1. pedagogical innovation and continuous digital education: In the area of further development of atempo's educational offering, pedagogical innovation plays a central role. Thus, concrete measures have been taken in recent years to enable the first steps towards self-directed learning with the help of pedagogical concepts and digital technologies. This path has been continued through further targeted training measures. From the organization's point of view, a basic prerequisite for pedagogical innovation is the continuous digital education and engagement with innovative new educational concepts of the employees. 2. continuous organizational improvement through benchmarking (in the sense of comparative, mutual learning) One method to advance organizational development is benchmarking in the sense of comparative, mutual learning. atempo wants and has wanted a continuous exchange with organizations with a similar profile in order to develop further in the following core areas. Acquisition of partner companies: How do other educational organizations find suitable partner companies and build long-term partnerships with them? Digital basic education and personal development of trainees : How do other organizations enable their disadvantaged target groups to receive tailored and effective (digital) basic education and personal development offers? Inclusive office training: How are trainees / people with learning difficulties in the administration of other organizations involved in real operations to enable successful , hands-on learning? How are digital media used in the classroom in practice to provide concrete support for learners? Through concrete job shadowing activities, answers and solutions to these questions were found to support a continuous improvement process. 3. coping strategies to increase organizational resilience and reduce anxiety and stress. Basically, at atempo we serve people with learning difficulties and disabilities who have a more difficult access to the labor market due to their limitations. The ultimate goal, in addition to suitable educational measures, is to find an adequate form of vocational inclusion. Many of our participants are psychologically burdened by their biography and their current situation. Many participants come to us with negative experiences from school and their social environment. In order to break down fears and psychological barriers and make it easier for them to meet new people, these TNs need support. We want to make it easier for them to build social relationships without stress, and we needed tools to help them do this. In addition, there is often the current fear of not finding a job. This is often aggravated by pressure from the family-parents who do not understand why their daughter or son cannot find a job. This often makes constructive cooperation very difficult. In internships to be completed, it is often not possible for our participants to complete the agreed internship period in a stable manner. Again and again there are dropouts. From our point of view, one of the main reasons is that our clientele has changed a lot. More and more often, our TNs also have psychological problems. In addition, we now care for more and more people with very specific disabilities, such as autism spectrum disorders, trisomy, borderline, which requires a high degree of flexibility among the staff. The topic of aggression is also cropping up more and more often. First and foremost, it is important to build stable relationships, which often proves to be a great challenge due to the very different needs. In addition, it has proven useful to have certain colleagues focus on specific limitations. Acquiring self-coaching skills to reduce stress and anxiety provided an initial measure for dealing with the more complex psycho-social needs of our TNS, while also contributing to increasing organizational resilience. 4. innovative strategies to increase physical awareness, concentration and coordination of our participants. Stopping Movement Training of the Grinberg Method : In order to enable each person to increase their own coordination ability, it is first essential to increase body awareness. Sensing, gently feeling and intensively perceiving one's own body (muscles, joints, breathing) on different levels is the key to moving in a fun, coordinated and controlled way. Moving in a variety of ways is often limited in everyday life and restricted to monotonous routines. This is also clearly evident in our target group. Many of our participants are overweight and have a very poor body perception, which in turn reduces the desire to move. This results in impaired coordination, lower endurance, and even a lack of concentration. This course teaches the challenging handling of one's own body and one's own limits.
atempo has been on the move for several years, in an intensive process of educational innovation and modernization through digital qualification, European networking and cooperation, and corresponding infrastructure investments to renew and develop its own educational operations. The goal was and is to make atempo even more of a European, inclusive education provider for digital education and inclusion. Through a meaningful combination of digital possibilities and new pedagogical concepts, inclusive learning in atempo's field of activity should thus be raised to a new level. This applies both to the education of people with learning difficulties and disabilities, as well as to the transfer of the acquired competencies to professionals from all over Europe within the framework of our course offerings. In meeting the digital and pedagogical innovation and education needs, targeted cooperation and networking with European education partners have played and continue to play a central role for many years. Within the framework of three Erasmus+ mobility projects, more than 20 atempo staff members have already become mobile in recent years. A somewhat different need will be briefly described separately below: The social and economic field of action of atempo is visibly characterized by "high dynamics, increasing complexity and radical upheavals" (cf. Trigon Themen 2014; https://www.trigon.at/wpcontent/uploads/2017/09/TT-14-1.pdf, accessed on 05.02.2019). This social change also affects our organization and our target group of young adults with learning difficulties and disabilities. The perceived pressure leads more often to excessive demands and presents us with ever new challenges. At the same time, the profiles of our clients have also changed and we are "confronted" with increasingly complex psychosocial needs. In order to better cope with this change, atempo's organizational resilience is to be increased. This means that resilience and vitality are to be increased through targeted measures in order to not only be able to better survive crises, but also to grow from them.