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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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- Program environment of Microsoft Enterprise Project Management. - Concept of lean and thick clients in SW applications. - Conncection to project server from the web according to MS Windows XP, Vista and 7 user´s guides. - Creation of project proposals. - Opening project on project server, downloading available projects. - Conversion of project proposal to project centre. - Communication on project server. - Saving plan changes on project server from project manager´s position. - Project planning, dimension and extent. - Deliveries, milestones. - Project planning, time dimension. - Project planning, costs dimension. - Master plan. - Independent work on own case study.
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Learning activities and teaching methods
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Exercises on PC
- Term paper
- 40 hours per semester
- Participation in classes
- 24 hours per semester
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| prerequisite |
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| Knowledge |
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| communication skills in the team, analytic thinking, system thinking |
| communication skills in the team, analytic thinking, system thinking |
| learning outcomes |
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| 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 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 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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| Exercises on PC |
| Exercises on PC |
| assessment methods |
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| Systematic observation of the student |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Systematic observation of the student |
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Recommended literature
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Project Management For Dummies.
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Duncan, W. R. A Guide to the Project Management Body of Knowledge. Darby: PMI, USA, 1996.
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Kerzner, H. Project management - a system approach to planning, scheduling and controlling. Hoboken: John Eley &Sons, 2002. ISBN 0-471-22577-0.
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