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BMGT45470

Academic Year 2026/2027

Leading Project Teams (BMGT45470)

Subject:
Business Management
College:
Business
School:
Business
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Ms Ashley Hughes
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Most projects are ultimately delivered through effective teamwork. This module is designed to give participants an in-depth understanding of how project teams may be designed and led for optimal performance and sustainability. The start point of module will be you – your personality/self-concept. Building from a position of improved self-awareness key content explored in the module include:
• Self-awareness of how personality impacts team functioning
• Team Design
• Team identity, emotion and development
• Team decision making
• Team communications and networking
• Leading the team
• Learning within and across teams
• Managing conflict within teams
• Teamwork across distance and cultures

About this Module

Learning Outcomes:

On completing this module and associated assessments you will have:
• Improved your level of self-awareness with a view to becoming a more reflective and effective project team member and leader.
• Developed a deep understanding of the key internal and external factors contributing to the effective design and operation of project teams.
• Gained the competence to assess, diagnose and intervene effectively into work group/team situations.
• Assessed and developed key team-related skills including decision making, communications and conflict management.






Indicative Module Content:

This module will focus on a range of topics relevant to the design and operation of project teams, Topics to be addressed include:
• Understanding your personality - becoming self-aware
. Varieties of project teams and teaming
• Team Design
• Team identity, emotion and development
• Motivating and rewarding the team
• Team communications and networking
• Leading the team
• Learning within and across teams
• Team decision making
• Managing conflict within teams
• Teaming across distance and cultures

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Novice

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Novice

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

114
Autonomous Student Learning

100
Lectures

0
Conversation Class

36
Total

250

Approaches to Teaching and Learning:
A wide variety of teaching methods will be used to stimulate participation and interaction with the module content. The methodology includes formal lectures, skills inventories, reflective exercises, class discussions, case studies and audiovisual supports. A special feature of this module will be the use of practical exercises relating to selected major concepts and the use of objective instruments to develop a personal styles profile as well as to analyse group processes and outcomes.

The teaching philosophy in this module relies heavily on a self-learning process aided by ongoing class discussions. In other words, participants need to prepare well for each class by reading the required material in advance and participating fully in class discussions.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Group Work Assignment: After Action Review (AAR) team assignment. Students to conduct a review of content and process of team project and an analysis of their own team functioning. Video submission. Week 12 Standard conversion grade scale 40% No
15
 No
Group Work Assignment: A group-based diagnosis of a real world team selected by the study team. Project entails data collection, diagnosis and critical analysis of some aspect of the team functioning. Week 11 Standard conversion grade scale 40% No
45
 No
Individual Project: Self-awareness and personal development project Week 5 Standard conversion grade scale 40% No
40
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

The Individual self-awareness paper will be subject to collective feedback. For the remaining elements recorded audio feedback will be provided to teams

Name Role
Ms Ashley Hughes Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 3, 4, 5, 6, 9, 10, 11, 12 Fri 12:00 - 14:50
Autumn Lecture Offering 1 Week(s) - 10, 11 Wed 14:00 - 16:50
Autumn Lecture Offering 1 Week(s) - 2 Wed 14:00 - 16:50
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