Interactive Methods and Professional Communication

Total Hours in Course162

Number of hours for lectures32

Number of hours for seminars and practical classes32

Independent study hours98

Date of course confirmation23.01.2018

Responsible UnitInstitute of Mechanics and Design

Course developers

prof.

Baiba Briede

Dr. paed.

lect.

Jānis Pāvulēns

Mg. ed.

Course abstract

Usage of pedagogical and psychological cognitions in relation to the designer‘s work are acquired and assessed in the course. Students acquire knowledge, skills and competence on public presentation, a small socila group, leadership, a team, multicultural environment, communicaion, emmotional intelligence and the methods of inquiry. The students develop: client-centered social competence and verbal and non-verbal communication in general, ability to analyse, assess and guide communication situations as well as improve their reflection abilities. The students make theory connection to real-life

Learning outcomes and their assessment

• Knowledge: able to explain: importance of interactive and creative methods in the development of design thinking in adult education, conceptions of communication, team building, emotionally intelligent client-centered communication; interpret non-verbal communication, stereotypes, multicultural and interprofessional communication; understand the peculiarities of public speaking – practical works & homeworks.
• Skills: able to: use knowledge in independent and practical works as well as making assignments and presentations; make a dialogue; analyse, assess and guide situations and protect and substantiate an opinion in professional relations; make a brand in Linkedin and write a cover-letter; present ideas, intentions and work results; analyse and assess the peculiarities of team building, client-centered communication, conflicts, communication barriers, biological, cultural and emotional intelligence aspects of communication – practical works & homeworks.
• Competence: able to use knowledge and skills in various situations with the purpose to promote development of clients’ and colleagues’ knowledge, skills and competence, and positive communication; able to co-operate with the clients and colleagues in various environments and present for different audiences; able to use inquiries; able to develop competence and create innovative solutions in social situations; able to work in a group and build a team – two independent works.

Course Content(Calendar)

Full time intramural studies:
1. Usage of pedagogical acknowledgements and the importance of life-long learning in the career of the designer in relationship with design thinking – 4 h.
2. The nature of the small social group, its functions and dynamics – 2 h.
3. The principles of making a team and an effective leader - 2 h.
4. Cultural dimensions; peculiarities of intercultural communication and the analysis of professional situations in a multicultural environment – 2 h.
5. The nature of verbal and non-verbal communication, elements, types, functions and barriers - 2 h.
6. The nature of charisma, its elements and development opportunities – 2 h.
7. Speaking in front of the audience: demands for verbal and non-verbal communication – 2 h.
8. Time nanagement and time perspective; reduction of procrastination in the work of the designer – 2 h
9. Making of the brand in Linkedin, writing of the cover letter and making of the portfolio - 4 h.
10. Using interactive and creative methods for designer work: classification of the methods according to the result to be achieved: knowledge, skills and competence; methods: brainstorming, discussion, mind-map, mind provocation, morphological box, Osborn’s Checklist, six thinking hats – 10 h.
11. The concept of client-centered communication - 2 h.
12. The role of the client and consultant value system in client-centered communication - 2 h.
13. Behavioural motivation. Social Cognitive and Planned Behaviour Theory - 4 h.
14. Emotional intelligence in client-centered communication. Models of emotional intelligence - 4 h.
15. Development of emotional intelligence, biological and psychosocial aspects. Disorders of emotional intelligence - 4 h.
16. General mood factors in emotional intelligence. Emotion management, overcoming burnout - 4 h.
17. Influence of interpersonal relationship patterns on client-centered interaction - 2 h.
18. Role of counsellor’s and client’s locus of control and self-esteem - 2 h.
19. Client-centered communication in case of crises, losses and mourning. Importance of empathy in client support - 2 h.
20. Motivational interviewing in client-centered communication; exploration of client's readiness to implement change. Overcoming resistance - 4 h.
21. Consulting styles. Overcoming the counsellor’s professional stereotypes - 2 h.

Part time extramural studies:

All topics specified for full time studies are accomplished, but the number of contact hours is one half of the number specified in the calendar

Requirements for awarding credit points

A cumulative examination that means receiving grading according to the results of passed individual assignments during a semester.
80% attendance, successful assessment of two independent works, homeworks and practical works.

Description of the organization and tasks of students’ independent work

The 1st independent work. Deeper understanding of one of the determined themes and presenting skills (speaking in front of the audience with a 10-12 min presentation).
The 2nd independent work. Substantiation of 10 findings from two books on the usage of interactive methods and professional communication (2 – 4 pages, submitted electronically).
The 1st homework. Self-exploration of the own value system (up to 1 page, submitted electronically)
The 2nd homework. Description of the counsellor’s and client’s behaviour based on the planned behavior theory (up to 2 pages, submitted electronically)
The 3rd homework. The role of emotional intelligence in client-centered interaction (reasoned essay up to 2 pages, submitted electronically)
The 4th homework. Self-assessment of own emotional intelligence (up to 1 page, submitted electronically)
The 5th homework. Example of an emotion management (up to 1 page, submitted electronically)
The 6th homework. Self-assessment of own self-esteem and locus of control (up to 1 page, submitted electronically)
The 7th homework. Self-assessment of empathy (up to 1 page, submitted electronically)
The 8th homework. Assessment of customer readiness to implement change (up to 1 page, submitted electronically)

Criteria for Evaluating Learning Outcomes

The assessment of the study course examination depends on the cumulative evaluation of two independent works, homeworks and practical works.
The assessment of homeworks, independent works and practical works take place in accordance with the criteria laid down there in.
The examination mark is the arithmetic mean among homeworks, independent works and prac

Compulsory reading

1. Apele A. Prasme runāt publiski. Rīga: Zvaigzne ABC, 2011. 135 lpp.
2. Apsalons E. Komunikācijas kompetence: Kā saprasties un veidot attiecības. Rīga: Zvaigzne ABC, 2013. 304 lpp.
3. Gamble T.K., Gamble M. Communication works. 11th ed. New York: McGraw-Hill, 2013. 512 p.
4. Goulmens D. Tava emocionālā inteliģence. Rīga: Jumava, 2001. 461 lpp.
5. Johnson D.W., Johnson F.P. Joining Together: Group Theory and Group Skills. 11th Edition. Boston: Pearson, 2013. 638 p.
6. Kabāne O.F. Harismas mīts. Rīga: Zvaigzne ABC, 2017. 288 lpp.
7. Kupčs J. Saskarsmes būtība. Saskarsmes psiholoģija. Rīga: Zvaigzne ABC, 1997. 72 lpp.
8. Ļevina J., Mārtinsone K. Konsultēšana un konsultatīvā psiholoģija. Rīga: Rīgas Stradiņa universitāte, 2016. 73 lpp.
9. Psiholoģija 2. daļa. Personība, grupa, sabiedrība, kultūra. K. Mārtinsone, K. Miltuze (red.). Rīga: Zvaigzne ABC, 2015. 304 lpp.
10. Nellke M. Kreativitātes metodes radošo spēju attīstīšanai. Rīga: BALTA eko, 2003. 126 lpp.
11. Ozoliņa A., Vidnere M. Intervēšanas prasme. Rīga: RaKa, 2012. 97 lpp.
12. Pāvulēns J., Mārtinsone K., Mihailova S. Konsultatīvais atbalsts skolēniem: uzvedības izmaiņu modelis. Rīga: RaKa, 2018. 80 lpp.
13. Pīzs A. Ķermeņa valoda. Rīga: Jumava, 2006. 414 lpp.
14. Principles of Communication in the Business Environment. New York: Pearson/Custom Publishing, 2009. 97 p.
15. Veinberga S. Komunikācija. Teorija un prakse. Rīga: Sava grāmata, 2019. 331 lpp.
16. Veinberga S. Publiskās attiecības. Teorija un prakse. Rīga: Zvaigzne ABC, 2004. 327 lpp.
17. Yee K. Interactive Techniques. 2019. Retrieved from https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf

Periodicals and other sources

1. Bušmanis Ch., Bušmane E., Adamoviča S. Dizaina domāšanas instrumentu komplekts. Rīga: SIA Juhu Ethical, 2018.
2. Communication Models and Theories. Pieejams: http://www.praccreditation.org/secure/documents/APRSG_Comm_Models.pdf
3. Consortium for Research on Emotional Intelligence in Organizations. 2019. Retrieved from http://www.eiconsortium.org/
4. Design for Growth & Prosperity. Report and Recommendations of the European Design Leadership Board. 2012. Retrieved from http://europeandesigninnovation.eu/wp-content/uploads/2012/09/Design_for_Growth_and_Prosperity_.pdf
5. Goleman D. Leadership That Gets Results. Harvard Business Review, March–April 2000, pp. 17 – 28. http://www.powerelectronics.ac.uk/documents/leadership-that-gets-results.pdf
6. Metodes.lv. Resursi mācīšanai un vadīšanai https://www.metodes.lv/
7. Psychology Articles for Students. 2020. Retrieved from https://www.simplypsychology.org/

Atsauksmes