Didactics and Methodology of Adult Education. Self-Confidence Training or How to React Correctly in Difficult Situations

Research Paper (undergraduate) , 2015 , 17 Pages

Pedagogy - Adult Education

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

Task 1:
a) “I don’t like the exercise.”
b) “Please do me a favor and join in now.”
c) “Ms. Müller, we're out of coffee.”

Task 2:
Seminar "Self-confidence training"
Target group definition
Objectives
Expectations
Form and framework
Concept
Posture of the seminar leader
Scheduling
Methodologies
Risk factors

Task 3:

Task 4:
Example blackboard
Example pin board
Example worksheet

Literature

Task 1:

Train your perception on the four-sides model by listening to different messages with “four ears”.

Write the following messages in a box and fill in the four sides with the meanings you heard.

a) In a seminar situation, a participant says to the seminar leader, “I don't like the exercise.”
b) A seminar leader says to the learning group: “Please do me a favor and join in now.”
c) A boss says to his secretary: “Ms. Müller, we're out of coffee.”

Abbildung in dieser Leseprobe nicht enthalten

Figure 1: Own illustration of the four-ear model based on Study Letter EB 0410, page 57 to 58

The four-ear model according to Schulz von Thun divides statements into four levels. A message thus contains a factual content, a self-revelation, a relationship level and an appeal. The sender speaks with four “beaks”, the receiver hears with four ears. Misunderstandings and conflicts occur as soon as the levels do not correspond. Here, the receiver may unconsciously choose a different level when decoding the received message than was intended by the sender. If a receiver has trained his hearing, it is possible for him to recognize perception, interpretation and feeling as conscious parts of the hearing process. In this context, the recipient's self-image and the external image the recipient has of the sender are crucial for decoding and interpreting which content of the message is in the foreground. One result can be that the receiver hears what he suspects, although this is the least desired statement. Thus, the receiver would just (co-)create the situation that is most likely to be undesired.¹

Abbildung in dieser Leseprobe nicht enthalten

Figure 2: Own representation of the four sides for task 1 a)

a) “I don’t like the exercise.”

In each case, there are two possible statements per level, which could be understood either individually or in combination.

b) “Please do me a favor and join in now.”

Abbildung in dieser Leseprobe nicht enthalten

Figure 3: Own representation of the four sides for task 1 b)

The relationship level can contain both sentences as a combination or each separately.

Abbildung in dieser Leseprobe nicht enthalten

Figure 4: Own representation of the four sides for task 1 c)

c) “Ms. Müller, we're out of coffee.”

The question of the relationship level could stand alone, but also before (as shown) or after the statement, or it could be omitted altogether. Thus, four combinations of the two sentences are possible.

Legend:

The four inserted graphics were created by hand in Microsoft Visio.

Blue: Factual content
Green: Self-revelation
Yellow: Relationship level
Red: Appeal

Task 2:

Please present a didactic plan on how you would conduct the seminar "Self-confidence training" with the stated learning objectives.

Describe your attitude as a seminar leader, choose a time arrangement, justify the methods you have chosen and describe what you would pay attention to during the interaction.

Seminar "Self-confidence training"

A seminar titled "self-confidence training" can be aimed at different target groups. Hence, the first step of planning is the definition of the target group.

Target group definition

Possible target groups for a "self-confidence" seminar could be, on the one hand, people with a sense of deficit in this context in a private or professional context. The former group would result in a very psychological seminar, which is why this target group is discarded here. In a professional context, the heading "self-confidence" can be associated with strength in presentations, in meetings, in small talk and assertiveness.

The target group is therefore defined as people who are looking for more self-confidence in a professional context.

Executives need to radiate self-confidence, which makes them particularly suitable as a target group. Aspiring executives or upwardly mobile high performers with the prospect of initial management tasks form an expanded possible group of customers.

Key qualifications and practice contexts for situations in which self-confidence is required thus form an initial goal and content focus.

Objectives

The primary objective of the seminar is: "More self-confidence in professional situations."

The objective is to have a particular effect on crises, stress factors and exposed situations, such as presentations in front of a large audience. An improvement of the feeling in such situations and the reduction of nervousness should indirectly affect the performance, but also improve the well-being in the profession.

Derived sub-goals are improvement of presentation skills, stress resistance, strengthening of emotional intelligence and interaction skills.

Expectations

With an objective in the professional environment, the applicability or benefit in everyday life is a core expectation of participants. The defined target group of (prospective) executives expects a pleasant learning environment free of lack of material and catering (drinks, etc.). The speaker must be at eye level with the target group and have the appropriate background².

Form and framework

Self-confidence training for professional use usually takes place indoors. An outdoor training may also have a justification with overcoming difficult challenges. Here, a more direct situational reference for executives is to be established, with which an outdoor seminar was discarded. However, a combination with a problem-solving training for creative thinking as a classic outdoor training was definitely suggested for the sale of two courses.

Therefore, the seminar "self-confidence training" will take place in a training center or a conference hotel. A large room to simulate a large audience in combination with a small number of participants of maximum twelve people seems reasonable.

Concept

In addition to the theoretical basis such as sources of self-confidence and possible insecurity, ways of self-coaching are also important for follow-up. If another follow-up seminar is sold or intended, this requires a subtle approach, as the target group can easily see through such intentions.

Identity concepts and the exploration of one's own identity with the identity-forming elements is offered in a seminar lasting several days. Practical exercises should bring about an increase in self-esteem and self-confidence. This can be done by simulating difficult situations, which are solved by the participants themselves.

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.

[...]

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¹ Von Felden, Didaktisches Handeln und Kommunikation in Lerngruppen, Seite 57 bis 60

² Here, both academic qualifications and an entrepreneur resume with obvious successes are possible.

³ Volk, Was tun wenn das leere Blatt voll werden muss?, page 105 bis 113

• College: University of Kaiserslautern
• Author: Markus Volk (Author)
• Publication Year: 2015
• Pages: 17
• Catalog Number: V1257674
• ISBN (PDF): 9783346680051
• Language: English
• Tags: didactics, methodology, adult, education, self-confidence, training, react, correctly, difficult, situations