German English T

News / Events

Institute for Productive Learning in Europe
Productive Learning GmbH
Productive Learning (PL)
What is PL?
Information for young people
Information for educators
Information for places of practice
Productive Learning in
More Activities
Dual Learning in Berlin
IOS in Brandenburg
HEE in Mecklenburg-Pomerania
Productive Learning international
International Network of Productive Learning Projects and Schools (INEPS)
International seminars
INEPS congresses
Youth congresses
Productive Learning in Lithuania
PROVED - Erasmus + project
Adult Education productive!
Our concept
Training, seminars and workshops
Team and organizational development
Coaching and supervision

Contact/Legal Notice

ASH Berlin


Adult education productive!

Trainings, seminars and workshops

For more information on the concept and philosophy of our continuing education activities, see also concept.

Main topics for trainings, seminars and workshops:

  • Design teaching and learning processes
  • Develop (further) teamwork
  • Communication and conducting discussions
  • Conflict management
  • Give and receive feedback
  • Time management
  • Presentation, appearance and rhetoric
  • Design and lead group processes ("Train the Trainer")
  • Conduct negotiations goal-oriented
  • Leading employees: Target Agreement, Motivation, discussion guidance
foto seminar
. foto seminar


Target groups and customers:

  • Schools, vocational schools and other educational institutions
  • Employees and managers in the public service
  • Institutions from the fields of education and training and social work
  • Universities and universities of applied sciences
  • Employees and executives from the economy


Event formats:

  • One-day seminars on key topics: 
    A one-day event is a good way to give new impulses, to develop new ideas, to initiate processes or to steer in a new direction.
  • Several-day-seminars on key topics:
    Seminars in length of two or more days enable a more intensive discussion of a topic and more opportunities for practicing, reflecting upon and processing what has been learned. As a rule, they are more intensive and sustainable for the seminar participants.
  • Seminar series with consecutive seminars
    For complex topics we have had good experiences with successive seminar series. This is particularly suitable for target groups who, in the medium term, are familiarising themselves with new and challenging tasks (e.g. conducting negotiations or assuming leadership positions).
  • Process support with tailor-made offers
    We develop tailor-made offers from various event formats to accompany the process of change of individuals, groups or teams. For example, a change may be initiated through a start workshop, accompanied by seminars, one-to-one coaching and team supervision, and completed through a larger event.


Cooperation between us and our clients:
In cooperation with the participants, we develop a "framework concept" for the desired event or series of events and for the corresponding target group. In this frame concept, the teaching and learning principles, the main seminar contents and methods and the planned timing are presented. This is coordinated with the client and modified if necessary. Written surveys of the seminar participants in the run-up to an event or series of events, if necessary preliminary talks with representatives of the various target groups, should ensure that the requirements and expectations of the seminar participants are sufficiently taken into account in the seminar concept.
In the context of individual events, we work with intermediate feedback in order to adjust the planning to current requirements. With a final evaluation of the event, the offers can be further developed precisely.



foto theaterworkshop foto theaterworkshop foto theaterworkshop


Repertoire of methods:

For the design of teaching and learning processes we use very different methods, which can be suitable depending on the target group, topic and current situation. These include:

  • Visualisations to illustrate learning processes and results
  • Work on case studies and situations from professional practice
  • Working with images and metaphors, especially with regard to the perception of the professional role and related tasks
  • Exercises that enable experiential learning and change of perspective
  • Exercises based on the principles of conducting discussions by Carl Rogers, especially with regard to the appropriate handling of criticism and with regard to the subject of giving feedback
  • Design of learning processes in the groups according to the theme-centered interaction (TZI) according to Ruth Cohn, especially with regards to social learning and personal development
  • Methods and questioning techniques from systemic-solution-oriented supervision, especially with regards to dealing with difficult situations in everyday professional practice (e.g. conflicts with apprentices or colleagues)
  • Role-playing games and theatre pedagogical elements