The target of any action-oriented training is: professional action competence.

Various competencies are incorporated into this:

Action-oriented training is holistic with the following aspects:

• personal: the trainee should be addressed "completely", i.e. with the head, but also with the heart (= feelings), the hands and all other senses;
• content: the selection of the training content is not based on a scientific subject classification, but on the problems and questions arising from the agreed action product;
• methodical: the chosen training methods must be holistic: Group and partner work, business games, experimenting, exploring, etc.

Action-oriented training is trainee-active, i.e. the trainer tries to give the trainee as little instructions as possible and to let them explore, test, discover, discuss, plan and reject as much as possible. Self-employment is an indispensable prerequisite for self-employment.

he focus of the action-oriented training is the production of action products (= demonstrable material and/or mental results of the training work). Trainees can identify themselves with these products. However, they also provide an opportunity for the trainees themselves to evaluate and criticize the training work.

Action-oriented training endeavours to make subjective trainee interests the starting point of the training. Action-oriented training creates the freedom in which trainees can become aware of their interests when dealing with new topics and tasks. However, it also creates a forum for the publication and criticism of subjective interests.

Action-oriented training involves the trainees right from the start in the planning, implementation and evaluation of the training. The trainer cannot withdraw to curriculum guidelines or textbook topics, but must deal with the trainees in an open discourse.

Action-oriented training leads to the opening of the educational institution:

• • • • Opening inwards: Trainees and trainers approach each other, individual learning paths are promoted, interdisciplinary competence is expanded, educational browsing is further developed.
      • Open to the outside world: trainees can leave the training centre (virtually or physically) to find out everything they need to know for their plan/project; experts can come to the workshop to answer questions and criticise the products developed by the trainees.

In action-oriented trainings, an attempt is made to bring headwork and manual work into a balanced relationship. This gives a dynamic interaction between manual and mental work that accompanies the entire learning process.

Action-oriented didactics refers to an activating didactic-methodical learning arrangement. It encompasses the concept of independence and self-organisation in equal measure. Action-oriented didactics aims at the extensive self-development of the subject matter. It is characterized by a specific combination of instruction by the trainer (external control) and independence (self-control) of the trainees.

Action-oriented didactics has the following characteristics:

• Trainees learn through planned action and are prepared for future action. Trainees go through a complete chain of planning, execution, control and evaluation of the results of their actions.
• Previous experiences flow into planned action and at the same time new experiences are gained. These are not only the result of pure experience, but also of reflexive processing.
• The trainees themselves take over the development of new subject areas and thus the responsibility for their learning process. The trainer takes on a more moderating role. If necessary, he supplements additional knowledge and alerts the trainees to gross errors (e.g. neglect of health and safety standards).
• The self-organisation of learning can lead to a redefinition of the trainer role, in which he organises the learning process less in the mode of action than in the mode of admission.

Learning to act under conditions of authenticity brings the trainees to real action or to the implementation of their planning as well as to the implementation of their measures with all consequences. Training goals and contents are not only achieved theoretically, but holistically, practically, with head, heart and hand. Experiencing and trying something for themselves is considered the best way for sustainable learning: approx. 90 percent of what trainees themselves consciously do remains in their memory, so that they can call it up at any time. 

As a trainer, however, it should be kept in mind that solutions to the problems that arise in action-oriented training cannot be postponed. There is no dead-talking or hiding behind contributions to the discussion. As a rule, immediate, authentic and immediate action is required. There is also no month-long delay between action and result, the consequences or success of the action are immediately visible and noticeable for everyone.