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Here writes for you:

hanna-hard elandHanna Hardeland is a trained teacher. As a learning coach, coach and trainer, she runs her own institute and is a sought-after expert on the subject of learning coaching and learning counseling throughout Germany. She is certified as a career advisor and learning coach by the Christian-Albrechts-Universität Kiel. She is also a lecturer at the Hanover University of Applied Sciences (Faculty V). Hardeland has developed a systematic training course for learning coaches in Germany. Here she trains pedagogical staff such as teachers and social workers to become learning coaches and learning advisors so that they can effectively and practically expand and develop their own (learning) coaching skills. More information at

Train resilience: learn self-efficacy and reflection

Self-confidence, self-efficacy and reflectivity and self-responsibility are elementary components of learning. The learner experiences that he can control his actions and control them (positively).

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Self-efficacy requires responsibility

The experience of being able to change and make a difference is fundamental to a person's well-being. Adequate assumption of responsibility can thus sustainably strengthen the target action.

Learning coaching focuses on the student's resources, success, success, progress, abilities, and strengths. 1 This leads the learner to gain confidence in his own strengths and abilities. The learner is increasingly to be perceived as capable of acting and to experience the tasks he has set himself as a solution.

Be responsible for your own actions

On the whole, it can be said that learningcoaching promotes the empowerment of learners. It is essential that the learner develops an awareness that he is responsible for his actions and should be able to take responsibility for himself.

In learning coaching, the learner decides independently (albeit with the support of the learning coach) which goals he wants to achieve. A student gave me the following positive conclusion at the end of the learning coaching: “Through the learning coaching I realized what I can do!”

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Scaling through praise and compliments

In learning coaching practice, small first steps of change are targeted (e.g. through scaling questions) and when they are achieved are rated as learning successes.

The learner is strengthened, for example, through praise and compliments. Finally, the learner sets goals and develops solution strategies. The learner receives z. B. in the context of the mini-lecture theoretical knowledge about his learning and thereby become an expert in himself.

Reflect correctly - but how?

Learning coaching also strengthens the learner's ability to reflect: learning coaching offers learners the opportunity to actively engage with their learning. In addition to the learning product, the focus is primarily on the reflection of the learning process. The learning process becomes more transparent and thus more aware of the learner.

In many cases, learners have a “certain aversion to writing, so there are written self-reflections, e.g. B. in learning diaries or in portfolio work sometimes “rather poor”.

Reflect with learning books

The conversation in the learning coaching offers the opportunity for dialogue, while in learning-books only the perspective of the learner is presented.

In addition, many learners already have in mind when writing their descriptions (e.g. when doing portfolio work) that a teacher or their parents will take a look.

Focus your own abilities

Through the reflection in the learning coaching the procedure, the behaviors and own abilities are brought into the focus and from different perspectives illuminated.

The learner can thus better understand his own actions, develop alternativeCourses of action and even include the view of the learning coach as an external perception.

Dealing with your own behavior

It is essential that an analysis of one's own behavior takes place, whereby the focus is also directed at the strengths. Finally, consequences for the future action are drawn: the sole observation of behavior remains unresolved, unless there are reflexion processes which in turn trigger regulation behavior.

In the practical learning coaching work, the learner should be encouraged to think. In a successful conversation, the learning coach asks questions for which there is no clear answer; rather, a thinking process is initiated.

Books on the topic

2 responses to “Training resilience: learning to be effective and reflect”

  1. Erika D, says:

    I really think you could look at this topic from other perspectives - where can you make suggestions for your own text contributions on your blog? +

  2. Reiner P. says:

    The headline is a contradiction in terms - you should learn for yourself, not for the job market!

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