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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. Basic concepts of project management 2. Project life cycle (PM concepts, waterfall approach, agile approach, project products). 3. Phases of the design process (analogy with project management, differences, problems, iterative approach). 4. Pre-project phase, i.e., project emergence (definition phase) and Mandate. 5. Proper formulation of the project goal, design challenge. 6. Customer Journey, Persona/User Profiles. 7. Project Phase. 8. Project Planning, Find Ideas. Project Management Plan, Risk Management Plan, Schedule. 9. Project Backlog, User Story, WBS, Critical path, Estimating time to complete activities. 10. Project Execution (including Monitoring and Controlling (MaC) process, Prototype. 11. Earned Value Management, Milestone method, Stand-up Meeting, Retrospective, Sprint, Scrum process, Kanban. 12. Project Closure, Test. Project completion report and delivery of project deliverables, Project book. 13. Post-project phase (evaluation), Reflect! Lessons learned from the project (looking to the future). Implementation and benefits reports.
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Learning activities and teaching methods
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Activating (Simulation, games, dramatization)
- Preparation for course credit
- 6 hours per semester
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| prerequisite |
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| Knowledge |
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| Basic knowledge of project management and teamwork. Practical experience with project implementation, knowledge of the basic differences in the management of daily activities and project management. |
| Basic knowledge of project management and teamwork. Practical experience with project implementation, knowledge of the basic differences in the management of daily activities and project management. |
| 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 can otherwise articulate basic concepts such as project, triple bottom line, stakeholders, risk, milestone, project goal, mandate, and project schedule. |
| The student can otherwise articulate basic concepts such as project, triple bottom line, stakeholders, risk, milestone, project goal, mandate, and project schedule. |
| The student can explain the meaning of universal agile project management principles. |
| The student can explain the meaning of universal agile project management principles. |
| The student can explain the division of a project into phases of project life cycle management and is able to sequence them and assign the relevant project documents to them. |
| The student can explain the division of a project into phases of project life cycle management and is able to sequence them and assign the relevant project documents to them. |
| The student explains the meaning and purpose of using the Gantt chart, Kanban board, Scrum process, Standup meeting, Retrospective, and other elements of project management. |
| The student explains the meaning and purpose of using the Gantt chart, Kanban board, Scrum process, Standup meeting, Retrospective, and other elements of project management. |
| Using examples, the student demonstrates an understanding of the concept of customer value and can justify why user experience is the primary concern in the project. |
| Using examples, the student demonstrates an understanding of the concept of customer value and can justify why user experience is the primary concern in the project. |
| 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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| Activating (Simulation, games, dramatization) |
| Lecturing |
| Lecturing |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| assessment methods |
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| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Oral examination |
| Oral examination |
| Written examination |
| Written examination |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Qualifying examination |
| Qualifying 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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LEWRICK, Michael, Patrick LINK a Larry J. LEIFER. The design thinking toolbox: a guide to mastering the most popular and valuable innovation methods.. New Jersey, 2020. ISBN 978-1-119-62919-1.
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Šviráková Eva. Kreativní projektový management. Zlín, 2014. ISBN 978-80-87500-58-3.
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