university master in project management

Master of Science in Project Management (weekdays)

Be a Project Manager: Lead an organization and its processes with one of the best MSC´s in the world within the area of management

Leadership skills and team management

The Project Manager assumes a key role for both the organization and the work team involved in the project, and of course, for the client. It is key to the extent that your vision of the business, your decisions and your behaviours have a direct impact on the achievement of the project objectives, on the quality of the work to be done, in the relationships with your collaborators, in the relationships with stakeholders, etc. . In this sense, he must ensure superior performance during the assumption of the responsibilities inherent to his role. Throughout the topics of this subject, the keys, techniques, and tools will be offered so that the student has a greater capacity to adapt to the demands of the role they assume, promoting sustainable changes in their behaviour in order to improve their performance as Project manager.
Type Subject
Primer - Obligatoria
Previous Knowledge

No prior knowledge.


1. Develop key competences for team management.
2. Develop critical capacity for different processes.
3. Gaining skills on both spoken and written communication regarding projects.


1. Personal development and orientation to change.
2. Effective communication and presentations.
3. Negotiation and conflict resolution.
4. Teamwork.
5. Leadership and management styles.
6. Leadership – Employee development.
7. Effective negotiation – productivity, planning and time management.
8. Innovation and creativity applied to decision making.


The teaching methodology used in the on-campus modality is divided into four steps for each of the sessions that make up the subjects of the program:
• Students must prepare at home the previous tasks of the session recommended by the teacher: reading an article, watching a video, solving a practical case or exercise, etc. In this way, the student prepares the topic of the session and acquires prior knowledge that will allow him to take better advantage of the session together with the teacher and the rest of the classmates.
• The teacher dedicates the first part of the session to working on the concepts related to the theme of the day, encouraging debate and discussion among the students, taking advantage of the fact that they have prepared the previous tasks and are based on prior knowledge.
• The teacher dedicates the second part of the session to the analysis, debate and resolution of the practical case or exercise proposed in the previous tasks. In this way, the concepts covered in the first part of the session are taken to a practical environment to strengthen the student's learning. It is essential that students work on the case or exercise at home to make the most of the contributions of the rest of their classmates during the second part of the session, as well as make valuable contributions to the group.
• It is recommended that students prepare at home the subsequent tasks of the session recommended by the teacher, which aim to finish consolidating the knowledge discussed and worked on in class.

The teaching methodology used in the online modality is based on a proprietary methodology developed by La Salle URL called SDBL (Self Directed Based Learning). SDBL is an active methodology based on situational learning and self-directed learning. With situational learning, the student is taught, through challenges, to address real problems and situations of the company with which he can consolidate the new knowledge acquired. With self-directed learning, the student decides how to advance in their training based on their previous experience.
Weekly, the LMS (Learning Management System) platform releases the content of a new topic. The operation of the week is as follows:
• kick-off Synchronous session:
o The teacher makes an overview of the contents and tasks that the student will find throughout the week. The objective of this meeting is to try to discover and reveal on a personal level which aspects of the week that are going to be discussed may be more difficult for the student individually.
o The teacher solves possible doubts of the students about the subject of the previous week.
• Among synchronous connections:
o The student visualizes the content of the sessions and develops the tasks entrusted to him about the topic of the week to consolidate knowledge and identify doubts.
• Check point Synchronous session:
o The teacher solves any doubts that students may have about the contents of the current week.
o The teacher presents additional content or practical cases, which are interesting for the students.
o The teacher generates debate and discussion among the students about the content of the current week to help the students in their assimilation, therefore, improving their learning.
o The teacher provides oral feedback about the deliverables registered by the students in the feedback well of the previous week, emphasizing the difficulties and errors found. This instance is for feedback only and not for qualification. The feedback wells are an instrument for the students to validate with the mentor, in general terms, the resolution to the proposed tasks. In this way, the feedback wells are created thinking of giving the students an opportunity to feel the answers with the mentor. Based on the feedback provided by the mentor, the students will be able to finish developing the task and present it as a final deliverable, with the advantage of having had prior advice from the teacher.
• Rest of the week. The objective is to finish the development of the tasks of the current week from the clarifications received in the synchronous check point session to pass the exercises, tasks and / or deliverables of the topic. It is worth mentioning that most of the time spent during this last part of the week should be spent on solving tasks and deliverables, rather than assimilating content (an aspect that should have been resolved between the kick-off and check point sessions).
The LMS platform gradually opens content (week by week) so that the whole group follows the same academic itinerary. In other words, the sequential opening of topics is done so that all students in the program are working on the same subjects simultaneously.


The Management Skills course does not seek the assumption of specific knowledge by the student, but rather to make him or her participant in a process of learning, change and personal development that can go far beyond the academic requirements.
The assessment of the subject will be based on the elaboration of a Personal Development or Improvement Plan and the Put into practice of the topics worked according to the following distribution:

Evaluation Criteria

On-campus modality:
• Participation: 20%.
• Equipment diagnostic report: 20%.
• Knowledge questionnaire: 20%
• Personal development plan: 40%

Online modality:
• Cases and exercises development (deliverable): 70%.
• Assessment activity – Multiple choice test: 30%

Basic Bibliography

• La inteligencia emocional en el trabajo. Hendrie Weisinger. Editorial Bergara.
• Management of organizational behavior: utilizing human resources. Hersey, Paul & Blanchard, Kenneth. Editorial Prentice-Hall.
• Los siete hábitos de la gente altamente efectiva. Stephen R. Covey. Editorial Paidós Plural.
• El ejecutivo al minuto: nuevas técnicas de dirección. K. Blanchard & S. Johnson. Editorial Grijalbo.
• The Essential Drucker. Drucker, Peter F. Editorial Collins Business.
• El comportamiento humano en la organización. Huse-Bowditch. Editorial Deusto.
• La toma de decisiones. Drucker, Peter F.; Hammond, John S.; Keeny, Ralph L.; Raiffa, Howard; Etzioni, Amitai; Argyris, Chris; Stryker, Perrin; Hayashi, Alden M. Harvard Business Review – Editorial Deusto.
• El nuevo directivo racional. Charles H. Kepner, Benjamin B. Tregoe. Editorial McGraw Hill.
• El beneficio. Álex Rovira, Georges Escribano. Editorial Aguilar.
• Organízate con eficacia: máxima productividad personal sin estrés. David Allen. Editorial Empresa activa.
• Primero lo Primero. Rebecca R. Merrill, A. Roger Merrill, Stephen R. Covey. Editorial Paidós.
• Tanto creces, tanto vales. Propuestas sobre crecimiento personal. Franc Ponti, Oriol Pujol entre otros. Editorial Granica.

Additional Material