PAPVA_55 Team Building and Communication for Excavations Abroad

Faculty of Arts
Spring 2015
Extent and Intensity
0/2/0. 3 credit(s). Type of Completion: zk (examination).
Teacher(s)
Dr. phil. Maximilian Wilding (lecturer)
Guaranteed by
prof. PhDr. Zdeněk Měřínský, CSc.
Department of Archaeology and Museology – Faculty of Arts
Contact Person: Mgr. Lucie Valášková
Supplier department: Department of Archaeology and Museology – Faculty of Arts
Timetable
Wed 14:10–15:45 U37
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Special tasks deserve special forms of organization. In the case of high-performance (risk) undertakings in extreme outdoor sports, economy, humanitarian projects and so forth, it is common practice to reflect on team processes and structures. Soon in their education then students of PANE will take part in a fully-developed excavation project in the Near East. This course serves as an introduction to it (practical part).
Syllabus
  • During the course the students will get familiar with the general topic (developmental part). They will consult popular literature on team building and management. In discussions they will be encouraged to compare the models proposed in literature and will get acquainted with those elements which are applicable to modern archaeological projects with expedition character.
Literature
  • Finholt, T., l. Sproull and S. Kiesler, Communication and performance in ad hoc task groups. In J. Galegher, R. Kraut, & C. Egido (Eds.) Intellectual Teamwork. (pp. 291-325). Hillsdale, NJ: Lawrence Erlbaum Associates, 1990.
  • Lewis, James P., Team-based Project Management, New York: AMACOM, 1998.
  • Cooper, M. A., Applying Management Models to Archeology, in Cooper, Firth, Carman & Wheatley, Managing Archeology, London: Routledge, 1995.
  • Locock, Martin, 10 Simple Steps to Better Archaeological Management – Practical Advice for Project Managers to Improve Their Effectiveness, 2008.
  • Cohen, Bernard P., Ronald J. Kruse and Michael Anbar, The Social Structure of Scientific Research Teams, Pacific Sociological Review, Vol. 25, No. 2, April 1982, 205-232.
  • Kemp, Richard, 20th Century Management of 2nd Century Rubbish, International Journal of Project Management, Vol. 12, Issue 4, November 1994, 209-211.
  • Larson, Carl E. and Frank M. J. Lafasto, Teamwork: What Must Go Right/What Can Go Wrong, Thousand Oaks CA: Sage Publications, 198.9
  • Driskell, James E., Goodwin, Gerald F., Salas, Eduardo, O’Shea, Patrick G., & (2006). What Makes a Good Team Player? Personality and Team Effectiveness. Group Dynamics: Theory, Research, and Practice. 10, 249-271.
  • Nixon, Taryn J. P., Rocking the Boat – Project Management Means Change, in Cooper, Firth, Carman & Wheatley, Managing Archeology, London: Routledge, 1995.
Teaching methods
lectures, class discussion
Assessment methods
Lecture: Regular written short responses (2 pages). Written Final exam
Language of instruction
English
Further Comments
Study Materials
The course is taught once in two years.
The course is also listed under the following terms Spring 2013, Spring 2017.
  • Enrolment Statistics (Spring 2015, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2015/PAPVA_55