Lifelong learning for the job market: purposefulness and motivation

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My experience has shown that the individual learning coaching sessions are to be viewed as a process, since each one is driven by thought, which also inspires further reflection and reflection beyond the actual session. Lifelong learning for the labor market: purposefulness and motivation Lifelong learning for the labor market: determination and motivation

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Here writes for you:

Hanna Hardeland hanna-hardelandHanna Hardeland is a teacher. As a learning coaching, coach and trainer, she runs her own institute.


From the author:

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Fundamentals about learning

Therefore, I would like to clarify once again that fundamentally different ideas of the objectives of learning coaching exist.

In detail, the acquisition of competences of the learner can be subdivided by learning coaching into the areas of specialist, personnel, methodological and social-communicative competence.

The objectives of learning coaching

Learning coaching can pursue very different goals - such as:

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  • the learning competency of the learner,
  • to optimize learning-specific actions,
  • leverage and leverage the existing skills, resources and potential of the learner as well as
  • to strengthen the autonomy / responsibility of the learner for himself and his actions.

These objectives overview is based on my experiences from the practical learning coaching work - they therefore have a high level of evidence.

Linked competence promotion

At this point, it should be pointed out that learning coaching does not encourage the learners to increase their competences as rigidly and separately from each other, as shown here, but in this case a co-operation, ie a combined promotion of competence, takes place.

More concretely: If the coaching ability of the learner is promoted by learning coaching, at the same time a promotion of the self-perception and the reflectivity takes place, since the learner, while he articulates his health on demand of the learning coach, also looks after his body reactions, his thoughts and his actions as well reflected. This is a very important aspect in the area of ​​competence development through learning coaching.

Thinking as homework

According to this, the learning coach often can not and does not want to hear any direct answers or statements from the learner, but it is increasingly stimulated reflection in the time between the respective learning coaching appointments.

Learning coaching uses different types of questions such as constructive W-questions or circular questions. Furthermore, home or self-observation tasks offer the possibility to promote the self-reflection of the learner between the individual learning coaching appointments.

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How can you learn best?

For example, a trainee came to me for the second learning coaching session and said:

"I thought again about your question, where and when I can actually concentrate well. Something occurred to me: If my colleague explains something to me at work, she tells me to listen well, she explains it to me in detail, but only once. I know that she trusts me a lot, but she also expects a lot from me. I want to prove to her that I can do it. That's why I'm always really focused. "

Promote purposefulness and motivation

Learning coaching helps to promote the learner's purposefulness and motivation. The learner plans his actions and his own course of action himself and sets himself the most motivating and achievable goals.

These choices, ie the autonomy that is transmitted to him, usually lead to the motivation of the learner being encouraged. Learning coaching can have a very positive effect on the motivation of the learner, as learners often feel that they are specifically supported.

Autonomy promotes motivation

An example from my learning coaching practice: At the end of a learning coaching session, I suggested to a previously very unmotivated student, to plan our next appointment only after the school holidays, as they could then apply the measures discussed in the learning coaching purposefully in everyday school life.

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Then she said to me, "No, if it suits you, I would like to come to you next week, at the beginning of the holiday. Then we can discuss how I can learn during the holidays! "

Divide the path into manageable sections

Frequently, the learner will find his way to the desired learning goal long, confusing and (therefore) demotivating. In the practical learning coaching work, the path is subdivided into manageable sections, so that even small steps and minimal success are apparent.

It addresses situations in which the learner has already achieved small differences, successes or changes, eg. For example, search for exceptions using the method. By clearly formulating the objective, the learner knows which goal he wants to achieve.

Gain clarity about your own goals

The joint planning of the action strategy contributes to the learner gaining clarity about what he or she wants to do to achieve his or her goal.

In learning coaching, a student commented to me in the following way: "Why did not I come by myself to learn this way in the future? I could have come up with that myself! "

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  1. Jens

    I have now read the first two parts of learning for the labor market - do not you think that everyone should practice life-long learning, even from an instrinsic motivation?

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