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.
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 60 stud.
Momentální stav registrace a zápisu: zapsáno: 56/60, pouze zareg.: 17/60, pouze zareg. s předností (mateřské obory): 13/60
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.
Výstupy z učení
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.
Levels of learning: knowledge, skills, attitudes
Person Centered Communication
Groups and teams: group process, team building, self managed teams
Conflict management and transformation
Other topics according to the participants’ expectations
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 s. ISBN 80-86598-69-1. info
ROGERS, Carl. Carl Rogers on Encounter Groups. 1970. vyd. New York: Harper & Row, Publishers, 1970. 172 s. info
ROGERS, Carl Ransom. On becoming a person : a therapist's view of psychotherapy. London: Constable & company limited, 1967. xi, 420. ISBN 0094604401. info
presentations of instructor as well as students,
elaborating themes in small groups,
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.
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).