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Lecturer(s)
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Šviráková Eva, doc. 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)
- Participation in classes
- 26 hours per semester
- Home preparation for classes
- 24 hours per semester
- Preparation for course credit
- 25 hours per semester
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| prerequisite |
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| Knowledge |
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| Knowledge of the field of cultural and creative industries. |
| 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. |
| learning outcomes |
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| Explain basic concepts such as project, triple bottom line, stakeholders, risk, milestone, project goal, mandate, and project schedule. |
| Explain basic concepts such as project, triple bottom line, stakeholders, risk, milestone, project goal, mandate, and project schedule. |
| Understand universal agile principles for project management and give examples. |
| Understand universal agile principles for project management and give examples. |
| Explain the division of the project life cycle into its management phases and list the relevant tools and documents for each phase. |
| Explain the division of the project life cycle into its management phases and list the relevant tools and documents for each phase. |
| Describe the meaning and purpose of using Gantt charts, Kanban boards, the Scrum process, Standup meetings, Retrospectives, and other elements of project management. |
| Describe the meaning and purpose of using Gantt charts, Kanban boards, the Scrum process, Standup meetings, Retrospectives, and other elements of project management. |
| Interpret the concept of customer value and justify why user experience is the primary concern in the project. |
| Interpret the concept of customer value and justify why user experience is the primary concern in the project. |
| Explain the difference between the predictive (waterfall) approach to project management and the agile approach. |
| Explain the difference between the predictive (waterfall) approach to project management and the agile approach. |
| Compare and explain the differences between a hierarchical WBS and a product backlog. |
| Compare and explain the differences between a hierarchical WBS and a product backlog. |
| Write a Design Challenge and User Story following the Agile approach to project management, compare methods, and explain the analogy using examples. |
| Write a Design Challenge and User Story following the Agile approach to project management, compare methods, and explain the analogy using 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. |
| Select key information from the assignment of the head of the organization and compile a Business Case for the project. |
| Select key information from the assignment of the head of the organization and compile a Business Case for the project. |
| Analyze the problem of the organization and propose 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 analyzes the problem of the organization and proposes options for solving the problem to be solved by the project. |
| Analyze the problem of the organization and propose options for solving the problem to be solved by the project. |
| Propose and appropriately articulate a design challenge for the project as input to determine the project's goal. |
| Propose and appropriately articulate 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 proposes and appropriately articulates a design challenge for the project as input to determine the project's goal. |
| Select key information from the project team meeting minutes and create 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 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. |
| Select key information from the project team meeting minutes and create 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. |
| Plan the project's progress as a project schedule and use 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. |
| Plan the project's progress as a project schedule and use a Gantt chart to do this independently. |
| Critically monitor actual project implementation against the plan and compare planned and actual project results. Independently create a project completion report and record any differences from the plan. |
| Critically monitor actual project implementation against the plan and compare planned and actual project results. Independently create a project completion report and 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 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. |
| Review another student's documentation and approaches to creating project documents from the project manager position. |
| Review another student's documentation and approaches to creating project documents from the project manager position. |
| 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) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Lecturing |
| Lecturing |
| Individual work of students |
| Individual work of students |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Practice exercises |
| Practice exercises |
| Skills |
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| Teamwork |
| Teamwork |
| Experience (self-experience) |
| Experience (self-experience) |
| assessment methods |
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| Knowledge |
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| Written examination |
| Written examination |
| 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 ...) |
| Qualifying examination |
| Qualifying examination |
| Oral examination |
| Oral examination |
| Analysis of educational material |
| Analysis of educational material |
| 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 ...) |
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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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Doležal, Jan. Agilní přístupy vývoje produktu a řízení projektu: komplexně, prakticky a dle světové praxe. Praha. 2022.
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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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