PV206 Communication and Soft Skills

Faculty of Informatics
Spring 2019
Extent and Intensity
3/2. 5 credit(s) (plus extra credits for completion). Type of Completion: zk (examination).
Teacher(s)
prof. Renate Motschnig (lecturer)
doc. RNDr. Tomáš Pitner, Ph.D. (lecturer)
Mgr. Jaroslav Čechák (seminar tutor)
Mgr. Petra Kalábová (seminar tutor)
Dr.-Ing. Lydia Kraus (seminar tutor)
Bc. Dominika Krejčí (seminar tutor)
Mgr. Agáta Kružíková (seminar tutor)
Bc. Kristína Miklášová (seminar tutor)
RNDr. BcA. Tereza Pařilová, DiS., MBA (seminar tutor)
Mgr. Lukáš Smiga (seminar tutor)
RNDr. Vlasta Šťavová (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. Krejčí, 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: 53/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60
Fields of study 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. 1970. vyd. 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
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: 3 blocks: 1,5 days; 1,5 days; 1,5 days.
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2007, Autumn 2008, Autumn 2009, Spring 2010, Autumn 2010, Spring 2011, Autumn 2011, Spring 2012, Autumn 2012, Spring 2013, Autumn 2013, Spring 2014, Autumn 2014, Spring 2015, Autumn 2015, Spring 2016, Autumn 2016, Spring 2017, Autumn 2017, Spring 2018, Autumn 2018, Autumn 2019, Spring 2020.
  • Enrolment Statistics (Spring 2019, recent)
  • Permalink: https://is.muni.cz/course/fi/spring2019/PV206