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Lecturer(s)
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Šviráková Eva, Ing. Ph.D.
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Course content
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1. Project life cycle (concepts of PM, waterfall approach, agile approach, project products). 2. Phases of the design process (analogy with project management, differences, problems, iterative approach). 3. Pre-design phase, i.e., project inception (definition phase) or Mandate, Design Challenge, Understand, Observe. Customer Journey, Persona/User Profiles. 4. Project Phase. PM tools: Gameplan, Logical Framework, Project Canvas. DT Tools: Storytelling. 5. Project Planning, Find Ideas; PM Tools: Project Management Plan, Risk Management Plan, Schedule, Project Backlog, User Story, WBS, Critical Path, Estimating Time to Complete Activities. DT Tools: Dot Voting 6. Project Execution(including Project Monitoring and Controlling process MaC (Monitoring and Controlling see PMI), Prototype; PM Tools: EVM, Milestone Method, Review Meeting, Stand-up Meeting, Retrospective, Sprint, Scrum process, Kanban. DT tools: Minimum Viable Product. 7. Project Completion, Test; PM Tools. DT Tools: Experience Testing 8 - Post-project phase (evaluation), Reflect! PM tools. Reports on the implementation of project results and project benefits. DT: Lessons Learned.
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Learning activities and teaching methods
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Lecturing, Dialogic (Discussion, conversation, brainstorming)
- Preparation for course credit
- 6 hours per semester
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| prerequisite |
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| Knowledge |
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| Knowledge of fields and issues of cultural and creative industries. |
| Knowledge of fields and issues of cultural and creative industries. |
| Knowledge of the field of cultural and creative industries. |
| Knowledge of the field of cultural and creative industries. |
| learning outcomes |
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| The student uses the necessary amount of knowledge and develops the ability to take critical opinions and formulate theoretical and practical concepts. |
| The student is able to practically apply the acquired advanced knowledge, critically review and formulate theoretical concepts. |
| The student is able to practically apply the acquired advanced knowledge, critically review and formulate theoretical concepts. |
| The student uses the necessary amount of knowledge and develops the ability to take critical opinions and formulate theoretical and practical concepts. |
| The student can explain basic concepts such as project, triple bottom line, stakeholders, risk, milestone, project goal, mandate, and project schedule. |
| The student can explain basic concepts such as project, triple bottom line, stakeholders, risk, milestone, project goal, mandate, and project schedule. |
| The student understands universal agile principles for project management and is able to explain them and give examples. |
| The student understands universal agile principles for project management and is able to explain them and give examples. |
| The student can explain why we divide the life cycle of a project into its management phases and can list the relevant documents for each phase. |
| The student can explain why we divide the life cycle of a project into its management phases and can list the relevant documents for each phase. |
| The student can describe the meaning and purpose of using Gantt charts, Kanban boards, the Scrum process, Standup meetings, Retrospectives, and other elements of project management. |
| The student can describe the meaning and purpose of using Gantt charts, Kanban boards, the Scrum process, Standup meetings, Retrospectives, and other elements of project management. |
| The student can interpret the concept of customer value and justify why user experience is the primary concern in the project. |
| The student can interpret the concept of customer value and justify why user experience is the primary concern in the project. |
| The student can explain the difference between the predictive (waterfall) approach to project management and the agile approach to project management. |
| The student can explain the difference between the predictive (waterfall) approach to project management and the agile approach to project management. |
| The student can compare and explain the differences between a hierarchical WBS and a product backlog. |
| The student can compare and explain the differences between a hierarchical WBS and a product backlog. |
| The student can write a Design Challenge and a User Story according to the agile approach to project management and can compare these methods and explain the analogy with examples. |
| The student can write a Design Challenge and a User Story according to the agile approach to project management and can compare these methods and explain the analogy with examples. |
| Skills |
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| The student selects key information from the assignment of the head of the organization and compiles a Business Case for the project. |
| The student selects key information from the assignment of the head of the organization and compiles a Business Case for the project. |
| The student analyzes the problem of the organization and proposes options for solving the problem to be solved by the project. |
| The student analyzes the problem of the organization and proposes options for solving the problem to be solved by the project. |
| The student proposes and appropriately articulates a design challenge for the project as input to determine the project's goal. |
| The student proposes and appropriately articulates a design challenge for the project as input to determine the project's goal. |
| The student selects key information from the minutes of the project team meeting and creates a Project Summary, identifying project deliverables and specifying them for the project schedule. |
| The student selects key information from the minutes of the project team meeting and creates a Project Summary, identifying project deliverables and specifying them for the project schedule. |
| The student plans the progress of work on the project as a project schedule and uses a Gantt chart to do this independently. |
| The student plans the progress of work on the project as a project schedule and uses a Gantt chart to do this independently. |
| The student critically monitors the actual implementation of the project against the plan and compares the planned and actual results of the project. Independently creates a report on the completion of the project and is able to record any differences from the plan. |
| The student critically monitors the actual implementation of the project against the plan and compares the planned and actual results of the project. Independently creates a report on the completion of the project and is able to record any differences from the plan. |
| The student reviews another student's documentation and approaches to creating project documents from the position of a project manager. |
| The student reviews another student's documentation and approaches to creating project documents from the position of a project manager. |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Lecturing |
| Lecturing |
| assessment methods |
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| Oral examination |
| Oral examination |
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Recommended literature
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DOLEŽAL, J. a kol.. Projektový management komplexně, prakticky a podle světových standardů. Praha: Grada Publishing, 2016. ISBN 978-80-247-5620-2.
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DOLEŽAL, Jan a Jiří KRÁTKÝ. Projektový management v praxi: naučte se řídit projekty!. Praha, 2017. ISBN 978-80-247-5693-6.
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