MGT-489 / 2 credits
Withdrawal: It is not allowed to withdraw from this subject after the registration deadline.
Remark: Cours donné sur campus UNIL
This course is dedicated to integrating 1) a project thinking mindset, by mastering what needs to be ensured for any project to be carried out in the most favorable conditions, and 2) practice collaboration thinking necessary for ensuring inclusive, committed, and aligned group dynamics.
this course will be divided into 2 themes Project Thinking and Collaboration Thinking
1 Project Thinking
This first theme is dedicated to developing a project thinking mindset, by learning the fundamentals of project management and understanding what needs to be ensured for any project to be carried out in the most favorable conditions.
1.1. Project Management Fundamentals
- What is a project? Past, present and future of project management
- Projects diversity and management: Approaches and failure factors
1.2. Managing the project's agility
- What is an Agile mindset? Why, when and how applying Agile approach?
- Knowing and applying Scrum Framework (Agile Coach intervention)
2. Collaboration Thinking
2.1. Managing the Team level of a project (meso level)
- How can we ensure group cohesion and commitment to the project?
- How can the diversity between heterogenous team members be managed?
- How should the team leader(s) enhance and support collaboration?
2.2. Managing the interaction level of a project (micro level)
- What are the main aspects of effective interactions?
- What tools can support effective interactions?
Project management, collaboration, agility, SCRUM, teamwork, conversation, psychological safety, inclusivity, shared leadership, visual inquiry tools, collaboration tools
By the end of the course, the student must be able to:
- Transpose PM theoretical concepts to real cases
- Explore the main tools available for managing the communication and technical aspects of projects
- Elaborate new conversational habits to collaborate effectively: understanding the crucial role of common ground in team coordination, knowing the requirements in terms of conversation content, developing an ability to spot misunderstandings and repair them, integrating an iterative way of interacting through joint inquiry
- Examine what collaboration thinking is: how to work with heterogenous team members, how to ensure commitments from team members, how to create a favorable team climate, how the leader(s) can support team members
- Examine what project management and project thinking are: knowing what a project is, how project work is organized, understand the project thinking paradigm, understand the fundamentals of projects
- Negotiate effectively within the group.
- Communicate effectively with professionals from other disciplines.
- Collect data.
- Make an oral presentation.
- Plan and carry out activities in a way which makes optimal use of available time and other resources.
- Evaluate one's own performance in the team, receive and respond appropriately to feedback.
As the course proposes the learning and acquisition of a project paradigm, the course will involve extensive classroom discussions. The course is structured around the collaboration between the lecturers and the students to critically reflect on new concepts, discuss definitions and illustrations, and develop a systematic knowledge about projects and collaboration. Every session will consist of 2/3 of presentations by the lecturers and 1/3 classroom discussions. The course will also contain several hands-on exercises to integrate the practical knowledge and guidance
- Case study: by groups students will have to apply concepts from the course to analyse a real case (by interviewing of project managers, team projects) (5-8 pages) .. (50%)
- Final individual exam (50%)
- Avdiji, H., Elikan, D., Missonier, S., and Y. Pigneur. A Design Theory for Visual Inquiry Tools, Journal of the Association for Information Systems (21:3), 695-734.
- Carlile, P. R. 2004. Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge across Boundaries, Organization Science (13:4), pp. 442-455.
- Clark, H. H. 1996. Using Language. Cambridge: Cambridge University Press.
- Dillon, B., and J. Bourke. 2016. The Six Signature Traits of Inclusive Leadership: Thriving in a Diverse New World. Deloitte University Press.
- Edmondson, A. C., Kramer, R. M., and K. S. Cook. 2004. Psychological Safety, Trust, and Learning in Organizations: A Group-Level Lens, Trust and Distrust in Organizations: Dilemmas and Approaches (12), pp. 239-272.
- Gilbert, M. 2009. Shared Intention and Personal Intentions, Philosophical Studies (144:1), pp. 167-187.
- Shore, L. M., Randel, A. E., Chung, B. G., Dean, M. A., Holcombe Ehrhart, K., & Singh, G. (2011). Inclusion and diversity in work groups: A review and model for future research. Journal of Management, 37, 1262â1289
- Steen, M. 2013. Co-Design as a Process of Joint Inquiry and Imagination, Design Issues (29:2), pp. 16- 28.
- van Dijk, H., Meyer, B., van Engen, M. and Lewin Loyd D. 2017. Microdynamics in Diverse Teams: A Review and Integration of the Diversity and Stereotyping Literatures, Academy of Management Annals (11:1), pp. 517-557.
Ressources en bibliothèque
- A Design Theory for Visual Inquiry Tools / Avdiji
- Transferring, Translating, and Transforming / Carlile
- Shared Intention and Personal Intentions / Gilbert
- Psychological Safety, Trust, and Learning in Organizations / Demondson
- Inclusion and diversity in work groups / Shore
- Co-Design as a Process of Joint Inquiry and Imagination / Steen
In the programs
- Semester: Fall
- Number of places: 40
- Exam form: Written (winter session)
- Subject examined: Project management & collaboration
- Lecture: 1 Hour(s) per week x 14 weeks