SMART CLASSROOM LEARNING
Why SMART CLASSROOM LEARNING?
Think of driving a car. In the past, you relied on road maps to find your way. Then, navigation systems took over, allowing you to focus on driving. Today, we use navigation apps anywhere, anytime.
SMART CLASSROOM LEARNING works the same way. It frees trainers from repeatedly giving inputs or instructions and lets participants focus on practical group interaction. Our learning app provides structured guidance, making learning more effective, efficient, and engaging—reducing time, effort, and cost while deepening the experience.
SMART CLASSROOM LEARNING shifts the focus from the trainer to the group—more than traditional classroom training. And while Blended Learning emphasizes self-paced cognitive upskilling, we prioritize interactive, open-process learning—just like in a live classroom, enhanced by smart tools.
What Participants Say
examples from Smart Classroom Programs @ Rolls Royce Power Systems
Our Smart Classroom Cycle
How we organize our learning process:
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Individual preparation (2h): self-paced learning using the video instructions and tools.
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Preparation in small groups (2h): follow the video instructions how to meet and work in small groups.
- Face-2-Face facilitated training day to deepen knowledge and skills, more group exercises and personal feedback.
- Transfer learnings and get feedback from peers.
- Repeat cycle.
Das Format ist deutlich flexibler als traditionelle Trainings. Der Wissensvermittlungsteil vorab ist klasse, denn dafür komme ich nicht ins Seminar, die Zeit lässt sich besser nutzen zur Vertiefung im Workshop. Der Lern- und Denkprozess und der Austausch mit Peers beginnt so schon vor dem Workshop. Das ist sehr gut: man kommt vorbereitet und reflektiert ins Training. Es ist eine Mischung aus individuellem Lernen und Interaktion in der Gruppe und das bringt Reflexion, Feedback und Tiefe. In der Academy APP sind die wichtigen Themen ständig hinterlegt und präsent, so kann man gedanklich jederzeit den „Rucksack abstellen, das Thema kommt dann einfach später…“.
Curriculum: Blocks A, B, & C (2.5d each)
- TOPIC 1 - WHOs WHO
- 1 D Going Deeper Gruppenuebung INPUT (5:32)
- 1 E Going Deeper small group exercise INPUT (6:26)
- 1a D Going Deeper FOLIEN
- 1a E Going Deeper SLIDES
- TOPIC 2 - LEADERSHIP TRANSITION
- 2 D Leadership Transition INPUT (2:55)
- 2 E Leadership Transition INPUT (2:27)
- 2a D LS Transition SLIDES
- 2a E LS Transition SLIDES
- 2b D Reflexion persönliche Lernziele und Feedback vom Vorgesetzten
- 2b E Reflect Personal Learning Targets and Feedback from Superior
- TOPIC 1 - BEHAVIORAL MODEL - VERHALTENSARCHETYPEN
- 1 D Verhaltensarchetypen INPUT und self assessment (11:53)
- 1 E Behavioral archetypes INPUT and self assessment (11:16)
- 1a D Selbstreflexion - Mein Verhaltensgrundtyp
- 1a E Self-reflection - My Behavioral Archetype
- TOPIC 2 - LEADERSHIP EXPECTATIONS
- TOPIC 3 - FIRESIDE GUEST PREPARATION
- 3 D Vorbereitung Fireside Chat INPUT (5:01)
- 3 E Preparation of our Fireside Chat Group Exercise INPUT (5:24)
- 3a D Vorbereitung Kamingespraech Gruppenaufgabe SLIDES
- 3a E Preparation of our Fireside Chat Group Exercise SLIDES
- TOPIC 1 - COMMUNICATION
- 1 D Kommunikationsmodel Intro (4:59)
- 1 E Communication - Model intro (4:52)
- 1a D Fallbeispiel - Erfolgreich kommunizieren (5:36)
- 1a E Case - Successful Communication (6:07)
- 1b D Anwendung des Kommunikationsmodells als FK (4:38)
- 1b E Using the Communication Model as a Leader (5:06)
- 1c E D Self-Reflection - My Communication Roles
- 1d D Kommunikation alle Folien
- 1d E Communication all slides
- TOPIC 2 - LEADERSHIP STYLES
- 2 D Reflexion & Entwicklung des eigenen Fuehrungsstils (8:09)
- 2 E Reflect & Develop Your Leadership Style (7:41)
- 2a D Fuehrungsstile - self-assessment
- 2a E Leadership Styles - self-assessment
- TOPIC 1 - FEEDBACK
- 1 D Reflexion Interaktion Feedback (14:47)
- 1 E reflection interaction feedback (14:49)
- 2 D Reflexion Interaktion Feedback alle Folien
- 2 E Reflection Interaction Feedback all Slides
- TOPIC 2 - COACHING
- 3 D Sich als Coach verdient machen (2:51)
- 3 E Earning the right to coach (1:20)
- 4 D Arbeitsblatt - Mein Coaching mindset
- 4 E Worksheet - My Coaching mindset
- 5 D Coaching Fallbeispiel - Aufbau einer Coachingbeziehung (8:39)
- 5 E Case Study - Buidling a coaching relationship (6:37)
- 6 D Arbeitsblatt - Coaching mindset Feedback
- 6 E Worksheet - Coaching mindset Feedback
- 7 D Zusammenfassung Aufbau einer Coaching Beziehung (3:48)
- 7 E Summary Building a Coaching Relationship (2:58)
- 8 D Coaching Prozess und Modelle (3:44)
- 8 E Coaching Process and Models (2:36)
- 9 D mit Coaching in die Praxis (5:10)
- 9 E Getting Ready For Practice (2:25)
- 10 D Coaching alle Folien
- 10 E Coaching All Slides
- TOPIC 3 - CONFLICT
- 11 D Konfliktmanagement (14:48)
- 11 E managing conflict (14:40)
- 12 D Arbeitsblatt Konflikt Diagnose
- 12 E Worksheet Conflict Diagnosis
- 12 D Arbeitsblatt Konflikt Diagnose
- 12 E Worksheet Conflict Diagnosis
- 13 D E Conflict Behavior Self-Assessment Questionnaire
- 14 D Konflikt - Management alle Folien
- 14 E Conflict Management all Slides
- TOPIC 1 - TEAM PERFORMANCE
- 1 D Teamentwickung - High Performance Team - Self Assessment (11:32)
- 1 E Team Building - High Performance Team - Self Assessment (11:46)
- 2 D Team Self Assessment alle Folien
- 2 D Team Self Assessment alle Folien
- 2 E Team Self Assessment all Slides
- 2 E Team Self Assessment all Slides
- TOPIC 2 - GROUP COACHING
- 3 D Kollegiale Fallarbeit in Gruppen (10:24)
- 3 E Peer Coaching Groups (10:48)
- 4 D Kollegiale Fallarbeit alle Folien
- 4 E Peer Coaching all Slides
- TOPIC 3 - SELF LEADERSHIP
- 5 D Führung - Authentizität - Verletzbarkeit (6:01)
- 5 E Leadership Authenticity and the Power of Vulnerability (5:53)
- 6 D Das Antreiberkonzept der Transaktionsanalyse (5:57)
- 6 E Psychological Drivers a Concept from Transactional Analysis (4:30)
- 7 D TA drivers Antreiber Fragebogen und Self Assessment (C) Dietmar Simon deloop
- 7 E drivers questionnaire and self assessment (C) Dietmar Simon deloop
- 8 D Gewahrsein und Umgang mit Antreibern (15:27)
- 8 E Awareness and How to Balance my Drivers (9:37)
- 9 D Antreiber alle Folien
- 9 E Psychological Drivers all Slides
- 1 LEADERSHIP IN A VUCA WORLD
- 1 D INTRO Leadership in einer VUCA Welt - (9:21)
- 1 D INTRO Leadership in einer VUCA Welt alle Folien
- 1 D VUCA Lern-Experiment Fallstudie (13:13)
- 1 D VUCA Tool und Fallbeispiel - Angstfrei Fuehren - (11:06)
- 1 D VUCA Tool und Fallbeispiel - Angstfrei Fuehren alle Folien
- 1 E INTRO Leadership in a VUCA world - (10:35)
- 1 E INTRO Leadership in a VUCA world all slides
- 1 E Learning Experiment VUCA Case Study (13:13)
- 1 E VUCA Tool and case study - Courageous Leadership - (10:04)
- 1 E VUCA Tool and case study - Courageous Leadership all slides
- 2 PROFESSIONAL PERSONALITY
- 2 D Professional Personality Intro und Anleitung (7:19)
- 2 D Professionelle Persoenlichkeit - Anleitung Interview
- 2 D Professionelle Persoenlichkeit - Assessment Link
- 2 D Professionelle Persoenlichkeit - Dimensionen erklaert
- 2 E My Professional Personality - Assignment and Intro (3:55)
- 2 E My Professional Personality - Interview Process
- 2 E My Professional Personality - Link Self-Assessment
- 2 E My Professional Personality - The Dimensions explained - Link
HR Credentials
Working with deloop is an important part of our company’s leadership development. We focus on the action learning approach. Deloop gives us brilliant support. High flexibility and a highly individual training style that is tailored to the needs of the different groups are a quality we appreciate greatly.
I’ve always enjoyed working with Gerald because of his rich experience, his openness for learning & adapting to customer needs, and his kind personality to connect with participants. A great and stable performance in years of cooperation.
Gerald is a unique Executive Coach with extremely extensive experience as a coach and trainer in Germany, the USA and Asia. I have worked with him very successfully and often and can highly recommend his programs.
deloop’s consultants work highly professional and people oriented in our international leadership programs. We receive very positive feedbacks from our groups. Our cooperation is marked by trust and appreciation.
