In today’s fast-paced and constantly evolving world, the need for continuous learning and development has never been greater. With the increasing demand for new skills and knowledge, traditional training formats such as lectures and textbooks are no longer sufficient. This is where training videos come in and create new scope for designing learning environments. Why is this so? Videos offer an engaging, dynamic and interactive way to acquire new knowledge and skills, making them an indispensable tool for education and training.


Are digital media therefore superior to traditional teaching media?

Richard E. Clark says no. He says: “There is no good reason to suppose that learners who do the same thing learn something different only because of the medium” (1983).

Nevertheless, digital media can be used to change the learning situation so that it is more effective. Therefore, today we like to take up the most important aspects to consider when developing a training video.

To do this, we will look at the following:

  • The Cognitive Load Theory
  • The Cognitive Theory of Multimedia Learning
  • The functions that promote active learning in videos
  • The functions that promote attention in training videos


Cognitive Load Theory by Sweller (1988, 1989, 1994).

This theory suggests that memory consists of three components.


Sensory memory is very short-term and gathers information from the environment. Some of this information is selected for temporary storage and processing in the working memory, which also has a limited capacity. This processing is a prerequisite for encoding it into long-term memory, which has virtually unlimited capacity.

John Sweller identified the three components of cognitive load on working memory as the following.

  1. Intrinsic load: This is the capacity required just to solve the task itself. For example, the intrinsic load to solve this problem (2 + 2) is less than for this problem (64×8+7).
  2. Extraneous load: It is the cognitive load corresponding to processing irrelevant stimuli. For example: distractions or poor training planning.
  3. Germane Load: This is the mental load that aims to encode the new information into long-term memory

Since processing capacity is limited, this means that as one of the loads increases, the others decrease proportionally.

For example, if the audio quality is poor, the trainer is not following a clear line of thought and the neighbour is drilling, there will be a lot of extraneous load and consequently a lower germane load. This interferes with clean information storage and consequently proper learning cannot take place. If learning is to take place optimally, then the germane load must be maximised.

Good trainers keep extraneous loads to a minimum by preventing distractions and ensure that participants use an appropriate amount of intrinsic load by choosing tasks that are not too easy or too difficult. If the task is very easy for the participants, such as 2 + 2, then there is not enough new information to integrate. On the other hand, if the intrinsic load is very high, the participants cannot integrate anything because they do not understand anything.

Training videos Videos offer many new ways to optimise the use of this theory. By recording a training video, many distracting aspects of the environment can be manipulated or controlled. In addition, supplementary animations can be targeted and used more effectively. This can reduce distracting aspects of the environment, improve the way of speaking, find the perfect thread and direct attention better.


Cognitive Theory of Multimedia Learning.

This builds on Sweller’s Cognitive Load Theory (1988, 1989, 1994) and states that working memory has two channels for information intake and processing: a visual/pictorial channel and an auditory/verbal channel.

The capacity of these channels is limited. Therefore, in order to maximise the amount of information received, both channels need to be stimulated without overloading either of them.

If the trainer talks about the topic, the amount of information going through the auditory channel increases.  If he/she also shows pictures or animations, the second channel is stimulated with information. In this situation, both channels are activated and more information is processed and thus stored, so that a deeper learning experience takes place.

However, this theory also shows how overloading one channel can lead to impaired learning: If the trainer talks about a certain topic and shows an explanatory text at the same time, it can lead to an overload of the auditory channel in the audience.

Training videos therefore open many new doors on how to stimulate both channels simultaneously and appropriately for an optimal learning experience.


Active learning in videos.

Now let’s look at the features that promote active learning in videos.

But first, what does active learning mean?

According to the ICAP framework by Chi & Wiley (2014), there are four different levels of processing information. The level of processing influences how well information is stored. The higher the level of processing, the better the information is stored.

  1. If a participant sits back in the lecture hall and just listens, he/she is only passively processing the information.
  2. On the other hand, he/she writes down or underlines information on a piece of paper, then the information is being actively processed.
  3. If a participant produces additional outputs, such as drawing a concept map or asking questions, he/she is processing the information on a constructive level.
  4. The highest level of learning is the interactive level, for example when a participant discusses the topic with someone else.

It is not always possible to reach the highest level in a training because this level requires a understanding of the topic at hand, so it requires time resources that are not always available.

But planning a training video to reach the active learning level is not that difficult. Brame C. J. published an article in 2015 in which she summarised the conclusions of several studies on this topic.

  1. The first study found that the use of guiding questions promotes active learning. Asking a participant questions before or at the beginning of the video to guide him/her and make him/her aware of the important things can facilitate and favour the learning experience. If the trainer asks at the beginning of the video: Are digital media superior to traditional teaching media? This primes the participants to search for and retain information that answers this question.
  2. The second study found that participants learn best when they can interact with the video, i.e. pause it, play it back, change its speed, etc.
  3. The third study found that videos perform better when questions with personalised feedback are integrated into the video.
  4. The fourth and final study found that participants learn better when videos are part of a larger task. For example, when explanatory videos are mixed with lab exercises in a research project.


Functions that promote attention in training videos.

And that brings us to the last point: features that promote attention in training videos. For this, we will look at the most comprehensive study of video engagement to date, using data from 6.9 million video sessions. The study by Guo P. J., Kim J. & Rubin R. in 2014 found six factors that influence attention.

  1. And the factor that influences engagement the most is video length. The authors of the study formulated the hypothesis: shorter videos are more engaging not only because of length, but also because they may be better planned.
  2. Second finding: videos that intersperse a lecturer’s talking head with slides are more engaging than slide-only videos.
  3. Third: Videos in which the personality of the host is noticeable are more appealing than those in which this is not the case.
  4. Fourth:. Tutorials with Khan-style drawing (a certain type of animation) are more engaging than those that have PowerPoint slides.
  5. Fifth: Even high quality recorded classroom lectures are not as exciting when used in an online course.
  6. And now for the last point: videos in which the hosts speak fairly fast and with enthusiasm are more engaging than videos in which they speak calmly and slowly.


Let us summarise the most important aspects to consider.

– The Germane Load should be maximised, while the Extraneus Load should be reduced and the Intrinsic Load kept at an appropriate level.

– Both the visual and auditory channels should be stimulated without overloading either with too much or competing information.

– Videos should be an active experience by providing guiding questions at the beginning, allowing participants to navigate through the video at their own pace, including questions with personalised feedback, and/or making the video part of a larger training session.

– Videos should be kept as short as possible. This does not mean that long videos are of lower quality, but that videos should be planned to be of a length that is comfortable for users.

– Both a talking head and graphic elements should be used. This can help direct the focus to what is important.

– If the situation allows it, the trainer’s personality should be noticeable in the video by speaking informally, making jokes, etc.

– Ideally, graphic elements should be used that are more engaging than just PowerPoint slides.

– Plan accordingly, because the way of speaking in a video is different from the way of speaking in a face-to-face seminar/training/lecture.

With the information from these theories and studies, hopefully you now know what to look for and what to consider when creating training videos. We hope you enjoy trying them out. And as every skill requires: It also takes time, patience and practice. But there is no better time than now to start. Have fun!


Ever heard of a conceptathon? Nope? No wonder. It’s actually a brand new format of New Work and New Learning that combines teamwork, collaboration and learning with immediately usable work results in the field of conception. And it does so with a lot of fun and a high level of energy. That’s what the Conceptathon is – a New Work Booster.

Conceptathon reminds of Hackathon

To be honest, the basic idea of the Conceptathon is not all that new. It has its roots in hackathons known since the turn of the millennium in hardware and software development.

These are IT developers meetings limited in time, first in the presence and later also in the virtual environment. They pursue the goal of collaboratively developing products or finding solutions to specific challenges during the meeting. From classic hackathons, the public is familiar with large quantities of pizza boxes and all kinds of technology that the developer needs to creatively design the tasks set. You could say they have made a reputation for themselves as mega pizza parties, where a lot of creative competition packed into agile sprints ensures a lot of fun and output.

Conceptathon has agile roots

And that’s where the Conceptathon comes in. This format also relies on collaborative design and a good team spirit to achieve high-quality work results in a short time. The Conceptathon also focuses on fun and creativity and the basic design is in sprints. So it is in no way inferior to the Hackathon and appreciates its qualities and experience. Especially since the Hackathon, as a prototype of agile working, practised the principles of New Work in its purest form early on.

Learning by doing in Conceptathon

And yet the Conceptathon is very different from its relative. That starts with the general conditions. It is true that the Conceptathon also offers suitable catering, but with a different focus: fresh fruit and snacks with food for the brain. Conceptathons are also planned for several days. The nights, however, are for regeneration and the breaks and evenings are for relaxing, often with the team. While at hackathons everything is preferably darkened, conceptathons deliberately open doors and windows and let the light in or move straight outside into nature.

The real difference, however, lies in the format itself. The Conceptathon – a New Work Booster – supplements collaborative learning and working with small teaching nuggets at the beginning and end of a sprint. I.e. during the meeting, the product development is supplemented with suitable learning impulses that then inspire the joint concept work. In this way, not only is something co-created, but at the same time a targeted individual competence development takes place.

As the name suggests, learning and working at Conceptathon revolves around the theme of “conception”. In many ways, a participant in a Conceptathon can increase his/her ability to create concepts while at the same time designing concepts.

This process is supported by these attitudes or methods:

  • The idea of the “Wisdom of the crowd”, i.e. many people working together have a more holistic perspective and more options for finding solutions than just one person
  • The New Work principles of “collaboration” and “co-creation“, the understanding and methods of how to effectively implement collaborative working
  • The New Learning understanding that learning is best done by doing and on demand
  • The approach that learning facilitators as guides, as we say at TCJG, give impulses that promote empowerment instead of imparting knowledge
  • The framework of Design Thinking, which can be used not only for excellent product development but also for the development of concepts

Conceptathon – a New Work Booster

A conceptathon can be held over 2 days, but it is preferable to run it over 3 days. A longer duration is not recommended, as experience has shown that the concentration decreases.
Design of a camp that works with a team of 5-7 people and a guide is recommended. The number of participants is scalable with a simultaneous increase in the number of learning guides. This camp can also be significantly larger at any time if the framework conditions allow.

These conditions should be met:

  • Sufficiently large room with individual working areas for each participant, but also collaboration areas and chill-out areas
  • Provision of technical equipment (e.g. computers) and creative material
  • Space or format that allows all participants to meet together from time to time during the course of the workshop
  • Availability of healthy catering
  • Offer socialising and team-building sessions

Conceptathons can be organised in fixed working teams or in Mix-Max groups. They are suitable for the “real world”, for example as presence camps and are recommended by us, but they also function just as well in the virtual world as remote sessions.

In order to test the ability to create concepts, suitable topics should be available. Either the participants themselves bring topics or the organiser provides appropriate topics and, if necessary, resources.

The design of a conceptathon can be varied. A pure open space is just as suitable as a theme-based format, such as the joint development of workshops or learning nuggets, or the creation of decision-making templates for new ideas of one department.
Either way, the Conceptathon is a New Work Booster. And a learning booster at that.

Many good reasons for a Conceptathon

The added value list of Conceptathons is as long as its possible applications.
Here are just a few selected reasons why Conceptathon – is a New Work Booster.

  • Participants build up individual competences in the field of systematics and structure as well as expertise in concept work and agile working
  • Collaborators experience community work and train collaboration with a view to output
  • Participants experience teaching and learning at eye level and understand the importance of sharing and caring in the context of New Work
  • Participants learn a variety of methods, e.g. design thinking or Scrum techniques as well as creative work and argumentation
  • The investment in learning has an immediate effect: directly usable concepts for the utilisation of the learning process

The Conceptathon is an open source Zeitgeist L&OD format by The Company Journey Guides.

You shape the future.
This is something we´re good at.

This article was written by Eva-Maria Danzer.


The current time requires constantly to deal with challenges and to deal with change. There are many forms of facing these topics. Most of these formats are very rational. With 3D mapping, a completely different approach is practiced: in a creative and intuitive way, approaches to solutions are found and developed. Creating the future with the help of 3D Mapping.

And what exactly is 3D mapping?

An organizational development method created by the Presencing Institute and used primarily by teams dealing with change and challenges. 3D Mapping provides the ability to visually map a system or issue or idea and look at how it might evolve from multiple dimensions and perspectives.

The strength of this method lies in the fact that participants think out of their heads, work with their hands and create a model together. One does not think about the current situation and its possible development.

In a creative and intuitive development process the image of “reality” is created. If the knowledge of one’s own hands is trusted, one does not fall back into habitual ways of thinking about the present and imagine the future as a continuation of the existing, but it is very likely that new ways will be discovered. And that is exactly what creating the future with the help of 3D mapping is.

Creative techniques are used and different creative materials are employed. At first glance, it looks a bit like a DIY session, but it is an innovative method that has long since gained recognition in the business world. At the latest after Design Thinking has conquered the stage.

3D Mapping in 3 steps

Before ideally 4-7 participants start creating the model of their system or their issue, it is made clear what the intention is and what the focus of the mapping is.

The first step is then to create a mapping that represents the current state of a system. Each object in the model represents a different element, quality or stakeholder of the system.

In the second step, team participants reflect on the model from four different perspectives and with different questions. This gives the participants the opportunity to each develop a different view of the existing system from a different archetypal perspective.

In the third step, the participants design the future based on the insights gained. To do this, they change the model in such a way that it better represents the new future they want to bring into the world.

Afterwards, the overall process is reflected upon and measures can be derived to solve or redesign the problem. As a rule, these measures are characterized by the fact that they get to the point and prioritize themselves immediately. In addition, there is no need to call in a committee of implementers. This has already been done in the process.
That’s probably why this method is so powerful. It is sustainable.

An example: 3D mapping in a nursing facility

A few weeks ago, we implemented this process of 3D mapping with the care management team of a nursing facility. It was incredible to see the emotions that immediately come into play when this format is used. We experienced emotionally heavy moments, but also very touching ones.

The members of the team got into a good flow very quickly when creating the model and, without consulting each other, created the current situation in an intuitive and creative way.

For us as process facilitators it was nice to observe how the people in this team trusted each other, worked together and protected and supported each other. Thus, there was a necessary stability to create what emerged.

The process starts with an AS IS picture

When the work began, the energy in the room changed noticeably, it became visibly heavy and oppressive. This energy was also reflected in the model: Although the good unity of the team members was evident here as well, heaviness and chaos dominated in many places. Many walls, demarcations, no cooperation. On the contrary, in many areas there was a recognizable counteraction and watching each other.

When the team members reflected on the model, everyone was quickly aware that a change had to be made promptly. One statement was “if you look at the model longer, you would like to run away”. This statement sums up the image and energy in the room well. However, there were also statements of encouragement. In reference to the leadership team, the terms “love” and “our unity” fell; in reference to the nursing facility, the potential and spirit of the home was emphasized.

After creating the current situation and reflecting on the model, the leadership team was mentally and physically exhausted. This was a completely normal process, as they had been very intensively involved in this process. We paused here in the process and did not design the future model until two more weeks had passed. This allowed the team members to reflect on the process again in peace, to gain some distance and to shape the future with fresh energy.

3D Mapping process

The second step is about future

At the beginning of the second session, experiences and insights from the first session were reflected upon once again. Afterwards, the team members set about designing the future with great enthusiasm.

Very quickly they were back in the flow. And without any consultation, one change after the other was made to the model. What a difference it was from the last time!

A lot of lightness unfolded in the room. A very light energy and love were noticeable, the true spirit of the house spread. There was nothing of the leaden heaviness of the last time, which also affected the team members. The team energized and motivated. And for all to see the weight that had fallen from the shoulders of the team members and how a breath of fresh air could take place. That was constructive and effective future design with 3D mapping.

The presented future shows a picture of understanding and togetherness. Looking at the model, the team members were able to quickly develop initial ideas on how to achieve this future. They are very optimistic and motivated to create this ideal image together – with the nursing staff – and to make the house a unique place for the residents and relatives.

3D Mapping process

3D Mapping process

For us, it was a fulfilling task to be able to support the nursing management team in finding a way to shape the future and we are also pleased to be able to accompany them for a while.


Want to know more about 3D mapping process?

Please contact us.

This case was written by Julia Winkler.


Until the 1960s, upper and middle management were oriented toward the cybernetic control loop as a fundamental management model. Deviations from the norm were regarded as controllable or regulable by means of “correct” methods. But the changes became more profound, more comprehensive and increasingly rapid. The so-called “disturbance” thus became the normal case, and regulating or remedying it became increasingly costly and complex. Management no longer comes to “rest”, but is an object of constant adaptation to changing conditions.

Yesterday’s recipes for success are no guarantee of tomorrow’s success

What was gently called “change” 20 years ago has today undergone a rapid acceleration, so that some would like to speak of a “revolution”. Economic history shows new phenomena, such as globalization, new work, Internet, multimedia, etc.. These then led to new terms such as, Change Management, Leadershift, Chaos Theory or Business Transformation.

Yesterday’s recipes for success are no longer a guarantee for tomorrow’s success. Many new tools and models are offered: Lean Management, Learning Organization, Knowledge Management, Design Thinking, Agile way of working, and many more.

Suddenly, employees, executives in upper and middle management had to deal intensively and directly with the topics of change, permanent learning, disruption, new formats and chaos management. This inevitably led to a loss of familiarity, status and control, and caused uncertainty. From this state of affairs, a new “recipe”, change management, was established. Change was not only to be seen as necessary and inevitable, but was also to be actively shaped.

Employees not only had to be made less afraid of the new, but they also had to be won over as essential building blocks in the change process and allies for the new.

Change Management – all dimensions of change

As a kind of “container term,” change management is not as clearly definable and adaptable as project or quality management. Management of any kind aims at change. In this respect, all the great concepts of recent economic history were and still are part of change management – Taylorism as well as Lean Management or Knowledge Management. Even more: every merger, reorganization, and even well-managed employee appraisals, every suggestion for improvement or management review meeting is about change. In this respect, the question arises: What is not change management?

In Anglo-Saxon literature, change management is primarily understood as the human dimension of a change. In German-speaking countries, on the other hand, technical aspects are also taken into account. This leads us to the conclusion that change management is about technical, strategic, organizational, managerial and human-social changes, which are realized with a multiple combination of hard and soft factors.

Consequently, the essential task of a change manager is to manage people, information, resources and processes in a targeted manner in order to bring about change and adaptation. The main focus is on human resources management, because changes – as proven by our own projects – are met with resistance, cause fears, resilience and learning blockades.

Another finding from many of our own projects is that change is not possible without the participation of employees.

Change Management

Source: Study Institute for Learning Organization and Innovation, Munich in cooperation with the Institute of Business Administration of the University of St.Gallen

All approaches to change management pursue a common concern: they should create “infrastructures” for change. It is not the changes alone that are important, but their implementation and the provision of a climate and environment conducive to realization. Above all, proactive change management strives to create a change-friendly climate in which new ideas and concepts can emerge.

It’s not just about the new

Today’s change management also aims at continuous sustainable corporate development. In addition to growth or consolidation, revitalization, reorganization, accountability or value enhancement are among the common objectives for the development of organizations. Today’s goal is to create structures in management and a mindset that shape change itself and are no longer fixated on constant constancy. Consequently, in the change process a company should not only acquire the ability to change its own rules according to the learning process, but at the same time to develop rules for the rule changes and thus to become reflexive.

Change Management – step-by-step

Models and concepts for a successful approach to change management can be considered from two main points of view – to change the content and direction, companies should work with common models in terms of content and concept, with Business Reengineering, Lean Management, Total Quality Management or Balanced Scorecard dominating the opportunity scene here so far. When it comes to the question of “how”, there are two answers. Depending on the point of view or the basic model, a more management-technical approach is interested in the typical course of a change process. For the phases of diagnosis, goal formation, planning, decision, realization and for sustainable support control. Human resources managers, for example, tend to focus more on the actors involved in the change and ask about the necessary motivational resources.

Usually, such a process goes through several phases until the psychological changes are stably adopted into the behavioral or attitudinal repertoire.

The Company Journey Guides proceed with minor deviations from the generally accepted seven-phase model:

Shock – Rejection – Insight – Acceptance – Trial – Realization – Integration. Change Management step-by-step.

Extensive changes, such as transformations, cover a period of at least 24 months. In each of the phases mentioned, a different set-up and procedure is useful.

From our point of view, supporting consulting/coaching and facilitation play an essential role for a successful change. This creates a suitable methodological, spatial and temporal structure and ensures sustainability. A facilitator is therefore first and foremost a process designer and structure provider, completely neutral in terms of content and impartial. He/she has a high level of competence in relation to change, groups and conflicts and has a well-stocked toolbox of methods for conversations and creative processes in meetings, workshops and conferences. Thus, he/she is able to pick up people from where they currently stand.



Please contact us.

We are here for you.


Coaching works. This finding is now widely and reliably supported by scientific evidence. Although there are also negative effects and different effect strengths in the (positive) effect, it can be said on average that whoever takes part in coaching will achieve a positive effect. What we hardly understand, if at all, so far, is the question of what exactly is effective about coaching and what makes coaching effective. Nicklas Kinder has been investigating this question for some time now as part of his dissertation.

Coaching Effectiveness and Success – a mostly very subjective endeavor

The first question is what is actually being measured when we talk about effectiveness or success in coaching. Here, science falls back on a multitude of different constructs. The more objective the measure of success, the more time-consuming and cost- or resource-intensive its collection. Accordingly, measures such as goal achievement or client satisfaction are usually used. This survey can be carried out conveniently by means of (online) questionnaires.
However, this approach brings with it a fuzziness. Today we know that the satisfaction with coaching is significantly influenced by the sympathy to the coach. To leave out this influencing factor is to undermine the credibility and validity of the results obtained. Measures such as employee turnover, productivity or return on investment are much more meaningful, but are very rarely collected for the reasons mentioned above.

The complexity of the impact of coaching

Leaving aside the challenges of measuring success, we turn our attention here to the mechanisms of impact of coaching. Coaching works, yes. But how and through what? Eliciting the answer to these questions is in no way to be considered less complex – on the contrary. Regardless of the training direction of the coach, coaching represents a special form of social interaction, which is therefore subject to common social psychological rules and phenomena. In simplified terms, people in interactions thus always strive to maximize their gains from action and minimize the costs resulting from the action. However, the results of coaching are co-created by both interaction partners – coach and client. Thus, only part of the control over the results of action is in the hands of the coach, another part is in the hands of the respective counterpart, and a third part is in the joint, shared control. The respective situation plays an additional role.

This can be said – coaching works as a part of social interaction

In coaching, however, the coach does not follow the maximization of his action gains, but tries to influence the interaction positively in the sense of his client. In coaching, there is a continuous exchange of emotions and cognitions between the interlocutors. The joint interactions usually take place in loops. Thereby a mutual influence takes place. Basic needs initially generate motivated cognitions. These then lead to motivated behavior, which is interpreted reciprocally and leads to a further loop. Whether this process is perceived as effort or gain/benefit depends on two factors. On the one hand, to what extent the individual needs and motives match. Second, how the respective counterpart perceives and reacts to the behavior. This is the voice of social psychology.

Individual impact factors cannot score

Thus, in summary, the study of the impact of coaching depends on the behavior of coach and client and their interaction. In addition, it is also about the perception of each other’s behavior and its subjective interpretation. It is therefore relatively unsatisfactory and not very meaningful to identify specific individual factors as mechanisms of effect in coaching. The reason for this is the complex interdependencies of effects, which suggest a plurality to multitude of relevant factors. It can also be assumed that, for example, satisfaction with coaching depends on other factors than the achievement of goals or the consistency of the implementation of certain goals.

The frequently published studies on individual impact factors found are consequently limited, at least in their informative value. This is especially true if one considers that so quickly the impression is created that many similar factors could play a role, which, however, could be quickly traced back to a common origin in a joint investigation (e.g. social closeness, trust, empathy, positive interactions and sympathy are explained by the working relationship). Thus, one should examine several interesting and interrelated as well as extraneous constructs together to obtain impact factor models. Single impact factors seem unrealistic and not very meaningful.

Complex impact factor models – an exciting research direction

Preliminary results from studies of more complex surveys (Kinder et al., 2020) suggest that coaching works, as different criteria help most clients to rate coaching as successful. Success was assessed in terms of goal achievement and satisfaction with coaching, but composed of different differentiating individual questions. The criteria arose from a number of variables, which were the result of complex statistical calculations with so-called structural equation models.

Impact factors for predicting the success of coaching (from the client’s point of view):

  • Working relationship – tasks (how well did the activities and tasks help the client in coaching)
  • Working relationship – bonding (closeness and bonding in the working relationship between coach and client)
  • Trust (the client’s confidence in the coach’s competence, benevolence and integrity)
  • Empathy (the empathy of the coach)
  • Affect calibration (the inclusion of the client’s emotional level in coaching)
  • Resource activation and implementation (orientation to strengths, competencies, resources and experiences and their usefulness for the implementation of the goals)
  • Each variable in itself has an influence on coaching success, following the logic “the higher the better”. Therefore, statistically, the more a coach incorporates these points, the greater the likelihood that the coaching will be successful for the client.

As we can see, two levels are significant for coaching to be effective:

On the one hand, the coach should address the relationship level and respond to you individually. Only in this way can a trusting relationship develop and your coach understand what is going on inside you.

On the other hand, the coach should be a structuring element and ensure, through a good selection of tasks that suit you, that you work on the right adjusting screws, reflect and ultimately make progress for yourself. The structure is likewise found in the reflection and gathering of suitable resources that you need or that can help you achieve your goals.



One learning format is currently enjoying increasing popularity. It is a short term learning design that can be easily integrated into the daily routine of every person. By leaning on a time slot that is set anyway. The lunch break. With a sandwich or salad, some content and sharing. The Lunch & Learn is ready. And Lunch & Learns, they rock.

Micro Learning is on the move

The days when learning in business was primarily done in a group in the seminar room or alone in front of the computer are gone. Where you had to “cut out” days or hours to learn new things, to get inspiration or to optimize your own behavior. Today learning is different. For example in small bites, so-called Learning Nuggets. Small learning units for in between. They can be “nibbled on” in the process. They are assigned to microlearning, one of the current trends in qualification. Just like the Lunch & Learns, which rock.

Sharing turns out to be the new learning

Another trend that is just beginning to take off is learning through sharing. The sharing of knowledge and experience among people. In your own company or/and beyond your own organization, e.g. in topic communities. The advantage of this “learning format” is that knowledge shared by people who belong to an identical context is usually practical and immediately applicable. In addition, sharing one’s own experiences with interested parties is usually experienced as an appreciation. And this form of learning has yet another advantage: it is free of charge and available in a variety of ways. That rocks. Like Lunch & Learns, by the way, they rock, too.

Not to forget, the Social Workspace Learning

According to the 70:20:10 model, learning today and tomorrow takes place primarily at the workplace and in collaboration. In the ideal case as Social Workspace Learning, i.e. with a focus on social learning, i.e. learning in exchange with others. And that in a timely manner, when learning needs arise. Companies would do well to consider this demand for learning of their employees. And to offer suitable formats. Like Lunch & Learns, for example, which then rock.

Lunch & Learns offer everything in one format

What exactly is this dream format that rocks like that? Well, it’s basically a joint lunch with a guided exchange on a topic. Salmon roll meets super food salad, so to speak. And there is something to that. After all, food is an essential part of this setting. And so is showing what’s on your plate at the moment. Usually this is one of the openers for a Lunch & Learn, especially when it is done virtually. In this format treffen (meet), from three to X are people who belong to an organization or feel connected to a certain topic. around lunchtime, usually for 1-2 hours. Rather shorter than longer. And during this time they exchange ideas on a specific topic or question that is important to everyone. A teaser and/or (several) impulse “lecture” can introduce the topic and a facilitator should set the framework and accompany the group. It is then crucial that those present enter into dialogue with each other and share their voices and views, contribute their experience and hear other perspectives. This is where the design is needed and the “good” questions from the facilitator. Ideally, the exchange takes place in small groups of 3-4 people. This ensures that everyone can make a contribution and thus be heard. The best way is to invite people to the peer work in live format and virtually. At the end there should be a “harvesting“. What was in it for the individual(s)? What can be taken away? What should be tried out?

Lunch & Learns that rock

And here are a few tips from the treasure chest of the facilitator for the Lunch & Learns that rock

  • Short and crisp
  • Opener, where everybody has a say or shows an activity
  • Attractive teaser (video, mini-key note, message from an expert, provocation, etc.)
  • 2-3 sharingrounds with different conversation partners
  • Questions that stimulate a deeper exchange
  • 1-2 energizers
  • Space for harvesting and transfer

Lunch & Learns have an addictive potential. I promise. We at TCJG are happy to share our experience with this format.

22.05.2020 For many, almost 10 weeks of Working@Home are now behind us. Some helpful routines have been formed in the meantime, new tools and efficient working techniques have been learned and the state of emergency has created a strange, new everyday life. And yet now comes a dry spell. This way of working is reaching its limits. Colleagues are missed more, the spatial separation of our life areas is painfully missing. The urge back to the “workplace” is felt everywhere. Just in case it goes on like this for a few more days or weeks or if Working@Home becomes firmly established again: Here are a few tips from companies, freelancers and bloggers on how home office works.

The workplace

“As you’ve made your bed, now you must lie in it,” says the people. This applies not only to the choice of mattress, but also to the choice of a suitable workplace. Depending upon the possibilities of the own home naturally. Ideal is a delimited area with table and ergonomic chair with lateral light and a clean working environment. This prevents distractions. For those who do not have a home office, order helps. Please put away everything that is not needed for working. Sometimes a visual change, such as a cloth, can also help, giving the table a new appearance and the head a new way to switch to work mode. For days when you need special motivation, a small bouquet of flowers or a motivating picture next to the laptop may also help. The phenomenon that the outside can influence the inside and vice versa is not unknown. Everybody knows that in a suit or evening dress you move and behave differently than in a jogging suit. How was it with the control and the jogging pants, dear Karl Lagerfeld? And that brings us straight to the second tip: the clothing.

The clothes

It is best to choose exactly the same clothes that you would wear in the office. Those who usually dress more casually in jeans and polo shirt or sweater will keep that in mind. In other industries, a shirt or blouse may also be appropriate. Shoes can also help to switch to “work mode”. The posture is immediately more upright and the head gets the impulse to switch to “work mode”. Also, one performs better during (many) video conferences.

The structure

Working@Home lacks a spatial structure and a clear separation of living areas. This makes it all the more important to be well organized in terms of time. On some days fixed appointments from outside help, such as video calls, remote workshops, jour-fixed appointments with the boss, team or customers. If this framework is missing, it is a good idea to create a fixed rhythm. Those who have fixed reachability from their company are usually sitting at their desk from 9 a.m. to 5 p.m. and can be reached. After that is “end of work”. How meaningful these rules are is debatable. This varies depending on the business model and type of person. After all, there are many studies on the different daily and working rhythms of people. In science, a distinction is made between larks, owls or other types. An added value offered by the home office is certainly to be able to better accommodate individual inclinations. Why not go to the virtual school with the children for an hour in the morning, as is currently required? But then in the evening between 19.00-20.00 o’clock again process the e-mails. Current collaboration platforms provide excellent support for this. It is easy to leave a message there when a person is “on” or “off”.

The breaks

Breaks are especially important in the home office. Various researches have come to the conclusion that breaks are creative and efficient. After about 90 minutes our brain is exhausted and needs a short break. After about 4 hours, a longer break is recommended. The eyes are also grateful for a screen break. Don’t forget to move, another tip – all experts agree on this. Not only that especially people who are on the move in creative professions often describe the phenomenon, the best ideas would come in the shower, during sports or while sleeping. Every person has the natural need to move. With Working@Home and the maximum between the kitchen and bedroom, this can be clearly neglected. Little rituals can help here, such as stretching from the “desk” every time you get up or circling your shoulders after every “call”.

The Mental Hygiene

The right mindset is the key to success, experts today also agree on this. Especially in the home office, self-management, motivation and self-discipline are the decisive success factors. Here it comes again and again to overlapping of the different roles and areas of life. So it’s good to always be clear about what’s coming up and what’s not. What is allowed is what helps. Some people find 5 minutes of morning meditation helpful, others use visualizations, to-do lists or the handwritten marker on the kitchen door. It is recommended to take a short break to realign yourself and to reprioritize if necessary. And above all, to allow yourself to take time off from family and work at home, as well as “doing nothing” just for yourself.

The future of Working@Home

At present, no one can predict how Corona will change our working world. Digitization has already gained momentum. So has creativity, solidarity and openness to New Work. Steve Galveski describes five different stages of remote work on From stage 1 “Non-Deliberate Action” to stage 5 the “Nirvana”, in which the virtual office no longer tries to copy the physical office, but defines its own rules through clever use and thus becomes more productive. Well, we´ll see. In any case, it’s a good idea to take a look at how Working@Home works sustainably. From now on it is part of it.




Countless studies show that companies in this country are lagging in digitisation. Above all, the development of digital skills for many people is not progressing as quickly as expected. What is needed now is a speed up. There is a solution: Hybrid Discovery (HD) Workshops from TCJG

There are many offers for the development of digital competence

 It cannot be said that there is a lack of initiatives and concepts or even measures to develop digital literacy. Never has the range of online and face-to-face training courses been as extensive as it is today. Obviously with a continuing upward trend. Today, private individuals can choose from a wide variety of learning formats. Meanwhile, e-learning is becoming more and more clever, with and without gamification elements, videos in explanatory or teaching mode, learning trips in peers with direct access to well-sorted content, hosted on platforms of varying attractiveness. In addition, there are in-house training courses of various kinds, in which digitalisation is still “trained” in live formats. Or one can find really great staged presence Future Learning Labs.

By the way: We have been looking around here and there over the last few months and are happy to share our experiences.

And yet CEOs of companies complain that a sustainable change in the behaviour of many people falls short of expectations and of necessity. In fact, knowledge in the field of digitization is often already available, but it is hardly ever applied.

Let’s think of Corona as an opportunity

The current challenge that is illustrated in connection with “Corona” makes it clear: it would be beneficial for people to be fit in and with digital forms of work. As a result of “Corona”, entire workforces may be forced to work from their home office at short notice. This can go well and minimize the expected economic damage. All that is required is that everyone is suitably qualified and motivated.

In this respect, we can also see “Corona” as an opportunity and driver in the development of digital competence. What could be postponed for a long time now creates a concrete pressure to act. Digital, networked collaboration.

In change management, one would say that the sense of urgency” is now becoming visible. This is one of the success factors for successful change. As a rule, digitalization is defined as a central strategic field in companies today. It can therefore be assumed that a pronounced digital competence also pays off on a powerful vision. A further success factor. Nothing stands in the way of change. Now it is simply a matter of doing the new.

Use the opportunity to speed up digital competence

The time is now to take the implementation of digital work seriously. From the current need to maintain more virtual than F2F contacts, the quick win can now emerge to strengthen the competence of digital working and learning through a targeted offer of suitable and inspiring formats. This initially includes the consistent implementation of well-structured conference calls via Skype, teams, WebEx, GoToMeting or zoom. And certainly, also the increased use of document sharing e.g. via SharePoint or GoogleDrive, should be mentioned here.

However, the TCJG format of the HD (Hybrid Discovery) workshops goes far beyond this. These are 0.5 – 2 day hybrid workshops in the area of Learning & Development. On various topics, such as communication, self-organization, sharing & collaboration and others. In these primarily virtual workshops, presence units are integrated into the participant’s workplace. This format provides for learning and collaboration in a virtual group, but at the same time ensures that social workspace learning takes place in real time. The basics of didactics (sensitization, information, practice/application and transfer) are considered as well as a high experience value and fun factor.

Really good reasons for HD (Hybrid Discovery) workshops

This format cleverly combines the introduction of people to digital tools and their natural application or use. In teams or alternative systems, people simply work. Playful moderation is achieved by changing various tools and these are immediately applied. Whether it is tandem work in a team call, small group work in the break out rooms of zoom or a joint brainstorming using a worksheet in OneNote. To name just a few examples of the MS Office 365 world. Then you don’t need your own MS Office 365 user training anymore. In the workshop the tools are simply used on an ongoing basis.

Not to forget your own mobile phone, which uses a (secure) messenger to control mini work phases or breaks, to deliver work orders or to play back work results from the workplace to the virtual group via audio/video recording.

And this is only the added value in the area of virtual media competence. Above all, it is also worth mentioning the development of the participants’ ability to work collaboratively and to share knowledge or experience at the workplace. By means of these workshops, a contribution can also be made to the development of cross-functional networks or new relationships can be created across silos. Participants are encouraged to set up a space at their workplace where they visualize the results of their work developed in the virtual group. This space remains available after the virtual workshop and serves as a tool for implementing the learning content.

Finally: without much thought or discussion, digital work becomes normal and self-evident with this format. An incidental speed up of digital competence.

What does it take? A laptop, a mobile device and a human being.

We do the rest, or we show you how to do it.

HD Workshops from TCJG – Speed up!

Please feel free to contact us.


Learning Journeys are a journey into the world of new learning. They comprehensively reform the personnel and organizational development process and combine many innovative and modern learning concepts of tomorrow – today. We have also embarked on a journey to take a look behind the scenes of the “Learning Journey” format: Come with us!

The first stage of the Learning Journey of learning

Everybody who has pressed the school desk, or the lecture hall knows this: One speaks monotonously and unagitated in the style of a frontally reader and the other listeners find it difficult to follow or even keep their eyes open. The frontal lecture was gradually replaced by a seminar, a workshop or interactive training. However, although interaction and direct participation made time pass faster, a sobering realization remained: only certain competences can be imparted through such formats, they cost a lot of resources and actually only make sense if the entire group of participants starts from scratch (or another common starting point).

In times of fast-moving change and constant adaptation, it was not far from the idea to digitise these formats because of the high commitment of resources. Webinars, podcasts or virtual classroom trainings were expected to increase efficiency in learning – after all, participants no longer had to travel to get in touch with learning. Unfortunately, these concepts soon reached their limits. A lack of individual consideration, external employment, of topic transfer and technical challenges added to the already known difficulties. The problem that curricular learning is only partially effective with heterogeneous levels of knowledge was not tackled in the first place. Not to mention the sustainability of learning.

The alternative route also had its pitfalls

At the same time, the realisation developed that knowledge content and skills in particular do not have to be acquired in presence or interpersonal interaction. e-Learning was born as a virtual brother to the good old textbook. Worldwide and at any time access to the learning content, learning on demand thus. And all you need is access to the internet. Many companies invested horrendous sums to implement their own e-learning concept in their in-house Learning Management System (LMS). Of course, with excitingly prepared and as interactive and multimedia as possible content.

The problem? The laboriously created content is always obsolete and outdated after a short time. In addition, it is often not so easy for employees to find “just in time” and “tailor-made” answers to everyday questions in the e-learning tools. Changes are usually time-consuming and costly, especially if an external service provider is involved. In addition, it quickly made the rounds that knowledge competences are only part of the necessary tools for people – primarily it is also about ability (application competences) and will (attitude competences, the much-quoted mindset). And that is where e-learning has its limits.

What is a Learning Journey now?

A smart combination of the two approaches, digital and analogue learning. And this on a temporary basis, from 12 weeks to 24 months or more, depending on the topic.

The topics can range from a limited field (e.g. “communication”) to a holistic program (e.g. “leadership development”). The concept of the Learning Journey makes it possible to design different learning architectures.

Learning Journeys solve the problem of previous learning by combining the advantages of individual successful formats and principles. These are workplace-based learning journeys that provide individual and multi-method learning nuggets and at the same time enable collaboration with other learners as well as experiential learning. They take into account interindividual differences in knowledge, ability and willingness and accompany learners on their individual learning path in a maximum of self-determination. Thus, they consider fundamental motivation principles.


Guide to the next stage of the Journey of Learning

Learning journeys of the current zeitgeist combine personnel and organisational development. What starts with an individual learning path and the development of individual employees can, of course, be rolled out to the entire organisation and has an influence on the working and learning climate, cooperation and networking within the organisation and, of course, on innovation and creativity. And last but not least, the added value of the entire company.

Such a journey follows clear principles. It is subject to a closed time frame, combines several formats in a blended learning approach and is set up as a workspace learning format. Employees should no longer learn instead of working; they should rather learn at work and in their own company. However, this also means being able to learn practical applications, knowledge and certain skills on demand. Learning in itself follows thereby the 70:20:10 principle, which proceeds from the assumption that in approximately

– 70% of our learning through own experiences through challenges and tasks

– 20% of our learning through exchange and collaboration and advice from others

– and 10% of our learning takes place through classical further education and training measures.

The different learning levels can be translated to different components of Learning Journeys. Jennings and Wargnier already suggested ways to apply this in their further development of the 70:20:10 approach.

These principles apply to the learning of the individual as well as to the learning of the organisation.


How exactly does a Learning Journey look like?

Ideally, a Learning Journey starts with a “kick-off” and ends with a “final event”. After all, achievements must be “celebrated”, online or offline. Within this framework, the development path for gaining learning experience at the workplace is accompanied by Community Learning as well as on- and off-site workshops. Collaborative learning takes place throughout the learning group and in peer groups. Virtual or live. Supported by small learning assignments and the provision of user-generated content. Learning experience is also acquired through e-learning content, practical projects at the workplace or, for example, excursions. Ideally, learners can decide for themselves which nuggets they want to work on and when. The individual learning experience can optionally be reflected by process-accompanying coaching. The duration of a Journey can be individually arranged. From 12 weeks with regular sprints, as is known from “Working out Loud“, to qualification trips lasting several years.

Especially compact journeys of 12 weeks have proven their worth.

And in “real” …

In theory, this sounds like a holistic and promising approach. But what can such learning journeys look like in practice?

Here are three examples:

Leadership & Management

The “Leadership & Management Programme” is an international qualification for middle management in stationary retail in the premium segment, which addresses classical and future competencies. It is a pioneer of new learning and working, which follows the principle 70:20:10 and shapes the development of a new learning culture by means of forward-looking learning formats.

Based on a competence analysis, an individual learning path (Learner Journey) is mapped for each participant, which essentially extends over approximately 24 months. Individual learning nuggets developed by the customer for this target group are available for the development of each competence. These can be worked on independently “on demand” and the acquisition of competence is proven promptly (mini test). Learning content is processed using innovative formats. These include community learning, virtual coaching, workspace learning (e-learning, practical projects), virtual classroom training and presence workshops. The Learning Journey starts with a future conference and a development centre, is mapped via a credit point system and ends with a graduation event. Each participant then remains a member of the leadership community, which functions as a supporting pillar of the Learning Organization.

Multipliers Fitness

Multipliers are people who pass on knowledge to others in the company. With their help all participants of a company can be reached when it comes to “Future Fitness”. But first the multipliers must achieve “Future Readiness”.

And this is how it works, for example:

The Community Learning Platform provides participants with initial information about the program. They then take part in a three-day on-site workshop, a discovery centre to determine their individual qualification needs, receive individual feedback and complete their first learning nuggets. The learners then embark on their individual learning path, which consists of self-directed learning units flanked by virtual classroom training and, on demand, on-site workshops. At the same time, each multiplier develops its own case with a qualification unit containing innovative media and formats and iterated with the peer group. The final part is a two-day future workshop with a deep dive into innovative qualification formats and a training centre in which the individual cases are “tested”.

What Learning Journeys can do

Learning Journeys can help to transform a company into a Learning Organization. They inspire collaboration and exchange as well as cross-departmental and interdisciplinary networking. They are clearly more than highly effective learning, development and qualification measures. The implementation of Learning Journeys lays the foundation for a new learning culture within the organization. They act as a grassroots movement of knowledge sharing through collaboration and user-generated content.

This enables the entire organisation to be innovative, creative and able to connect to the challenges of the future.


Virtual coaching claims an increasingly important role in the context of modern qualification concepts. Why is coaching so important in tomorrow’s learning? Does coaching over the telephone or the Internet have any effect and if so, how does it work?

The learning of the future – different formats and methods

The demands on modern and innovative learning concepts are enormous. A wide range of skills needs to be developed in a varied and efficient way. At best, the learning formats should be effective, sustainable and up-to-date. In addition to increasing knowledge, the focus is and will be on developing mindsets or attitudes and sustained learning transfer. Working on our own attitudes is rather difficult, as this requires actively working on some of our deep convictions.

Each learning format has a different focus. E-learning primarily addresses the development of knowledge competencies. Classical classroom workshops or trainings focus more on the application of knowledge. Community learning is intended to ensure that knowledge is shared more effectively within the group and that an exchange of experience and collegial supervision take place. It makes a significant contribution to ensuring the transfer and integration of what has been learned into everyday life.

Aim and effectiveness of e-Coaching

And what is the significance of (virtual) coaching? It is the ideal format to activate the volition of a learner. But it is about more than just motivation. Coaching can develop personality, stimulate self-reflection or encourage a change of attitude. It is also an excellent choice for flexible learning support.

As part of Future Learning , coaching usually takes place virtually, i.e. via telephone or video conference. Thus, compact coaching sessions offer a way to maintain an ongoing coaching schedule over time regardless of distance, eliminating the need to travel. This makes virtual coaching extremely time and cost efficient. This, in turn, facilitates real long-term support for any learner.

Is virtual coaching effective at all? We have known for some time that coaching in itself is effective (Grover & Furnham, 2016). Also virtual or telephone coaching has an effect. According to current studies, there are no significant deviations compared to live coaching (Jones, Woods & Guillaume, 2015).

So it is no small wonder that this qualification format is more and more en vogue.

Fields of application and effect mechanisms of online coaching

When can virtual coaching be used?

It is always the format of choice when the focus is on supporting qualification programmes that are designed for the longer term development of individual learners. As this case shows, the coach acts as a link between the learner and his learning progress. It is the go-to method when learner and coach are spatially separated and regular live sessions cannot be realised.

In principle, coaching, even in virtual format, can be applied to these topics:

  • Process monitoring and process reflection
  • Target definition and target-process evaluation
  • Self-reflection and reflection on content
  • Review of competences and learning objectives
  • Development of learning successes and fields of development
  • Introduction of, implementation of and support for exercises
  • Personality development
  • Mindset Change, work on attitude and volition

Virtual coaching has a similar effect as a face-to-face format. Through the working relationship, empathy, esteem and increasing trust, learners can usually get involved with the content and development steps can be experienced. Structuring the process, asking questions and discussing exercises, goals or own topics leads to reflection and a deeper processing. The resources of the learners are usually strengthened. In addition, positive effects on a variety of psychological factors such as self-efficacy can be demonstrated.

Virtual coaching has proven to be particularly beneficial when coach and coachèe meet in person at the beginning. Although this is not absolutely necessary for the success of the coaching, it is certainly an excellent support.

Of essential importance is that the coach is experienced or suitably qualified in virtual work. Implementing coaching effectively via computers is an art of its own that needs to be practiced. After all, two levels of communication are severely restricted, body language and mood/atmosphere. This means that the linguistic design of the process is of even greater importance, as is the case in coaching anyway.

Virtual coaching – the heart of Future Learning

The importance of coaching for FutureLlearning will certainly continue to grow as it supports learners in two different ways:

  • Continuous monitoring of the individual learning process: In regular “coach calls” learners can clarify questions, structure their individual development process or check competence development. In a digitalised programme, coaching takes over what digitalised tests, artificial intelligence or e-learning cannot yet do.
  • Personal accompaniment of the human being: However, in an optimally designed and efficient qualification programme, people usually seek personal relationships and contact. Reflection and appreciation can hardly be experienced through the web. This social part of the development work can only take place in a person to person connection.

Virtual coaching thus combines economy and efficiency with the human component in the learning of the future. Attitudes and mindsets can thus be successfully addressed and developed.

Also worth reading in this context could be our Blog Coaching – a powerful instrument of individual change.

This blog was written by Nicklas Kinder, who is currently writing his dissertation on the topic “Coaching” at the University of Salzburg.