Today, the term training is used in various
areas where skills, capabilities and knowledge are conveyed in a
targeted way. The trainer of a soccer club trains his soccer team.
The trainer engaged by a department store group practises sales
strategies with sales assistants or marketing strategies with
executives. Training can thus be simply understood as practising
which may relate to everything people can practise together. There
are thus no legal regulations and limitations who is permitted to
bear the title trainer and in which technical context.
In its tradition, training follows the theoretical principles and methods of group-dynamical training. In the latter, a group examines in its specific laboratory situation the laws of their group development, accompanied by a professional group-dynamics trainer. The members of the group experiences themselves their own personal influence on the development of the group and the influence of the group on themselves. This results in intensive learning processes which above all relate to their individual development and their social skills. In SD training, group dynamics is also an important element of the learning process of the group members. The term dynamics, however, does not refer to the dynamics of the group but rather to the dynamics of the situation going beyond which is composed of several aspects. Situation dynamics trainers are working with a situation model, differentiating between the I, we, factual and intentional aspects of the situation.
Situation can be understood as a description of itself in relation to the world as construct defined in time and space.
Such attempts to describe are daily events in the life of all
people which are not always made consciously. Such, even unnoticed,
descriptions serve the coping with unavoidable tensions occurring in
the individual itself and between the individual and others when
interacting in institutions and organisations. While the individual
is describing his/her situation, he/she explains it to him/herself
and others, thus providing a social meaning and thus sorting things
out in his/her world.
When individuals meet in SD training to work together on their situation under an agreed upon subject, they expose themselves to the social cooperation and conflict which is experienced here and now in this group. During the training, the participants thus construct and design their social reality, their world, by bringing with them all their individual experiences, their knowledge, skills and their familiar interaction patterns. Some people enter such a training situation with a rather static description of their situation. They perceive their search for alternative design of the life as illusionary if they do not dare to influence themselves and others in a creative way.
When during the training situation progress is made in the
situation description of the individual person, difference can be
discussed and when the influence of the individuals on the life of
the group becomes obvious, then the I and we dynamics of the
situation become perceivable. These in turn can then be promoted and
designed in interaction with the dynamics of the factual and
The working form of the SD training a.o. resulted from system-theoretical findings which renders possible the use of a broad theoretical and methodical range of systemic, but also psycho-analytical and group-dynamical theories and working forms. From this follows that the broad theoretical definition of situation also promotes a broad definition of factual dynamics in SD training. Because the situation in the group is understood by the SD trainer not only from one single theoretical point of view.
The knowledge and experiences of the group members, which in turn may come for different professional and theoretical backgrounds, will become obvious in the training in a factual-dynamic way. Theories contradict, a fact which may in the training invite to communication and conflict. Thus, the training group also starts to learn based on the question which the theory bases to discuss the subject matter of this group are to be in the here and now.
Thus, a more aware analysis of the basic assumptions and intentions of the participants, which you as an individual or in the group have or develop during the training process, is promoted. This is the intentional dynamics of the situation without which the politics of the group would not become obvious. It is thus a matter of intentions and the promotion of targeted, announced and thus negotiable interests of the individual participants in the training situation.
Furthermore, the intentionality which logically structures all
processes results in the consequence that based on the training
experience a bridge has to be built into the working and living
reality: In the final phase of the SD training, the individual
participants prepare themselves specifically and concretely how to
integrate their training results into their professional and private
A group of adults consisting of at least 8 and a maximum of 16 persons meets for training external to their private and professional life in order to work on a previously agreed upon subject suitable for training learning processes.
This includes e.g. conflicts in institution, leadership competences, team skills and other cooperation skills, executives communication in their organisation, communication of executives between several hierarchical levels, self-organisation of groups, group-dynamic processes, power and influence and people and groups in institutions and organisations, standards and values, philosophies, visions, reality and politics in institutions and organisations.
An SD training in general takes 5 days. During this time, the group lives and works in a suitable conference house which offers the participants the required peace and distance to their professional and private everyday life. The participation in the entire agreed upon training is required to facilitate all participants a productive return to their working and living world through a carefully guided transfer phase.
SD training should be performed as context-related and not as single events such that the participants will be able to take the relevant action based on their training experience. The consequences and changes are to be discussed and verified in the next step (2nd block phase or transfer day) in order to develop further measures which in turn are realised by the participants in their working and living practice (and ideally are again verified in the next transfer step).
SD trainings may also be interval trainings (either in two block
phase of 3 days each or in one single block phase of 3 days and 2-3
subsequent transfer days).
SD trainings may also be organised as continuous organisation laboratory where the individual steps are based on each other or used in a training concept, e.g. in further training of personal leadership competences for executives.
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