Persönliches Change Management: Neue Berufswege erschließen, planen und gestalten

Joachim Studt Persönliches Change Management Joachim Studt Persönliches Change Management Neue Berufswege erschließe...

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Joachim Studt Persönliches Change Management

Joachim Studt

Persönliches Change Management Neue Berufswege erschließen, planen und gestalten

Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über abrufbar.

1. Auflage 2010 Alle Rechte vorbehalten © Gabler | GWV Fachverlage GmbH, Wiesbaden 2010 Lektorat: Irene Buttkus Gabler ist Teil der Fachverlagsgruppe Springer Science+Business Media. www.gabler.de Das Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Verwertung außerhalb der engen Grenzen des Urheberrechtsgesetzes ist ohne Zustimmung des Verlags unzulässig und strafbar. Das gilt insbesondere für Vervielfältigungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen. Die Wiedergabe von Gebrauchsnamen, Handelsnamen, Warenbezeichnungen usw. in diesem Werk berechtigt auch ohne besondere Kennzeichnung nicht zu der Annahme, dass solche Namen im Sinne der Warenzeichen- und Markenschutz-Gesetzgebung als frei zu betrachten wären und daher von jedermann benutzt werden dürften. Umschlaggestaltung: KünkelLopka Medienentwicklung, Heidelberg Druck und buchbinderische Verarbeitung: MercedesDruck, Berlin Gedruckt auf säurefreiem und chlorfrei gebleichtem Papier Printed in Germany ISBN 978-3-8349-1828-4

Für Philipp und Alexander, Benjamin und Jan-Niklas, meine Söhne, denen ich unendlich viele Erkenntnisse zum Thema Berufswahl verdanke und natürlich die Neugier,

herauszuﬁnden, was jemand wirklich „drauf“ hat.

Ich wollte ja nichts als das zu leben versuchen, was von selber aus mir heraus wollte. Warum war das so schwer?

Hermann Hesse Demian 1917

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Inhalt Vorwort ...................................................................................................................................... 7 Einleitung ............................................................................................................................... 13 Teil I: Lebensplanung und beruﬂiche Identität – der rote Faden beruﬂicher Biograﬁe .................................. 23 1. Wurzeln beruﬂicher Befähigung – worüber Erwachsene nur staunen können .................................................. 23 1.1

Das kreative, selbstversunkene Spiel des Kindes zeigt überdauernde Anlagefaktoren ................................................................... 23

1.2. Ohne Talent wird aus dem Klavierspieler kein Pianist – ohne Förderung bleibt höchste Begabung Mittelmaß .................................... 25 1.3. Wille hebt Leistungen zu den Sternen empor: Die Olympiade der Rollstuhlfahrer........................................................................ 31

2. Reifung des Berufswunschs – der Konﬂikt mit dem Erwachsensein ............................................................................................ 32 2.1

„Wie der Vater so der Sohn“– vom historischen Bedeutungswandel der beruﬂichen Identität ................................................... 32

2.2. Zwischen Rebellion und Integration: Der Modellcharakter wichtiger Bezugspersonen ............................................ 37 2.3

Die Freiheit des Lebensplans birgt zunehmend die Qual der Wahl ....................................................................................................... 39

3. Vorläuﬁge Berufswahlentscheidung mit lebenslanger Laufzeit? ......................................................................................40 3.1

Von der Schwierigkeit, autonom zu entscheiden .............................................40

3.2

„Wenn sie klein sind, gib deinen Kindern Wurzeln, wenn sie groß werden, gib ihnen Flügel!“ ......................................................... 41

3.3

Der Zufallsfaktor: Ein Plädoyer für die persönliche Flexibilität .................... 45

3.4

Leben zwischen Pﬂicht und Kür: Was Mitarbeiter privat leisten ................................................................................ 45

10

Inhalt

Teil II: Die eigene Laufbahn auf dem Prüfstand: Wo geht es weiter? 1. Wendepunkte beruﬂicher Identität

.............................................. 49

................................................................... 49

1.1

Vom konkreten Anlass zur Bedürfnisspannung ................................................ 49

1.2

„Arbeiten, um Geld zu verdienen, um dann das zu tun, was man wirklich tun möchte?“ ............................................................................54

1.3

Wer nicht wagt, wird auch nicht aufbrechen! ................................................... 56

1.4

Soziale Rollenmuster – Stützen oder Bremsen? ................................................60

2. Auf der Suche nach der eigenen Kompetenz: „Woher weiß ich, was ich kann und weiß?“ .............................................. 65 2.1

Das persönliche Wissensmanagement................................................................. 65

2.2

Sei dein eigener Mentor! ........................................................................................ 70

3. Im Ozean der Kompetenzen und keinen Rettungsring dabei?....................................................................................83 3.1

Von Lotsen und anderen Wegbegleitern ............................................................83

3.2

Die Vereinbarung mit dem Wegbegleiter ...........................................................86

Teil III: Beruﬂiche Reiseziele oder: Wie man seinen Koffer packt .................................................. 91 1. Wohin soll es eigentlich gehen?.............................................................................. 91 1.1

Wie komme ich auf meine Trauminsel? ............................................................... 93

1.2

Die saubere Zielbestimmung .................................................................................. 95

1.3

Ziele sind wie Fixsterne ............................................................................................ 97

1.4

Darauf kommt es an: Laufbahnplanung in zehn Schritten .......................... 101

2. „Na wunderbar, aber das traue ich mir nicht zu!“................................... 107 2.1

Die Angst vor der eigenen Courage: Komplexität und Unsicherheit .............................................................................. 107

2.2

Unsicherheit ist ein Alarmsignal .......................................................................... 110

2.3

Wege zu einer gestärkten Handlungsfähigkeit............................................... 111

Inhalt

11

3. Exkurs: Networking ...................................................................................................... 116 Gastbeitrag von Andreas Heuberger 3.1

Was ist Networking ................................................................................................. 116

3.2

Jobs via Netzwerke .................................................................................................. 118

3.3

Die Heimliche Herausforderung: Loyalität ....................................................... 119

3.4

So ﬁnden Sie Ihre Position im Loyalitätsnetzwerk eines Unternehmens ................................................................................................ 121

3.5

Networking im Wandel........................................................................................... 122

3.6

Was ist ein Netzwerk-Experte bzw. wie kann man einer werden?............................................................................................................ 123

3.7

Welche Voraussetzungen helfen beim Netzwerken? .................................... 124

4. Exkurs: Wissensmanagement und Demograﬁewandel ....................... 127 4.1

Wissensmanagement und beruﬂiche Selbstgestaltung ............................... 127

4.2

Das Vakuum zwischen den Generationen......................................................... 128

4.3

Der „New Deal“ bei der Laufbahnplanung ....................................................... 129

4.4

Demograﬁewandel und „Einstellungs“-Veränderungen in der Personalpolitik .............................................................................................. 131

5. Angekommen! Angekommen? ............................................................................. 133 5.1

Was ist erreicht?........................................................................................................ 133

5.2

Die Erkennungszeichen für Ihren Erfolg ............................................................ 134

5.3

Zielrevision: Welche Rolle spielen Beziehung und Partnerschaft? ................................................................................................... 135

5.4

Der Weg ist das Ziel ................................................................................................. 136

5.5

Schlussbemerkung ................................................................................................... 137

Weiterführende Literatur ................................................................................. 139 Der Fragebogen ........................................................................................................... 141 Die Übungen .................................................................................................................... 143 Über den Autor............................................................................................................. 155

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Teil I: Lebensplanung und beruﬂiche Identität – der rote Faden beruﬂicher Biograﬁe 1. Wurzeln beruﬂicher Befähigung – worüber Erwachsene nur staunen können 1.1 Das kreative, selbstversunkene Spiel des Kindes zeigt überdauernde Anlagefaktoren $P$QIDQJZDUGDV]ZHFNIUHLH6SLHO:LUDOOHNDQQWHQHLQH=HLWLQGHUZLUHLQHQ2]HDQDQ 0|JOLFKNHLWHQ]XU9HUIJXQJKDWWHQ:LUEHVFKlIWLJWHQXQVPLWGHPZDVXQVDPQlFKV WHQODJXQGOLHHQOLQNVOLHJHQZDVXQVQLFKWJHÀHO:LUGDFKWHQQLFKWGDUEHUQDFKZDV XQVDQJHPHVVHQVHLQN|QQWHZRIUZLUJHHLJQHWVHLQN|QQWHQZRIUPDQXQVOLHEHQXQG ZDVPDQXQVVSlWHUYRUZHUIHQZUGH6WDWWGHVVHQVSLHOWHQZLUVHOEVWYHUVXQNHQYRUXQVKLQ PDQFKPDOYHUJDHQZLUEXFKVWlEOLFKDOOHVXPXQVKHUXP'DVZDUGDV*OFNVFKOHFKWKLQ 6SlWHUZLHVPDQXQVDQGDVVZLUGRFKELWWHVFK|QPLWHLQHP0HWDOOEDXNDVWHQGLH-XQJHQ RGHUPLW3XSSHQGLH0lGFKHQ ]XVSLHOHQKlWWHQ%HJUHQ]WZDUHQZLUDQIDQJVDEHUQXUYRQ HLQLJHQZHQLJHQZHQQDXFKVHKUJUXQGOHJHQGHQ9RUJDEHQJHQHWLVFKHU$UWZLHHWZDPXVL VFKHQ]DKOHQPlLJDQDO\WLVFKHQGLH.|USHUNRRUGLQDWLRQEHWUHIIHQGHQ$QODJHQ$EHUDXFK KLHUWHQGLHUWHQPDQFKHZRKOVFKRQLPPHUGD]XLQ.DWHJRULHQYRQÅGDVIHKOWLKPGDVKDW VLHQXQZLUNOLFKQLFKWGUDXI´ÅHUIlOOWEHUVHLQHHLJHQHQ)H´]XGHQNHQDQVWDWWGLH6WlU NHQ²GDV3RWHQ]LDO²JHUDGHLQGLHVHU,QGLYLGXDOLWlW]XVHKHQJHVFKZHLJHGHQQ]XVXFKHQ *DQ]LP(UQVW:HOFKHV.LQGZUGHPLW:DFKVPDOVWLIWHQDUEHLWHQZHQQLKPGDV7REHQ PLWGHP%DOOQlKHUOlJHRGHUXPJHNHKUWVLFKPLW]HKQODXWJU|OHQGHQ3ULPDWHQDXIGHP )XEDOOSODW]]XEDOJHQDQVWDWWGLH,QQHUHLHQHLQHV0RWRUUDGDQWULHEV]XEHZXQGHUQ²ZHQQ HVGDVLUJHQGZLHIDV]LQLHUWH 0HLQHLJHQHU9DWHUKDWWHÅ*OFN´'HU*URYDWHUHLQVWRFNXQPXVLNDOLVFKHU(LVHQEDKQLQ JHQLHXUPLWHLQHU3LDQLVWLQYHUKHLUDWHWGLHPHKUPDOVDP7DJHLQWHQVLYLKUH)LQJHUIHUWLJNHLW EWHSÁHJWHGDQQGDV+DXV]XHLQHP6SD]LHUJDQJ]XYHUODVVHQHUNDPHUVW]XUFNZHQQHU VLFKHUVHLQNRQQWHGDVVVLHIHUWLJZDURKQHVLFKMH]XEHNODJHQ(LQHVHKUVSH]LHOOH$UWYRQ /LHEH(LQHV7DJHVQXQNDPGHU*URYDWHU]XVHLQHP6RKQLQGHUHLQHQ+DQGHLQH*HLJH ²HLQ7ULEXWDQGLH)lKLJNHLWHQVHLQHU)UDX²LQGHUDQGHUHQHLQHQ)XEDOOKLHOWEHLGHVYRU LKQKLQXQGIUDJWHQXUÅ:DVZLOOVW'XKDEHQHQWVFKHLGH'LFK"´'LH(QWVFKHLGXQJPHLQHV 9DWHUVLP$OWHUYRQVHFKV-DKUHQNDQQPDQVLFKOHLFKWDXVPDOHQ²XQGZHJZDUHUDXFKVFKRQ ²PLWGHP%DOOXQWHUGHP$UP =XGHU=HLWHWZDXPKHUXPSDVVWHGDVQDFKODQGOlXÀJHU0HLQXQJZRKOHKHU]XHLQHP -XQJHQXQGHUNRQQWHQRFKLPKRKHQ$OWHUPLWJOlQ]HQGHQ$XJHQEHUGLHVHVVDJHQKDIWH *HVFKHQNVHLQHV9DWHUVHU]lKOHQVLFKQLFKWPLWGHUXQJHOLHEWHQ0XVLNEHVFKlIWLJHQ]XPV VHQ,FKIUDJHPLFKZDVZRKODXVLKPJHZRUGHQZlUHZHQQHUVWDWWGHVVHQVHLQHPXVLVFKHQ 4XDOLWlWHQ]XJHODVVHQXQGJHQXW]WKlWWHHLQJOFNOLFKHUHU0HQVFKRGHUZHQLJHUEHUXÁLFK HUIROJUHLFKDOVHUHVGDQQZXUGH"

24

Teil I: Lebensplanung und beruﬂiche Identität

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Teil I: Lebensplanung und beruﬂiche Identität

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27

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Teil I: Lebensplanung und beruﬂiche Identität

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29

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Teil I: Lebensplanung und beruﬂiche Identität

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1. Wurzeln beruﬂicher Befähigung

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Teil I: Lebensplanung und beruﬂiche Identität

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2. Reifung des Berufswunschs

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Teil I: Lebensplanung und beruﬂiche Identität

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Teil I: Lebensplanung und beruﬂiche Identität

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2. Reifung des Berufswunschs

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2.3 Die Freiheit des Lebensplans birgt zunehmend die Qual der Wahl (LQHQ6FKULWWZHLWHUEULQJWDOOHUGLQJVKHXWHGLH)UHLKHLWGHU/HEHQVSODQXQJVFKHLQEDUORV JHO|VWYRQGHQDOWKHUJHEUDFKWHQJHVHOOVFKDIWOLFKHQ(LQVFKUlQNXQJHQQLFKWQXU9RUWHLOHPLW VLFK 'LH 4XDO GHU :DKO :DV LVW GHQQ QXQ ZLUNOLFK JXW IU PLFK ZHQQ PLU DXHUKDOE EHVWLPPWHU*UHQ]HQLP*UXQGHNHLQHUPHKUVDJWZDVLFK]XWXQRGHUODVVHQKDEH":HQQ LFKDXFKNDXPQRFKYHUELQGOLFKH5ROOHQPRGHOOHYRUPLUKDEH":DVLVWGDQQYRUGHP+LQ WHUJUXQGGHUQDFKZLHYRUQRWZHQGLJHQ(LQRUGQXQJLQGHQVR]LDOHQ5DKPHQGLHIUPLFK ULFKWLJH%HUXIVZDKO" ,FKZDJHGLH%HKDXSWXQJGDVVPDQFKHVZDVPDQGHUKHXWLJHQMXQJHQ*HQHUDWLRQDQÅ3DV VLYLWlW´ XQG Å(UJHEHQKHLW´ QDFKVDJW PLW GLHVHU JUXQGOHJHQGHQ 9HUXQVLFKHUXQJ QlPOLFK PLWGHUHLJHQHQ=XNXQIWVSODQXQJDOOHLQJHODVVHQ]XZHUGHQ]XWXQKDW:HQQHVVLFKGDEHL QLFKWEHUKDXSWXPHLQHJUREH9HUDOOJHPHLQHUXQJKDQGHOWZLHVLHSUDNWLVFKMHGH*HQHUD WLRQGHQQDFKIROJHQGHQ]XPXWHW +DOWHQZLUIHVWGDVVPLWGHU(QWZLFNOXQJGHUSHUV|QOLFKHQ,GHQWLWlWLQGHU3XEHUWlWQDFK ZLHYRUGLHZLFKWLJVWHQ:HLFKHQ]XUEHUXÁLFKHQ$XVULFKWXQJJHVWHOOWZHUGHQ 8QGGHQQRFK'DVVGLHVH:DKOLQGHUEHUZLHJHQGHQ=DKOGHU)lOOHQDFKZLHYRUHUIROJUHLFK YRQVWDWWHQJHKWNDQQZRKONDXPEHVWULWWHQZHUGHQ6HOEVWHLQVRQHX]HLWOLFKHV3KlQRPHQ ZLHGDVGHUÅ3DWFKZRUN´²)DPLOLHlQGHUWGDUDQHUVWHLQPDOJDUQLFKWV6R]XVDJHQ]XVDP

39

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Teil I: Lebensplanung und beruﬂiche Identität

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3. Vorläuﬁge Berufswahlentscheidung mit lebenslanger Laufzeit? 3.1 Von der Schwierigkeit, autonom zu entscheiden (VJLEWVLFKHUHLQHJURH%DQGEUHLWHXQWHUVFKLHGOLFKHU5HLIHJUDGH$OOJHPHLQNDQQPDQDEHU DQQHKPHQ GDVV -XJHQGOLFKH VRZRKO YRP (UIDKUXQJVKRUL]RQW DOV DXFK YRQ GHU .HQQWQLV HLJHQHU 6WlUNHQ XQG 6FKZlFKHQ KHU EHUIRUGHUW VLQG VFKRQ HLQH HLJHQVWlQGLJH REMHNWLY WUDJIlKLJH%HUXIVZDKOHQWVFKHLGXQJYRQOlQJHUHU'DXHU]XWUHIIHQ9LHOPHKUHQWVFKHLGHWLQ GHU5HJHOZRKOGHU%DXFKVSLHOHQ:XQVFK:LOOH(LQÁXVVDXFKGHUQlFKVWHQ8PJHEXQJ HKHUHLQH5ROOHEHLGHU(UVWZDKODOVHLQHLQIRUPDWLRQVJHVWW]WHDXIP|JOLFKVWYLHOHQ4XHOOHQ EDVLHUHQGHVWUDWHJLVFKH3ODQXQJ (LJHQWOLFKVROOWHPDQDXFKEHVVHUYRQHLQHUYRUOlXÀJHQ%HUXIVZDKOHQWVFKHLGXQJUHGHQGDMD PLW]XQHKPHQGHP$OWHUHUVWGLHSHUV|QOLFKHQ(UIDKUXQJHQJUHLIHQXPHLQHHLQPDOJHWURI IHQH(QWVFKHLGXQJPLWUHDOLVWLVFKHUHQ'DWHQDXVGHU$OOWDJVSUD[LVDE]XJOHLFKHQ7DWVlFKOLFK KDQGHOWHVVLFKDEHUUHJHOPlLJXPHLQHLQGHU-XJHQGJHWURIIHQH*UXQGVDW]HQWVFKHLGXQJ PLWOHEHQVODQJHU/DXI]HLW'DPLWHU|IIQHWVLFKLQGHU)ROJHHLQULHVLJHV6SHNWUXPIDUEOLFKHU 6FKDWWLHUXQJHQ]ZLVFKHQEHUXÁLFKHU(UIOOXQJXQGWLHIHU8Q]XIULHGHQKHLW 1DFKPHLQHQ%HREDFKWXQJHQVWHOOWGLH%HUXIVZDKOIUYLHOH-XJHQGOLFKHVFKOLFKWHLQH+HU DXVIRUGHUXQJGDU$QJHVLFKWVXQNODUHU'DWHQODJHXQGGHVWHLOZHLVHRIIHQDXVJHVSURFKHQHQ =ZDQJHV GHQ YlWHUOLFKHQ :QVFKHQ GHQ PWWHUOLFKHQ (UZDUWXQJHQ JHUHFKW ]X ZHUGHQ EHVWHKWYLHOIDFKHLQ/R\DOLWlWVNRQÁLNWGDULQGHQIDPLOLlUHQ6FKDEORQHQXQG(UZDUWXQJVUH ]HSWHQJHPlGDV%HVWHDXVVLFKPDFKHQ]XZROOHQXQGJOHLFK]HLWLJ]XGHQHLJHQHQ,QWXLWL RQHQ]XVWHKHQ0DQLVWMDDQYLHOHPLQWHUHVVLHUWEHÀQGHWVLFKN|USHUOLFKJHLVWLJXQGDXFK VHHOLVFK LP 8PEUXFK VXFKW VHLQHQ 3ODW] LQ GHU *HVHOOVFKDIW UHEHOOLHUW GDEHL DXFK JHJHQ YRUJHIDVVWH 6WDQGDUGSURJUDPPH RKQH EHOHJEDUH $XVVLFKW GDUDXI PLW (UIROJ HLQHQ Y|OOLJ DQGHUHQ:HJHLQVFKODJHQ]XN|QQHQ

3. Vorläuﬁge Berufswahlentscheidung mit lebenslanger Laufzeit?

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42

Teil I: Lebensplanung und beruﬂiche Identität

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3. Vorläuﬁge Berufswahlentscheidung mit lebenslanger Laufzeit?

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Teil I: Lebensplanung und beruﬂiche Identität

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3. Vorläuﬁge Berufswahlentscheidung mit lebenslanger Laufzeit?

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Teil I: Lebensplanung und beruﬂiche Identität

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3. Vorläuﬁge Berufswahlentscheidung mit lebenslanger Laufzeit?

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Teil II: Die eigene Laufbahn auf dem Prüfstand: Wo geht es weiter? 1. Wendepunkte beruﬂicher Identität 1.1 Vom konkreten Anlass zur Bedürfnisspannung (UVDJWÅ:DVGLHPLUDQJHWDQKDEHQZHUGHLFKGHQHQQLHYHU]HLKHQ²IUPLFKJLEWHVQLFKWV PHKUDXIGHP$UEHLWVPDUNW´%HWULHEVEHGLQJWJHNQGLJWHU6RIWZDUH(QWZLFNOHU-DKUH 6LHVDJWÅ,FKNDQQGRFKQLFKWVLFKZDUGRFKLPPHUQXU+DXVIUDX´*HVFKLHGHQH:LHGHU (LQVWHLJHULQRKQH)DFKDXVELOGXQJ-DKUH Å:HQQ6LHLPPHUGDVWXQZDV6LHVFKRQLPPHUJHWDQKDEHQZHUGHQ6LHLPPHUGDV EHNRPPHQZDV6LHVFKRQLPPHUEHNRPPHQKDEHQ:HQQGDVZDV6LHWXQQLFKW ZLUNWWXQ6LHHWZDVDQGHUHV´-RVHSKR¶&RQQRU -RKQ6H\PRUH (VJLEWGLHDOWH5HJHO:HQQHWZDVJXWOlXIWPDFKZHLWHUVR(UVWZHQQ6W|UXQJHQ%HKLQ GHUXQJHQ)HKOHUDXIWUHWHQPDFKGLFKGDUDQNRUULJLHUHQGHLQ]XJUHLIHQ'DVLVWVR]XVDJHQ GLHDPHULNDQLVFKH3RVLWLRQ $XIGHUDQGHUHQ6HLWHZHQQGDV/HEHQZLUNOLFKHLQPDOUHLEXQJVORVYHUOlXIWPHUNHQZLUGDV GDQQEHUKDXSWXQGQHKPHQHVIUHXGLJ]XU.HQQWQLV"2GHUQHKPHQZLUGLHVHQ=XVWDQG HKHUDOVJHJHEHQKLQQXUXPXQVXPVRPHKU]XEHVFKZHUHQZHQQPDOHWZDVDXVGHP5XGHU OlXIW"6RDOVKlWWHQZLUHLQ$QUHFKWGDUDXIGDVVDOOHVLPPHUJODWWOlXIW:LHJHQDXGLIIHUHQ ]LHUHQZLU]ZLVFKHQVROFKHQ$OOWDJV]XVWlQGHQXPXQVJHJHEHQHQIDOOVZLUNVDPHUYHUKDOWHQ ]XN|QQHQ" 8QGLVWHVQLFKWDXFKVRGDVVLPPHUZLHGHUEHNODJWZLUGZLHZHQLJVLFKGHU(LQ]HOQHKLHU EHLXQVVSRQWDQDXVVHLQHUÅ.RPIRUW]RQH´KHUDXVEHZHJW"'DV3ULQ]LSGHU%HKDUUHQV%|VH =XQJHQVDJHQDXFKGDVVHLGLHGHXWVFKH.UDQNKHLW'DVÅDXI1XPPHU6LFKHU´*HKHQODJ QDFKGLHVHU9HUVLRQVFKRQLPPHUQlKHUDOVHLQULVLNREHODGHQHV$EZHLFKHQYRQDOOHP9HU WUDXWHQDEHUDXFKYRQGHQDXVJHWUHWHQHQ:HJHQGHUJDQ]SHUV|QOLFKHQÅ/RLSH´LP$OOWDJ :DV EULQJW GDQQ XPJHNHKUW MHPDQGHQ GD]X LQ GHU 0LWWH GHV /HEHQV VHLQHQ EHUXÁLFKHQ /HEHQVSODQ ]X lQGHUQ YLHOOHLFKW VRJDU HLQH .HKUWZHQGH HLQ]XOHLWHQ" +LHU JLEW HV JHJHQ ZlUWLJ GXUFKDXV VSDQQHQGH $QOlVVH ]X QHQQHQ YRQ GHU XQHUZDUWHWHQ EHWULHEVEHGLQJWHQ )UHLVHW]XQJLQ0DVVHQELVKLQ]XGHU(UNHQQWQLVÅGDVNDQQGRFKQRFKQLFKWDOOHVJHZHVHQ VHLQLP/HEHQ²LFKP|FKWHJHUQHPHLQH*UHQ]HQDXVORWHQ²IKOHPLFKJHODQJZHLOWYRQGHQ GXUFKDXVVLFKHUHQ(UJHEQLVVHQPHLQHUELVKHULJHQEHUXÁLFKHQ(QWZLFNOXQJXQGELQQHXJLH ULJDXI9HUlQGHUXQJHQ´ *OHLFK]HLWLJ JHUDWHQ PDQFKH GHU ELVKHU DXI HQGORV JHVFKDOWHWHQ EHUXÁLFKHQ *HZLVVKHLWHQ LQGHUOHW]WHQ=HLWDUJLQV:DQNHQDQJHVLFKWVGHUXQYHUJOHLFKEDUHQÀQDQ]ZLUWVFKDIWOLFKHQ (UGEHEHQ ² GDV EHWULIIW GHQ 0HFKDWURQLNHU EHL HLQHP GHU JURHQ $XWRPRELONRQ]HUQH HEHQVRZLHGHQHKHPDOVKRFKÁLHJHQGHQ'D\WUDGHUGHU,QYHVWPHQWEDQN

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Teil II: Die eigene Laufbahn auf dem Prüfstand

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53

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Teil II: Die eigene Laufbahn auf dem Prüfstand

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Teil II: Die eigene Laufbahn auf dem Prüfstand

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Teil II: Die eigene Laufbahn auf dem Prüfstand

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Teil II: Die eigene Laufbahn auf dem Prüfstand

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Teil II: Die eigene Laufbahn auf dem Prüfstand

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2. Auf der Suche nach der eigenen Kompetenz „Nein, nein, das ist kein Problem, ich freue mich auf die neue fachliche Orientierung, ich komme wieder zurück zu dem, was mich wirklich erfüllt, ich benötige keine Führungsaufgaben, um mich zu verwirklichen. Meine Frau ist ebenfalls einverstanden mit dem beruﬂichen und örtlichen Wechsel.“ Es bleiben Zweifel. Und die Gefahr einer erneuten Fehlbesetzung. Beispiel 2: Da ist die brillante Aufsteigerin. Hoch intelligent, mit besten Sprachkenntnissen (Englisch, Französisch, Spanisch, Weißrussisch); hat sich längere Zeit im Ausland aufgehalten und dort auch gearbeitet. Sie ist von der Schulausbildung mit vorgezogenem Abschluss über ein ultra-kurzes, erfolgreich abgeschlossenes Studium der Betriebswirtschaft und Rechtswissenschaften zunächst in einem Großunternehmen als Assistentin des Vorstandes eingestiegen. Es folgten in schneller Abfolge verschiedene Berufungen auf Posten im In- und Ausland, Herausforderungen, die die ganze Person mit vollem Risiko des Scheiterns beanspruchten. Unter anderem sollte eine Unternehmenseinheit unter schwierigsten Bedingungen restrukturiert werden, die kurz vor der Auﬂösung stand. Mit klarem Blick, klugem Sachverstand und der nötigen Härte, sich durchzusetzen, bestand sie alle diese Aufgaben mit Bravour. Dann landet sie auf einem verhältnismäßig konventionellen Führungsposten im Top-Management, anfangs mit großem Einsatz und Spaß an der Sache. Hier braucht sie nicht lange, um gründlich durchzufallen. Sie stößt auf zunehmenden Widerstand, der sich darin äußert, dass sie von einigen mit System ausgebremst, behindert, vorgeführt, von anderen mit eisigem Schweigen bedacht, geradezu gemieden wird. Ja doch, sie hat ihre Erfolge. Operativ gesehen erreicht sie ihre Ziele: kostenmäßig ist die Firma auf Vordermann, die Zahlen stimmen; aber der Preis ist menschlich inakzeptabel hoch. Schließlich bricht sich die Aggression offen Bahn: Von den Betriebsräten über die engsten Kollegen bis in verschiedene Interessengruppen hinein wirft man ihr offen Führungsunfähigkeit vor. Sie gehe über Leichen, verhalte sich blind und gefühllos für die berechtigten Interessen der Menschen in ihrer Umgebung und nutze jede Gelegenheit, ihre Macht auf Kosten anderer auszuspielen. Es bleibt ihr keine Wahl, als den Rückzug anzutreten: Sie legt ihr Amt nieder und verlässt das Unternehmen.

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Teil II: Die eigene Laufbahn auf dem Prüfstand

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2. Auf der Suche nach der eigenen Kompetenz deutlich wie möglich vor Augen: Was sehen Sie, was hören Sie, wie genau können Sie die äußeren Umstände beschreiben, welche Menschen sind anwesend, was wird gesagt, wie tritt man Ihnen gegenüber“ (Auszug einer Fantasiereise zu den eigenen Moments of Excellence)

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77

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Teil II: Die eigene Laufbahn auf dem Prüfstand

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79

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3. Im Ozean der Kompetenzen und keinen Rettungsring dabei?

3. Im Ozean der Kompetenzen und keinen Rettungsring dabei? 3.1 Von Lotsen und anderen Wegbegleitern Start-Veranstaltung der Arbeitsmarkt-Initiative „Arbeit durch Management/PATENMODELL“ (pia) „Die Arbeitsmarkt-Initiative „Arbeit durch Management/PATENMODELL“ eröffnet in Frankfurt das erste Büro in Hessen und stellt es am Montag der Öffentlichkeit vor. Stadträtin Daniela Birkenfeld begrüßt die Teilnehmer dieser Veranstaltung. Ziel des Projektes ist es, Arbeitsuchende individuell und professionell bei ihrer Jobsuche zu unterstützen. Die bundesweite Initiative des Diakonischen Werkes setzt auf bürgerschaftliches Engagement und wendet sich an Manager, Führungskräfte und Personalentscheider in Wirtschaft und Gesellschaft, die zur Übernahme einer so genannten Jobpatenschaft bereit sind. Sachkompetenz, Kontakte in die Wirtschaft und Erfahrungen im Personalbereich bringen diese Job-Paten in ein kompetentes, zielführendes Coaching ein. Die Schirmherrschaft hat Oberbürgermeisterin Petra Roth übernommen. (Internet-Pressemitteilung, September 2009, http://www.patenmodell.de/startseite-hessen/frankfurt)

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Teil III: Beruﬂiche Reiseziele oder: Wie man seinen Koffer packt 1. Wohin soll es eigentlich gehen? Ursprünglicher Berufswunsch Kerntechniker – verwirklichte Berufswahl: Hersteller von technischen Gerätschaften & Apparaten für Sado-Maso-Anbieter(„Lustlos – die Erotik-Industrie in der Krise“, Vox, 19.04.09)

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106

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107

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2. „Na wunderbar, aber das traue ich mir nicht zu!“

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2. „Na wunderbar, aber das traue ich mir nicht zu!“

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2.3 Wege zu einer gestärkten Handlungsfähigkeit Was können Sie tun, um die eigene Handlungsfähigkeit zu stärken? • Eine Entspannungstechnik anwenden und/oder meditieren • Einen hochﬂiegenden Plan in möglichst viele kleine Teilschritte aufteilen • Jede Information, Idee und Erkenntnis schriftlich fassen • Komplexität erhöhen: Fantasiespiele motivieren! • Komplexität reduzieren: „Keep it simple.“ • Ziele möglichst detailliert und umfassend formulieren – schriftlich! • Andere beobachten, die Erfahrungen haben oder etwas besonders gut können • Einfach anfangen! Grübeln allein bringt Sie nicht weiter. • Anhalten und sich umsehen • Sich selbst regelmäßig belohnen • Ordnung, Systematik und ein gut ausgeprägtes Zeitmanagement einführen: die Säulen der Zielorientierung. • Unbedingt einen Wegbegleiter suchen!

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Teil III: Beruﬂiche Reiseziele

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143

Die Übungen Teil I: Lebensplanung und beruﬂiche Identität – der rote Faden beruﬂicher Biograﬁe :XU]HOQ EHUXÁLFKHU %HIlKLJXQJ ² ZRUEHU (UZDFKVHQH QXU VWDXQHQ N|QQHQ 6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Geschichtsschreibung

Sammeln Sie die positiven Geister der Vergangenheit um sich, suchen Sie alles zusammen, dessen Sie noch habhaft werden können, um sich auf Basis von Dokumenten, Bildern, der Sicht Außenstehender ein möglichst breit angelegtes Gesamtbild von den eigenen Kompetenzgrundlagen zu verschaffen.

Orientierungsfragen

Womit haben Sie sich als Kind bzw. Jugendlicher am meisten/am liebsten beschäftigt? Wer oder was hat das ausgelöst? Was hat Sie angezogen/abgestoßen? Was lässt sich daraus ableiten in Bezug auf besondere Geschicklichkeit, Ideenreichtum, Wohlbeﬁnden, „Flow-“Zustände? Gibt es jetzt, in Gesprächen und bei Durchsicht der Unterlagen einen Unterschied zwischen Ihren eigenen und den Erinnerungen anderer?

Übung

Erstellen Sie eine möglichst lückenlose und für Sie selbst stimmige Gesamtdarstellung Ihres bisherigen Lebenswegs: Was haben Sie erlebt? Woran können Sie und andere sich erinnern? Was war und ist wichtig für Sie? Was haben Sie weggelegt? Versuchen Sie, gedanklich so weit wie irgend möglich in Ihrer Geschichte zurückzugehen!

144

Die Übungen

Teil I: Lebensplanung und beruﬂiche Identität – der rote Faden beruﬂicher Biograﬁe 5HLIXQJGHV%HUXIVZXQVFKV²GHU.RQÁLNWPLWGHP(UZDFKVHQVHLQ6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Familienhistorie

Automatismen nachgehen, Eigenanteile deﬁnieren und neu erobern

Orientierungsfragen

Wie ist nach Ihrem Wissen traditionell die Berufswahl in Ihrer Familie gelöst worden? Wie lautete die Regel, wenn es eine gab, nach der die Berufswahl erfolgte? Oder verlief die Berufswahl eher willkürlich? Je nachdem, wie die Antwort lautet, ergibt sich daraus ggf. ein Muster auch für Ihre eigene Berufswahl. Vielleicht wollen Sie dieses Muster aufspüren, um es aufzubrechen, zu verändern, anzureichern oder heute zu bestätigen. Das wird wichtig werden bei Ihrer künftigen Laufbahnplanung, damit Sie Sackgassen vermeiden können.

Die Übung

Verschaffen Sie sich Klarheit über Ihre Familienkultur mit Blick auf Ihre beruﬂiche Entwicklung: Wie frei oder einengend haben Sie diese erlebt? Inwieweit sind Sie davon geprägt worden? Welche positiven/negativen Beispiele fallen Ihnen dazu ein?

Die Übungen

145

Teil I: Lebensplanung und beruﬂiche Identität – der rote Faden beruﬂicher Biograﬁe 9RUOlXÀJH%HUXIVZDKOHQWVFKHLGXQJPLWOHEHQVODQJHU/DXI]HLW"6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Berufswahlwünsche

Gehen Sie zurück an die Quelle Ihrer spontanen beruﬂichen Bedürfnisse.

Orientierungsfragen

Was hätten Sie selbst gerne gemacht, wenn Sie die Wahl gehabt hätten, wenn man Sie gelassen hätte, wenn Sie damals schon darüber nachgedacht hätten? Als wie frei würden Sie demzufolge Ihre eigene Berufswahl ansehen? Hätten Sie sich vielleicht mehr Unterstützung dabei gewünscht, Ihre Absichten zu verwirklichen? Von wem und in welcher Weise? Wie oft haben Sie bisher gewechselt: den Beruf die Anstellung die Position in einer bestimmten Organisation: vertikal als Aufstieg usw. oder horizontal auf einer Ebene, ggf. mit einem veränderten, vielleicht sogar größeren Aufgabenbereich Was waren innere oder äußere Anlässe dafür? Was sagt das über Ihre Erfolgsorientierung, Erfahrung, Flexibilität aus?

Die Übung

Ziehen Sie Bilanz darüber, ab welchem Zeitpunkt Sie auf Ihre ursprünglichen beruﬂichen Wünsche und Fantasien verzichtet haben: Worin bestanden die? Alternativ, schauen Sie sich noch einmal an, wie diese Grundlagen bereits heute harmonisch in Ihren Berufsweg eingebettet sind. Prüfen Sie, wie Sie diese beruﬂichen Motive künftig noch besser, weil bewusster nutzen können.

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Die Übungen

Teil II: Die Laufbahn auf dem Prüfstand: Wo geht es weiter? :HQGHSXQNWHEHUXÁLFKHU,GHQWLWlW6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Bedürfnisspannung

Motivation zur Veränderung als Motor für die nötige Bewegungsenergie nutzen

Orientierungsfragen

Wie nahe liegt Ihnen momentan die Idee der beruﬂichen Neuorientierung i.S. einer längerfristigen Laufbahnplanung? Wie wechselwillig sind Sie im Allgemeinen? Welche beruﬂichen Wendepunkte gab es in Ihrem Leben? Welche Folgen beruﬂicher Veränderungen konnten Sie bei anderen beobachten? Sind diese Menschen kontinuierlich bei dem geblieben, was sie hatten, inwieweit unterscheiden Sie sich davon? Welche Rolle spielt Ihr eigenes Erleben „erzwungener“ oder aber „freiwilliger“ Berufswahl in der Vergangenheit für Ihr Verhältnis zur Veränderung?

Die Übung

Prüfen Sie, wie wichtig für Sie tatsächlich ein beruﬂicher Aufbruch wäre. Wie groß ist der Druck, sich zu verändern, Altes aufzugeben, sich beruﬂich neu zu deﬁnieren? Worauf beruht dieser Druck? Kommt er von außen (bedingt gut) oder liegt er als ureigenes Bedürfnis in Ihnen selbst (sehr gut)? Äußerer Druck ist hilfreich – nicht aber da, wo Sie evtl. (wieder nur) gehorchen!

Die Übungen

147

Teil II: Die Laufbahn auf dem Prüfstand: Wo geht es weiter? $XIGHU6XFKHQDFKGHUHLJHQHQ.RPSHWHQ]Å:RKHUZHLLFKZDVLFKNDQQXQG ZHL"´6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Selbstgestaltung

Sie sind Ihr eigener Boss/Ihre eigene Cheﬁn: Selbstverantwortung und Change-Management

Orientierungsfragen

Können Sie sich als Ihre eigene Pilotin und Ihren besten Fürsprecher verstehen? Wie viel sind Sie bereit, für sich selbst zu opfern, um weiterzukommen: an Zurückhaltung nämlich, Ruhebedürfnis, Festhalten am Vertrauten usw.? Können Sie sich vorstellen, sich vorsichtig, aber doch zielstrebig auf Neuland zu begeben, völlig ohne Gewissheiten – aus reiner Neugier sozusagen?

Die Übung

Machen Sie die Erkenntnis zu Ihrem Grundprinzip, dass Sie an diesem beruﬂichen Neubeginn allein stehen – und allein für sich verantwortlich bleiben. Nehmen Sie alle Anregungen und auch Unterstützer in diesem Sinne als „Hilfen“ an, um beruﬂich wirksamer zu werden. Schreiben Sie Ihre abgeleiteten Prinzipien und Leitlinien auf, im Hinblick auf das, was Sie erreichen wollen, was Sie bedingt in Kauf nehmen würden und was unbedingt zu verhindern ist.

148

Die Übungen

Teil II: Die Laufbahn auf dem Prüfstand: Wo geht es weiter? ,P2]HDQGHU.RPSHWHQ]HQXQGNHLQHQ5HWWXQJVULQJGDEHL"6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Mentoring

Ein Bündnis schließen, befristet und im beiderseitigen Einvernehmen geregelt, mit dem Ziel, einen Lotsen als Wegbegleiter zu ﬁnden

Orientierungsfragen

Wie viel Vertrauen können Sie aufbringen – einem Fremden gegenüber mit gesundem Menschenverstand, Lebensweisheit, Know-how und jeder Menge Kontakten; oder einem Proﬁ, einer Personen, die speziell dafür ausgebildet ist, Ihnen in besonderen beruﬂichen Lebenslagen zu helfen? Sind Sie gegebenenfalls bereit, dafür Geld in die Hand zu nehmen, um dem anderen einen angemessenen Gegenwert für seine Tätigkeit zu bieten und damit auch die Neutralität zu fördern? Wie hoch dürfte dieser Betrag Ihrer Meinung nach ausfallen? Wie genau regeln Sie das Arbeitsverhältnis in einer gemeinsamen Vereinbarung?

Die Übung

Bilden Sie eine Partnerschaft mit einem Mentor (männlich/weiblich) Ihres Vertrauens. • Funktion: Lotse und Wegbegleiter; • Aufgabe: Klärung und Zielführung, Wegbereitung und Ergebniskontrolle; • Vereinbarung: Regeln für Distanz und Nähe, Leistung und Gegenwert; • „Exitstrategie“: Wann und wie endet das Verhältnis? Wie einigen Sie sich im Falle von Unstimmigkeiten? Klären Sie Ihre Erfolgskriterien: Woran erkennen Sie, dass sich die Zusammenarbeit gelohnt hat?

Die Übungen

149

Teil III: Beruﬂiche Reiseziele oder: Wie man seinen Koffer packt :RKLQVROOHVHLJHQWOLFKJHKHQ"6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Ziele und Wege

Fixsterne anpeilen; den Kompass ein-norden

Orientierungsfragen

Entspricht es Ihnen, die Dinge klar festzulegen, einzelne Teilschritte zu deﬁnieren und darauf zu achten, dass Sie auch wirklich bekommen, was Sie suchen? Oder ist das eher nicht Ihre Art? Wenn ja, könnte Ihre Aufgabe darin bestehen loszulassen, sich mehr Unsicherheit zuzumuten, auf Neues, Unbekanntes einzulassen; wenn nein, sollten Sie Ihrer Fantasie ein offenes Gefäß geben, das gleichzeitig Sicherheit, Ordnung und Struktur verleiht, die Fantasie selbst aber am Blühen erhält: zeitliche/ inhaltliche Struktur; Regeln; Ablaufkontrollen; Risikoabwägung! Letztlich werden Sie beides benötigen, Struktur und Flexibilität – wenn Sie mit Ihrer Laufbahnplanung weiterkommen wollen.

Die Übung

Erstellen Sie einen umfassenden Laufbahnplan für Sich über die nächsten 1-5 Jahre. Arbeiten Sie sich dabei von den allgemeinen Absichten zu den besonderen Teil- und Verhaltenszielen (Aktivitäten) vor – je konkreter, desto besser! Nutzen Sie dazu Mindmapping, Ihre Fantasie, Gespräche aller Art. Prüfen Sie den Plan mit Ihrem Mentor auf Schlüssigkeit und Realisierbarkeit. Welche Realisierungshilfen materieller, ideeller, sozialer Art werden Sie dazu benötigen? Wo liegen die Risiken? Welches Risiko-Management werden Sie anwenden, um ein Scheitern zu verhindern?

150

Die Übungen

Teil III: Beruﬂiche Reiseziele oder: Wie man seinen Koffer packt 1DZXQGHUEDUDEHUGDVWUDXHLFKPLUQLFKW]X´6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Don´t worry, be happy!

„Im Auge des Sturms herrscht absolute Ruhe“: Belastbarkeit und Widerstandsfähigkeit steigern!

Orientierungsfragen

Wie geht es Ihnen, wenn die Wogen hoch gehen? Hat Ihnen schon einmal das Wasser bis zum Halse gestanden, und Sie hatten dennoch das Gefühl, gut durchzukommen? Vielleicht sind es auch ganz kleine Erlebnisse von Angstschweiß und trockenem Mund, die als sehr wertvolle Vorerfahrungen dienen können: Sie werden durchkommen – Ihr Ziel wartet schon – der Gewinn wird reich sein! Andererseits: Was haben Sie zu verlieren? Klären Sie Ihre Gewinn-Verlust-Erwartungen im Ökö-Check!

Die Übung

Lernen Sie, Entspannungstechniken anzuwenden. Nutzen Sie kulturelle, sportliche, ernährungstechnische Anregungen und Hilfsmittel zur Steigerung Ihrer Zielorientierung und Widerstandsfähigkeit unter Stress. Erfassen Sie alle im Laufe der Zeit erhaltenen Informationen darüber in einer eigenen Belohnungsdatei: Belohnen Sie sich regelmäßig auch für kleinere Erfolge – täglich, wöchentlich, monatlich! Wechseln Sie die Belohnungsaktivitäten anhand Ihrer „Archiv-“Datei.

Die Übungen

151

Teil III: Beruﬂiche Reiseziele oder: Wie man seinen Koffer packt ([NXUV1HWZRUNLQJ6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Support Groups

Tragfähige Netze knüpfen, die das persönliche Wissensmanagement fördern und in der Krise Halt geben

Orientierungsfragen

Im Kreise gleichgesinnter Unterstützer fühlt sich sogar eine Krise weniger dramatisch an: Miteinander reden hilft! Können Sie sich vorstellen, ein Gefühl von Geborgenheit und Widerstandsfähigkeit zu entwickeln, das aus der Nähe zu wohlmeinenden anderen entsteht? Die vielen Brüder und Schwestern im Rücken geben viel Halt.

Übung

Bauen Sie Ihre Netzwerkkontakte im Internet auf und aus. Listen Sie alle Ihre Bekannten (auch die aus länger zurückliegenden Zeiten) auf – wo beﬁnden sich diese Personen heute? Recherchieren Sie! Schließen Sie sich ausgewählten Interessengruppen an oder gründen Sie selbst eine („Selbsthilfegruppe zur beruﬂichen Laufbahnplanung“). Prüfen Sie, ob ehrenamtliche Tätigkeiten in Ihrem sozialen/kommunalen Umfeld für Sie in Frage kommen: nutzen Sie dadurch das Wissen anderer – geben Sie Ihr eigenes Wissen ebenfalls weiter („Shareware“).

152

Die Übungen

Teil III: Beruﬂiche Reiseziele oder: Wie man seinen Koffer packt ([NXUV:LVVHQVPDQDJHPHQWXQG'HPRJUDÀHZDQGHO6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Mein Alter

Wohlfühlen mit dem eigenen Lebensstatus – ob alt oder jung! Angesichts des demograﬁschen Wandels generationsübergreifend gut durchmischte Partnerschaften bilden!

Orientierungsfragen

Wie geht es Ihnen damit: ﬁnden Sie sich mit 20 zu jung und nicht beachtet genug, mit 40 vielleicht schon zu alt für die Ü-30-Party? Wie man es dreht und wendet, es wird niemals eine schlechthin optimale Zeit geben: Es ist vielmehr unsere gelassene Entspannung in Gegenwart von uns selbst, die dem Faktor Zeit jede Schärfe nimmt. Wenn Sie jung sind, müssen sie natürlich dafür kämpfen, Zugang zu erhalten; wenn Sie älter werden wieder! Sind Sie vielleicht die Einzige, die Alter als Einschränkung sieht, dann ist da jede Menge Raum zur Entfaltung!

Die Übung

Setzen Sie sich getrennt mit je einem älteren/ jüngeren Gesprächspartner (männlich/weiblich) zusammen, um sich über Sichtweisen und angenommene Auswirkungen des demograﬁschen Wandels auf Ihre beruﬂichen Perspektiven auszutauschen; bilden Sie eine Gesprächsrunde bzw. suchen Sie eine solche auf, in der Sie Ihre persönlichen Sichtweisen mit anderen diskutieren oder abgleichen können. Welche Rolle spielt Ihr Alter für die beruflichen Aussichten tatsächlich? Führen Sie persönlich Protokoll zu den Ergebnissen und möglichen (Gegen-)Maßnahmen.

Die Übungen

153

Teil III: Beruﬂiche Reiseziele oder: Wie man seinen Koffer packt $QJHNRPPHQ$QJHNRPPHQ"6HLWH Szenario/Methode

Übungsziele und Erläuterungen

Ankommen

Der Weg ist das Ziel! Und das Ende ist immer der Anfang: Fangen Sie also nie an, aufzuhören, hören Sie nie auf, anzufangen!

Orientierungsfragen

Haben Sie wirklich geglaubt, dass das jetzt schon alles wäre, dass es diese berühmten Patentrezepte gäbe oder dass Sie sich einmal aufgemacht haben und dann wäre es das? Das kann doch wohl nicht Ihr Ernst sein. Sie können sich doch beim ersten Ansatz Ihrer Laufbahnplanung komplett getäuscht haben: Was dann? Na, neu anfangen natürlich – endlos! Sie wissen ja, man lernt am besten aus seinen eigenen Fehlern!

Die Übung

Setzen Sie bewusst Abschluss-Zeitpunkte für Teilziele in Ihrem beruﬂichen Laufbahnplan – deﬁniert durch das Erreichen eines bestimmten, eindeutig festgelegten Markierungspunktes (merke: Zahlen, Daten, Fakten!). Blicken Sie zurück auf das Erreichte, belohnen Sie sich und genießen Sie es, hier angekommen zu sein. Prüfen Sie dann Ihren Bezug zu dem nächsten Teilziel: Können Sie das noch unverändert aufrechterhalten oder sind Korrekturen nötig? Deﬁnieren Sie jetzt den ersten Schritt dahin – gehen Sie los! Viel Erfolg heute!

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155

Über den Autor Oder: Wie soll man den roten Faden erkennen, wenn man gerade mittendrauf steht? :DU HLJHQWOLFK DOOHV JDQ] ]XIlOOLJ" 2EHUÁlFKOLFK EHWUDFKWHW VDK HV ]XPLQGHVW VR DXV (LQ $XHQVWHKHQGHUZlUHLQGHQHUVWHQ-DKUHQZRKONDXPDXIGHQ*HGDQNHQJHNRPPHQGDVV HVVLFKEHLPHLQHUEHUXÁLFKHQ(QWZLFNOXQJXPGDV(UJHEQLVHLQHUNODUVWUXNWXULHUWHQSODQ YROOHQ$XVULFKWXQJDXIGLH=XNXQIWKDQGHOWH1DFK$ELWXUXQG:HKUGLHQVWDOV6DQLWlWVVROGDW NDP]XQlFKVWGLH$XVELOGXQJ]XP.UDQNHQSÁHJHUGDQQYHUPLWWHOWGXUFKHLQHQÅ0HQWRU´ HLQ$XVODQGVDXIHQWKDOWLQ*UREULWDQQLHQPLWVSUDFKOLFKHUXQGEHUXÁLFKHU:HLWHUELOGXQJ DQVFKOLHHQGZLHGHULQ'HXWVFKODQGGHU:HFKVHOLQV6WXGLXPXQGVFKOLHOLFKGHU6SUXQJLQV NDOWH:DVVHUGHU6HOEVWVWlQGLJNHLWDOV7UDLQHUXQG%HUDWHU 0LU VHOEVW ZDU GLHVH HUVWH EHUXÁLFKH /HEHQVSKDVH GXUFKDXV QLFKW EHOLHELJ DXVZHFKVHOEDU VRQGHUQHKHUDOVSHUV|QOLFKHU6XFKSUR]HVVPLWNODUHQÅ/DQGPDUNHQ´HUVFKLHQHQDOOHUGLQJV KDWWH LFK PLFK DXV KHXWLJHU 6LFKW QDFK DXVJLHELJHU /HNWUH YRQ +HUPDQQ +HVVH DXI HLQH 5HLVH]XUEHUXÁLFKHQ,GHQWLWlWEHJHEHQRKQHGDVODQJIULVWLJH=LHOYRUKHUJHQDXEHVWLPPW]X KDEHQ*HQDXGDVPDFKWHDEHUGDPDOVGHQ5HL]DXVGDV*HIKOYRQ)UHLKHLWGHU6SDGDUDQ ²XQGDXFKGLHhEHUQDKPHXQPLWWHOEDUHU9HUDQWZRUWXQJIUPLFKXQGDQGHUH$QXQWHU VFKLHGOLFKHQ:HJNUHX]XQJHQDQJHODQJWHQWVFKLHGLFKPLFKMHZHLOVIUGDVPLUDPQlFKVWHQ /LHJHQGHPLWHLQLJHP0XW]XP5LVLNRXQGELQQDFKPHLQHUHLJHQHQ(LQVFKlW]XQJGDEHL GXUFKZHJJXWJHIDKUHQ$XVGDPDOLJHU6LFKWEHVWlWLJWHQPLFKGLH(UJHEQLVVH hEHUZLHJHQGDOVRHLQH6HULHYRQ%DXFK(QWVFKHLGXQJHQ]ZLVFKHQHLQ]HOQHQ%O|FNHQNRQ WLQXLHUOLFKHUGLV]LSOLQLHUWHU$UEHLWDQGHUHQ9HUZLUNOLFKXQJ²HUVWVSlWYHUEXQGHQPLWHLQHP /DQJIULVWSODQ ,FK VROOWH VSlWHU LPPHU ZLHGHU 0HQVFKHQ EHJHJQHQ GLH DXV lKQOLFKHQ %HZHJJUQGHQ HUIROJUHLFK RGHU QLFKW EHUXÁLFKH 3RVLWLRQHQ LQ 8QWHUQHKPHQ HLQJHQRPPHQ KDWWHQ 8QG VHOEVW GHU 9RUVWDQGVYRUVLW]HQGH HLQHV GHU ZHOWZHLW JU|WHQ 9HUVLFKHUXQJVXQWHUQHKPHQ LQ 'HXWVFKODQGZHLVWDOVÅ6SlWVWDUWHU´/DQJ]HLW6WXGHQWEHJHLVWHUWHU6HJOHU:HOWHQEXPPOHU HLQHLP6LQQHNODVVLVFKHU%HUXIVELRJUDÀHQYROONRPPHQXQW\SLVFKH.DUULHUHDXI $XVGHU9RJHOSHUVSHNWLYHEHWUDFKWHWKDWWHLFKGDQQPLWHWZD-DKUHQGRFKHLQHDQGHUH 6LFKWGHU'LQJH7URW]DOOHUVFKHLQEDUHQ=LFN=DFN%HZHJXQJHQWUDWLP5FNEOLFNXQYHU PLWWHOW HLQ VLQQYROOHV 0XVWHU ]X 7DJH GDV PLU LP 9HUODXI GHV *HVFKHKHQV QLFKW GHXWOLFK JHZRUGHQ ZDU 0LW ]XQHKPHQGHU (QWVFKHLGXQJVNRPSHWHQ] KDWWH LFK DXV GHQ %DXVWHLQHQ QHXHULQWHUHVVDQWHU2SWLRQHQGLHMHZHLOVQlFKVWH6WXIHPHLQHUSHUV|QOLFKHQ/DXIEDKQ3\UD PLGHDXIJHEDXW 'DVULFKWHWHVLFK]X%HJLQQYRUDOOHPDQGHP6SDQQXQJVYHUKlOWQLVPHLQHU+HUNXQIW²GHU 8UVSUXQJVIDPLOLH²]XGHQHLJHQHQ:QVFKHQXQG%HGUIQLVVHQDXV6RUHNRQVWUXLHUHLFK GDVVVFKRQGLHHUVWH%HUXIVZDKO(QWVFKHLGXQJDXFKHLQHNODUH(QWVFKHLGXQJJHZHVHQZDU VLFKYRP(OWHUQKDXV]XO|VHQXQGLQWXLWLYGHPYRQGRUWVWDPPHQGHQYROODXVIRUPXOLHUWHQ

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Über den Autor

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159

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