New English translation of the curriculum

docs/00b-basics/03-timing-didactics-and-more.adoc

@@ -24,10 +24,14 @@ Lizenzierte Schulungen zu {curriculum-short} tragen zur Zulassung zur abschließ
 // tag::EN[]
 === Duration, Teaching Method and Further Details
 
-The times stated below are recommendations.
-The duration of a training course on the {curriculum-short} module should be at least {recommended-duration-in-days} days, but may be longer.
-Providers may differ in terms of duration, teaching method, type and structure of the exercises, and the detailed course structure.
-In particular, the curriculum provides no specifications on the nature of the examples and exercises.
+The times stated are recommendations.
+The duration of a training course for the {curriculum-short} module should be at least {recommended-duration-in-days} days, but can be longer.
+Providers may differ in terms of duration, didactics, type and structure of the exercises and the detailed structure of the course.
+In particular, the curriculum leaves the type of examples and exercises completely open.
+
+The techniques, models, and tools mentioned are ways of communicating the learning objectives to the participants.
+Trainers can deviate from these suggestions if they can justify why a different delivery technique addresses the learning objectives in the same way.
+All content should be reflected on using examples from the participants and transferred into their everyday lives with suitable practical exercises.
 
 Licensed training courses for the {curriculum-short} module contribute the following credit points towards admission to the final Advanced Level certification exam:
 

docs/00b-basics/04-prerequisites-for-this-training.adoc

@@ -8,20 +8,7 @@ Die kommunikativen Herausforderungen von Softwarearchitekt:innen theoretisch und
 // tag::EN[]
 === Prerequisites
 
-Participants **should** have the following prerequisite knowledge:
-
-- Software development is communication.
-- Architects represent the IT side and support Requirements Engineers/Software Analysts in their role as intermediaries between the operations side and the IT side.
-- Respecting people and communicating successfully with them are important skills for architects.
-
-Knowledge in the following areas may be **helpful** for understanding some concepts:
-
-- Knowledge of typical challenges when interacting with other people:
-  * The other person “doesn’t understand me”.
-  * There is a conflict.
-  * People sometimes don’t understand everything that architects are trying to explain to them.
-  * Complicated issues are easier to understand with the aid of diagrams.
-  * It’s not easy to find solutions together.
+Theoretical and/or practical knowledge of the communication challenges faced by software architects is recommended.
 
 // end::EN[]
 

docs/00b-basics/06-complementary-information.adoc

@@ -16,15 +16,16 @@ Soweit für das Verständnis des Lehrplans erforderlich, haben wir Fachbegriffe
 // tag::EN[]
 === Supplementary Information, Terms, Translations
 
-Architects need soft skills in their day-to-day work. They are continuously in contact with stakeholders, requirements engineers and development and quality assurance staff. They make design decisions based on information obtained from many different discussions, held with people with a wide range of interests. In this area of potential conflict, they must be able to identify the relevant important content for the decision to be made, and to present it in detail. Communication of their actual decisions in a clearly understandable manner is another challenge.
+Architects need soft skills in their day-to-day work. They are in constant dialogue with stakeholders, requirements engineers, development and quality assurance. They often make design decisions together with others based on information from many different discussions they have had with people with different interests. In this field of tension, they must be able to recognize and work out the content that is important for the decision. Presenting their decisions in a clear and comprehensible way is another challenge.
 
-Human traits are often an obstacle to objective communication, with the result that misunderstandings and sensitivities can hinder the decision-making process and smooth cooperation, and that conflicts can easily develop.
+Often, overly human characteristics stand in the way of purely objective communication, so that misunderstandings and sensitivities can hinder the decision-making process and smooth collaboration. Conflicts can easily arise as a result.
 
-This course specifically addresses the typical work situations of architects in this context as the "hub of the wheel”, and provides pragmatic tools for enriching one’s own set of soft skills and appropriately constructively coping with the challenges of an architect.
+The training specifically addresses the contextual work situations of architects as the "hub in the wheel" and provides pragmatic tools to enrich one's own soft skills toolbox and to handle challenges in architectural work in an appropriately constructive manner.
 
-The material learnt in the “Soft Skills for Architects” module is not covered by the iSAQB CPSA-A examination. It is, however, expected that the examinees use their soft skills to present and discuss their solution to the examination task in an understandable manner.
+The content learnt in the "Soft Skills for Architects" training course is not tested in the iSAQB CPSA®-A exam. However, candidates are expected to use their soft skills to present and discuss the solution found for the examination task in an understandable way.
+
+Where necessary for understanding the curriculum, we have included technical terms in the https://github.com/isaqb-org/glossary[iSAQB glossary], defined them, and supplemented them with translations of the original literature where required.
 
-To the extent necessary for understanding the curriculum, we have added definitions of technical terms to the https://github.com/isaqb-org/glossary[iSAQB glossary] and complemented them by references to (translated) literature.
 // end::EN[]
 
 

docs/01-kommunikationsmodelle/00-structure.adoc

@@ -7,7 +7,7 @@
 // end::DE[]
 
 // tag::EN[]
-== Introduction to communication models and types
+== Basics of communication
 // end::EN[]
 
 

docs/01-kommunikationsmodelle/01-duration-terms.adoc

@@ -14,8 +14,7 @@ Definitionen, Kompetenzrad, 4 Seiten einer Nachricht nach Schulz von Thun, 4-Qua
 |===
 
 === Terms and Principles
-Definitions, Freud’s iceberg model, Schulz von Thun’s 4 aspects of a message, Mayrshofer/Kröger’s percep-
-tion, assumption and judgement.
+Definitions, competence wheel, 4 sides of a message according to Schulz von Thun, 4-quadrant model/4MAT, stakeholder map and analysis, 16 life motives according to Reiss, Maslow's hierarchy of needs
 // end::EN[]
 
 

docs/01-kommunikationsmodelle/02-learning-goals.adoc

@@ -58,30 +58,52 @@ Die Teilnehmer:innen können Maßnahmen aus der Stakeholderanalyse ableiten wie
 // end::DE[]
 
 // tag::EN[]
-==== What should the participants be able to do?
-- The participants are familiar with different communication models and types.
-- Participants can assess in which typologies they and their dialogue partner find themselves. During this process, they consider that typologies can also lead to stereotyped thinking and should therefore be used with care.
-- Participants can adapt their communication to the respective needs of others.
-
-==== What should the participants understand?
-- Other people are not the same as me.
-- Knowing the other person’s communication type can be useful when communicating with them.
-- Content is the least important aspect when speaking.
-- People don’t (only) act rationally, and that’s OK!
-- Models are too simple, but are nonetheless useful.
-- My inner disposition affects the communication.
-- It’s wrong to believe that only one person can be right.
-- Resource-oriented versus deficient communication.
-
-==== What should the participants know?
-- Their own assumptions of how communication works
-- Situations in which communication was successful and situations in which it was unsuccessful
-- Their own strengths and weaknesses in specific communication situations
-- Knowledge of how they wish to improve their own skills
-
-[NOTE]
-====
-**TODO**: explizite Lernziele aus DE übernehmen
-====
+[[LG-1-1]]
+==== LG 1-1: Recognizing and differentiating between types of competence and their acquisition
+
+Participants can distinguish between the four competences (technical, methodological, social and personal competence) and understand that there are different ways to develop them (knowledge transfer, practice, reflection).
+
+[[LG-1-2]]
+==== LG 1-2: Know the basics of communication models and types and apply them for reflection
+
+Participants understand that their inner attitude has an on conversations. They are familiar with different communication models and types, e.g: 
+
+* 4-quadrant model
+* Four-sides model (Friedemann Schulz von Thun)
+* 16 Motives for life
+
+The participants recognize that typologies can lead to pigeonholing and should therefore be used with caution. At the same time, they recognize their usefulness for self-reflection and target group and needs-oriented conversations.
+
+[[LG-1-3]]
+==== LG 1-3: Understanding feedback as a contribution to learning and requesting it from third parties 
+
+Participants are to request feedback from third parties. They understand feedback as a contribution to learning, know the rules for receiving feedback and comply with them.
+
+[[LG-1-4]]
+==== LG 1-4: Giving and receiving constructive feedback 
+
+The participants understand that regular reflection gives them clarity about how they see themselves and how others see them. They realise that regular feedback promotes constructive cooperation and thus also contributes to sustainable work results. Participants know the rules for giving feedback and comply with them.
+
+[[LG-1-5]]
+==== LG 1-5: Self-reflection
+
+The participants understand that regular reflection gives them clarity about how they see themselves and how others see them.
+
+[[LG-1-6]]
+==== LG 1-6: Analyse stakeholders of the software architecture and apply communication in a target group-oriented manner
+
+Participants can identify typical stakeholders from the perspective of software architects (e.g. developers, management, operations, customers) and understand their concerns (e.g. via Maslow's hierarchy of needs).
+
+You can carry out a stakeholder analysis using tools such as
+
+- Stakeholder map
+- Relationship map or dependency analysis
+- RACI matrix
+
+The participants can derive measures from the stakeholder analysis, such as
+
+- Develop, communicate and plan risks and corresponding mitigation measures
+- Develop, communicate and plan measures to ensure stakeholder satisfaction
+- Create a stakeholder communication plan
 
 // end::EN[]

docs/02-gespraechsfuehrung/00-structure.adoc

@@ -7,7 +7,7 @@
 // end::DE[]
 
 // tag::EN[]
-== One-on-one and group discussions
+== Individual and group counselling
 // end::EN[]
 
 include::01-duration-terms.adoc[{include_configuration}]

docs/02-gespraechsfuehrung/01-duration-terms.adoc

@@ -14,8 +14,7 @@ Aktives Zuhören, Feedback geben, Einzelgesprächsführung, Gruppengesprächsfü
 |===
 
 === Terms and Principles
-Active listening, providing feedback, one-on-one discussions, group discussions, preparation of discus-
-sions, follow-up activities, the course of a discussion, discussion settings.
+Active listening, giving feedback, conducting one-to-one conversations, conducting group conversations, preparing for conversations, following up conversations, the course of a conversation, clarifying conversation settings.
 
 // end::EN[]
 

docs/02-gespraechsfuehrung/02-learning-goals.adoc

@@ -26,28 +26,27 @@ Die Teilnehmer:innen verstehen die Bedeutung einer Gesprächsnachbereitung für
 // end::DE[]
 
 // tag::EN[]
-==== What should the participants be able to do?
-- The participants can evaluate one-on-one and group discussions and presentations based on different communication models.
-- Participants can independently prepare one-on-one and group discussions in a structured manner.
-- Participants can conduct one-on-one and group discussions.
-- Participants can carry out the necessary follow-up activities for one-on-one and group discussions.
-- The participants have learnt methods for conducting discussions (actively listening, asking questions / follow-up questions, summarising) and how to apply them.
-
-==== What should the participants understand?
-- The participants understand the importance and effectiveness of well-planned preparation of discussions.
-- The participants understand the structure of the course of a discussion and prepare themselves for it.
-- The participants understand the importance of following up discussions.
-- The participants can recognise a divergence between the subject level and the process level.
-- The participants understand that intensive preparation of a discussion enables them to adapt to current developments and unforeseen changes, and that they can trust their inner freedom and skills.
-
-==== What should the participants know?
-- Situations in which the participants conduct one-on-one or group discussions
-- Different presentation methods, depending on the respective situation.
-
-[NOTE]
-====
-**TODO**: explizite Lernziele aus DE übernehmen
-====
+
+[[LG-2-1]]
+==== LG 2-1: Prepare discussions independently and in a structured manner
+
+Participants understand the importance and effectiveness of well-planned interview preparation. They understand that intensive preparation for a meeting enables them to adapt to the current situation/unplanned changes and that they can trust their abilities. Participants are able to assess individual and group discussions and presentations on the basis of different communication models. They understand the structure of a dialogue process and prepare appropriate spontaneous conversation situations and planned meetings.
+
+[[LG-2-2]]
+==== LG 2-2: Conduct conversations confidently and appropriately to the situation
+
+Participants are able to recognize the difference between the factual and process levels. They know the difference between persuasion, enforcement and manipulation. They will also recognize when a group or individual setting is suitable. They know methods of dialogue management and can apply them, e.g.
+
+- active listening
+- Questioning techniques
+- 4-quadrant model.
+- three sides of persuasion according to Aristotle (credibility, competence, sympathy)
+- Manipulation techniques (e.g. reciprocity, authority, sympathy, scarcity)
+
+[[LG-2-3]]
+==== LG 2-3: Follow up conversations in terms of content and reflection
+
+The participants understand the importance of a follow-up discussion for participants and as an opportunity for reflection for themselves.
 
 // end::EN[]
 

docs/03-visualisierungstechniken/01-duration-terms.adoc

@@ -8,12 +8,14 @@ Präsentation, Visualisierungstechniken (physisch und virtuell), Bedeutung von V
 // end::DE[]
 
 // tag::EN[]
+
 |===
 | Duration: 45 min | Practice time: 15 min
 |===
 
 === Terms and Principles
-Visualisation techniques, importance of visualisation, advantages and disadvantages of different visualisation media (metaplan board, whiteboard, flipchart, slides, PowerPoint, tools).
+Presentation, visualisation techniques (physical and virtual), importance of visualisation, advantages and disadvantages of different visualisation media.
+
 // end::EN[]
 
 

docs/03-visualisierungstechniken/02-learning-goals.adoc

@@ -20,26 +20,19 @@ Die Teilnehmer:innen kennen Offline- und Online-Visualisierungstechniken wie z.B
 // end::DE[]
 
 // tag::EN[]
-==== What should the participants be able to do?
-- The participants have gained an impression of how they can use visualisation techniques for reaching a consensus and for joint development of results.
-- The participants should feel motivated to stand up, go to the front and visualise or draw what they’re thinking.
-
-==== What should the participants understand?
-- Visualisation can also be used to reach a consensus.
-- Visualisation increases transparency and a common understanding.
-- Visualisation supports clarification processes.
-- Visualisation is a linking topic.
-- There’s a difference between visualisation for moderation purposes and someone else visualising their own ideas.
-
-==== What should the participants know?
-- How to use whiteboards, flipcharts and metaplan boards and cards
-- What is used where in practice
-- When visualisation makes sense
-
-
-[NOTE]
-====
-**TODO**: explizite Lernziele aus DE übernehmen
-====
+
+[[LG-3-1]]
+==== LG 3-1: Recognize the usefulness of visualisation for effective conversation and conflict prevention
+
+The participants have gained an impression of how they can use visualisation techniques to reach consensus and jointly develop results.
+Participants should encouraged to stand up, walk forward and visualise/paint what they think without having artistic pretensions.
+
+[[LG-3-2]]
+==== LG 3-2: Know visualisation techniques and select them appropriately
+
+The participants are familiar with offline and online visualisation techniques such as
+
+- Whiteboard, flipchart, metaplan boards and cards or post-its
+- Digital whiteboards vs. office products
 
 // end::EN[]

docs/04-moderationstechniken/01-duration-terms.adoc

@@ -14,7 +14,8 @@ Rollenverständnis der Moderationsrolle, verschiedene Moderationstechniken, Ents
 |===
 
 === Terms and Principles
-Definitions, the role of the moderator, different moderation techniques, stages in decision-making.
+Understanding the role of the moderator, various moderation techniques, decision-making techniques
+
 // end::EN[]