MGT-489 / 2 crédits

Enseignant(s): Missonier Stéphanie, Avdiji Hazbi

Langue: Anglais

Withdrawal: It is not allowed to withdraw from this subject after the registration deadline.

Remark: Cours donné sur campus UNIL


Summary

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.

Content

Keywords

Project management, collaboration, agility, SCRUM, teamwork, conversation, psychological safety, inclusivity, shared leadership, visual inquiry tools, collaboration tools

 

Learning Prerequisites

Required courses

None

Recommended courses

None

Learning Outcomes

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

Transversal skills

  • 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.

Teaching methods

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

Assessment methods

  1. 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%)
  2. Final individual exam (50%)

 

Resources

Bibliography

  • 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, 1262–1289
  • 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

Dans les plans d'études

  • Semestre: Automne
  • Nombre de places: 40
  • Forme de l'examen: Ecrit (session d'hiver)
  • Matière examinée: Project management & collaboration
  • Cours: 1 Heure(s) hebdo x 14 semaines

Semaine de référence

 LuMaMeJeVe
8-9     
9-10     
10-11    
11-12     
12-13     
13-14     
14-15     
15-16    
16-17    
17-18     
18-19     
19-20     
20-21     
21-22     

Mercredi, 14h - 17h: Cours

Vendredi, 9h - 11h: Cours