Hello all. As promised, here are a few selected practical points/questions, which, among others, were discussed at the Education 2.0 Conference in Dubai last weekend from an international, multi-disciplinary and inter-generational perspective.
I’m very grateful for the honor of having been part of the Education 2.0 Conference in Dubai these days. Getting the opportunity to discuss with so many bright and kind minds and receiving the Outstanding Leadership Award is another fantastic kind of motivation to further contribute to humane and awareness-intelligent learning and education with progressive and well-balanced multi-disciplinary, cross-cultural, and inter-generational approaches. I want to thank the organizers, the committee and jury, and all participants and supporters for this vital work in serving the successful and healthy development of human potential.
Let’s continue the discussion. How would you answer?
If learners (including learners with special conditions) do not understand how we teach, then we should make ourselves understood. Do you agree that communication is the sender’s responsibility (not the receiver’s)?
Peer-to-peer learning is about students teaching each other. Do you see how you could use this approach more at our organization?
The cell phone offers a (low-threshold) possibility to report difficult topics to address in person, if necessary. Could we use the cell phone constructively and even more in our education work? Perhaps there would be a fun way to reward more regular contact, even during absences? Perhaps we could also use apps for tele-counselling/supervision more often?
To promote creativity and the openness required for it, it is important to prevent judgments as much as possible for the time being in the process. Are we (at any time) sufficiently judgment-free to make this possible?
Often ideas and solutions are judged based on our educational and cultural background. Do we always ask “why” to be aware of this?
Example: autistic people may stand out at school/work but be “normal” at home/recreation and learn more successfully there. Do we ask this environment enough about how learning happens otherwise?
The Institute for the Future predicts that about 80 percent of technology jobs in 2030 are unknown today. So how/what needs to be learned to keep up with the reality of work? Is there still a need for school/education in its current form?
The people concerned (e.g., people with ASD) are always the real experts on their condition. Are we using their expertise enough?
Psychological services/approaches in everyday life can help clients. Should/could we promote even more mindfulness training, meditation, and similar methods?
9 zu beantwortende praktische Fragen für bessere Lernerfahrungen (Education 2.0 Conference Dubai)
Hallo zäme. Wie versprochen, hier ein paar ausgewählte, evtl. für uns relevante und praktische Punkte/Fragen, welche unter vielem anderem an der Education 2.0 Konferenz in Dubai von letztem Wochenende international, inter-disziplinär und generationsübergreifend diskutiert wurden.
Wie würdet ihr antworten?
Wenn Lernende (inkl. Lernende mit speziellen Konditionen) nicht verstehen, wie wir lehren, dann sollten wir Lehr-/Erziehungspersonen dies verständlich machen. Findet ihr auch, dass Kommunikation in der Verantwortung des Senders (und nicht in der des Empfängers) liegt?
Peer-to-Peer Lernen nutzt, dass Kinder/Jugendliche sich gegenseitig Sachen beibringen. Seht ihr Möglichkeiten, wie wir diesen Ansatz bei uns noch mehr nutzen könnten?
Das Handy bietet eine (niederschwellige) Möglichkeit, persönlich schwierig anzusprechende Themen ggf. trotzdem zu melden. Könnten wir das Handy diesbezüglich konstruktiv und noch mehr in unserer Bezugspersonen-/Arbeitscoach-Arbeit nutzen? Vielleicht gäbe es eine spielerische Art, regelmässigere Kontakte auch während Zimmerzeiten und auf Kurven zu belohnen? Eventuell könnten wir auch Apps für Tele-Beratung/Betreuung verwenden?
Um Kreativität und dazu dienliche Offenheit zu fördern ist es wichtig, Beurteilungen/Urteile vorerst im Prozess möglichst zu verhindern. Sind wir (jederzeit) tatsächlich ausreichend urteilsfrei, um dies zu ermöglichen?
Oft werden Ideen und Lösungen aufgrund unserer erzieherischen und kulturellen Prägung beurteilt. Fragen wir dabei immer nach dem «Warum», um uns dies bewusst zu machen?
Beispiel: Autisten können in der Schule/am Arbeitsplatz auffallen, zu Hause/in Freizeit jedoch «normal» sein und dort erfolgreicher lernen. Fragen wir die Eltern/das Umfeld genug, wie Lernen sonst stattfindet?
Das Institute for the Future sagt voraus, dass ca. 80 Prozent der Technologie-Jobs von 2030 heute noch nicht bekannt sind. Wie/was muss also gelernt werden, damit die Entwicklung mit der Arbeitsrealität schritthält? Braucht es Schule/Erziehung in der heutigen Form noch?
Die Betroffenen (z.B. Leute mit ASS) sind immer die eigentlichen Experten ihrer Kondition. Nutzen wir ihre Expertise ausreichend?
Psychologische Dienste/Mittel im Alltag können Klienten helfen. Sollten/könnten wir noch mehr Achtsamkeitstraining, Meditation und die Nutzung ähnlicher Methoden fördern?
Self-reflection is the adventurous process of (1) becoming aware of self-judgment and developing self-motivation, (2) finding self-reliance and applying self-leadership, and (3) using self-imagination and exerting self-control.
To become a real leader is founded on mastering self-leadership and on being at peace with oneself and the world. For being able to serve as a role model, one has to be ready to give up his or her title and position. Too dissonant can a professional identity become with the aware self.
How could one ever enjoy people who admire rather their title-based authority and social status rather than knowing about their creativity, vulnerability, and loving character in the first place?
As a life begins to readjust to a broader perception of life, jobs for the mere purpose of earning a lot of money might make the place for work with meaning at any price. One’s public and private identities begin to converge, and a deep sense of joy of living a life of awareness always reminds of the possibility to reconcile even the most difficult situations with awareness-intelligent spirituality. One might soon find his or her true passion written not only on a private note but soon also on the publicly shown service card. Social and private identifications merge, and so might roles in different situations.
Not focusing on one specific Awareness Intelligence mode only but integrating the intra-past with the inter-present and the extra-future helps to not go astray in any extreme and unhealthy direction but to reap all the benefits of living a life aware of the threefold nature of life.
Just because you are, in case, diligently and loyally working for somebody else’s dream doesn’t mean that you are right-focused fulfilling your own human potential.
First and most it is your task to be yourself.
Intend what is your source’s intuition and become who you imagine being remembered for.
How do you contribute to the collective human consciousness?
Does it add life-supporting meaning, unconditional love, and timeless kindness?
Think about personal development as a
threefold set of understanding, that includes the psychology of learning,
leadership, respectively self-leadership psychology, as well as developing a
growth and global mindset. Growth always starts with you. This short program
provides you with the knowledge, which, if you internalize and apply it, can
radically change your behavior, and consequently, the results you produce, in
your personal and professional life.
This recording contains progressive views and in-depth background information in a summarized way. Therefore, especially if you did not attend any prior program of mine, I recommend that you repeatedly listen to the following 99 ways to grow the learner and leader in you.
Human beings have an innate curiosity. The bigger the world, the bigger the field for exciting discoveries. The broader one’s awareness, the broader the grid available to navigate the human mind and cartograph the explorations. There are three entry points to universal humantime:
The mind-travel to before birth,
the travel into parallel time, and
the one to after death.
They all represent different approaches respectively different combinations of dimensions of human relations and time. Like a room may have a door, a window, and a balcony, all three openings contribute to its well-lightening. All three Awareness Intelligence pointers together ultimately lead to the most profound possible enlightenment.
Is what we teach our children mutually beneficial for other children too?
Is our teaching inclusive and useful to all humanity?
Is it timeless?
If so, these are awareness-intelligent lessons worth to be spread. Such shared insights would come from and support full human potential. Unfortunately, the propagation of obscured views is in vogue. It seems like blind people are leading blind people and nobody realizes the lack of sight. Possible, because “in the land of the blind, the one-eyed man is a king,” as the proverb goes. In any case, many do feel that there is something wrong. All the unnecessary conflicts and aggression are the awareness-blind persons’ desperate canes searching for a way out of disorientation and anticipating hurting clashes.
It’s the awareness-blind persons’ own helplessness and frustration that leads them to hatred, self-harming, and violent behavior.
Without prescribing a specific cure, it’s always possible to provide everybody in minimum a reference system to aid their orientation to find their cure themselves. If we teach humantime by means of explaining and internalizing the socio-temporal matrix, Awareness Intelligence, and therefore peace will ensue. If you want to re-produce your humanness beyond survival mode, create and enthusiastically inspire others by teaching how to consciously apply systematic thinking to activate the inner eye of awareness that is including the full scope of the socio-temporal system of human life.
According to the World Health Organization (WHO), both obesity and hunger are increasing globally. According to foodaidorganization.org, one out of seven people is not able to live a healthy active life due to famine, while one-third of food globally is wasted. More than three million children under the age of five die every year because of poor nutrition.
How unaware must we be to allow worldwide military budgets whose weekly amount is as high as the costs of eradicating world hunger for a whole year?
If we help an affluent person getting richer, we get lavishly rewarded; to help a starving child, we have to do unpaid volunteering. This is the value system as reflected by the economic, capitalist system. No human being would agree with that if she or he was aware of what’s going on.We know the facts, but there is no thought reference system in place that prevents fallbacks into forgetting due to agreeing to narrow scopes and competitive win-lose thinking. All education aiming at providing individuals, companies, and nations competitive advantages obviously teach no better than to fragment our awareness on a specific level against others and become trapped in self-protecting unwholesome thought and behavior.
Children are asked to study the substantial features of the planet earth in school, but why don’t they systematically learn how to navigate the mental landscape too? Later on, given the money, people travel and report from the beautiful places and cultural objects around the world they have learned about in school as this would be a personal achievement in itself. Have they explored the people’s souls as well? Do they come back with lasting connections and solidarity with the people they have met on their journey? Why don’t we with the same passion and effort also mentally travel the collective human soul wherever we are and bring back its perpetuating sense of higher inclusiveness that would make the world a better place? Rather than mere geography, people should also be taught something like ‘mentography,’ respectively Awareness Intelligence as the science of how to get the chance to become a healthy and health-giving human being from early on. It’s possible to understand love in any context in any part of the cosmos.
Mental travel can bring us to all humanity, to all life at all times, even just within ourselves.
Instead of teaching how to justify current political structures, which are always local, we should educate for how to become global citizens who care for all. It’s not age, but rather learned self-efficacy and imagination that would create true wisdom. Children don’t have a history. Burdening our history on them is unfair. Let’s help them to build their own future.
Teaching attitude (which is the ‘how to do’), rather than knowledge about content (that is the ‘what to do’) would empower people to evolve from consumers to creators, from passive endurers to active shapers of their life. It has been proven over and over that people cannot count on current global economic practices in preventing them from being seduced into unhealthy, addictive, and otherwise harmful transactions. An awareness-intelligent person would not support the broad and public selling of toxic substances like nicotine by exploiting people’s longing for support in leading a happy life. Again, a branch of a tree would never try to harm branches of the same tree.
Is it really possible to change education and increase people’s awareness-related intelligence? Is it like a sorcerer’s seeming folly to insist in the impossibility to make bones for a jellyfish, as Carlos Castaneda in his book “A separate reality” pictures? Yes, and no. It’s not necessary to miraculously create some physical spine. However, everyone can insist on the possibility to teach humanity the use of Awareness Intelligence as a mental spine, which will reliably stabilize immoral forms of economies and societies in its own even more effective way. Cultivate an upright posture to reflect your awareness-intelligent mental attitude. Teaching the visualization of the socio-temporal matrix could well become the source of change towards a more stable world of flourishing human beings. The more Awareness Intelligence is practiced, and the more insight gained, the more interest awakens. As a result, a virtuous circle would establish ever more seeking of inspiration, which then leads to the continual sustainment and increase of intelligent awareness.
Awareness Intelligence, by appreciating individual differences, helps everybody in individually clarifying the most fundamental values of the humanity of which they are an equal part. When speaking about values in organizations, for example, corporate values, I think the term is misleading, and values should rather be named as what they are: interests.
What other values than human values can human beings have?
It’s absurd to put price tags on life, although wages, life insurances, and VIP statuses are doing precisely that. Based on the awareness-intelligent value of humantime, listening and servicing capacities in place of marketing and sales will meet the true human needs and find new solutions for unlocking people’s suppressed desires to be kindly and cooperatively of true, not only financial, value.
The new leaders of the 21st century will inspire the next generations through their display of Awareness Intelligence.
Progress, hard work, ambition, and desires will still play a role, but these will not be spent to aggravate excesses and addictions to harmful behavior. Mating will involve more show-casing of one’s true human qualities so that every Jack will find his Jill. The world of awareness won’t be built on scarcity anymore as the mental attitude is based on the constant knowing of the existing abundance and the possibility of its sharing to meet all the needs anybody in possession of the capacity of awareness can ever have. Exchange of genuineness and authenticity will evolve in which everyone will find whom and what she or he really wants and needs. Humanity will progress in its own favor by not focusing on the preservation of current privileges, but by empowering the next generation who will ask whether you have been an awareness-intelligent hero as well.
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From our ‘80% Percent is Psychology’ session, Wednesday, January 16th, 2019. Thanks all for the great discussions!
Force causes counter-force; and transactional leadership likely results in compliance only; It is transformational leadership based on inspiration and collaboration that increases most follower’s involvement and true commitment.
It is not the acquisition of power (whether it be positional or personal), but the mindset through which it is employed which determines the nature and effectiveness of leadership.
Agile leaders are able to cope with uncertainty and complex issues. Based on self-awareness, they are willing to ask for help and transfer experiences and values to different areas of the business, which is inspiring and developing others too.
Representativeness posits that leaders need to demonstrate how they are similar to their followers and then succeed by representing the values of the group. Leaders themselves may be required to adapt to followers to ensure continued representation.
Leadership and follower diversity is an important contributor to organization’s success (DuBrin, 2016). Unfortunately, gender stereotypes still cause a preference for men in ‘power’ roles. •Acceptance of inequality doesn’t stem from a passive stance, but rather an active endorsement that allows to justify and perpetuate the status quo.
System Justification Theory (SJT) states that an underlying ideology is motivating the justification of social order in a way that contributes to the often-unconscious belief of inferiority most strongly among individuals of underprivileged groups. Although it is a myth that Western Societies are characterized by equality of opportunity, studies found that a majority’s belief in equality helps to justify a meritocratic ideology, i.e., that it is, given we all start with the same possibilities, fair that individual differences are rewarded. The motive to legitimize economic inequality is further blocking critical thinking capacities with severe consequences for the economic and psychological well-being of marginalized persons (Godfrey & Wolf, 2015).
It’s a good description for Authentic Leadership too: “Your true character is most accurately measured by how you treat those who can do ‘nothing’ for you.” – Mother Teresa
A strong organizational culture helps leadership and motivation, but it risks to become too rigid and inflexible. A leader needs to balance the inflexibility of a strong organizational culture with resistance to change from a too weak organizational culture.
the need for change
A leader is analyzing and realizing that there is an unsatisfactory situation, then creates and communicates the required sense of urgency.
Behavior change can be “coerced” but it may be ineffective for positive changes of attitudes, such as solidarity and accountability.
Unfreeze, change, refreeze
People generally don’t like to unfreeze their accustomed situation. To unfreeze and change, change agents should reassure, involve, empower, support, and celebrate change.
“Men have made millions of laws to punish crimes, and they have not established even one to reward virtue” Dragonetti (1766)
Payments are not resolving the solidarity problem in a competitive and career dominated environment. Leadership based on self-awareness (e.g., servant leadership) creates a sense of increased meaning, belonging, and promotes accountability and self-leadership.
Resistance vs. apathy
Resistance might be preferable to apathy, as resistance can highlight genuine problems in proposals, and there is an energy that serves as a source of commitment from converted followers.
(Transformational) leadership needs to be fine-tuned according to cultural contexts, such as collectivism/individualism and power distance. For example, on an individual level: low power distance fosters higher emotional commitment to transformational leadership.
Material from the session on January 9th, 2019, 19:30 – 21:00 in Tokyo (at J-Global, Yaesu)
1.Inspirational leadership is a less studied, but holistic concept that centers within the presence of a whole mind that is aware of the being and doing of the self and others.
2.As an inspirational leader who gives ideas to others, investing time and effort into self-development is vital. One can only give what’s inside of him/her.
3.The human side of leadership is fundamental for an inspirational interaction between leaders and followers.
4.The most appreciated leadership aspect is the ability to inspire. The capacity to inspire does result in high employee commitment.
5.Inspirational leaders positively influence employee characteristics, such as independent thinking and pro-activeness. These qualities not only foster innovativeness and drive business performance, but also have a positive effect on followers’ happiness at work.
6.The quest for the ‘Why,’ critical thinking, purpose, passion, and caring emotional intelligence all come from within oneself. Self-awareness and autonomy is the foundation for accessing the source of inspiration. Allow your soul to be free.
7.Authenticity is the core of inspirational leadership. Authentic behavior arises when the ‘who you are’ and the ‘what you do’ are aligned. A genuine and ethical leader differentiates between the true needs of his/her inner being as compared to the many and often conflicting demands and conditions of society.
Slides from our 80% is Psychology event, December 12th, 2018 in Tokyo.
1.It is crucial to what role models children are exposed. Babies intuitively follow the eye gaze of their mothers. Little geese adopt the first seen subject after hatching as their caregiver (so-called IMPRINTING). And imprisoned children regard the prison guards as their parents to follow.
2.Followers emulate primarily other followers, not necessarily the leader. A movement is made by courageous followers who show others how to follow too. Therefore it is essential to nurture followers.
3.To form a positive social identity (as everybody seeks to), people use self-categorization. According to SOCIAL IDENTITY THEORY, this risks leading to biased social comparison in which people tend to over-favorize one’s own group’s individuals’ positive characteristics while they stereotype and discriminate out-group members having mainly negative traits.
4.PROTOTYPICAL PERCEPTIONS cause people to think that the followers of the group they identify with can be persuaded by information, while out-group followers are mis-perceived as needing to be coerced by force.
5.Individuals who follow a leader against their own moral beliefs or good judgment may do so because they socially identify with the leader and consciously choose to follow his/her MORAL COMPASS.
6.Leaders in a mutually beneficial leader-follower relationship provide public goods to their followership. In return, followers voluntarily pay their costs to the leader in the form of prestige. When leaders gain more relative power, and their high status becomes less dependent on their willingness to pay the costs of benefitting followers, the SERVICE-FOR-PRESTIGE THEORY predicts that leader-follower relations will become more based on leaders’ ability to dominate and exploit.
7.In the phenomena of RECIPROCITY, we should differentiate whether it is about our genuine desire to return favors unconditionally based on feelings of thankfulness, or whether we get trapped into “marketing tricks” that let us act upon feelings of obligation and guilt.
8.A secureATTACHMENT STYLEhelps people trusting in lasting relationships, self-confidentially seeking out and providing social support that empowers themselves and colleagues alike. Insecurely attached people may cause stronger exclusion and exploitation of others.
9.Effective followers as fostered by TRANSFORMATIONAL LEADERSHIP are those who are not only actively involved, but those who are also critically thinking to influence decision-making and change. Conformist followers who are not challenging the status quo contribute less to innovation and business performance improvement.
10.DIVERSITY AND INCLUSIVENESS are vital also from a business perspective because better-connected networks enable more knowledge sharing that is favorable for innovation and improves business performance, which ultimately results in increased profitability.
11.REVERSE MENTORING allows any employees to assume, (informal) leadership roles. Reverse mentoring not only promotes bi-directional knowledge exchange, but it can help isolated older leaders to enter into more egalitarian relationships as well.
12.Utilizing CONSTRUCTIVE HUMOR may be an effective leadership strategy to win trust and commitment from followers as it bridges authority gaps and encourages the both-sided expression of positive emotions even when addressing difficult matters.
1.Whether in a formal position, at work or in private, our influence on others is more significant than we think. It may be your today’s courageous example that inspires somebody else even years later to do the right thing as well.
2.To be a leader means to be a continuous learner, and learners are readers.
3.While leadership theories as a relatively young science are becoming ‘smarter,’ there is also ancient and timeless leadership wisdom based on ‘kindness.’
4.Against persistent myths: Leaders are not born, they are made.
5.Do not let you blend by the ‘halo effect’ to conclude that people being good or powerful in one area might be consequently amazing in other areas too.
6.Adapt your leadership style according to the situation and development phase of the people needing direction, coaching, support, or delegation.
7.While transactional leaders make today better by rewarding good performance, transformational leaders are focused on making tomorrow better too.
8.For personal charisma, develop your emotional and social intelligence. As a visionary leader, learn how to visualize an attractive and ideal future that inspires others to follow their heart.
9.A majority of employees is disengaged. Increased participation is required to move beyond consumer behavior. Only with emotional and economic co-ownership will people assume more responsibility/accountability.
10.The administration of existing businesses often leaves little room for leadership that involves the creation of new meaning and change. Differentiate a position-based management career requiring short-term profitability goals versus a self-guided leadership desire to make a difference beyond market considerations in the long-term. You always can be a leader!
11.Always re-evaluate your beliefs in symbols and rules, don’t assume, don’t judge, and listen to people for who they truly are. That’s how you can empower yourself and others to become more free, understanding, and creative.
Whether in a few or many single sessions picked according to your interest, or be it by attending the whole certificate courses, you will learn, reflect upon, discuss and start to apply:
How to improve individual well-being, organizational performance, and social contribution for your private life and professional career
How to develop a personal (self-) leadership that combines multi-disciplinary, inter-generational, and cross-cultural knowledge better
The goals of the unique approach fostered in these meetups include lectures and discussions/group works that are intended to spark critical thinking, stimulate new ideas, and motivate for self-improvement. You’ll be inspired, encouraged, and enabled to lead your way for deeper experiences and bigger impacts.
October 10, 2018 – November 14, 2018 ‘The Psychology of Learning & Developing a Growth Mindset’ Wednesday, October 10, 2018, 19:00 – #01 1/6 The History and Philosophy of Learning (for Life) Wednesday, October 17, 2018, 19:00 – #02 2/6 Behaviorism, and Animal and Human Learning Wednesday, October 24, 2018, 19:00 – #03 3/6 Social Learning & Developing a Growth Mindset Wednesday, October 31, 2018, 19:00 – #04 4/6 Brain and Memory in Learning Wednesday, November 7, 2018, 19:00 – #05 5/6 Learning and Motivation Wednesday, November 14, 2018, 19:00 – #06 6/6 Learner Profiles and Strategies
November 21, 2018 – January 16, 2019 ‘Inspiring Others Across Cultures and (Self-)Leadership Psychology’ Wednesday, November 21, 2018 – #07 1/6 Leadership Philosophy Wednesday, November 28, 2018 – #08 2/6 Leaders and Followers & Leadership Strategies Wednesday, December 5, 2018 – #09 3/6 Personality and Leadership Styles Wednesday, December 12, 2018 – #10 4/6 Inspirational Leaders Wednesday, January 9, 2019 – #11 5/6 Leadership, (Cultural) Threats, and Change Wednesday, January 16, 2019 – #12 6/6 Leadership, Power, and Influence
January 23, 2018 – February 27, 2019 ‘Developing Human Capital, Cultural Agility, and Global Talent Management’ Wednesday, January 23, 2019 – #13 1/6 The Psychology of Talent, Competencies, and Appraisal Wednesday, January 30, 2019 – #14 2/6 Developing Human Capital: Success in Learning Wednesday, February 6, 2019 – #15 3/6 Mobility and Cultural Agility Wednesday, February 13, 2019 – #16 4/6 Global Mindset Wednesday, February 20, 2019 – #17 5/6 Global Talent Management Strategies Wednesday, February 27, 2019 – #18 6/6 Developing Cultural Empathy
Approach All the courses and sessions are presented in easy English and supported by Japanese keyword slides. The international and Japanese participants both are encouraged and helped in interacting in English as a second language. The sessions are interactive, engaging, and provide a safe environment to learn. The goal is to inspire you for increased self-efficacy, wherever the starting point. You will leave the discussion energized by meaningful knowledge and friendly contacts. Welcome and let’s learn for life!
Tickets Tickets are available for the six sessions, each 1.5 hours on Tuesday evening from 19:30 – 21:00 (door opening at 19:00) Prices include drinks and snacks – Single session: YPY 1,800 per ticket (paid at the entrance JPY 2,000) – The whole course of 6 sessions: JPY 9,000 (paid before the first session)
Certification 3 Certificates* in Personal Development for Individual Well-Being, Organizational Performance, and the Common Good across Cultures. – Certificate 1: Learning Master – Certificate 2: Master in Self-Leadership – Certificate 3: Global Mindset Mastery
If you attend each of the three certificate courses, the combined certificate is awarded: – Certificate of “Master in Learning, Self-Leadership, and Global Mindset”
All courses are based on latest research and consistently assume a cross-cultural and cooperative perspective. The courses aim to equip the participants with practical tools for personal and career success and can be tailored to your needs, on-site and through eLearning.
All the lessons are available as focused lectures or interactive workshop and are complemented with accompanying material, further readings, exercises, group works, and quizzes/tests.
I’m standing with my name for it.
Multi-Disciplinary: Combining knowledge from psychology, art, technology, and business for holistic approaches.
Cross-Cultural: Using cross-cultural competencies and agility to bridge cultural gaps for the benefit of our diverse participants.
Inter-Generational: Empowering to learn, strategize, and develop with tailored solutions according to lifespan development.
To understand the psychological and behavioural processes on which lasting learning results from experience.
In this course, participants will get input about major learning theories and get to understand of how humans do learn, process and remember information. Course participants will also consider and get examples on how practitioners can use these theories to explain behavior in cross-cultural contexts.
To provide participants an understanding of leadership from a psychological perspective, and to examine the impact of culture on leadership success.
In this course, participants will study leadership challenges from a several different psychological perspectives, gaining an understanding of more or less effective leadership styles across different cultures and contexts, and the ethical use of power and influence.
To develop an understanding of the psychological aspects around human capital development, cultural agility, and the impact and effectiveness of different global talent management strategies.
This course explores the interaction between personality, leadership types, and individual learning styles. Course participants will evaluate the psychological concept of talent and study the criteria for attracting, retaining and developing talent globally. Participants will also consider the effectiveness and fairness of global talent management strategies and their impact at individual and organizational levels.
The course ‘Developing Leadership Skills’ is a compelling summary of latest research and good practices that may well become your passport to explore new ways of effective leadership styles, increased levels of motivation, and untapped creativity.
Whether you are an HR practitioner, an aspiring or current leader, an executive coach, or a student, this logically structured course will help you in becoming personally and professionally more effective and efficient. You are offered practical tools for insight and understanding of your possible
roles in team situations,
conflict management style,
successful negotiation strategies,
better decision-making, as well as
unlocking of your innovation capacity.
The goal of this course is to make sure you will find answers to the questions that are relevant for personal growth and a thriving career. Compact, straightforward, and with numerous references to further information, the interdisciplinary, innovative, and cross-cultural knowledge and perspectives presented in the twelve short lectures will benefit your well-being and success as a dynamic leader and the common good alike.
Mathias’ transferable skills and experience are in education, business administration, advisory, risk management, and psychology and learning & development to facilitate change from a cross-cultural perspective. He has led quality and complex programs successfully working with diverse teams and collaborating interdisciplinary with stakeholders to achieve innovative solutions. Mathias has worked as a teacher, a leadership trainer, as well as a senior manager responsible for client relationships, counseling, and virtual teams around the world. Also, he’s a social entrepreneur and serving as a strategy and leadership advisor for various clients.
Cross-cultural developmental psychology
Psychology of Learning
Global Talent Management (GTM)
Leadership and Business Administration
Strategic Thinking, ICT, and Risk and Program Management
Visiting Researcher at University of Tokyo (Interfaculty Initiative in Information Studies)
Founder of the Platform Cooperativism Japan (PCJ) Consortium
Research collaboration related to the PCJ
Strategy Advisory and Project Management Services for International Technology Companies in Japan and India
Strategy and concept
Branding, Marketing, and P&R
Occasional Instructor Leadership & Organizational Development at J-Globalgroup
Conceptualization of a Learning & Development model
Event facilitator and Instructor
Senior Manager | Financial Services (Advisory) at Ernst & Young ShinNihon LLC
Global lead and coordination of IT advisory, risk, assurance, and compliance projects for Japanese and International clients in the Financial Services sector
Team leader and counselor in the International IT Risk and Assurance practice
Cross-service line and multidisciplinary team and business development
Senior Manager, Advisory Services | EMEIA Financial Services, Ernst & Young AG
Advisory Services IT Risk and Assurance Insurance Services Team Leader Switzerland
Learning champion for the national IT Advisory practice, including design and deployment of learning maps, including the coordination and delivery of training and recruitment
Design, implementation and lead of project management office services
Trainer/Lecturer at the Akademie der Treuhandkammer (academy of the Institute of Certified Accountants and Tax Consultants)
Conception and realization (train the trainer and lecturer) of the Modules “Audit” and “Professional Judgment: Process oriented audit”
Trainer for Leadership Communication at the Centre for Information and Communication of the Swiss Army (ZIKA)
Leadership communication and conﬂict management trainer for public services personnel
Communications manager of the Center for Information and Communications of the Swiss Army
High School Teacher, Rupperswil
Class tutor, all courses
Cross-cultural developmental psychology
Psychology of Learning
Global Talent Management (GTM)
Leadership, Business Administration, and Project Management
-Diploma in Psychology (MSc program University of Liverpool), 2016 – 2018
-Executive MBA in ICT Management, University of Fribourg, 2010 – 2014
-Bachelor in Information Management, IFA, 2005 – 2007
-Postgraduate Certificate in Crisis Communication, 2006 – 2006
-Bachelor in Education Science, University of Neuchâtel, Higher Pedagogical Institute, Zofingen, 1995 – 1998
There are individual, organizational, and societal human and technological approaches available today. However, there is little integration of these dimensions into a coherent mindset, educational concept, or cooperative platforms. Therefore, I’ve dedicated the last couple of years to the study of leadership, learning & development, psychology consequently from cross-culturally, multi-disciplinary, and inter-generationally cooperative perspectives. And I’ve performed intensive testing of a, as I think, new discovery of a pattern of the human mind, which I’m calling the ‘Tripod Mindset (TM).’ I have found that three logic matrix-derived socio-temporal conditions put together to a “tripod” mindset would eliminate random, imbalanced, and unconnected ways of traditional and contemporary human thinking in favor of more healthy attitudes and drive for positive human evolution.
Tripod Mindset (TM) Highlights
My background in education sciences, leadership, art, technology, and psychology have equipped me with different perspectives on individual, organizational, and socio-cultural functioning. My navigation between the philosophy of time represented by the past, present, and the future, and the intra-, inter-, and extra-personal dimensions of information and communication (technology) have led me to discover a, as far as I’m aware of, novel and lawful socio-temporal matrix in which our temporal thinking about ourselves, our relationships, and humanity consolidates.
The mapping of thousands of (scientific) resources to the matrix of aforementioned socio-temporal dimensions revealed the striking finding of three coordinates that jointly form a set of mental states that governs human psyche and thriving, which I’m going to call the “Tripod Mindset (TM).” The further study of TM as an interdisciplinary concept shall explicitly consider aspects such as the Internet as a tool for democracy and global citizenship. The time seems to be ripe for leading the way to more distributed and participative approaches including a broader range of stakeholders globally. For example, the TM can be translated into design principles, which would be informing the development of next-generation and more cooperative online platforms that integrate the intra-past, inter-present, and extra-future thought patterns necessary for progressing agile approaches and human flourishing in the virtual and physical world.
Also, the TM could be used to get a balanced view on how sustainable (from an individual and collective point of view) any kind of services and products are. Are they based on a mindset that is backward oriented, protective of the status quo, or facilitating innovation? What does each of these temporal aspects mean for the individual, the team, and the broader communities’ respectively the human context? The consistent integration of such a coherent “tripod”-stabilized mindset view will guarantee not losing sight of all that is important for true next-generation solutions.
There are many apt formulations, and rich collections of human qualities proposed to be packaged into so-called mindsets that are deemed to be favorable for individual well-being, organizational performance, or societal functioning. However, looking at worldwide suffering, competitive challenges, and societal issues, there is, apparently, still a lot missing regarding a more holistic, systematically consistent, and continuous awareness that leads to positive human behavior. Technology progress, for example, may enable positive change, but it will not be without a change in human mindset that an improved development and use of technology will occur. The Tripod Mindset (TM) has the potential to inform a new type of guiding principles in sociology/psychology, education, communication, and technology with a disruptive impact on how humanity’s collective mindset, and participative and cooperative policies and economies further develop.