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Management of Projects and Human Teams

Code: 101859 ECTS Credits: 6
Degree Type Year Semester
2502501 Prevention and Integral Safety and Security OB 3 2


Miguel Vecino Vecino Cubero

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


There are no special requirements to take this course.

Objectives and Contextualisation

  • Achieve a good level of understanding of the phases, methods and evaluation of projects and their practical application..
  • Develop the ability to, from a sufficient set of data, define the project, the main milestones and possible contingencies.
  • Know the main management tools and phases, planning, execution, delivery and closing projects.
  • Distinguish the fundamental features that differentiate work teams from work groups..
  • Acquire theoretical knowledge about effective leadership, managerial skills and effective communication in organizations..
  • Learn the main aspects that make up a high performance team and how they can be applied in different situations, environments and circumstances..
  • Have a panoramic and critical view of the different visions, theories and models on motivation and behavior in organizations..
  • Develop a collaborative, creative and proactive attitude towards the resolution of problems as well as a positive critical spirit..
  • Develop the ability to look for 'unconventional' solutions to complex problems and achieve a holistic and comprehensive approach to the organizational challenges derived from project management and people management.


  • Be able to adapt to unexpected situations.
  • Have a general understanding of basic knowledge in the area of prevention and integral safety and security.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Respond to problems applying knowledge to practice.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Use the capacity for analysis and synthesis to solve problems.
  • Work and learn autonomously.

Learning Outcomes

  1. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  2. Analyse the situation and identify the points that are best.
  3. Be able to adapt to unexpected situations.
  4. Evaluate how gender stereotypes and roles affect professional practice.
  5. Identify the key elements in processes to define the security policies of organisations.
  6. Respond to problems applying knowledge to practice.
  7. Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  8. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  9. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  10. Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  11. Use the capacity for analysis and synthesis to solve problems.
  12. Work and learn autonomously.



Topic 1. Project direction and orientation

Definition of Project. Determinants of success and the failure of projects. The difficult decisions: previous steps. The life cycle of the projects. Selection and orientation strategies.

Topic 2. The decision to start a project

Elements of project analysis. Methodology of projects analysis: quantitative and classification  methods. The portfolio perspective. An alternative perspective: The Game Theory applied to projects analysis and selection.

Topic 3. Planning the project

The previous planning: the Project Charter. The Budget and the Schedule. Risk Management. Communication Plan. Quality Assessment. Project delivery and closing.

Topic 4. Project execution and control

Main challenges. The Agile meethods for execution. Change management. Monitoring and control.


Topic 5. Team Leadership

Definition of leadership in project management. Theories about leadership. Contemporary perspectives on leadership.

Topic 6. Team Motivation

Motivation as a process. Understanding human needs. Theories about motivation. Managing expectations.

Topic 7. Change management

The need for change in modern organizations. The process of change. The main challenge for change: managing resistance. Vision and direction of the change. Leadership to change.

Topic 8. High performance teams

Introduction to group and team concepts. The process of transforming groups into teams. The integration of effective teams. Responsibility and Delegation.


Lessons will combine the theoretical and practical contents.
The fundamental method of work, but not the only one, will be the study of specific cases related to the content of the subject. It will often be necessary to have previously read the theoretical content before proceeding to the discussion or study of the practical content. It will be from knowledge, reflection and critical discussion that we will apply the theoretical knowledge that has been acquired.
The theoretical content will be aimed above all at the clarification or development of the most complex, interesting and significant aspects of the different units and also the resolution of doubts of interpretation or understanding of those contents.
The development and resolution of exercises will also occupy a significant part of the time.
The practical lessons in the classroom, divided into two groups, will consist of the development of exercises and team work, in which some of the concepts presented in the theoretical lessons will be applied to practice and which may eventually involve research and discovery or the contribution of contents and documentation by the students.
The student’s autonomous activities include both the assimilation of the contents exposed in classroom, as well the search of specific contents on which the class will be oriented and the reading of the documentation that will be provided to them. A part of the documentation delivered or suggested will be in English.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Lessons and presentation of case studies, case resolution and evaluation. 44 1.76 3, 1, 2, 5, 10, 9, 7, 8, 4
Type: Supervised      
Team work 12 0.48 1, 2, 6, 5, 9, 7, 8, 11, 4
Type: Autonomous      
Resolution of practical cases and homeworks. Personal study tasks for knowledge consolidation. 94 3.76 1, 2, 6, 5, 9, 8, 12, 11, 4


The written test will consist of a single exam at the end of the semester on all the subjects planned and explained in class. The exam will be a test with four options per question, of which only one will be correct. The incorrect answers will deduct ¼ of the score for that question. 
In order to consider the written test passed, it will be necessary to reach 5.0 or more. The course cannot be considered passed if has not been passed this test.
Throughout the course exercises and problems to solve and deliver through the virtual platform will be periodically raised. These works will have a deadline for delivery and once exhausted they cannot be submitted. The evaluation will be done in accordance with the following criteria: accuracy of the response to the problem, development of the topic, written expression and writing, personal critical capacity and research used in its resolution.
As for the practices that will be carried out during the course, these will be basically team working delivered by the students. The delivery of the practice can be immediate or from an activity opened by the teacher in the virtual platform, based on the practical work or practical assumptions seen in classroom.
The practice work and exercises resolution proposed throughout the course are a requirement to be able to take the theoretical exam and overcoming the whole, theory and practice, means overcoming the subject. You must have completed at least 80% of the practices and exercises to be considered evaluable as a whole and, therefore, have the right to take the theoretical exam.
Added to other disciplinary measures deemed appropriate, in accordance with current academic regulations, irregularities committed by a student that may lead to a variation of the grade will be scored with a zero (0). Plagiarizing, copying or letting copy, an evaluation activity, will imply suspending this evaluation activity with a zero (0). The evaluation activities qualified in this way and by this procedure will not be recoverable. If it is necessary to pass any of these evaluation activities to pass the subject, this subject will be suspended directly, without the opportunity to recover it in the same course.


In case of not passing the subject according to the aforementioned criteria (continuous evaluation), a recovery test may be done on the date scheduled in the schedule, and it will cover the entire contents of the program.

To participate in the reassessment the students must have been previously evaluated of a set of activities, the weight of which equals a minimum of two-thirds of the total grade of the subject. However, the qualification that will consist of the student's file is a maximum of 5-Approved.

Students who need to change an evaluation date must present the justified request by filling in the document that you will find in the moodle space of Tutorial EPSI.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
On-site practices 25% 0 0 3, 1, 2, 6, 5, 9, 7, 8, 12, 11, 4
Personal and team working and case studies 25% 0 0 3, 1, 2, 6, 5, 10, 9, 7, 8, 12, 11, 4
Written test 50% 0 0 3, 6, 5, 10, 11



Baca Urbina, Gabriel. Evaluación de proyectos. 2013, 7ª edición. México: Mcgraw-Hill. Link Library Access: https://bibcercador.uab.cat/permalink/34CSUC_UAB/1eqfv2p/alma991005497599706709

Brojt, David. Project Management: un enfoque de liderazgo y ejecución de proyectos en la empresa para aplicar el lunes por la mañana. Buenos Aires: Granica, 2013.

Cleland, David. Project Management Strateig Design and Implementation. Mcgraw-Hill, 1990.

Cleland, David. Field Guide to Project Management, Second Edition. John Wiley & Sons, Inc., 2004. Link to full text: https://onlinelibrary-wiley-com.are.uab.cat/doi/book/10.1002/9780470172346

Escotto, Jorge., Santiago Pedrosa, José. El genio director de proyectos. 2017: Createspace.

Harvard Business Review (Ed.). (2017). Guías HBR: Gestión de proyectos. Brighton, MA: Harvard Business Publishing. Link Library Access: https://csuc-uab.primo.exlibrisgroup.com/permalink/34CSUC_UAB/16inrgf/alma991000023889706709

Heldman, Kim. Project Management Jump Start. US: Wiley, 2018. Link Library Access: https://bibcercador.uab.cat/permalink/34CSUC_UAB/avjcib/alma991010351977706709

Klastorin, Ted. Gestión de proyectos. Barcelona: Profit Editorial, 2010. Link Library Access: https://bibcercador.uab.cat/permalink/34CSUC_UAB/1eqfv2p/alma991006765469706709

Project Management Institute. A Guide to the Project Management Body of Knowledge. PMBOK Guide (2017). Link Library Access: https://bibcercador.uab.cat/permalink/34CSUC_UAB/1c3utr0/cdi_skillsoft_books24x7_bks000132589

Raftery, J. Risk Analysis in Project Management. Taylor & Francis, 2003.

Toppenberg, G. “Game Theory and Project Management” (20 de enero de 2020). Silicon Valley Project Management: Text available:https://svprojectmanagement.com/game-theory-project-management


Burke, R. J. y Cooper, C. Leading in turbulent times. Oxford: Blackwell, 2006.

Cameron, E., y Mike Green. Making sense of change management. London: Kogan Page, 2019. Link Library Access: https://bibcercador.uab.cat/permalink/34CSUC_UAB/1c3utr0/cdi_crossref_primary_10_1108_01437730510624638

Chowdhury, Subir y otros. Management Siglo XXI. Madrid: Pearson Educación, 2000. Link Library Access:  https://bibcercador.uab.cat/permalink/34CSUC_UAB/1eqfv2p/alma991008455019706709

Furr, N., Kyle, N., y Thomas Zoega Ramsoy. Leading Transformation. Boston, Massachusetts: Harvard Business Review Press, 2018. Link Library Access: https://csuc-uab.primo.exlibrisgroup.com/permalink/34CSUC_UAB/16inrgf/alma991000023889706709

Gennett, Dona M. ¡Delega!: Un modelo para crear equipos de alto rendimiento. Madrid. Empresa Activa: 2005.

Ibarra, H. Act Like a Leader, Think Like a Leader. Boston, Massachusetts. Harvard Business Review: 2015. Link Library Access: https://bibcercador.uab.cat/permalink/34CSUC_UAB/1eqfv2p/alma991010432728606709

Koont, H. y Heinz Weihrich. Administración: una perspectiva global. 12ª edición. México: Mcgraw-Hill, 2004. Link Library Access: https://bibcercador.uab.cat/permalink/34CSUC_UAB/avjcib/alma991003634439706709

Kotter, John P. Al frente del cambio: la hoja de ruta del experto mundial en liderazgo del cambio. Madrid: Ediciones Urano. Empresa Activa, 2007.

Maslow, Abraham H. Motivación y personalidad. España: Díaz de Santos, 1991.

Maxwell, John C. Las 17 Leyes Incuestionables del Trabajo en Equipo. Grupo Nelson, HarperCollins: 2003.

Morgeson, Frederick, Scott de Rue, D., y Karam, Elizabeth P. Leadership in Teams: A Functional Approach to Understanding Leadership Structures and Processes. Journal of Management, vol. 36, núm. 1 (January 2010): 5-39. Link Library Access: https://bibcercador.uab.cat/permalink/34CSUC_UAB/1c3utr0/cdi_proquest_journals_197138642

Nadler, D. A., y Lawlee, E.  “Motivation: A diagnostic approach”. Perspectives on organizational behavior (pp. 67-78). New York: McGraw-Hill, 1983.

Vroom, Victor H. Work and motivation. San Francisco: Jossey-Bass, 1964. Link Library Access: https://bibcercador.uab.cat/permalink/34CSUC_UAB/1eqfv2p/alma991007237759706709


Microsoft Office, OpenOffice or similar.

Not necessary, but recommened, Microsoft Project or similar.