Learn(process)facilitation

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Ming Huang, Inhaberin des China German Business Office © GAB München

Tuna und Haydar Aktas, Aktas Unternehmensberatung © GAB München

Zerknittertes Papier - Kunstmethode aus dem Projekt KunDien © GAB München

Die Mitarbeiter und Mitarbeiterinnen der GAB München © GAB München

Das GAB-Verfahren / Qualitätssicherung - Qualitätsentwicklung © GAB München

Abbildung eines Wandkalenders © JMG / pixelio.de

Publikationen der GAB München © GAB München

Gibt Anstöße für Bildungskunst © GAB München

Gute Arbeit braucht Unternehmen, die kunstvoll handeln wollen © GAB München

and what can happen when they meet? © GAB München

Designelement der GAB München © GAB München

Graswurzel QES - Gemeinsam erfolgreich ausbilden © GAB München 2014

Grafik Beziehungsqualität © GAB München 2015

Beziehungsqualität als Qualitätsdimension © GAB München 2015

Illustration Menschengruppe (gezeichnet) © GAB München 2015

Beziehungsqualität Illustration Veröffentlichungen und Semianre © GAB München 2015

Illustration Beziehungsqualität Praxiserfahrung © GAB München 2015

Von Komfort- und Panikzone in die Lernzone © GAB München 2017

Hand mit Pinsel auf Leinwand © Florian Martens 2017

Als Farbpaletten benutzte Pappteller © Florian Martens 2017

Learn(process)facilitation

Individual systematic learning

The method of learn(process)facilitation which has been developed by the GAB München is a clearly structured procedure that aims to bring working and learning together. Step by step and with a clear buildup, it includes structures and instruments that can easily be learned and adapted to fit one’s personal work and learning situation.

Learn(process)facilitation © GAB München

Capturing individual learning needs
Self-reflective and external feedback is exchanged through conversations as well as reporting on challenges and individual aims. The outcome of this conversation is an agreed set of learning needs.

Developing a learning route
Learning routs are real, complex challenges from within the work setting that ask for the personal competencies that are needed.

Making a learn agreement
The learner and the facilitator agree on a preferable route in order to take the learner towards his/her aims – because: “what use is the nicest learning route if it is not walked upon?”

Choosing task-based/ corporate processes
and preparing for learning
The aim is to enable the learner to master the complex tasks he or she has been given independently. The process facilitator will prepare this individually with the aid of the learning arrangement, investigative tasks and control points.

Facilitating learning processes
The learner is active during the whole learning process. The facilitator is required to be ‘actively passive’. Should the facilitator intervene inappropriately, they will inhibit the full potential of the learning chances. The facilitator is there to support the learner whenever it is required.

Evaluating the learning processes
During the evaluation meeting, both the learner and the facilitator look back and reflect on the learning process. In this way the experiences and newly discovered insights are highlighted and made conscious.

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