Course Information

PV206 Communication and Soft Skills

Extent and Intensity

3/2/0. 4 credit(s) (plus extra credits for completion). Type of Completion: zk (examination).
In-person direct teaching

Teacher(s)

prof. Renate Motschnig (lecturer)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
RNDr. Vlasta Bukačová, Ph.D. (seminar tutor)
Bc. Michal Klacik (seminar tutor)
Bc. Janka Marschalková (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01_EN: Thu 26. 9. 14:00–19:00 A319, Fri 27. 9. 9:00–17:00 A319, Thu 21. 11. 14:00–19:00 A319, Fri 22. 11. 9:00–17:00 A319, Thu 12. 12. 14:00–19:00 A319, Fri 13. 12. 9:00–17:00 A319, M. Klacik, J. Marschalková
PV206/02_bezpecnost: Thu 10. 10. 14:00–19:00 A319, Fri 11. 10. 9:00–17:00 A319, Thu 7. 11. 14:00–19:00 A319, Fri 8. 11. 9:00–17:00 A319, Thu 5. 12. 14:00–19:00 A319, Fri 6. 12. 9:00–17:00 A319, V. Bukačová, P. Kalábová, M. Klacik
PV206/03_CZ: Thu 3. 10. 14:00–19:00 A319, Fri 4. 10. 9:00–17:00 A319, Thu 31. 10. 14:00–19:00 A319, Fri 1. 11. 9:00–17:00 A319, Thu 28. 11. 14:00–19:00 A319, Fri 29. 11. 9:00–17:00 A319, P. Kalábová, K. Miklášová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 75 student(s).
Current registration and enrolment status: enrolled: 53/75, only registered: 7/75, only registered with preference (fields directly associated with the programme): 3/75

fields of study / plans the course is directly associated with

there are 32 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• 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.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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
• 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
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

English

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2/0. 4 credit(s) (plus extra credits for completion). Type of Completion: zk (examination).
In-person direct teaching

Teacher(s)

prof. Renate Motschnig (lecturer)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
Bc. Michal Klacik (seminar tutor)
Bc. Janka Marschalková (seminar tutor)
Mgr. Petr Sucháček (seminar tutor)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 19/60, only registered with preference (fields directly associated with the programme): 11/60

fields of study / plans the course is directly associated with

there are 37 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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., 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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.
• 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., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• 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.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

English

Follow-Up Courses

• PV209 Person Centered Communication

Further comments (probably available only in Czech)

The course is taught annually.
The course is taught: in blocks.
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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2/0. 4 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)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (assistant)
Mgr. Kristína Miklášová (assistant)
Mgr. Katarína Palubová (seminar tutor)
Mgr. et Mgr. Dominika Lauko (assistant)
Bc. Michal Klacik (seminar tutor)
Radmila Čermáková (assistant)
Mgr. Petr Sucháček (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01_EN: Thu 21. 3. 14:00–19:00 A319, Fri 22. 3. 9:00–17:00 A319, Thu 25. 4. 14:00–19:00 A319, Fri 26. 4. 9:00–17:00 A319, Thu 9. 5. 14:00–19:00 A319, Fri 10. 5. 9:00–17:00 A319, M. Klacik, K. Palubová
PV206/02_CZ: Thu 14. 3. 14:00–19:00 A319, Fri 15. 3. 9:00–17:00 A319, Thu 11. 4. 14:00–19:00 A319, Fri 12. 4. 9:00–17:00 A319, Thu 2. 5. 14:00–19:00 A319, Fri 3. 5. 9:00–17:00 A319, P. Kalábová, M. Klacik

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 22/60, only registered: 3/60, only registered with preference (fields directly associated with the programme): 1/60

fields of study / plans the course is directly associated with

there are 60 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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., 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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.
• 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., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• 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.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

English

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2/0. 4 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)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
RNDr. Vlasta Bukačová, Ph.D. (seminar tutor)
Bc. Michal Klacik (seminar tutor)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01_EN: Thu 12. 10. 14:00–19:00 A319, Fri 13. 10. 9:00–17:00 A319, Thu 23. 11. 14:00–19:00 A319, Fri 24. 11. 9:00–17:00 A319, Thu 14. 12. 14:00–19:00 A319, Fri 15. 12. 9:00–17:00 A319, P. Kalábová, M. Klacik
PV206/02_bezpecnost: Thu 21. 9. 14:00–19:00 A319, Fri 22. 9. 9:00–17:00 A319, Thu 26. 10. 14:00–19:00 A319, Fri 27. 10. 9:00–17:00 A319, Thu 30. 11. 14:00–19:00 A319, Fri 1. 12. 9:00–17:00 A319, V. Bukačová, P. Kalábová, M. Klacik
PV206/03_CZ: Thu 21. 9. 14:00–19:00 A321, Fri 22. 9. 9:00–17:00 A321, Thu 9. 11. 14:00–19:00 A319, Fri 10. 11. 9:00–17:00 A319, Fri 8. 12. 14:00–19:00 A319, Sat 9. 12. 9:00–17:00 A319, A. Kružíková, K. Palubová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 75 student(s).
Current registration and enrolment status: enrolled: 39/75, only registered: 1/75, only registered with preference (fields directly associated with the programme): 1/75

fields of study / plans the course is directly associated with

there are 57 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• 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.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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
• 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
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

English

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2/0. 4 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)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
Bc. Michal Klacik (seminar tutor)
Mgr. Petr Sucháček (seminar tutor)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01_EN: Thu 23. 2. 14:00–19:00 A319, Fri 24. 2. 9:00–17:00 A319, Thu 23. 3. 14:00–19:00 A319, Fri 24. 3. 9:00–17:00 A319, Thu 20. 4. 14:00–19:00 A319, Fri 21. 4. 9:00–17:00 A319, A. Kružíková, K. Palubová
PV206/02_CZ: Thu 2. 3. 14:00–19:00 A319, Fri 3. 3. 9:00–17:00 A319, Thu 30. 3. 14:00–19:00 A319, Fri 31. 3. 9:00–17:00 A319, Thu 27. 4. 14:00–19:00 A319, Fri 28. 4. 9:00–17:00 A319, P. Kalábová, K. Miklášová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 15/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 60 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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., 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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.
• 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., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• 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.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

English

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2/0. 4 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)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
Mgr. Bc. Zuzana Tomášková (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
Dr.-Ing. Lydia Kraus (seminar tutor)
RNDr. Vlasta Bukačová, Ph.D. (seminar tutor)
Bc. Michal Klacik (seminar tutor)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01_EN: Thu 29. 9. 14:00–18:50 A319, Fri 30. 9. 9:00–16:50 A319, Thu 20. 10. 14:00–18:50 A319, Fri 21. 10. 9:00–16:50 A319, Thu 8. 12. 14:00–18:50 A319, Fri 9. 12. 9:00–16:50 A319, A. Kružíková, K. Palubová
PV206/02_kyberbez: Thu 15. 9. 14:00–18:50 A319, Fri 16. 9. 9:00–16:50 A319, Thu 10. 11. 14:00–18:50 A319, Fri 11. 11. 9:00–16:50 A319, Thu 1. 12. 14:00–18:50 A319, Fri 2. 12. 9:00–16:50 A319, V. Bukačová, P. Kalábová, M. Klacik
PV206/03_CZ: Thu 13. 10. 14:00–18:50 A319, Fri 14. 10. 9:00–16:50 A319, Thu 24. 11. 14:00–18:50 A319, Fri 25. 11. 9:00–16:50 A319, Fri 9. 12. 14:00–18:50 A320, Sat 10. 12. 9:00–16:50 A319, D. Lauko, K. Miklášová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 75 student(s).
Current registration and enrolment status: enrolled: 21/75, only registered: 0/75, only registered with preference (fields directly associated with the programme): 0/75

fields of study / plans the course is directly associated with

there are 57 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• 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.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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
• 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
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

English

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2/0. 4 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)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. Bc. Zuzana Tomášková (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
RNDr. Jaroslav Čechák, Ph.D. (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
Bc. Michal Klacik (seminar tutor)
Dr.-Ing. Lydia Kraus (seminar tutor)
Mgr. Petr Sucháček (seminar tutor)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01_EN: Thu 3. 3. 14:00–18:50 A319, Fri 4. 3. 9:00–16:50 A319, Thu 24. 3. 14:00–18:50 A319, Fri 25. 3. 9:00–16:50 A319, Thu 28. 4. 14:00–18:50 A319, Fri 29. 4. 9:00–16:50 A319, P. Kalábová, M. Klacik
PV206/02: Thu 24. 2. 14:00–18:50 A319, Fri 25. 2. 9:00–16:50 A319, Thu 31. 3. 14:00–18:50 A319, Fri 1. 4. 9:00–16:50 A319, Thu 5. 5. 14:00–18:50 A319, Fri 6. 5. 9:00–16:50 A319, A. Kružíková, K. Palubová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 3/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 60 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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., 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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.
• 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., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• 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.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2/0. 4 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)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
RNDr. Jaroslav Čechák, Ph.D. (seminar tutor)
Mgr. Bc. Zuzana Tomášková (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
Dr.-Ing. Lydia Kraus (seminar tutor)
RNDr. Vlasta Bukačová, Ph.D. (seminar tutor)
Bc. Michal Klacik (seminar tutor)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 23. 9. 14:00–18:50 A319, Fri 24. 9. 9:00–16:50 A319, Thu 21. 10. 14:00–18:50 A319, Fri 22. 10. 9:00–16:50 A319, Thu 25. 11. 14:00–18:50 A319, Fri 26. 11. 9:00–16:50 A319, A. Kružíková, K. Palubová
PV206/02: Thu 16. 9. 14:00–18:50 A319, Fri 17. 9. 9:00–16:50 A319, Thu 14. 10. 14:00–18:50 A319, Fri 15. 10. 9:00–16:50 A319, Thu 18. 11. 14:00–18:50 A319, Fri 19. 11. 9:00–16:50 A319, P. Kalábová, M. Klacik, A. Kružíková
PV206/03: Thu 30. 9. 14:00–18:50 A319, Fri 1. 10. 9:00–16:50 A319, Thu 4. 11. 14:00–18:50 A319, Fri 5. 11. 9:00–16:50 A319, Thu 2. 12. 14:00–18:50 A319, Fri 3. 12. 9:00–16:50 A319, D. Lauko, K. Miklášová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 75 student(s).
Current registration and enrolment status: enrolled: 1/75, only registered: 0/75, only registered with preference (fields directly associated with the programme): 0/75

fields of study / plans the course is directly associated with

there are 56 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• 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.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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
• 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
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2/0. 4 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)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. Bc. Zuzana Tomášková (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
RNDr. Jaroslav Čechák, Ph.D. (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
Dr.-Ing. Lydia Kraus (seminar tutor)
Mgr. Petr Sucháček (seminar tutor)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01_EN: Wed 16:00–18:50 Virtuální místnost, A. Kružíková, K. Palubová
PV206/02: Thu 14:00–16:50 Virtuální místnost, P. Kalábová, K. Miklášová
PV206/03: Mon 16:00–18:50 Virtuální místnost, P. Kalábová, P. Sucháček

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 1/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 60 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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., 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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.
• 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., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• 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.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2. 4 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)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
RNDr. Jaroslav Čechák, Ph.D. (seminar tutor)
Mgr. Bc. Zuzana Tomášková (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
Dr.-Ing. Lydia Kraus (seminar tutor)
Ing. Eva Matějková (assistant)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 5. 11. 14:00–18:50 A319, Fri 6. 11. 9:00–16:50 A319, Thu 26. 11. 14:00–18:50 A319, Fri 27. 11. 9:00–16:50 A319, Thu 10. 12. 14:00–18:50 A319, Fri 11. 12. 9:00–16:50 A319, R. Motschnig, K. Palubová
PV206/02: Thu 15. 10. 14:00–18:50 A319, Fri 16. 10. 9:00–16:50 A319, Thu 29. 10. 14:00–18:50 A319, Fri 30. 10. 9:00–16:50 A319, Thu 12. 11. 14:00–18:50 A319, Fri 13. 11. 9:00–16:50 A319, P. Kalábová, K. Miklášová
PV206/03: Fri 23. 10. 15:00–19:50 A320, Sat 24. 10. 9:00–16:50 A319, Fri 27. 11. 15:00–19:50 A320, Sat 28. 11. 9:00–16:50 A319, Fri 11. 12. 15:00–19:50 A320, Sat 12. 12. 9:00–16:50 A319, J. Čechák, Z. Tomášková
PV206/04: Thu 8. 10. 14:00–18:50 A319, Fri 9. 10. 9:00–16:50 A319, Thu 22. 10. 14:00–18:50 A319, Fri 23. 10. 9:00–16:50 A319, Thu 19. 11. 14:00–18:50 A319, Fri 20. 11. 9:00–16:50 A319, P. Kalábová, A. Kružíková
PV206/05: Fri 16. 10. 15:00–20:00 A320, Sat 17. 10. 9:00–17:00 A319, Fri 13. 11. 15:00–20:00 A320, Sat 14. 11. 9:00–17:00 A319, Fri 4. 12. 15:00–20:00 A320, Sat 5. 12. 9:00–17:00 A320, A. Kružíková, K. Palubová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 75 student(s).
Current registration and enrolment status: enrolled: 0/75, only registered: 0/75, only registered with preference (fields directly associated with the programme): 0/75

fields of study / plans the course is directly associated with

there are 56 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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

• Harvard Business Review. Teams That Succeed. Harvard Business School 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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
• 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
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2/0. 4 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)
Mgr. Petra Kalábová (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. Bc. Zuzana Tomášková (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
RNDr. Jaroslav Čechák, Ph.D. (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
Ing. Eva Matějková (assistant)
Dr.-Ing. Lydia Kraus (seminar tutor)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01_EN: Thu 5. 3. 14:00–18:50 A319, Fri 6. 3. 9:00–16:50 A319, Thu 26. 3. 14:00–18:50 A319, Fri 27. 3. 9:00–16:50 A319, Thu 23. 4. 14:00–18:50 A319, Fri 24. 4. 9:00–16:50 A319, L. Kraus, A. Kružíková, K. Palubová
PV206/03: Thu 12. 3. 14:00–18:50 A319, Fri 13. 3. 9:00–16:50 A319, Thu 2. 4. 14:00–18:50 A319, Fri 3. 4. 9:00–16:50 A319, Thu 21. 5. 14:00–18:50 A319, Fri 22. 5. 9:00–16:50 A319, P. Kalábová, K. Miklášová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 60 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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

• 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.
• 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
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• 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
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

3/2. 4 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)
Mgr. Petra Kalábová (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
RNDr. Jaroslav Čechák, Ph.D. (seminar tutor)
Mgr. Bc. Zuzana Tomášková (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
Mgr. Katarína Palubová (seminar tutor)
Dr.-Ing. Lydia Kraus (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 19. 9. 14:00–18:50 A319, Fri 20. 9. 9:00–16:50 A319, Thu 10. 10. 14:00–18:50 A319, Fri 11. 10. 9:00–16:50 A319, Thu 7. 11. 14:00–18:50 A319, Fri 8. 11. 9:00–16:50 A319, A. Kružíková, R. Motschnig, K. Palubová
PV206/02: Fri 20. 9. 14:00–18:50 A320, Sat 21. 9. 9:00–16:50 A319, Fri 1. 11. 14:00–18:50 A319, Sat 2. 11. 9:00–16:50 A319, Fri 29. 11. 14:00–18:50 A319, Sat 30. 11. 9:00–16:50 A319, J. Čechák, P. Kalábová, Z. Tomášková
PV206/03: Thu 3. 10. 14:00–18:50 A319, Fri 4. 10. 9:00–16:50 A319, Thu 21. 11. 14:00–18:50 A319, Fri 22. 11. 9:00–16:50 A319, Thu 5. 12. 14:00–18:50 A319, Fri 6. 12. 9:00–16:50 A319, D. Lauko, K. Miklášová
PV206/04: Thu 17. 10. 14:00–18:50 A319, Fri 18. 10. 9:00–16:50 A319, Thu 14. 11. 14:00–18:50 A319, Fri 15. 11. 9:00–16:50 A319, Thu 12. 12. 14:00–18:50 A319, Fri 13. 12. 9:00–16:50 A319, P. Kalábová, L. Kraus, A. Kružíková
PV206/05: Thu 26. 9. 14:00–18:50 A319, Fri 27. 9. 9:00–16:50 A319, Thu 24. 10. 14:00–18:50 A319, Fri 25. 10. 9:00–16:50 A319, Thu 19. 12. 14:00–18:50 A319, Fri 20. 12. 9:00–16:50 A319, P. Kalábová, K. Palubová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 75 student(s).
Current registration and enrolment status: enrolled: 0/75, only registered: 0/75, only registered with preference (fields directly associated with the programme): 0/75

fields of study / plans the course is directly associated with

there are 56 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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

• Harvard Business Review. Teams That Succeed. Harvard Business School 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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
• 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
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Vlasta Bukačová, Ph.D. (seminar tutor)
RNDr. Jaroslav Čechák, Ph.D. (seminar tutor)
Mgr. Petra Kalábová (seminar tutor)
Dr.-Ing. Lydia Kraus (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
Mgr. Kristína Miklášová (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Mgr. Bc. Zuzana Tomášková (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Eva Hladká, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 7. 3. 14:00–19:50 A319, Fri 8. 3. 9:00–17:50 A319, Thu 4. 4. 14:00–19:50 A319, Fri 5. 4. 9:00–17:50 A319, Thu 2. 5. 14:00–19:50 A319, Fri 3. 5. 9:00–17:50 A319, P. Kalábová, L. Kraus, A. Kružíková
PV206/02: Fri 22. 2. 14:00–19:50 A319, Sat 23. 2. 9:00–17:50 A319, Fri 29. 3. 14:00–19:50 A319, Sat 30. 3. 9:00–17:50 A319, Fri 17. 5. 14:00–19:50 A319, Sat 18. 5. 9:00–17:50 A319, J. Čechák, P. Kalábová, T. Pařilová, Z. Tomášková
PV206/03: Thu 14. 3. 14:00–19:50 A319, Fri 15. 3. 9:00–17:50 A319, Thu 25. 4. 14:00–19:50 A319, Fri 26. 4. 9:00–17:50 A319, Thu 9. 5. 14:00–19:50 A319, Fri 10. 5. 9:00–17:50 A319, D. Lauko, K. Miklášová, L. Smiga

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 23 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• 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.
• 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
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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.
• 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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Rogers, C., R., Farson, R., E. (1987). Active listening. https://wholebeinginstitute.com/wp-content/uploads/Rogers_Farson_Active-Listening.pdf
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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).
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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)
Mgr. Peter Benčík (seminar tutor)
RNDr. Vlasta Bukačová, Ph.D. (seminar tutor)
Mgr. Petra Kalábová (seminar tutor)
RNDr. Agáta Kružíková, Ph.D. (seminar tutor)
Mgr. Kamil Malinka, Ph.D. (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Eva Hladká, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 20. 9. 14:00–19:50 A319, Fri 21. 9. 9:00–17:50 A319, Thu 11. 10. 14:00–19:50 A319, Fri 12. 10. 9:00–17:50 A319, Thu 8. 11. 14:00–19:50 A319, Fri 9. 11. 9:00–17:50 A319, A. Kružíková, R. Motschnig
PV206/02: Thu 4. 10. 14:00–19:50 A319, Fri 5. 10. 9:00–17:50 A319, Thu 25. 10. 14:00–19:50 A319, Fri 26. 10. 9:00–17:50 A319, Thu 15. 11. 14:00–19:50 A319, Fri 16. 11. 9:00–17:50 A319, T. Pařilová, L. Smiga
PV206/03: Thu 18. 10. 14:00–19:50 A319, Fri 19. 10. 9:00–17:50 A319, Thu 22. 11. 14:00–19:50 A319, Fri 23. 11. 9:00–17:50 A319, Thu 6. 12. 14:00–19:50 A319, Fri 7. 12. 9:00–17:50 A319, V. Bukačová, P. Kalábová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 1/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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

• Harvard Business Review. Teams That Succeed. Harvard Business School 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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
• 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
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Vlasta Bukačová, Ph.D. (seminar tutor)
Mgr. Petra Kalábová (seminar tutor)
Mgr. et Mgr. Dominika Lauko (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
RNDr. Valdemar Švábenský, Ph.D. (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Eva Hladká, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 1. 3. 14:00–18:50 A319, Fri 2. 3. 9:00–18:50 A319, Thu 19. 4. 14:00–18:50 A319, Fri 20. 4. 9:00–18:50 A319, Thu 17. 5. 14:00–18:50 A319, Fri 18. 5. 9:00–18:50 A319, V. Bukačová, P. Kalábová, V. Švábenský
PV206/02: Thu 8. 3. 14:00–18:50 A319, Fri 9. 3. 9:00–18:50 A319, Thu 12. 4. 14:00–18:50 A319, Fri 13. 4. 9:00–18:50 A319, Thu 3. 5. 14:00–18:50 A319, Fri 4. 5. 9:00–18:50 A319, P. Kalábová, D. Lauko
PV206/03: Thu 22. 3. 14:00–18:50 A319, Fri 23. 3. 9:00–18:50 A319, Thu 26. 4. 14:00–18:50 A319, Fri 27. 4. 9:00–18:50 A319, Thu 10. 5. 14:00–18:50 A319, Fri 11. 5. 9:00–18:50 A319, T. Pařilová, L. Smiga

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 23 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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

• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• 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.
• 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.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• 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
• 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
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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)
Mgr. Peter Benčík (seminar tutor)
RNDr. Vlasta Bukačová, Ph.D. (seminar tutor)
Mgr. Petra Kalábová (seminar tutor)
Mgr. Kamil Malinka, Ph.D. (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
RNDr. Valdemar Švábenský, Ph.D. (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Eva Hladká, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 21. 9. 14:00–18:50 A319, Fri 22. 9. 9:00–17:50 A319, Thu 12. 10. 14:00–18:50 A319, Fri 13. 10. 9:00–17:50 A319, Thu 9. 11. 14:00–18:50 B517, Fri 10. 11. 9:00–17:50 A319, R. Motschnig, V. Švábenský
PV206/02: Thu 5. 10. 14:00–18:50 A319, Fri 6. 10. 9:00–17:50 A319, Thu 26. 10. 14:00–18:50 A319, Fri 27. 10. 9:00–17:50 A319, Thu 23. 11. 14:00–18:50 A319, Fri 24. 11. 9:00–17:50 A319, P. Benčík, V. Bukačová, P. Kalábová
PV206/03: Thu 2. 11. 14:00–18:50 A319, Fri 3. 11. 9:00–17:50 A319, Thu 30. 11. 14:00–18:50 A319, Fri 1. 12. 9:00–17:50 A319, Thu 7. 12. 14:00–18:50 A319, Fri 8. 12. 9:00–17:50 A319, T. Pařilová, L. Smiga

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Learning outcomes

After completion of the course, the students will be able to:
- competently communicate in their profesional life;
- actively participate in teamwork;
- moderate events and activities;
- use other soft skills based on the students’ actual demands;
- listen actively;
- do person centered communication;
- master moderation techniques;
- contribute to team development;
- resolve conflicts and related issues.

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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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
• 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.
• 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.
• 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
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• 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.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Vlasta Bukačová, Ph.D. (seminar tutor)
Mgr. Petra Kalábová (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
RNDr. Valdemar Švábenský, Ph.D. (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Eva Hladká, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 23. 3. 14:00–18:50 A319, Fri 24. 3. 9:00–17:50 A319, Thu 4. 5. 14:00–18:50 A319, Fri 5. 5. 9:00–17:50 A319, Thu 18. 5. 14:00–18:50 A319, Fri 19. 5. 9:00–17:50 A319, T. Pařilová, L. Smiga
PV206/02: Thu 2. 3. 14:00–18:50 A319, Fri 3. 3. 9:00–17:50 A319, Thu 30. 3. 14:00–18:50 A319, Fri 31. 3. 9:00–17:50 A319, Thu 20. 4. 14:00–18:50 A319, Fri 21. 4. 9:00–17:50 A319, V. Bukačová, P. Kalábová, V. Švábenský
PV206/03: Thu 9. 3. 14:00–18:50 A319, Fri 10. 3. 9:00–17:50 A319, Thu 27. 4. 14:00–18:50 A319, Fri 28. 4. 9:00–17:50 A319, Thu 11. 5. 14:00–18:50 A319, Fri 12. 5. 9:00–17:50 A319, V. Bukačová, P. Kalábová

Prerequisites

SOUHLAS
When writing the course application, describe your personal motivation. Tell us why you want to study soft skills in general (not this particular course), and your opinion on what part of the course you think will be useful to you. There is also an FAQ in Study materials that must be read by all students of the course; we recommend to read it even before writing your application.

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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 23 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

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.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• 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.
• 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
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• 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.
• 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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Vlasta Bukačová, Ph.D. (seminar tutor)
Mgr. Petra Kalábová (seminar tutor)
Mgr. Kamil Malinka, Ph.D. (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
RNDr. Valdemar Švábenský, Ph.D. (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Eva Hladká, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 22. 9. 14:00–18:50 A319, Fri 23. 9. 9:00–16:50 A319, Thu 13. 10. 14:00–18:50 A319, Fri 14. 10. 9:00–16:50 A319, Thu 3. 11. 14:00–18:50 A319, Fri 4. 11. 9:00–16:50 A319, R. Motschnig, V. Švábenský
PV206/02: Thu 29. 9. 14:00–18:50 A319, Fri 30. 9. 9:00–16:50 A319, Thu 20. 10. 14:00–18:50 A319, Fri 21. 10. 9:00–16:50 A319, Thu 24. 11. 14:00–18:50 A319, Fri 25. 11. 9:00–16:50 A319, V. Bukačová, P. Kalábová
PV206/03: Thu 6. 10. 14:00–18:50 A319, Fri 7. 10. 9:00–16:50 A319, Thu 10. 11. 14:00–18:50 A319, Fri 11. 11. 9:00–16:50 A319, Thu 1. 12. 14:00–18:50 A319, Fri 2. 12. 9:00–16:50 A319, T. Pařilová, L. Smiga

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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Syllabus

• Communication theories
• Moderation techniques
• Levels of learning: knowledge, skills, attitudes
• Active Listening
• Time management
• Person Centered Communication
• Groups and teams: group process, team building, self managed teams
• Conflict management and transformation
• Other topics according to the participants’ expectations: mental health, overworking, burn-out, stress management, asertivity, social aspects of management, ...

Literature

• 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.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• 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
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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.
• 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. (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
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Ing. Tomáš Ludík, Ph.D. (lecturer)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Mgr. Jakub Tomiš (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Eva Hladká, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 3. 3. 14:00–18:50 A319, Fri 4. 3. 9:00–16:50 A319, Thu 7. 4. 14:00–18:50 A319, Fri 8. 4. 9:00–16:50 A319, Thu 21. 4. 14:00–18:50 A319, Fri 22. 4. 9:00–16:50 A319, T. Pařilová, L. Smiga
PV206/02: Thu 17. 3. 14:00–18:50 A319, Fri 18. 3. 9:00–16:50 A319, Thu 14. 4. 14:00–18:50 A319, Fri 15. 4. 9:00–16:50 A319, Thu 28. 4. 14:00–18:50 A319, Fri 29. 4. 9:00–16:50 A319, T. Ludík, J. Tomiš

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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 23 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

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). 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
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• 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
• 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.
• 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.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• 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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Ing. Tomáš Ludík, Ph.D. (lecturer)
RNDr. Vlasta Bukačová, Ph.D. (seminar tutor)
Mgr. Jaromír Coufal (seminar tutor)
Mgr. Petra Kalábová (seminar tutor)
Mgr. Kamil Malinka, Ph.D. (seminar tutor)
Mgr. Marián Moravčík (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Mgr. Jakub Tomiš (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Eva Hladká, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 24. 9. 14:00–18:50 A319, Fri 25. 9. 9:00–16:50 A319, Thu 15. 10. 14:00–18:50 A319, Fri 16. 10. 9:00–16:50 A319, Thu 29. 10. 14:00–18:50 A319, Fri 30. 10. 9:00–16:50 A319, R. Motschnig
PV206/02: Thu 8. 10. 14:00–18:50 A319, Fri 9. 10. 9:00–16:50 A319, Thu 12. 11. 14:00–18:50 A319, Fri 13. 11. 9:00–16:50 A319, Thu 3. 12. 14:00–18:50 A319, Fri 4. 12. 9:00–16:50 A319, T. Ludík, J. Tomiš
PV206/03: Thu 22. 10. 14:00–18:50 A319, Fri 23. 10. 9:00–16:50 A319, Thu 19. 11. 14:00–18:50 A319, Fri 20. 11. 9:00–16:50 A319, Thu 10. 12. 14:00–18:50 A319, Fri 11. 12. 9:00–16:50 A319, T. Pařilová, L. Smiga
PV206/04: Thu 1. 10. 14:00–18:50 A319, Fri 2. 10. 9:00–16:50 A319, Thu 5. 11. 14:00–18:50 A319, Fri 6. 11. 9:00–16:50 A319, Thu 26. 11. 14:00–18:50 A319, Fri 27. 11. 9:00–16:50 A319, V. Bukačová, P. Kalábová, K. Malinka

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 80 student(s).
Current registration and enrolment status: enrolled: 0/80, only registered: 0/80, only registered with preference (fields directly associated with the programme): 0/80

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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

Syllabus

• Communication theories
• Moderation techniques
• Levels of learning: knowledge, skills, attitudes
• Active Listening
• Time management
• Person Centered Communication
• Groups and teams: group process, team building, self managed teams
• Conflict management and transformation
• Other topics according to the participants’ expectations: mental health, overworking, burn-out, stress management, asertivity, social aspects of management, ...

Literature

• 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.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• 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
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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.
• 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. (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
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Ing. Tomáš Ludík, Ph.D. (lecturer)
Mgr. Jaromír Coufal (seminar tutor)
Mgr. Jiří Kolář, Ph.D. (seminar tutor)
Mgr. Michael Mládek (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Mgr. Ján Struhár (seminar tutor)
Mgr. Jakub Tomiš (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Eva Hladká, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 26. 2. 14:00–18:50 A319, Fri 27. 2. 9:00–16:50 A319, Thu 9. 4. 14:00–18:50 A319, Fri 10. 4. 9:00–16:50 A319, Thu 23. 4. 14:00–18:50 A319, Fri 24. 4. 9:00–16:50 A319, T. Ludík, J. Tomiš
PV206/02: Thu 19. 3. 14:00–18:50 A319, Fri 20. 3. 9:00–16:50 A319, Thu 16. 4. 14:00–18:50 A319, Fri 17. 4. 9:00–16:50 A319, Thu 14. 5. 14:00–18:50 A319, Fri 15. 5. 9:00–16:50 A319, T. Pařilová, L. Smiga

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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 22 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

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

• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• 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
• 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.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• 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.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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.
• 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.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Ing. Tomáš Ludík, Ph.D. (lecturer)
RNDr. Vlasta Bukačová, Ph.D. (seminar tutor)
Mgr. Jaromír Coufal (seminar tutor)
Mgr. Petra Kalábová (seminar tutor)
Mgr. Marián Moravčík (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Mgr. Jakub Tomiš (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Eva Hladká, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 18. 9. 14:00–18:50 A319, Fri 19. 9. 9:00–16:50 A319, Thu 9. 10. 14:00–18:50 A319, Fri 10. 10. 9:00–16:50 A319, Thu 23. 10. 14:00–18:50 A319, Fri 24. 10. 9:00–16:50 A319, M. Moravčík, R. Motschnig
PV206/02: Thu 2. 10. 14:00–18:50 A319, Fri 3. 10. 9:00–16:50 A319, Thu 30. 10. 14:00–18:50 A319, Fri 31. 10. 9:00–16:50 A319, Thu 20. 11. 14:00–18:50 A319, Fri 21. 11. 9:00–16:50 A319, T. Ludík
PV206/03: Thu 25. 9. 14:00–18:50 A319, Fri 26. 9. 9:00–16:50 A319, Thu 6. 11. 14:00–18:50 A319, Fri 7. 11. 9:00–16:50 A319, Thu 27. 11. 14:00–18:50 A319, Fri 28. 11. 9:00–16:50 A319, T. Pařilová, L. Smiga, J. Tomiš
PV206/04: Thu 16. 10. 14:00–17:50 A319, Fri 17. 10. 9:00–17:50 A319, Thu 13. 11. 14:00–17:50 A319, Fri 14. 11. 9:00–17:50 A319, Thu 4. 12. 14:00–17:50 A319, Fri 5. 12. 9:00–17:50 A319, V. Bukačová, P. Kalábová

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 80 student(s).
Current registration and enrolment status: enrolled: 0/80, only registered: 0/80, only registered with preference (fields directly associated with the programme): 0/80

fields of study / plans the course is directly associated with

there are 23 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

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., 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.
• 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
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• 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
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• 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.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Ing. Tomáš Ludík, Ph.D. (lecturer)
Mgr. Jaromír Coufal (seminar tutor)
Mgr. Jiří Kolář, Ph.D. (seminar tutor)
Mgr. Michael Mládek (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Mgr. Ján Struhár (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Vlastislav Dohnal, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 27. 2. 14:00–18:50 G107, Fri 28. 2. 9:00–16:50 G107, Thu 27. 3. 14:00–18:50 G107, Fri 28. 3. 9:00–16:50 G107, Thu 24. 4. 14:00–18:50 G107, Fri 25. 4. 9:00–16:50 G107, M. Mládek, J. Struhár
PV206/02: Thu 6. 3. 14:00–18:50 G107, Fri 7. 3. 9:00–16:50 G107, Thu 3. 4. 14:00–18:50 G107, Fri 4. 4. 9:00–16:50 G107, Thu 24. 4. 14:00–18:50 G123, Fri 25. 4. 9:00–16:50 G123, J. Coufal, T. Ludík
PV206/03: Thu 13. 3. 14:00–18:50 G107, Fri 14. 3. 9:00–16:50 G107, Thu 17. 4. 14:00–18:50 G107, Fri 18. 4. 9:00–16:50 G107, Thu 15. 5. 14:00–18:50 G107, Fri 16. 5. 9:00–16:50 G107, T. Pařilová, L. Smiga

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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 22 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

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. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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
• 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.
• 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.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill 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.
• 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.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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. The 100% attendance is required, unless stated otherwise (see information of each seminar group).

Language of instruction

Czech

Follow-Up Courses

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Ing. Tomáš Ludík, Ph.D. (lecturer)
Mgr. Jiří Kolář, Ph.D. (seminar tutor)
RNDr. Vlasta Bukačová, Ph.D. (lecturer)
Mgr. Petra Kalábová (lecturer)
Mgr. Jaromír Coufal (seminar tutor)
Mgr. Michael Mládek (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Mgr. Ján Struhár (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Vlastislav Dohnal, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 19. 9. 14:00–18:50 G107, Fri 20. 9. 9:00–16:50 G107, Thu 10. 10. 14:00–18:50 G107, Fri 11. 10. 9:00–16:50 G107, Thu 7. 11. 14:00–18:50 G107, Fri 8. 11. 9:00–16:50 G107, R. Motschnig, T. Pařilová
PV206/02: Thu 17. 10. 14:00–18:50 G107, Fri 18. 10. 9:00–16:50 G107, Thu 14. 11. 14:00–18:50 G107, Fri 15. 11. 9:00–16:50 G107, Thu 5. 12. 14:00–18:50 G107, Fri 6. 12. 9:00–16:50 G107, M. Mládek, J. Struhár
PV206/03: Thu 3. 10. 14:00–18:50 G107, Fri 4. 10. 9:00–16:50 G107, Thu 31. 10. 14:00–18:50 G107, Fri 1. 11. 9:00–16:50 G107, Thu 28. 11. 14:00–18:50 G107, Fri 29. 11. 9:00–16:50 G107, J. Kolář, L. Smiga
PV206/04: Thu 26. 9. 14:00–18:50 G107, Fri 27. 9. 9:00–16:50 G107, Thu 24. 10. 14:00–18:50 G107, Fri 25. 10. 9:00–16:50 G107, Thu 21. 11. 14:00–18:50 G107, Fri 22. 11. 9:00–16:50 G107, J. Coufal, T. Ludík
PV206/05: Thu 3. 10. 14:00–17:50 G330, Fri 4. 10. 9:00–17:50 G191a, Thu 24. 10. 14:00–17:50 G330, Fri 25. 10. 9:00–17:50 G191a, Thu 14. 11. 14:00–17:50 G330, Fri 15. 11. 9:00–17:50 G191a, Thu 5. 12. 14:00–17:50 G330, Fri 6. 12. 9:00–17:50 G191a, V. Bukačová, P. Kalábová

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 80 student(s).
Current registration and enrolment status: enrolled: 0/80, only registered: 0/80, only registered with preference (fields directly associated with the programme): 0/80

fields of study / plans the course is directly associated with

there are 23 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, the students will gain knowledge and competencies regarding active listening, person centered communication, moderation techniques, team development, conflict management and related issues.

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). 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• 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.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• 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.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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
• 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
• 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 Teaching and learning activities in more details: The course is taught in small groups of 14-20 people. The first block is maintained by the teacher and focuses on the introduction and opening the groups, active involvement of each member to participation, inducing discussion atmosphere, getting to know soft skills, theoretical and practical foundations of group work, active listening, and presentation skills. The goal is to prepare the group for teaching style, show examples of presentation and moderation techniques and introduce them to ' experience' style of teaching - teaching thus includes many activities, which are explained on the theoretical foundations and the students experience the situation and the roles, thinking about them and discuss them. The second and third block is then guided by small groups of 3-4 students to to prepare 3-4 hour presentations on a given topic from soft skills. The students are expected to thoroughly study the theoretical basis, prepare syllabi for the whole block, prepare appropriate activities and overall process its content. Students lead the entire block and learn from each other. Different presentation and moderation techniques are very widely used as well as variety of activities according to the 'experience' teaching style. After each block, a feedback from students is expected. Then everyone is actively involved in constructive evaluation and in space for improvements.

Assessment methods

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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Ing. Tomáš Ludík, Ph.D. (lecturer)
Mgr. Jaromír Coufal (seminar tutor)
Mgr. Jiří Kolář, Ph.D. (seminar tutor)
Mgr. Michael Mládek (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Mgr. Ján Struhár (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

doc. RNDr. Vlastislav Dohnal, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 21. 3. 14:00–18:50 G107, Fri 22. 3. 9:00–16:50 G107, Thu 25. 4. 16:00–19:50 G101, Fri 26. 4. 9:00–17:50 G101, Thu 2. 5. 16:00–19:50 G101, Fri 3. 5. 9:00–17:50 G101, M. Mládek, J. Struhár
PV206/02: Thu 28. 3. 14:00–18:50 G107, Fri 29. 3. 9:00–16:50 G107, Thu 18. 4. 14:00–18:50 G107, Fri 19. 4. 9:00–16:50 G107, Thu 2. 5. 14:00–18:50 G107, Fri 3. 5. 9:00–16:50 G107, J. Kolář, L. Smiga
PV206/03: Thu 7. 3. 14:00–18:50 G107, Fri 8. 3. 9:00–16:50 G107, Thu 4. 4. 14:00–18:50 G107, Fri 5. 4. 9:00–16:50 G107, Thu 25. 4. 14:00–18:50 G107, Fri 26. 4. 9:00–16:50 G107, J. Coufal, 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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 22 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., 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
• 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.
• 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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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.
• 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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Ing. Tomáš Ludík, Ph.D. (lecturer)
Mgr. Jiří Kolář, Ph.D. (seminar tutor)
Mgr. Jaromír Coufal (seminar tutor)
Mgr. Michael Mládek (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Mgr. Ján Struhár (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Luděk Matyska, CSc.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 20. 9. 14:00–18:50 G107, Fri 21. 9. 9:00–16:50 G107, Thu 18. 10. 14:00–18:50 G107, Fri 19. 10. 9:00–16:50 G107, Thu 15. 11. 14:00–18:50 G107, Fri 16. 11. 9:00–16:50 G107, J. Coufal, R. Motschnig
PV206/02: Thu 4. 10. 14:00–18:50 G107, Fri 5. 10. 9:00–16:50 G107, Thu 1. 11. 14:00–18:50 G107, Fri 2. 11. 9:00–16:50 G107, Thu 29. 11. 14:00–18:50 G107, Fri 30. 11. 9:00–16:50 G107, T. Ludík
PV206/03: Thu 11. 10. 14:00–18:50 G107, Fri 12. 10. 9:00–16:50 G107, Thu 8. 11. 14:00–18:50 G107, Fri 9. 11. 9:00–16:50 G107, Thu 6. 12. 14:00–18:50 G107, Fri 7. 12. 9:00–16:50 G107, J. Kolář, L. Smiga
PV206/04: Thu 25. 10. 14:00–18:50 G107, Fri 26. 10. 9:00–16:50 G107, Thu 22. 11. 14:00–18:50 G107, Fri 23. 11. 9:00–16:50 G107, Thu 13. 12. 14:00–18:50 G107, Fri 14. 12. 9:00–16:50 G107, M. Mládek, J. Struhár

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 80 student(s).
Current registration and enrolment status: enrolled: 0/80, only registered: 0/80, only registered with preference (fields directly associated with the programme): 0/80

fields of study / plans the course is directly associated with

there are 23 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., 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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• 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.
• 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
• 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.
• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• 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
• 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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Ing. Tomáš Ludík, Ph.D. (lecturer)
Mgr. Jiří Kolář, Ph.D. (seminar tutor)
Mgr. Michael Mládek (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
Mgr. Ján Struhár (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Luděk Matyska, CSc.
Department of Computer Systems and Communications – Faculty of Informatics
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/01: Thu 23. 2. 13:00–17:50 G107, Fri 24. 2. 9:00–15:50 G107, Thu 22. 3. 13:00–17:50 G107, Fri 23. 3. 9:00–15:50 G107, Thu 26. 4. 13:00–17:50 G107, Fri 27. 4. 9:00–15:50 G107, J. Kolář, L. Smiga
PV206/02: Thu 8. 3. 13:00–17:50 G107, Fri 9. 3. 9:00–15:50 G107, Thu 5. 4. 13:00–17:50 G107, Fri 6. 4. 9:00–15:50 G107, Thu 3. 5. 13:00–17:50 G107, Fri 4. 5. 9:00–15:50 G107, M. Mládek, J. Struhár
PV206/03: Thu 15. 3. 13:00–17:50 G107, Fri 16. 3. 9:00–15:50 G107, Thu 12. 4. 13:00–17:50 G107, Fri 13. 4. 9:00–15:50 G107, Thu 10. 5. 13:00–17:50 G107, Fri 11. 5. 9:00–15:50 G107, 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 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60

fields of study / plans the course is directly associated with

there are 22 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., 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
• 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.
• 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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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.
• 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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. (seminar tutor)
RNDr. Ing. Tomáš Ludík, Ph.D. (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/G1: Thu 17. 3. 14:00–17:50 G107, Fri 18. 3. 9:00–17:50 G107, Thu 31. 3. 14:00–17:50 G107, Fri 1. 4. 9:00–17:50 G107, Thu 14. 4. 14:00–17:50 G107, Fri 15. 4. 9:00–17:50 G107, J. Škrabálek
PV206/G2: Thu 3. 3. 14:00–17:50 G107, Fri 4. 3. 9:00–17:50 G107, Thu 24. 3. 14:00–17:50 G107, Fri 25. 3. 9:00–17:50 G107, Thu 28. 4. 14:00–17:50 G107, Fri 29. 4. 9:00–17:50 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 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20

fields of study / plans the course is directly associated with

there are 22 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). 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
• 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.
• 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• 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
• 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.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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.
• 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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Václav Matyáš, M.Sc., Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics

Timetable of Seminar Groups

PV206/1: Thu 23. 9. 14:00–17:50 C511, Fri 24. 9. 9:00–17:50 B204, Thu 7. 10. 14:00–17:50 C511, Fri 8. 10. 9:00–17:50 B204, Thu 4. 11. 14:00–17:50 C511, Fri 5. 11. 9:00–17:50 B204, R. Motschnig
PV206/2: Thu 21. 10. 14:00–17:50 G107, Fri 22. 10. 9:00–17:50 G107, Thu 4. 11. 14:00–17:50 G107, Fri 5. 11. 9:00–17:50 G107, Thu 25. 11. 14:00–17:50 G107, Fri 26. 11. 9:00–17:50 G107, J. Škrabálek

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

• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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.
• 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.
• 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., 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.
• 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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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)
Mgr. Bc. Petra Komárková, Ph.D. (lecturer)
RNDr. Jaroslav Škrabálek, MBA (lecturer)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics

Timetable

Thu 18. 3. 14:00–17:50 G107, Fri 19. 3. 9:00–17:50 G107, Mon 22. 3. 14:00–17:50 G107, Tue 23. 3. 9:00–17:50 G107, Thu 15. 4. 14:00–17:50 G107, Fri 16. 4. 9:00–17:50 G107, Mon 19. 4. 14:00–17:50 G107, Tue 20. 4. 9:00–17:50 G107, Thu 29. 4. 14:00–17:50 G107, Fri 30. 4. 9:00–17:50 G107, Mon 3. 5. 14:00–17:50 G107, Tue 4. 5. 9:00–17:50 G107

• Timetable of Seminar Groups:

PV206/01: No timetable has been entered into IS. J. Škrabálek
PV206/02: No timetable has been entered into IS. P. Komárková

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 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20

fields of study / plans the course is directly associated with

there are 22 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). 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. (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. (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., 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
• 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.
• 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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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. Bc. Petra Komárková, Ph.D. (assistant)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics

Timetable

Mon 7. 12. 16:00–19:50 B411, Tue 8. 12. 9:00–17:50 B411

• Timetable of Seminar Groups:

PV206/01: Tue 29. 9. 9:00–17:50 B411, Mon 19. 10. 16:00–19:50 B411, Tue 20. 10. 9:00–17:50 B411, Mon 2. 11. 16:00–19:50 B411, Tue 3. 11. 9:00–17:50 B411, R. Motschnig
PV206/02: Mon 12. 10. 16:00–19:50 B411, Tue 13. 10. 9:00–17:50 B411, Mon 9. 11. 16:00–19:50 B411, Tue 10. 11. 9:00–17:50 B411, Mon 23. 11. 16:00–19:50 B411, Tue 24. 11. 9:00–17:50 B411, J. Škrabálek

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 22 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

• Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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.
• 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
• 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.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• 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.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• 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.
• 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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

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)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics

Timetable

Mon 15. 9. 16:00–19:50 B411, Tue 16. 9. 9:00–17:50 B411, Thu 2. 10. 16:00–17:50 A104, Fri 3. 10. 9:00–10:50 A104, Mon 13. 10. 16:00–19:50 B411, Tue 14. 10. 9:00–17:50 B411, Thu 16. 10. 16:00–17:50 A104, Fri 17. 10. 9:00–10:50 A104, Thu 30. 10. 16:00–17:50 A104, Fri 31. 10. 9:00–10:50 A104, Mon 3. 11. 16:00–19:50 B411, Tue 4. 11. 9:00–17:50 B411, Thu 6. 11. 16:00–17:50 A104, Fri 7. 11. 9:00–10:50 A104, Thu 27. 11. 16:00–17:50 A104, Fri 28. 11. 9:00–10:50 A104, Thu 11. 12. 16:00–17:50 A104, Fri 12. 12. 9:00–10:50 A104

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 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20

fields of study / plans the course is directly associated with

there are 18 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

• 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.
• 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.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin \& Co. Boston, MA.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• 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
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• 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). 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.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• 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.
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• 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

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

• PV209 Person Centered Communication

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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

PV206 Communication and Soft Skills

Extent and Intensity

0/0. 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)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics

Timetable

Thu 22. 11. 11:00–17:50 B411, Fri 23. 11. 9:00–16:50 B410, Thu 6. 12. 11:00–17:50 B411, Fri 7. 12. 9:00–16:50 B410, Thu 20. 12. 11:00–17:50 B411, Fri 21. 12. 9:00–16:50 B410

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 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20

fields of study / plans the course is directly associated with

there are 18 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., & 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.
• 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
• 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.
• Harvard Business Review. Teams That Succeed. Harvard Business School Publishing Company.
• Fisher, R. et al. (1991). Negotiating to Yes. Houghton Mifflin & Co. Boston, MA.
• Motschnig-Pitrik, R. (2002). getProfile: Anforderungsanalyse an Wirschaftsinformatiker(innen) aus der Sicht der Wirtschaft. OCG Journal, 1, 8-11.
• Rogers, C., R., Farson, R., E. (1987). Active listening. http://www.centerfortheperson.org/10.html
• Johnson D., W., Johnson F., P.(2006). Joining Together. (9th revised ed., first edition in 1975). Pearson Education, Inc.
• Ryback, D. (1998). Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterworth-Heinemann.
• 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.
• 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.
• 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

Language of instruction

Czech

Further comments (probably available only in Czech)

The course is taught only once.
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

• SA100 Internship - Management
  PV206&&(PA179||NOW(PA179)) && SA100Reg  

• Enrolment Statistics (Autumn 2024, recent)