Acting is behaviour with a subjective sense (intentional and motivational); is controllable, conscious, directable, meaningful. This does not mean that only fully conscious and reflected behaviour is considered. On the contrary, most behaviour is accompanied by a low level of awareness.

Alternatives for action designate mutually exclusive, possible measures of the decision-maker. An action alternative is described by a set of decision variables (action parameters). Example: There are several types available for deciding on the use of wall tiles. The types (action alternatives) differ, among other things, with regard to the material, the shape, the price and the warranty (decision parameters).

The Rubicon model of the action phases is a motivational-psychological model, which divides individual action steps into four formal phases:

1. that of weighing up the possibilities for action, including the choice of one of them and the decisive determination on it;
2. that of planning the implementation of the decision taken "into action";
3. the real implementation of the decision in concrete action;
4. the final evaluation of this action, whereby an evaluation of this action, in particular of the respective action success and if necessary further action sequences for action control generally already takes place with each conscious action itself, in particular with each more complex and in interdependent planning steps divided action.

Activity is any socially significant behaviour (action or omission) controlled or controllable by human will (= so-called social doctrine of action).

Activity not controlled by consciousness.

Human behavior is not always human action. Behaviour in the sociological sense is uncontrollable, unconscious, uncontrollable and meaningless. It includes, for example, the areas of „feeling“, „thinking“, "doing", "refraining from", "tolerating"...

Action competence is the willingness and ability of the individual to think through professional, social and private situations appropriately and to act individually and socially responsible, i.e. to solve problems on a target-oriented basis on the basis of knowledge and experience as well as through own ideas. Competence to act develops in the dimensions of
- vocational competence
- personal competence
- methodological competence and
- social competence.

Collective term for the systematic use of methods that serve to check the achievement of a predetermined goal of an intervention (e.g. training, workpiece construction) after its implementation

Experiences are based on the processing of perceptions and can lead to a long-term change. They are therefore an important component of learning.

The human experience is usually divided into three areas (according to Edgar Dale):

1. symbolic experience (characters, symbols)
2. iconic experience (photos, films, exhibitions, explorations, demonstrations)
3. direct experience (role plays, simulations, direct and purposeful experiences)

Immediate (direct) experiences are considered particularly intensive and are therefore of central importance for the learning process. It is not for nothing that a golden rule advises the trainer to show everything with as many senses as possible.

Actions are based on experience, which are weighed up against each other as alternative actions.

Concepts that exhibit proximity to informal learning tend to be discussed under headings such as “experiential learning” and

“learning in the work process”.

The growing complexity of professional and other requirements requires permanent further learning (lifelong learning). The promotion of lifelong learning requires the strengthening of personal responsibility, self-management and informal learning as natural experiential learning. Action-oriented learning in the sense of self-determined, meaningful and application-oriented learning probably corresponds most closely to these aspects..

Maximilian Carl Emil Weber (* 21 April 1864 in Erfurt; † 14 June 1920 in Munich) was a German sociologist and economist. He is regarded as one of the classics of sociology and the entire cultural and social sciences. His terminology is still used today in sociology and political science as the basis for further research, for example the concept of action..

This means e.g.:

• Making decisions
• Targeted, independent planning and working
• Structuring of information and complex tasks
• Identifying problems, finding and selecting alternatives
• Selecting the working method

Mentally anticipated, activity-determining result of an action that causes, organizes and directs an action. The action objective becomes the target or control value.

This means e.g.:

• Trustworthiness
• Conscientiousness
• Self-confidence
• Recognition of own weaknesses and mistakes, readiness for further education and training
• Dealing with stress and conflicts

Project orientation means learning by carrying out one's own projects with practical results.

Social acting is acting that is oriented towards the behaviour of others. Social action (including omission and toleration) can be guided by the past, present or expected future behaviour of others.

This means e.g.:

• Team spirit, cooperative working
• Contributing to problem solving
• Give consideration
• Practicing and accepting objective criticism
• Fairness

Applying, transfering and conducting something generally understood to a concrete case

Strategies for action are planned courses of action to achieve set intentions and targets.

Learning transfer means that the learning situation is transferred to reality and vice versa. With the action orientation the learning chances increase, the transfer problems sink. The prerequisite is that the experience and conditions of the trainees are taken up and practical application scenarios are given.

This means e.g.:

• Development of specialist knowledge
• Systematic working
• Recognition of process and system workflows
• Developing solutions for problems
• Understanding and using technical language
• Understanding of plans, standards and regulations
• Development of suggestions for improvement, optimization of processes and workflows
• Reflection and review of work results