (Autor:in), 2015, Didactics and Methodology of Adult Education. Self-Confidence Training or How to React Correctly in Difficult Situations, München, GRIN Verlag, https://www.grin.com/document/1257674
