FI:PV206 Communication and Soft Skills - Course Information
PV206 Communication and Soft SkillsFaculty of Informatics
- Extent and Intensity
- 3/2. 5 credit(s) (plus extra credits for completion). Type of Completion: zk (examination).
- prof. Renate Motschnig (lecturer)
doc. 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)
- 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
- Applied Informatics (programme FI, N-AP)
- Information Technology Security (programme FI, N-IN)
- Bioinformatics (programme FI, N-AP)
- Information Systems (programme FI, N-IN)
- Informatics (eng.) (programme FI, D-IN4)
- Informatics (programme FI, D-IN4)
- Parallel and Distributed Systems (programme FI, N-IN)
- Computer Graphics (programme FI, N-IN)
- Computer Networks and Communication (programme FI, N-IN)
- Computer Systems and Technologies (eng.) (programme FI, D-IN4)
- Computer Systems and Technologies (programme FI, D-IN4)
- Computer Systems (programme FI, N-IN)
- Embedded Systems (eng.) (programme FI, N-IN)
- Embedded Systems (programme FI, N-IN)
- Service Science, Management and Engineering (eng.) (programme FI, N-AP)
- Service Science, Management and Engineering (programme FI, N-AP)
- Social Informatics (programme FI, B-AP)
- Theoretical Informatics (programme FI, N-IN)
- Upper Secondary School Teacher Training in Informatics (programme FI, N-SS) (2)
- Artificial Intelligence and Natural Language Processing (programme FI, N-IN)
- Image Processing (programme FI, N-AP)
- 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.
- 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
- 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
- Follow-Up Courses
- Further comments (probably available only in Czech)
- Study Materials
The course is taught annually.
Information on the extent and intensity of the course: 3 blocks: 1,5 days; 1,5 days; 1,5 days.
- Listed among pre-requisites of other courses
- PA180 Interim Project I+II
- PA185 Interim Project I
- SA100 Internship - Management
- SA101 Internship - Management 1/2
- PA180 Interim Project I+II