Informace o předmětu

PV206 Communication and Soft Skills

Rozsah

3/2/0. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.
Vyučováno kontaktně

Vyučující

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

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 75 stud.
Momentální stav registrace a zápisu: zapsáno: 53/75, pouze zareg.: 7/75, pouze zareg. s předností (mateřské obory): 3/75

Mateřské obory/plány

předmět má 32 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Vyučovací jazyk

Angličtina

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2/0. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.
Vyučováno kontaktně

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. Kristína Miklášová (cvičící)
Mgr. Katarína Palubová (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
Bc. Michal Klacik (cvičící)
Mgr. Petr Sucháček (cvičící)
Radmila Čermáková (pomocník)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Předpoklady

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.

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: 0/60, pouze zareg.: 6/60, pouze zareg. s předností (mateřské obory): 3/60

Mateřské obory/plány

předmět má 37 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Vyučovací jazyk

Angličtina

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Předmět je vyučován každoročně.
Výuka probíhá blokově.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2/0. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
RNDr. Agáta Kružíková, Ph.D. (pomocník)
Mgr. Kristína Miklášová (pomocník)
Mgr. Katarína Palubová (cvičící)
Mgr. et Mgr. Dominika Lauko (pomocník)
Bc. Michal Klacik (cvičící)
Radmila Čermáková (pomocník)
Mgr. Petr Sucháček (pomocník)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

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: 22/60, pouze zareg.: 3/60, pouze zareg. s předností (mateřské obory): 1/60

Mateřské obory/plány

předmět má 60 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Vyučovací jazyk

Angličtina

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2/0. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. Katarína Palubová (cvičící)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
Bc. Michal Klacik (cvičící)
Radmila Čermáková (pomocník)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 75 stud.
Momentální stav registrace a zápisu: zapsáno: 39/75, pouze zareg.: 1/75, pouze zareg. s předností (mateřské obory): 1/75

Mateřské obory/plány

předmět má 57 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Vyučovací jazyk

Angličtina

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2/0. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. Kristína Miklášová (cvičící)
Mgr. Katarína Palubová (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
Bc. Michal Klacik (cvičící)
Mgr. Petr Sucháček (cvičící)
Radmila Čermáková (pomocník)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

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: 15/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 60 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Vyučovací jazyk

Angličtina

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2/0. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
Mgr. Bc. Zuzana Tomášková (cvičící)
Mgr. Kristína Miklášová (cvičící)
Mgr. Katarína Palubová (cvičící)
Dr.-Ing. Lydia Kraus (cvičící)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
Bc. Michal Klacik (cvičící)
Radmila Čermáková (pomocník)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 75 stud.
Momentální stav registrace a zápisu: zapsáno: 21/75, pouze zareg.: 0/75, pouze zareg. s předností (mateřské obory): 0/75

Mateřské obory/plány

předmět má 57 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Vyučovací jazyk

Angličtina

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2/0. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. Bc. Zuzana Tomášková (cvičící)
Mgr. Kristína Miklášová (cvičící)
RNDr. Jaroslav Čechák, Ph.D. (cvičící)
Mgr. Katarína Palubová (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
Bc. Michal Klacik (cvičící)
Dr.-Ing. Lydia Kraus (cvičící)
Mgr. Petr Sucháček (cvičící)
Radmila Čermáková (pomocník)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

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: 1/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 60 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2/0. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
RNDr. Jaroslav Čechák, Ph.D. (cvičící)
Mgr. Bc. Zuzana Tomášková (cvičící)
Mgr. Kristína Miklášová (cvičící)
Mgr. Katarína Palubová (cvičící)
Dr.-Ing. Lydia Kraus (cvičící)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
Bc. Michal Klacik (cvičící)
Radmila Čermáková (pomocník)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 75 stud.
Momentální stav registrace a zápisu: zapsáno: 0/75, pouze zareg.: 0/75, pouze zareg. s předností (mateřské obory): 0/75

Mateřské obory/plány

předmět má 56 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2/0. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. Bc. Zuzana Tomášková (cvičící)
Mgr. Kristína Miklášová (cvičící)
RNDr. Jaroslav Čechák, Ph.D. (cvičící)
Mgr. Katarína Palubová (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
Dr.-Ing. Lydia Kraus (cvičící)
Mgr. Petr Sucháček (cvičící)
Radmila Čermáková (pomocník)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 60 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
RNDr. Jaroslav Čechák, Ph.D. (cvičící)
Mgr. Bc. Zuzana Tomášková (cvičící)
Mgr. Kristína Miklášová (cvičící)
Mgr. Katarína Palubová (cvičící)
Dr.-Ing. Lydia Kraus (cvičící)
Ing. Eva Matějková (pomocník)
Radmila Čermáková (pomocník)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 75 stud.
Momentální stav registrace a zápisu: zapsáno: 0/75, pouze zareg.: 0/75, pouze zareg. s předností (mateřské obory): 0/75

Mateřské obory/plány

předmět má 56 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2/0. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
Mgr. Lukáš Smiga (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. Bc. Zuzana Tomášková (cvičící)
Mgr. Kristína Miklášová (cvičící)
RNDr. Jaroslav Čechák, Ph.D. (cvičící)
Mgr. Katarína Palubová (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
Ing. Eva Matějková (pomocník)
Dr.-Ing. Lydia Kraus (cvičící)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 60 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 4 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Petra Kalábová (cvičící)
Mgr. Lukáš Smiga (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
RNDr. Jaroslav Čechák, Ph.D. (cvičící)
Mgr. Bc. Zuzana Tomášková (cvičící)
Mgr. Kristína Miklášová (cvičící)
Mgr. Katarína Palubová (cvičící)
Dr.-Ing. Lydia Kraus (cvičící)
Ing. Eva Matějková (pomocník)

Garance

prof. RNDr. Tomáš Pitner, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 75 stud.
Momentální stav registrace a zápisu: zapsáno: 0/75, pouze zareg.: 0/75, pouze zareg. s předností (mateřské obory): 0/75

Mateřské obory/plány

předmět má 56 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
RNDr. Jaroslav Čechák, Ph.D. (cvičící)
Mgr. Petra Kalábová (cvičící)
Dr.-Ing. Lydia Kraus (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
Mgr. Kristína Miklášová (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
Mgr. Bc. Zuzana Tomášková (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Eva Hladká, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 23 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Peter Benčík (cvičící)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
Mgr. Petra Kalábová (cvičící)
RNDr. Agáta Kružíková, Ph.D. (cvičící)
Mgr. Kamil Malinka, Ph.D. (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Eva Hladká, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

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: 1/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 24 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
Mgr. Petra Kalábová (cvičící)
Mgr. et Mgr. Dominika Lauko (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
RNDr. Valdemar Švábenský, Ph.D. (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Eva Hladká, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 23 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Peter Benčík (cvičící)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
Mgr. Petra Kalábová (cvičící)
Mgr. Kamil Malinka, Ph.D. (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
RNDr. Valdemar Švábenský, Ph.D. (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Eva Hladká, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 24 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
Mgr. Petra Kalábová (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
RNDr. Valdemar Švábenský, Ph.D. (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Eva Hladká, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

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.

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 23 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
Mgr. Petra Kalábová (cvičící)
Mgr. Kamil Malinka, Ph.D. (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
RNDr. Valdemar Švábenský, Ph.D. (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Eva Hladká, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

SOUHLAS

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 24 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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, ...

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Ing. Tomáš Ludík, Ph.D. (přednášející)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
Mgr. Jakub Tomiš (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Eva Hladká, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

SOUHLAS

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 23 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Ing. Tomáš Ludík, Ph.D. (přednášející)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
Mgr. Jaromír Coufal (cvičící)
Mgr. Petra Kalábová (cvičící)
Mgr. Kamil Malinka, Ph.D. (cvičící)
Mgr. Marián Moravčík (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
Mgr. Jakub Tomiš (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Eva Hladká, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

SOUHLAS

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 80 stud.
Momentální stav registrace a zápisu: zapsáno: 0/80, pouze zareg.: 0/80, pouze zareg. s předností (mateřské obory): 0/80

Mateřské obory/plány

předmět má 24 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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, ...

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Ing. Tomáš Ludík, Ph.D. (přednášející)
Mgr. Jaromír Coufal (cvičící)
Mgr. Jiří Kolář, Ph.D. (cvičící)
Mgr. Michael Mládek (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
Mgr. Ján Struhár (cvičící)
Mgr. Jakub Tomiš (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Eva Hladká, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

SOUHLAS

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 22 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Ing. Tomáš Ludík, Ph.D. (přednášející)
RNDr. Vlasta Bukačová, Ph.D. (cvičící)
Mgr. Jaromír Coufal (cvičící)
Mgr. Petra Kalábová (cvičící)
Mgr. Marián Moravčík (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
Mgr. Jakub Tomiš (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Eva Hladká, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

SOUHLAS

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 80 stud.
Momentální stav registrace a zápisu: zapsáno: 0/80, pouze zareg.: 0/80, pouze zareg. s předností (mateřské obory): 0/80

Mateřské obory/plány

předmět má 23 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Ing. Tomáš Ludík, Ph.D. (přednášející)
Mgr. Jaromír Coufal (cvičící)
Mgr. Jiří Kolář, Ph.D. (cvičící)
Mgr. Michael Mládek (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
Mgr. Ján Struhár (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Vlastislav Dohnal, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

SOUHLAS

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 22 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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).

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Ing. Tomáš Ludík, Ph.D. (přednášející)
Mgr. Jiří Kolář, Ph.D. (cvičící)
RNDr. Vlasta Bukačová, Ph.D. (přednášející)
Mgr. Petra Kalábová (přednášející)
Mgr. Jaromír Coufal (cvičící)
Mgr. Michael Mládek (cvičící)
RNDr. BcA. Tereza Pařilová, DiS., MBA, Ph.D. (cvičící)
Mgr. Lukáš Smiga (cvičící)
Mgr. Ján Struhár (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Vlastislav Dohnal, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

SOUHLAS

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 80 stud.
Momentální stav registrace a zápisu: zapsáno: 0/80, pouze zareg.: 0/80, pouze zareg. s předností (mateřské obory): 0/80

Mateřské obory/plány

předmět má 23 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

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.

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Ing. Tomáš Ludík, Ph.D. (přednášející)
Mgr. Jaromír Coufal (cvičící)
Mgr. Jiří Kolář, Ph.D. (cvičící)
Mgr. Michael Mládek (cvičící)
Mgr. Lukáš Smiga (cvičící)
Mgr. Ján Struhár (cvičící)
Ing. Eva Matějková (pomocník)

Garance

doc. RNDr. Vlastislav Dohnal, Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

PV206/01: Čt 21. 3. 14:00–18:50 G107, Pá 22. 3. 9:00–16:50 G107, Čt 25. 4. 16:00–19:50 G101, Pá 26. 4. 9:00–17:50 G101, Čt 2. 5. 16:00–19:50 G101, Pá 3. 5. 9:00–17:50 G101, M. Mládek, J. Struhár
PV206/02: Čt 28. 3. 14:00–18:50 G107, Pá 29. 3. 9:00–16:50 G107, Čt 18. 4. 14:00–18:50 G107, Pá 19. 4. 9:00–16:50 G107, Čt 2. 5. 14:00–18:50 G107, Pá 3. 5. 9:00–16:50 G107, J. Kolář, L. Smiga
PV206/03: Čt 7. 3. 14:00–18:50 G107, Pá 8. 3. 9:00–16:50 G107, Čt 4. 4. 14:00–18:50 G107, Pá 5. 4. 9:00–16:50 G107, Čt 25. 4. 14:00–18:50 G107, Pá 26. 4. 9:00–16:50 G107, J. Coufal, T. Ludík

Předpoklady

SOUHLAS

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 22 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

presentations of instructor as well as students group discourse elaborating themes in small groups literature study role play team projects

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Ing. Tomáš Ludík, Ph.D. (přednášející)
Mgr. Jiří Kolář, Ph.D. (cvičící)
Mgr. Jaromír Coufal (cvičící)
Mgr. Michael Mládek (cvičící)
Mgr. Lukáš Smiga (cvičící)
Mgr. Ján Struhár (cvičící)
Ing. Eva Matějková (pomocník)

Garance

prof. RNDr. Luděk Matyska, CSc.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

SOUHLAS

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 80 stud.
Momentální stav registrace a zápisu: zapsáno: 0/80, pouze zareg.: 0/80, pouze zareg. s předností (mateřské obory): 0/80

Mateřské obory/plány

předmět má 23 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

presentations of instructor as well as students group discourse elaborating themes in small groups literature study role play team projects

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Ing. Tomáš Ludík, Ph.D. (přednášející)
Mgr. Jiří Kolář, Ph.D. (cvičící)
Mgr. Michael Mládek (cvičící)
Mgr. Lukáš Smiga (cvičící)
Mgr. Ján Struhár (cvičící)
Ing. Eva Matějková (pomocník)

Garance

prof. RNDr. Luděk Matyska, CSc.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Dodavatelské pracoviště: Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

PV206/01: Čt 23. 2. 13:00–17:50 G107, Pá 24. 2. 9:00–15:50 G107, Čt 22. 3. 13:00–17:50 G107, Pá 23. 3. 9:00–15:50 G107, Čt 26. 4. 13:00–17:50 G107, Pá 27. 4. 9:00–15:50 G107, J. Kolář, L. Smiga
PV206/02: Čt 8. 3. 13:00–17:50 G107, Pá 9. 3. 9:00–15:50 G107, Čt 5. 4. 13:00–17:50 G107, Pá 6. 4. 9:00–15:50 G107, Čt 3. 5. 13:00–17:50 G107, Pá 4. 5. 9:00–15:50 G107, M. Mládek, J. Struhár
PV206/03: Čt 15. 3. 13:00–17:50 G107, Pá 16. 3. 9:00–15:50 G107, Čt 12. 4. 13:00–17:50 G107, Pá 13. 4. 9:00–15:50 G107, Čt 10. 5. 13:00–17:50 G107, Pá 11. 5. 9:00–15:50 G107, T. Ludík

Předpoklady

SOUHLAS

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: 0/60, pouze zareg.: 0/60, pouze zareg. s předností (mateřské obory): 0/60

Mateřské obory/plány

předmět má 22 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

presentations of instructor as well as students group discourse elaborating themes in small groups literature study role play team projects

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Jaroslav Škrabálek, MBA (přednášející)
Mgr. Jiří Kolář, Ph.D. (pomocník)
RNDr. Ing. Tomáš Ludík, Ph.D. (pomocník)
Ing. Eva Matějková (pomocník)

Garance

prof. RNDr. Luděk Matyska, CSc.
Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

PV206/1: Čt 29. 9. 14:00–18:50 G107, Pá 30. 9. 9:00–16:50 G107, Čt 20. 10. 14:00–18:50 G107, Pá 21. 10. 9:00–16:50 G107, Čt 3. 11. 14:00–18:50 G107, Pá 4. 11. 9:00–16:50 G107, R. Motschnig
PV206/2: Čt 6. 10. 12:00–18:50 G107, Pá 7. 10. 10:00–15:50 G107, Čt 10. 11. 12:00–18:50 G107, Pá 11. 11. 10:00–15:50 G107, Čt 1. 12. 12:00–18:50 G107, Pá 2. 12. 10:00–15:50 G107, J. Kolář, T. Ludík

Předpoklady

SOUHLAS

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 40 stud.
Momentální stav registrace a zápisu: zapsáno: 0/40, pouze zareg.: 0/40, pouze zareg. s předností (mateřské obory): 0/40

Mateřské obory/plány

předmět má 24 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

presentations of instructor as well as students group discourse elaborating themes in small groups literature study role play team projects

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Jaroslav Škrabálek, MBA (přednášející)
Mgr. Jiří Kolář, Ph.D. (cvičící)
RNDr. Ing. Tomáš Ludík, Ph.D. (cvičící)
Ing. Eva Matějková (pomocník)

Garance

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

PV206/G1: Čt 17. 3. 14:00–17:50 G107, Pá 18. 3. 9:00–17:50 G107, Čt 31. 3. 14:00–17:50 G107, Pá 1. 4. 9:00–17:50 G107, Čt 14. 4. 14:00–17:50 G107, Pá 15. 4. 9:00–17:50 G107, J. Škrabálek
PV206/G2: Čt 3. 3. 14:00–17:50 G107, Pá 4. 3. 9:00–17:50 G107, Čt 24. 3. 14:00–17:50 G107, Pá 25. 3. 9:00–17:50 G107, Čt 28. 4. 14:00–17:50 G107, Pá 29. 4. 9:00–17:50 G107, J. Kolář, T. Ludík

Předpoklady

SOUHLAS

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 20 stud.
Momentální stav registrace a zápisu: zapsáno: 0/20, pouze zareg.: 0/20, pouze zareg. s předností (mateřské obory): 0/20

Mateřské obory/plány

předmět má 22 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

presentations of instructor as well as students group discourse elaborating themes in small groups literature study role play team projects

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Jaroslav Škrabálek, MBA (přednášející)
Mgr. Jiří Kolář, Ph.D. (pomocník)
RNDr. Ing. Tomáš Ludík, Ph.D. (pomocník)
Ing. Eva Matějková (pomocník)

Garance

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh seminárních/paralelních skupin

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

Předpoklady

SOUHLAS

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 40 stud.
Momentální stav registrace a zápisu: zapsáno: 0/40, pouze zareg.: 0/40, pouze zareg. s předností (mateřské obory): 0/40

Mateřské obory/plány

předmět má 24 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

presentations of instructor as well as students group discourse elaborating themes in small groups literature study role play team projects

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Mgr. Bc. Petra Komárková, Ph.D. (přednášející)
RNDr. Jaroslav Škrabálek, MBA (přednášející)
Ing. Eva Matějková (pomocník)

Garance

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh

Čt 18. 3. 14:00–17:50 G107, Pá 19. 3. 9:00–17:50 G107, Po 22. 3. 14:00–17:50 G107, Út 23. 3. 9:00–17:50 G107, Čt 15. 4. 14:00–17:50 G107, Pá 16. 4. 9:00–17:50 G107, Po 19. 4. 14:00–17:50 G107, Út 20. 4. 9:00–17:50 G107, Čt 29. 4. 14:00–17:50 G107, Pá 30. 4. 9:00–17:50 G107, Po 3. 5. 14:00–17:50 G107, Út 4. 5. 9:00–17:50 G107

• Rozvrh seminárních/paralelních skupin:

PV206/01: Rozvrh nebyl do ISu vložen. J. Škrabálek
PV206/02: Rozvrh nebyl do ISu vložen. P. Komárková

Předpoklady

SOUHLAS

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 20 stud.
Momentální stav registrace a zápisu: zapsáno: 0/20, pouze zareg.: 0/20, pouze zareg. s předností (mateřské obory): 0/20

Mateřské obory/plány

předmět má 22 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

presentations of instructor as well as students group discourse elaborating themes in small groups literature study role play team projects

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
RNDr. Jaroslav Škrabálek, MBA (přednášející)
Mgr. Bc. Petra Komárková, Ph.D. (pomocník)
Ing. Eva Matějková (pomocník)

Garance

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh

Po 7. 12. 16:00–19:50 B411, Út 8. 12. 9:00–17:50 B411

• Rozvrh seminárních/paralelních skupin:

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

Předpoklady

SOUHLAS

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 40 stud.
Momentální stav registrace a zápisu: zapsáno: 0/40, pouze zareg.: 0/40, pouze zareg. s předností (mateřské obory): 0/40

Mateřské obory/plány

předmět má 22 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Výukové metody

presentations of instructor as well as students group discourse elaborating themes in small groups literature study role play team projects

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3/2. 3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Ing. Eva Matějková (pomocník)

Garance

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh

Po 15. 9. 16:00–19:50 B411, Út 16. 9. 9:00–17:50 B411, Čt 2. 10. 16:00–17:50 A104, Pá 3. 10. 9:00–10:50 A104, Po 13. 10. 16:00–19:50 B411, Út 14. 10. 9:00–17:50 B411, Čt 16. 10. 16:00–17:50 A104, Pá 17. 10. 9:00–10:50 A104, Čt 30. 10. 16:00–17:50 A104, Pá 31. 10. 9:00–10:50 A104, Po 3. 11. 16:00–19:50 B411, Út 4. 11. 9:00–17:50 B411, Čt 6. 11. 16:00–17:50 A104, Pá 7. 11. 9:00–10:50 A104, Čt 27. 11. 16:00–17:50 A104, Pá 28. 11. 9:00–10:50 A104, Čt 11. 12. 16:00–17:50 A104, Pá 12. 12. 9:00–10:50 A104

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 20 stud.
Momentální stav registrace a zápisu: zapsáno: 0/20, pouze zareg.: 0/20, pouze zareg. s předností (mateřské obory): 0/20

Mateřské obory/plány

předmět má 18 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Metody hodnocení

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.

Navazující předměty

• PV209 Person Centered Communication

Další komentáře

Studijní materiály
Předmět je vyučován každoročně.

Nachází se v prerekvizitách jiných předmětů

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

PV206 Communication and Soft Skills

Rozsah

3 blocks: 1,5 days; 1,5 days; 1,5 days. 5 kr. (plus ukončení). Ukončení: zk.

Vyučující

prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Ing. Eva Matějková (pomocník)

Garance

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky

Rozvrh

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

Omezení zápisu do předmětu

Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 20 stud.
Momentální stav registrace a zápisu: zapsáno: 0/20, pouze zareg.: 0/20, pouze zareg. s předností (mateřské obory): 0/20

Mateřské obory/plány

předmět má 18 mateřských oborů, zobrazit

Cíle předmětu

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.

Osnova

• 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

Literatura

• 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 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

Další komentáře

Předmět je vyučován jednorázově.

Nachází se v prerekvizitách jiných předmětů

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

• Statistika zápisu (podzim 2024, nejnovější)