PV206 Communication and Soft Skills

Faculty of Informatics
Autumn 2011
Extent and Intensity
3/2. 5 credit(s) (plus extra credits for completion). Type of Completion: zk (examination).
Teacher(s)
prof. Renate Motschnig (lecturer)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer)
RNDr. Jaroslav Škrabálek, MBA (lecturer)
Mgr. Jiří Kolář, Ph.D. (assistant)
RNDr. Ing. Tomáš Ludík, Ph.D. (assistant)
Ing. Eva Matějková (assistant)
Guaranteed by
prof. RNDr. Luděk Matyska, CSc.
Department of Computer Systems and Communications – Faculty of Informatics
Timetable of Seminar Groups
PV206/1: Thu 29. 9. 14:00–18:50 G107, Fri 30. 9. 9:00–16:50 G107, Thu 20. 10. 14:00–18:50 G107, Fri 21. 10. 9:00–16:50 G107, Thu 3. 11. 14:00–18:50 G107, Fri 4. 11. 9:00–16:50 G107, R. Motschnig
PV206/2: Thu 6. 10. 12:00–18:50 G107, Fri 7. 10. 10:00–15:50 G107, Thu 10. 11. 12:00–18:50 G107, Fri 11. 11. 10:00–15:50 G107, Thu 1. 12. 12:00–18:50 G107, Fri 2. 12. 10:00–15:50 G107, J. Kolář, T. Ludík
Prerequisites (in Czech)
SOUHLAS
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 40 student(s).
Current registration and enrolment status: enrolled: 0/40, only registered: 0/40, only registered with preference (fields directly associated with the programme): 0/40
fields of study / plans the course is directly associated with
there are 24 fields of study the course is directly associated with, display
Course objectives
The primary goal of this course is to allow students to improve their competence in communication, teamwork, moderation and other soft skills based on the students’ actual demands. In the course students will share knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues. The course is based on active, student centered learning in a constructive atmosphere and will include several practical exercises. The instructor will take on the role of a facilitator and moderator providing resources. Students are expected to work in teams of about 3 persons to elaborate topics in a self-directed way and to prepare moderated units (lasting for about 2 hours each) and simple online materials for all participants. The course evaluation will take into account the students’ active participation in face-to-face and online phases, the materials elaborated, the quality of the unit moderated, and will include an element of self-evaluation.
Syllabus
  • Communication theories
  • Moderation techniques
  • Levels of learning: knowledge, skills, attitudes
  • Active Listening
  • Person Centered Communication
  • Groups and teams: group process, team building, self managed teams
  • Conflict management and transformation
  • Other topics according to the participants’ expectations
Literature
  • Motschnig-Pitrik, R. (2006). Participatory Action Research on a Blended Learning Course on Project Management Soft Skills. Proceedings of 36th Frontiers in Education Conference, San Diego, California, IEEE Press.
  • Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
  • Motschnig-Pitrik, R. (2006). Two Technology-Enhanced Courses Aimed at Developing Interpersonal Attitudes and Soft Skills in Project Management. in: Innovative Approaches for Learning and Knowledge Sharing. Proc. of the 1st European Conference on Technolo
  • Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
  • Bauer, C., Derntl, M., Motschnig-Pitrik, R., Tausch, R. (2006). Promotive Activities in Face-to-Face and Technology-Enhanced Learning Environments. The Person-Centered Journal, 13(1/2), ADPCA, ISSN 1932-4920. 12 – 37.
  • Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
  • Motschnig-Pitrik, R., Santos, A. M. (2006). The Person Centered Approach to Teaching and Learning as Exemplified in a Course in Organizational Development. Zeitschrift für Hochschulentwicklung, ZfHE, 1(4). http://www.zfhe.de/index.php?id=169
  • Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
  • Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
  • Motschnig-Pitrik, R. (2006). The Effects of a Blended Course Including Person Centered Encounter Groups on Students’ Learning, Relationships, and Teamwork. Proceedings of Networked Learning Conference 2006, Lancaster, UK.
  • Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
  • Motschnig-Pitrik, R., Mallich, K. (2004). Effects of Person-Centered Attitudes on Professional and Social Competence in a Blended Learning Paradigm. Journal of Educational Technology \& Society, 7(4), 176-192.
  • Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
  • Přístup zaměřený na člověka podle Carla Rogerse :zkušenosti a pohledy studujících v Brně a ve Vídni. Edited by Ladislav Nykl - Renate Motschnig. Wien: Ladislav Nykl, 2006, 143 s. ISBN 3200006870. info
  • NYKL, Ladislav. Pozvání do rogersovské psychologie - přístup zaměřený na člověka. Brno: Barrister & Principal, 2004, 140 pp. ISBN 80-86598-69-1. info
  • ROGERS, Carl. Carl Rogers on Encounter Groups. 1970th ed. New York: Harper & Row, Publishers, 1970, 172 pp. info
  • ROGERS, Carl Ransom. On becoming a person : a therapist's view of psychotherapy. London: Constable & company limited, 1967, xi, 420. ISBN 0094604401. info
Teaching methods
presentations of instructor as well as students group discourse elaborating themes in small groups literature study role play team projects
Assessment methods
The course is based on active, student centered learning in a constructive atmosphere and will include several practical exercises. The instructor will take on the role of a facilitator and moderator providing resources. Students are expected to work in teams of about 3 persons to elaborate topics in a self-directed way and to prepare moderated units (lasting for about 2 hours each) and simple online materials for all participants. The course evaluation will take into account the students’ active participation in face-to-face and online phases, the materials elaborated, the quality of the unit moderated, and will include an element of self-evaluation.
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: 3 blocks: 1,5 days; 1,5 days; 1,5 days.
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2007, Autumn 2008, Autumn 2009, Spring 2010, Autumn 2010, Spring 2011, Spring 2012, Autumn 2012, Spring 2013, Autumn 2013, Spring 2014, Autumn 2014, Spring 2015, Autumn 2015, Spring 2016, Autumn 2016, Spring 2017, Autumn 2017, Spring 2018, Autumn 2018, Spring 2019, Autumn 2019, Spring 2020, Autumn 2020, Spring 2021, Autumn 2021, Spring 2022, Autumn 2022, Spring 2023, Autumn 2023, Spring 2024, Autumn 2024, Spring 2025.
  • Enrolment Statistics (Autumn 2011, recent)
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