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Agile-based Competence Management – Learn and evolve with change

Agile-based Competence Management – Learn and evolve with change

by Josef Wegenberger, Oliver Wegenberger | Jun 18, 2021 | Agile Leadership, International leadership development, learning effectiveness | 0 comments

Site Assessment in the context of agile management development

Authors: Josef Wegenberger, Oliver Wegenberger

Society for Business Psychology and Organizational Dynamics

Let’s put ourselves in the shoes of a company from the 1980s. TECHNIK AG is a typical large company with several thousand employees. The order situation is stable, the personnel is well qualified for the tasks through school and professional training. All leaders are “masters of their trade”, have essentially all the necessary knowledge and are thus predestined to act as “superiors” in the respective department. Personnel development is limited to training and continuing education, and even this is the exception rather than the rule. Discussions with employees are event-driven, and structured employee appraisals do not actually take place in practice. Further training events for very specific target groups are “prescribed” and centrally controlled.

In the mid-1980s, training needs are surveyed – if at all – by well thought-out training needs surveys using questionnaires sent to all managers. The human resources department evaluates these and prepares a preliminary training budget. Budget planning is then decided for the entire company; changes and budget reductions are reported back to the divisions and departments. After this, the specific training and development measures are planned and implemented by the end of the year. The remaining planned measures are postponed to the next year or are no longer current. Short-term training needs are covered by reallocations or cannot be realized.

The case study is constructed. However, it shows the cycle of two to three years from training needs assessment to implementation and evaluation.

Let’s switch to the present.

Our case study – TECHNIK AG is still operating successfully in the market. It is now divided into numerous subsidiaries and cooperates with numerous partner companies and start-ups.

The environment is VUCA

  • “Volatility” 
  • “Uncertainty”
  • “Complexity
  • “Ambiguity”

The year 2020, with the COVID pandemic, has once again reinforced the rapid pace and dynamics of changed and changing conditions.

Statements, such as “speed kills” and “the big will not eat the small, but the fast will eat the slow”[1], are no longer slogans [but] reality.

[1] Based on Eberhard von Kuenheim [*1928] Chairman of the Board of Management [1970-1993] and Chairman of the Supervisory Board [1993-1999] of BMW AG.

Agile working methods – Learn and evolve with change

Rapid and flexible cycles in target management [agreement – delegation – implementation – review / evaluation], virtual leadership, networking, etc. are changing the world of work and thus teamwork management at all levels and in all areas. TECHNIK AG has already converted performance management to quarterly cycles and coordination takes place in “daily standings”, weekly and monthly team meetings and individual discussions between leaders and team members.

Talent and competence management is still lagging behind somewhat and still opts for the more classic methods of assessing the current situation – apart from a few exceptions and “experiments” – by means of standardized appraisal interviews and assessment centers or potential analyses. However, all those responsible in the company are aware that agile talent and competence management will become a critical factor for success in the future.

“Agile and flexible approach” is sometimes confused in practice with “implementation without planning”.

Exactly the opposite is the case. Only through precise planning as well as a goal-oriented and consistent approach can the benefits of agile management be exploited.

Target management must not be a “one-time” thing at the beginning of the fiscal year”, but must be an integral part of “daily business” at all levels.

This can be applied equally to agile leadership development.

However, the application of the various, small-scale methods of competence development, such as micro-learning, learning nuggets, e-learnings, webinars, intensive coaching elements, etc., requires a continuous assessment of the current situation. This includes the competencies relevant to the requirements [personal, communicative, methodological, special, technical and management competencies].

The “call” for targeted development of competencies

is also due to the fact that the investment costs are to be used efficiently and the “return on investment” is to be made at the earliest possible point in time.

The assessment of the current situation is the basis for recommendations for further development and clear development target agreements, which – analogous to target performance management – are evaluated, for example, on a quarterly basis:

The graphic shows the control loop of agile competence management, with the starting point of the site assessment (Standortbestimmung) in the form of the agile competence evaluation. (Kompetenzentwicklung) The result of the competence target/actual comparison (Erfolgskontrolle) leads to recommendations for further development. (Feedback) These are to be converted into concrete learning objectives, which form the basis of competence development

An essential component of the Continuous Learning Process

is the monitoring of the success and effectiveness of the learning content. The methods used for this purpose include self-assessments, specific test procedures, work samples, and even [interim] examinations as part of training courses. The feedback between manager and team member is the starting point for further competence evaluation and the continuous learning process can start again.

The role of the manager and their goals in this competence development process are to be adapted to agile leadership development:

  • “Strengthen” the employees’ “strengths”.
  • “Weaken” the “weaknesses” of the employees [i.e.: raise improvement potentials and neutralize deficits].
  • Developing employees in such a way that the actual competence profile ideally matches the target competence profile
  • Increased assumption of responsibility through competence development
  • Increasing flexibility
  • Increasing quality
  • Ensuring team-relevant competencies to achieve agreed team goals

The employees’ self-responsibility for their own development gains in importance:

The role image of team members continues to develop “from employees to co-entrepreneurs“. For the area of competence development, this means increased self-responsibility for their own development and career. Continuous learning will [have to] become a matter of course for all employees.

Goals of employees in the context of their own personal development:

  • Recognize, promote and implement own talents, strengths.
  • Foundations for own career development
  • Flexibility and mobility
  • Ensuring job-relevant competencies to achieve agreed goals
  • Adaptation of job-relevant competencies and qualifications to the requirements of the task area
  • Assumption of extended responsibility, more decision-making and action powers
  • Securing and increasing standard of living
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Self-directed learning needs more than just an LMS!

Self-directed learning needs more than just an LMS!

by Marina Begic | May 20, 2021 | Impuls series, Leadership Impact, learning effectiveness | 0 comments

Impuls Series - The Future of Workplace Learning

Part 2 with Marina Begic: Digital Business Development Expert and Senior L&D Consultant

Our Digital Business Development Expert and Senior L&D Consultant Marina Begic is currently focusing intensively on “The Future of Workplace Learning”.

Fast and targeted learning, especially for leaders, is becoming increasingly important in an intensifying digital and agile world. Therefore, Marina shares her personal learnings with us. We kicked the series off with the first topic, “The Future of Workplace Learning – Digitization Boost”.

By the way: Soon we will have more on the future role of L&D experts and trusted guides in part 3!

Hey, Marina is a member of our LinkedIn expert group

If you would like to exchange thoughts and ideas about “Agile Leadership Development”, please send us a request. We are looking forward to you and your valuable impulses!

Join us now!

Self-directed learning needs more than just an LMS!

During the pandemic, we all experienced what is already possible with E-Learnings and how quickly we can switch from face-to-face to virtual training. Those who already had a learning management system (LMS) in place probably found it easier to make digital learning materials and videos available to their employees and co-workers. At the same time, the learning curve was also very sharp, as we quickly learned what possibilities digital learning solutions offer and where the limitations are.

“LMS is supposed to promote self-directed learning”-this is a phrase I hear again and again from L&D departments and leaders when asked about the purpose of the LMS. The responsibility of learning should lie with the employees themselves.

What is self-directed learning anyway?

There is no standard definition, so here is an attempt to summarize it:

Learners should take the initiative on their own accord, grasp their own learning needs and learning goals, and select and apply the appropriate learning content. The mere availability of content in an LMS based on a PDP (Personal Development Plan) is therefore not sufficient to bring forth self-directed learning. Learning is a social phenomenon that needs a holistic approach.

An LMS is well suited to provide a predefined process with the appropriate content at the right point. If you don’t have too high expectations of the LMS, it can still be a very useful tool when used correctly.

However, if you want to sustainably change the learning culture in your company and develop it further in the direction of agile learning, you should not back a large, expensive horse that may no longer be usable in a few years, but rather try out many smaller options using sprints.

70:20:10

The 70:20:10 model, which is often used in leadership development, brings us closer to the fact that we are always and everywhere learning, especially through our work (70) and from others (20). In the future, there will be an increasing blending of the three “ways” of learning, i.e. formally (10%, Education), through interaction with other people (20%, Exposure) and informally through our own experience (70%, Experience).

Learning is the Work. (Jarche, 2013) 

The education portion, i.e., the formal part of learning, will increasingly be used and accessed where it is needed. The technical requirements for this are already in place.

Adaptive Systems or Learning Experience Platforms (LXP)

This also demands systems that continuously adapt to users and their needs. Adaptive systems or learning experience platforms that deliver easily digestible knowledge nuggets independent of time and place and at the same time memorize learning preferences and suggest meaningful new learning content.

From the user’s point of view, one could have skipped the development step of the inflexible LMS and started right away with so-called experience platforms. But be careful, not every LXP is a real experience platform. Giving the user an active role in the learning process beyond clicking things through should be a minimum requirement and not a promoted further development on the market.

What can also hinder the learning process in connection with an LMS implementation are

  • A long implementation process: it is not uncommon for it to take several years from the search to the roll-out of the software. Usually, a requirements catalog is created for months with 15 different stakeholders/sponsors (who are usually not the direct target group at all).
  • The search is on for the perfect solution that meets all the technical criteria and, by chance, also provides exactly the right content for the company.
  • Work is done according to the waterfall principle instead of the agile principle, i.e. the system is not deployed until all functions run without errors.

If the target group cannot be continuously tested and adapted, there is a high risk of failure.

What can current LXP platforms provide?

  • Current LXP platforms such as eloomie, Rallyware, HLX, and StoryShare offer not only learning content, but also an integrated authoring system for creating your own e-learning, enable self-service content curation and content sharing, and thus also touch on social learning.
  • Learning platforms should offer cross-platform content as part of their standard program and suggest suitable Netflix-style content based on user behavior using artificial intelligence.
  • The Leapsome platform uses an analytics tool to continuously determine its own training needs and links daily business, tasks, goal management, and feedback. However, the option to integrate third-party content is missing here.
  • So LXP also pay attention to the active and social components of learning, experience and exposure.
  • But only 25% of U.S. companies have a learning experience platform in place, and according to the Haufe Benchmarking Study from 2020, LXP is still not very widespread – for 62% of respondents it is not even a term.

For those who don't yet have an LMS and want to promote self-directed learning, here are 9 tips for doing so:

1. use existing systems: existing intranets or communication platforms/channels may not be able to perform all LMS functions; however, they probably can do more than you think. Text, images and even videos can be easily integrated at one point or another in almost all companies these days. So first knock on IT’s door and have key users show you the functionalities of existing systems. Besides, nobody wants the 25th program – no matter how useful and interesting it is.

2. content ALWAYS before infrastructure: don’t wait for the LMS to be announced in 6 months to deliver content that is currently relevant to your employees. By then, the content may even be outdated. There is certainly a solution, e.g. intranet, social media company group, monitors in production/break halls or simply link via email/SMS to Youtube channel. It is important to bring the message as close as possible (barrier-free) to the target group.

3. Iteration before perfection: It is better to publish content in small bites, i.e. microlearnings in 3-5 minutes, in different channels on a regular basis. Work in sprints for both software/infrastructure and content production, get feedback from target audience and move on. Even if it is tempting in terms of price, rather make up shorter license periods. Content that is no longer needed in a year is then still too expensive even discounted.

4. relevance: Think well about what content to go out with first with your target audience using e-learnings. How relevant is the content to the target audience? Is it “only” legally relevant (mandatory training) or does it also solve a problem for the target group. How do I communicate to the target audience that this content is relevant? Here it pays off to devote a little more time to this, even when designing the content of the e-learning: If, for example, a standard content is purchased, one could quickly use cloud-based authoring tool to create a personalized framework with introductory words to the WHY or even a short intro video with the CEO. You can also work with the sandwich method. A mandatory content (like IT security) packed between two more exciting contents.

5. good news spreads fast: but only if enough employees know about it and can spread it. Therefore, start with content that is relevant to a larger audience. So what brings the fastest quick-win, creates the greatest impact, increases business value? It is therefore advisable, for example, to prefer Outlook training for all employees to e-learnings for C-levels.

6 Mix & Match: Even if at first glance it appears to be easier to work with a large one-stop provider that covers all functionalities and often already provides a lot of content, it is nevertheless more difficult to navigate a large ship in times of change. You will never be able to cover everything from one provider. Optimal is a mix of purchased standard content, partially or completely self-produced and professionally produced content. I always recommend starting with a few selected pieces of content rather than releasing a library with hundreds of pieces of content without any control.

7. involve the target group (empowerment): not only by means of a one-time needs assessment at the beginning, but on an ongoing basis. The production staff probably knows better than the L&D department how to improve the production line and how to present that. Have project groups produce their own content and give them tools to create and share short videos themselves with short “How to make a Microlearning” training. Call competitions, create innovation awards, provide access to video/authoring tools.

8. strategy roadmap: Even an agile learning journey needs a north star, a mission. Therefore, select partners strategically. What is the goal of the LMS implementation? Because management wants to digitize the company? Is there a strategy for it? What is to be changed as a result? In what time frame? What problems will it solve – short, medium, or long term? Does it really need an LMS for this, or maybe something else already? What goal does the digital learning content pay towards? A strategy roadmap helps with orientation. At this point, it can be helpful to bring independent external experts on board. Either just for the strategy or also for content curation and personalized production.

9 Communication first: Communication is half the battle and the key to success. Really. Period. An e-learning strategy must always be accompanied by a communication roadmap and sufficient transparent communication. But what is “sufficient”?

The following approach can provide guidance:

  • At the beginning of the project: 70% communication for 30% message.
  • In the development phase: 50% communication for 50% message
  • In the maintenance phase: 30% communication for 70% message

That sounds like a lot of work to you? It is!

But e-learning is not introduced to make things easier for the L&D department, but for everyone else ? The good news is, however, that you don’t have to do the communication work alone and actually can’t do it at all. You need trusted experts called trusted guides to do it.

More about the future role of L&D experts and trusted guides will be available shortly in the third part of my impulse series

Marina Begic

Marina Begic

Digital Business Development Expertin und Senior L&D Consultant

Marina has been working on new, effective learning methods and the future of corporate learning for over 15 years. In her current role, she is responsible for Digital Business Development at MDI, where her focus is not driven by the current buzzwords, but primarily on the feasibility of digital transformation for clients such as Erste Group, Lenzing, Semperit, Deutsche Bahn, Andritz AG, Uniqa, Mayr-Melnhof, Frequentis, RHIM. Her greatest strength is bringing loose ends together, which she impressively demonstrates time and time again with her big picture view and multi-dimensional approach. Her greatest passion is to provide learners not only with an experience, but also with real, lasting value for their real challenges.

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Successful collaboration through mentoring, attentiveness and empathy

Successful collaboration through mentoring, attentiveness and empathy

by Peter Grabuschnig | May 19, 2021 | Leadership Impact, Leadership Tips | 0 comments

Successful collaboration, whether in a virtual or real environment, is defined by several important aspects.

For example, the function of mentoring or virtual mentoring and, strongly linked to this, the key qualification of attentiveness.

Leadership E-Learning

By the way, Peter shows you in our new e-learning course successful virtual collaboration & mentoring step by step!

Let's get together!

Successful collaboration through mentoring, attentiveness and empathy

Position yourself as a mentor in the team

Most leaders, as well as employees, are unaware that part of their job is to teach others. Be it explaining the new process, training the new employee or showing the colleague the new software program. Collaboration also has a lot to do with passing on and sharing knowledge. A teammate who is unfamiliar with a topic is likely to ask the more experienced colleague for help. But often that’s not the case and she doesn’t ask because she or he may be afraid of appearing incompetent or perhaps disrupting the colleague’s work.

That’s why it’s so important to position yourself as a mentor on the team. You need to make others feel that they can turn to you if they don’t know something – that way you avoid mistakes. In turn, everyone will then have an open ear for you if you ever need something.

Because as a leader, you pay attention to many other things besides your own operational tasks. For example, one employee may be sick; another may want to talk about a possible termination; the e-mail inbox is literally exploding; the presentation for the next management meeting is also not yet ready; and then the quarterly figures are also below target. Tony Robbins always reminds me of this qoute “Where the focus goes, the energy flows.“

Prioritizing needs increased attention

Prioritizing, focusing on what is important, not getting distracted, and making clear decisions even in stressful situations are all skills that require increased attention. The greatest challenge we face in our daily work and as leaders is how to deal with attention. This means, on the one hand, to distribute our own attention carefully and disciplined and, on the other hand, to pay more attention to how we support others in directing their focus to the relevant things.

Attention depends strongly on motivation

Since attention is strongly dependent on motivation, it is first and foremost important to find out what motivates. It is easier to pay attention to things that give joy. If you want to increase your own attention span, I advise you to pay attention to what causes you to lose it. This can be obvious things like email notifications or phone calls, colleagues showing up without an appointment or the “binging noise” of a new chat message.

It’s important to always be aware of things like your mind wandering or losing focus. Having a clear head for what’s in front of you helps immensely. Just 10 minutes of mindfulness training a day can work wonders.

The “principle of rotating attention”

One way to sustainably focus one’s attention on important issues is the “principle of rotating attention” by Gerhard Mantel, a leading music educator and famous cellist. It is actually used for rehearsing difficult passages in music, but can certainly be applied to everyday leadership. Mantel describes that by looking closely at individual patterns, interesting and error-avoiding details open up to the player. Specifically, it is a matter of looking for three to five things that one would like to work on with special attention. This technique can also be used well in leadership work.

Strike a balance between focusing and de-focusing

Being attentive and resisting distractions has many benefits, but also takes a lot of our energy. It is important that we create a balance between focusing and de-focusing. Stress plays a big role here; if you have too much pressure you can’t focus well. But this also happens when you have no or too little pressure. Especially as an leader, it is important to get into balance here by, for example, allowing yourself enough breaks through meditation, a walk in the woods, or just sitting in silence for 5 minutes and letting your thoughts flow. Often it is the simple things that give us energy again.

Empathy – an attentive approach towards others

So far we have mainly talked about our own attentiveness in terms of concentration. Another important point is an attentive interaction with others, which according to business psychologist Daniel Goleman is particularly relevant for leaders. This is about the ability of empathy, i.e. understanding how other people think, empathizing with others and what other people need.

Empathy is the basis for any development of functioning relationships and is therefore relevant for convincing other people, influencing them or even generating attention. The focus is always on the other person.

We want to be seen and perceived by others

Getting attention from others is one of our basic human instincts. We want to be seen and perceived by others. The first question you should ask yourself if you want to get the attention of others is what do they get out of giving it to me? Therefore, it is important to create value for the other person, to share relevant and valuable content and to let our counterpart actively participate.

Of course, you can increase attention through activation methods such as asking questions, figurative language, storytelling, information deficits and much more, but as long as the content has no relevance and no added value for me as a participant of a meeting, I will probably wander off with my thoughts faster than the presenter would like.

Thinking exercise - How do I generate attention as a leader?

So before you start thinking about what online tools you could use and what fun games you could incorporate into the presentation, take some time to think about who your audience is and what makes them tick. What problems do they have? What challenges? What answers do they need?

Once you have an idea of this you can think of stories and metaphors, pick up examples from everyday work, etc. The mixture of the benefits of the content for your participants and the appropriate activation methods will then certainly keep them engaged.

Grounded and mindful leadership despite stressful situations

Being mindful of moments is just as relevant for a leader as it is for employees. Tuning into the here and now through meditation and thereby grounding oneself can be very helpful, especially in stressful situations, especially when important decisions are pending or the pressure is very high. It is often enough to concentrate on your own breathing for one or two minutes. Breathing consciously into the belly, for example, has been proven to reduce stress in the body. Through mindfulness, one also recognizes that some things just take their time, which can be enormously relieving for leaders and their teams. The basis of mindfulness is to perceive without judging and thus also protects against hasty decisions.

Especially for people who are very driven by their emotions or tend to overwork themselves, mindfulness training can be a wonderful method to do something good for themselves and thus further develop their leadership skills.

Peter Grabuschnig

Peter Grabuschnig

Trainer, Coach & MDI Partner

Peter Grabuschnig is a successful trainer, mindset coach and consultant. As a partner of MDI- Management Development International – he supports leaders worldwide in their development.

He has trained more than 40 nationalities in recent years and is considered an expert in training design. With his Webinar Guru Framework he has developed a tool that helps to design training content for successful and activating virtual learning.

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Digital training formats for leadership development

We help make leadership development more agile with our digital training formats:

  • E-learnings
  • e-consulting
  • Blended Learning Journeys
  • Virtual Leadership
  • virtual reality
  • digital learning transfer

– we have just the right thing for your needs!

Explore now!

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The Future of Workplace Learning – Digitization Boost

The Future of Workplace Learning – Digitization Boost

by Marina Begic | Apr 13, 2021 | Agile Leadership, eLearning, Impuls series, learning effectiveness | 0 comments

Impuls Series - The Future of Workplace Learning

Part 1 with Marina Begic: Digital Business Development Expert and Senior L&D Consultant

Our Digital Business Development Expert and Senior L&D Consultant Marina Begic is currently focusing intensively on “The Future of Workplace Learning”.

Fast and targeted learning, especially for leaders, is becoming increasingly important in an intensifying digital and agile world. Therefore, Marina shares her personal learnings with us. Let’s get started with the topic “Digitization Boost”.

By the way, we’ll soon continue with our second part: “Why you can do without Learning managment systems? (LMS)” We’re looking forward to it already!

Hey, Marina is a member of our LinkedIn expert group

If you would like to exchange thoughts and ideas about “Agile Leadership Development”, please send us a request. We are looking forward to you and your valuable impulses!

Join us now!

The Future of Workplace Learning

“friendly reminder”

Who doesn’t know this or a similar situation? The newly announced learning platform, which has been around for 2 years now, “will change the learning culture in the company in the long term, teach us innovative things and save us a lot of time”. Finally it comes out with the first two e-learnings: Fire Protection Ordinance and Compliance…

While you read the bubble text about “maintaining a safe distance from machines in production”, you can visibly see that a lot of effort has been made to maintain the corporate design and the new diversity policy, right down to the avatar named Lucy. After successfully completing the first two courses (there is no other way, since you can click around, until you find the right answer in the final quiz), the third one comes out 3 months later…

After resetting the access data of the e-learning platform (for the 7th company internal tool),

by finding the announcement mail with the link to the platform, one looks with joyful expectation and sees the only new e-learning course is on the topic of “IT security”. The deadline for completion is by the end of the quarter, so there is still enough time. We quickly close the program again. However, this time we set our favorites, so that the next time we do not have to look trough all our mails. In addition our e-mails do not become less and there is still so much to do for the upcoming presentation of a new project this week…

Three days after the end of the quarter comes the third “friendly reminder” from the supervisor, this time in red and capital letters. It tells us to complete the e-learning course “IT Security”, otherwise the quarterly commission cannot be paid on time if the learning objectives have not been achieved.

It’s hard to set priorities here, isn’t it?

The Future of Workplace Learning – Digitization Boost

Current developments

In the 21st-century-skills (P21) the following 4 skills were defined in the area of learning to be able to participate in modern working life:

  • critical thinking
  • creativity
  • collaboration
  • communication

The model has been extended, discussed and modified many times, but it is remarkable that the active and interpersonal part has always remained. Experts agree that learning alone is no longer sustainable in the 21st century.

Technical innovations have redefined teaching and learning

With the breaking down of technical barriers thanks to cloud solutions, more stable and faster internet, learning management systems (LMS) have become increasingly popular. The Corona pandemic gave the perceived need for LMSs another boost.

Face-to-face training sessions have had to be cancelled from one day to the next, and to ensure that learning doesn’t stop, numerous programs have helped to ensure that knowledge building, training and skills transfer can still take place. In other words, synchronous or asynchronous formats were put in place.

In Jane Hart’s annual international study of the “Top Tools for Learning” in over 45 countries, it can be seen that learning in the workplace does not happen only or only to a small extent via LMS.

The majority of learning does not take place via formal tools, but via informal and, in particular, via active tools, i.e. by trying things out for oneself and talking about them or sharing them!

Top Tools for Learning 2020 (Hart, 2020) 

Since the introduction of e-learnings, the decline of face-to-face training has been prophesied.

Despite many proven advantages such as cost savings, increased learning transfer, more flexible learning through location and time-independent learning, it was only the Corona pandemic that made the necessity of digital learning formats apparent to even the very last companies.

It has become clear that there will be no return to the old ways.

Two-thirds of companies are planning to move employees to remote working in the long term. It is now known that the half-life of knowledge is decreasing insanely fast and that one must continue to learn continuously in one’s working life.

A century ago, it took about 35 years to correct or replace half the knowledge an engineer learned in college. New estimates put the half-life of an engineering degree between 2.5 and five years. The basics remain, but other things evolve.

“Those who don’t evolve with the times will soon no longer be able to do their jobs.” (Jane Hart 2020)

Marina Begic

Marina Begic

Digital Business Development Expertin und Senior L&D Consultant

Marina has been working on new, effective learning methods and the future of corporate learning for over 15 years. In her current role, she is responsible for Digital Business Development at MDI, where her focus is not driven by the current buzzwords, but primarily on the feasibility of digital transformation for clients such as Erste Group, Lenzing, Semperit, Deutsche Bahn, Andritz AG, Uniqa, Mayr-Melnhof, Frequentis, RHIM. Her greatest strength is bringing loose ends together, which she impressively demonstrates time and time again with her big picture view and multi-dimensional approach. Her greatest passion is to provide learners not only with an experience, but also with real, lasting value for their real challenges.

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Digital training formats for leadership development

We help make leadership development more agile with our digital training formats:

  • E-learnings
  • e-consulting
  • Blended Learning Journeys
  • Virtual Leadership
  • virtual reality
  • digital learning transfer

– we have just the right thing for your needs!

Explore now!

What serves you next?

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How can I mix my own Resilience Cocktail as a leader?

How can I mix my own Resilience Cocktail as a leader?

by Aline Depoorter, Marilena Maris | Mar 25, 2021 | Impuls series, Leadership Impact, Leadership Tips | 0 comments

Interview about: "Why we all need our own resilience cocktail"

with Marilena Maris: economist, personnel developer and executive coach. 

Hello Marilena,

thank you so much for taking the time to answer our questions.

We are convinced that you, as an expert, can provide insightful answers!  

The increased virtual working, the constant availability, and the simultaneous coordinating of one’s own household nowadays is draining the energy resources of many people and especially those of individuals in leading positions.

So, you might assume that currently good resilience skills are more and more needed and building resilience is the key to a balanced work life.

Marilena, I know that you have been working with thousands of leaders and experts in the past year on resilience. Can I bluntly ask you if this is the next “trending” topic? 

This might even be true and honestly, it’s one of the trends I consider really useful 🙂 If we look around, we see that the past year has given us plenty of opportunities to deal with huge challenges. In these kind of moments, it is legitimate to look out for proven strategies and ideas on what to do next. Since resilience is backed both by science and experience, it’s pretty much bullet proof.

That’s why I am not surprised about the popularity of the topic. One thing I want to underline in this “hyped” conversation, though, is that resilience is not just coping with stress. Actually, resilience is the ability to deal with a critical situation in such a way that you generate success, growth and sometimes even joy. 

If resilience is so popular and bullet proof, does this also mean it’s easy to achieve? If we look around, it seems like there still are many leaders and experts struggling. 

Fair point. Theoretically, resilience is simple: it’s about how we react to a stimulus, like a challenging situation. In this reaction, there is usually a key moment, some call it even a turning point. If we get that right, it all becomes so much easier. Practically, there is a beautiful and complex combination of what we think, how we feel and how we act under pressure. And that is really really challenging, especially when you are under pressure. 

Consider that daily we make between 20.000 and 60.000 decisions, hopefully the best ones. Those decisions rely on thinking and behavioral patterns and we are mostly not even aware of that, because we work quite a lot under pressure. So challenging how we “normally” do things is not really something which comes easy to many people, for sure not on a day full of back to back meetings and the whole saga. 

So for the ones who are still struggling, how can we break down the complexity and build up resilience?

Let’s use a simple analogy. If I would give you the best cocktail in the world, how would this cocktail be? 

It depends, right? It depends on what you think about cocktails, how you want to feel when you drink them and which ingredients are there available to create them. And then it depends on  the specific situation, sometimes a fresh non alcoholic smoothie is all we need … and sometimes we go for the Tequila Sunrise. Other times we are up for experiments like designing a totally new cocktail.

Bringing back this cocktail analogy to resilience,

you can make sure that you develop your “cocktail mixing” abilities (your thoughts, feelings and the sharp understanding of what is needed in every situation). More so, you also need to make sure that all the ingredients of the cocktail are available or easy to access. The “ingredients” we need for the resilience cocktail are key factors, like emotion regulation, impulse control, smart problem solving (“causal analysis”), empathy, positive thinking and proactively going for challenges as well as our self efficacy. In real life you might observe that some of these key factors are easy for you and others aren’t. Work on the ones you find more challenging, that’s what will bring you the best results.

Now the cocktail idea sounds good. But it also sounds like a lot of work and nobody really has the time these days.

That’s true, time is not always on our side. Yet we need to invest time and energy to get outcomes. In my work, I make a deal with all the leaders I work with. They commit to 10-15 minutes a day to build up resilience and if it’s not working for a few weeks, they can stop anytime. So far, nobody stopped this deal, quite on the opposite 🙂

The principle behind is simple: building up resilience is preparing for a marathon, not for a sprint. We need good habits and we build up those habits daily, until they become “no brainers”. So just imagine that for 10 minutes daily, you would challenge something which is not doing you a favor any longer. It may be a bad habit like smoking or it may be a big fear like the fear of change. It may be the decision to make a short walk versus allowing pandemic news to ruin your mood.  The catch is simple: instead of ignoring the issue, you focus and start actively dealing with it. Daily. For as long as it takes.

And the last question: is building up resilience only depending on what we do? What about the external factors? 

Honestly yes. We will always deal with external factors, some will be more useful than others. Yet how we handle them is totally up to us. This is a provocative remark, I am aware of that.

Let’s take the most famous example, Viktor Frankl. He was one of the most brilliant minds the world can get on psychotherapy and his work started to be really incredible while he was trying to survive several concentration camps of World War II. He had to fight for his life and survive the loss of his wife and parents. And he chose to find ways to turn this horrific externally triggered challenges into a work which became a legacy. 

Viktor Frankl sums it up quite well: “Between stimulus and response there is a space. In that space is our power to chose our response. In our response lies our growth and our freedom”.

Marilena Maris

Marilena Maris

Business economist, personnel developer and executive coach

Marilena Maris has been working with leaders and experts, on-site or virtually, in over 30 countries since 2008. She passes on her knowledge in the form of workshops, key notes, international programmes, coaching and training. She is particularly concerned with productivity and sustainable performance, also known as achieving results and keeping our sanity. She is also a shareholder and partner at MDI, holds a Master of Science in Executive Coaching & Training from the University of Vienna, and a BA in Business Administration from the International University of Applied Sciences in Krems aswel as several international certifications. She loves travelling and lives both in Austria and Germany as part of a patchwork family of 5 kids.

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What serves you next?

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