|
Lecturer(s)
|
-
Šviráková Eva, Ing. Ph.D.
|
|
Course content
|
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.
|
|
Learning activities and teaching methods
|
Activating (Simulation, games, dramatization)
- Home preparation for classes
- 4 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| 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. |
| learning outcomes |
|---|
| 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 |
|---|
| 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 |
|---|
| Knowledge |
|---|
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| assessment methods |
|---|
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Written examination |
| Written examination |
|
Recommended literature
|
-
DOLEŽAL, J. a kol.. Projektový management komplexně, prakticky a podle světových standardů. Praha: Grada Publishing, 2016. ISBN 978-80-247-5620-2.
-
DOLEŽAL, Jan a Jiří KRÁTKÝ. Projektový management v praxi: naučte se řídit projekty!. Praha, 2017. ISBN 978-80-247-5693-6.
-
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.
-
Šviráková Eva. Kreativní projektový management. Zlín, 2014. ISBN 978-80-87500-58-3.
|