PMGT5872

PMGT5872 · People and CommunicationsPMGT5872 · 项目中的人与沟通

USyd's postgrad project-management unit on the human side of delivery — communication, teams, influence and reflective practice.悉大项目管理研究生课，聚焦交付的「人」这一面：沟通、团队、影响力与反思实践。

PMGT5872 builds the communication and people-leadership skills a project manager actually spends most of their time on — communication models and DISC styles, Hofstede's culture, the Johari window, conflict and interest-based negotiation, Belbin team roles, and high-performing virtual teams. It is delivered through participative weekly workshops (flipped + blended learning, no traditional lectures) and assessed entirely by coursework — group presentations, a critical analysis, a group report, and a reflective summary — with <strong>no final exam</strong>. This guide is built from <strong>76 real PMGT5872 course materials</strong> in the AskSia Library.

PMGT5872 训练项目经理日常真正最花时间的能力——沟通与带人：沟通模型与 DISC 风格、Hofstede 文化维度、乔哈里窗、冲突管理与利益导向谈判、Belbin 团队角色，以及高绩效与虚拟团队。课程通过每周参与式工作坊授课（翻转+混合式学习，没有传统讲座），<strong>没有期末考试</strong>，全部由平时作业评估：小组展示、批判性分析、小组报告与反思总结。本指南基于 AskSia Library 中 <strong>76 份真实 PMGT5872 课程资料</strong>整理而成。

Built from 76 real PMGT5872 course materials in the AskSia Library.

基于AskSia Library 中 76 份真实 PMGT5872 课程资料整理而成。

Faculty院系Faculty of Engineering — Project ManagementLevel层级postgraduateCredit学分6 ptsSemester学期2026 Semester 1Prereq先修NoneCampus校区Camperdown/Darlington (also offered Online)
📚 AskSia Library data·76 AskSia Library resources·12 topics·100% coursework, no final exam — Group Report & Presentation (35%), Critical Analysis 1500w (20%), In-Class Group Presentation (15%), Reflective Summary + Video (15%), Participation (10%), One Minute Video (5%).Built from 76 real PMGT5872 course materials in the AskSia Library (Canvas pages, weekly workshop slides, mini-lectures and readings). This unit has no past papers or final exam — every mark is continuous coursework — so the practice below is authored on the unit's real concepts, not on exam-frequency claims.
📚 AskSia Library 数据·76 份 AskSia Library 资料·12 个主题·100% 平时作业，无期末考——小组报告与展示（35%）、批判性分析 1500 字（20%）、课堂小组展示（15%）、反思总结+视频（15%）、出勤参与（10%）、一分钟视频（5%）。基于 AskSia Library 中 76 份真实 PMGT5872 课程资料整理（Canvas 页面、每周工作坊幻灯片、mini-lecture 与阅读材料）。本课没有过往试卷、也没有期末考试——所有分数都来自持续的平时作业——因此下面的练习是依据本课真实概念编写的，而非基于任何「考试频率」的说法。
Overview课程概览

What PMGT5872 is aboutPMGT5872 讲什么

PMGT5872 People and Communications is a 6-credit-point postgraduate unit in the University of Sydney's Faculty of Engineering (School of Project Management). It treats communication as a core project-management skill — the unit notes project managers spend roughly 90% of their time communicating. The semester moves from the foundations of project communication and reflective practice (Week 1) through communication models, barriers and DISC styles (Week 2), organisational culture and Hofstede's dimensions (Week 3), interpersonal communication and feedback (Week 4), multiple intelligences, emotional intelligence and the Johari window (Week 5), stress, conflict management and interest-based negotiation (Week 6), organisational communication and structures (Week 7), generational diversity (Week 8), leadership communication, delegation and motivation (Week 9), into teams-versus-groups with Belbin roles and team development (Week 10) and high-performing and virtual teams (Week 11), before group presentations in Weeks 12–13. It is delivered through interactive workshops built on flipped and blended learning — pre-workshop mini-lectures and readings, then hands-on case-study and team activities — with no traditional lectures and an 85% attendance requirement. The unit is assessed entirely through coursework with no final exam.

PMGT5872《People and Communications》是悉尼大学工程学院（项目管理学院）的 6 学分研究生课程。它把沟通视为项目管理的核心能力——课程指出项目经理约 90% 的时间都在沟通。整个学期从项目沟通基础与反思实践（第 1 周）出发，经过沟通模型、沟通障碍与 DISC 风格（第 2 周）、组织文化与 Hofstede 维度（第 3 周）、人际沟通与反馈（第 4 周）、多元智能、情商与乔哈里窗（第 5 周）、压力、冲突管理与利益导向谈判（第 6 周）、组织沟通与组织结构（第 7 周）、代际多样性（第 8 周）、领导力沟通、授权与激励（第 9 周），进入团队与群体之别、Belbin 角色与团队发展（第 10 周）以及高绩效与虚拟团队（第 11 周），最后在第 12–13 周进行小组展示。课程以翻转式与混合式学习为基础，通过互动工作坊授课——课前先看 mini-lecture 与阅读材料，课上再做案例与团队活动——没有传统讲座，并要求至少 85% 出勤。课程全程由平时作业评估，没有期末考试。

Topic map知识地图

The PMGT5872 syllabus, topic by topicPMGT5872 大纲 · 逐个主题

1

Communication in projects & reflective practice项目中的沟通与反思实践

Why communication is a key project-management knowledge area (≈90% of a PM's time) and how to build a reflective-practice habit using models like Kolb's learning cycle, Argyris & Schön and Takeuchi & Nonaka — the foundation for the individual reflective assessment.

为什么沟通是项目管理的关键知识领域（项目经理约 90% 的时间用于沟通），以及如何借助 Kolb 学习循环、Argyris & Schön、Takeuchi & Nonaka 等模型养成反思实践习惯——这是个人反思作业的根基。

2

Communication models, barriers & DISC styles沟通模型、障碍与 DISC 风格

How communication models work, the barriers that distort messages, and how DISC personality styles shape the way team members send and receive information — including waterfall-vs-agile communication differences.

沟通模型如何运作、哪些障碍会扭曲信息，以及 DISC 性格风格如何影响团队成员发送与接收信息的方式——也涉及瀑布式与敏捷项目的沟通差异。

3

Culture, Hofstede's dimensions & inclusion文化、Hofstede 维度与包容

Culture in organisations through Hofstede's cultural dimensions, and what diversity and inclusion mean in practice — comparing how real organisations frame their D&I policies and strategies.

用 Hofstede 文化维度理解组织文化，以及多样性与包容在实践中的含义——对比真实组织如何制定其 D&I 政策与战略。

4

Interpersonal communication & feedback人际沟通与反馈

Building rapport, trust and effective relationships: listening, asking open-ended questions, and giving positive and negative feedback well — the interpersonal skills behind setting objectives and leading a new team.

建立融洽关系、信任与有效人际关系：倾听、提开放式问题、把正面与负面反馈讲好——这些人际技巧支撑着设定目标和带领新团队。

5

Multiple intelligences, EQ & the Johari window多元智能、情商与乔哈里窗

Multiple intelligences, neuro-plasticity and emotional intelligence (EQ), plus self-concept, self-disclosure and the Johari window as tools for building self-, social and relational awareness.

多元智能、神经可塑性与情商（EQ），以及自我概念、自我披露与乔哈里窗——用作建立自我觉察、社会觉察与关系觉察的工具。

6

Stress, conflict management & negotiation压力、冲突管理与谈判

Distinguishing pressure from stress, recognising conflict hooks and hot buttons, the five conflict-resolution modes, and negotiation — position- vs interest-based approaches, win-win strategies and BATNA/WATNA.

区分压力与心理压力，识别「冲突钩子」与「热按钮」，五种冲突化解模式，以及谈判——立场导向与利益导向方法、双赢策略和 BATNA/WATNA。

7

Organisational communication & structures组织沟通与组织结构

How communication flows through organisations: mechanistic vs organic structures, formal vs informal networks, vertical and horizontal flows, and the symptoms of a dysfunctional culture.

信息如何在组织中流动：机械式与有机式结构、正式与非正式网络、纵向与横向流动，以及组织文化失调的症状。

8

Generational diversity & multi-gen communication代际多样性与多代沟通

Working across generations on project teams — the strengths and communication preferences of each generation, and practices for turning generational diversity into innovation rather than conflict.

在项目团队中跨代协作——各代人的优势与沟通偏好，以及把代际多样性转化为创新而非冲突的做法。

9

Leadership communication, delegation & motivation领导力沟通、授权与激励

Project leadership and communication: the pillars of effective leadership (accountability, curiosity, transparency, empathy), how to delegate, and what really motivates teams (drawing on Dan Pink's work cited in PMBOK 7).

项目领导力与沟通：高效领导的支柱（担责、好奇、透明、同理心）、如何授权，以及真正激励团队的因素（引用 PMBOK 第 7 版提到的 Dan Pink 观点）。

10

Teams vs groups, Belbin roles & development团队与群体、Belbin 角色与发展

The difference between a team and a group, why some teams win while others lose, the phases of team development and how performance changes through them, Belbin team roles, and communication networks within teams.

团队与群体之别、为何有的团队成功有的失败、团队发展的各阶段及绩效在其中的变化、Belbin 团队角色，以及团队内部的沟通网络。

11

High-performing & virtual teams高绩效与虚拟团队

Building high-performing teams and their internal communication, why teams fail, and how virtual teams communicate — the challenges of virtual team communication and the role of leadership in them.

打造高绩效团队及其内部沟通、团队为何失败，以及虚拟团队如何沟通——虚拟团队沟通的挑战与领导力在其中的作用。

12

Group presentations (Weeks 12–13)小组展示（第 12–13 周）

The semester closes with the in-class group presentations: each group presents and facilitates discussion on its assigned people-and-communications topic, pulling together the skills built across the unit.

学期以课堂小组展示收尾：各小组就其分配到的「人与沟通」主题进行展示并主持讨论，综合运用整门课所建立的能力。

Assessment考核方式

How PMGT5872 is assessedPMGT5872 怎么考核

Final exam: No期末考试：无
Component考核项 Weight占比 Note说明
In-Class Group Presentation课堂小组展示 15% Group task delivered in class.课堂内完成的小组任务。
Attendance & Active Participation出勤与积极参与 10% Ongoing individual participation across the semester.整个学期的个人持续参与。
One Minute Video一分钟视频 5% Short individual video task.个人短视频任务。
Critical Analysis of a Large-Scale Project (1500 words)大型项目批判性分析（1500 字） 20% Individual written analysis.个人书面分析。
Group Report & Presentation小组报告与展示 35% Largest component; group report plus presentation.占比最大的一项；小组报告加展示。
Individual Reflective Summary + Video个人反思总结 + 视频 15% Individual reflective piece with an accompanying video.个人反思作品，附带一段视频。

100% coursework — no final exam. The heaviest item is the Group Report & Presentation (35%), then the Critical Analysis (20%), with a Group Presentation (15%), Reflective Summary + Video (15%), Participation (10%) and a One Minute Video (5%).

100% 平时作业，没有期末考试。占比最高的是小组报告与展示（35%），其次是批判性分析（20%），再加上小组展示（15%）、反思总结+视频（15%）、出勤参与（10%）与一分钟视频（5%）。

Assessment timeline考核时间线

When each PMGT5872 task is duePMGT5872 各项考核时间

Attendance & Active Participation出勤与积极参与
Continuous (Weeks 1–13, 85% attendance required)持续进行（第 1–13 周，需 85% 出勤）
10%
In-Class Group Presentation课堂小组展示
In class, group presentations run from Week 3 onwards课堂内进行，小组展示自第 3 周起
15%
One Minute Video一分钟视频
Individual task during the teaching period教学期内的个人任务
5%
Critical Analysis of a Large-Scale Project (1500 words)大型项目批判性分析（1500 字）
Individual written submission during the semester学期内个人书面提交
20%
Group Report & Presentation小组报告与展示
Group presentations to the class in Weeks 12–13第 12–13 周向全班进行小组展示
35%
Individual Reflective Summary + Video个人反思总结 + 视频
End of semester (journal built continuously from Week 1)学期末（日志自第 1 周起持续积累）
15%
Self-test自测练习

Test yourself: PMGT5872 practice questions自测一下：PMGT5872 练习题

Question 1第 1 题
In PMGT5872's conflict framework, a team member's identity gets snagged when a senior engineer says 'you clearly know nothing about this system.' The unit calls a trigger that snags part of your identity this way a:在 PMGT5872 的冲突框架中，当一位资深工程师说「你显然对这套系统一无所知」时，某位成员的身份认同被触动。本课把这种「钩住你身份认同」的诱因称为：
  1. Conflict hook
  2. Hot button
  3. Drama triangle
  4. BATNA
  1. 冲突钩子（conflict hook）
  2. 热按钮（hot button）
  3. 戏剧三角（drama triangle）
  4. BATNA
Show answer查看答案
Answer: A. Conflict hookA conflict hook is defined in the Week 6 material as a part of your identity that becomes snagged by a perceived insult or threat to the way you see yourself. A hot button is the related but distinct idea of a sensitive topic/phrase/action that provokes a strong reaction; the drama triangle (rescuer/persecutor/victim) and BATNA are separate Week-6 concepts.
答案：A. 冲突钩子（conflict hook）第 6 周材料把「冲突钩子」定义为：你身份认同的一部分被一种被感知到的侮辱或威胁所钩住。而「热按钮」是相关但不同的概念——指会激起强烈反应的敏感话题/言辞/行为；戏剧三角（拯救者/迫害者/受害者）与 BATNA 是第 6 周的另外概念。
Question 2第 2 题
Two team members are locked in 'I should lead the design' vs 'no, follow my direction.' Per the unit's negotiation material, which approach moves them off these fixed demands toward a workable, win-win outcome?两位成员僵在「该由我主导设计」对「不，按我的来」上。按本课谈判材料，哪种方法能让他们脱离这些固定主张、走向可行的双赢结果？
  1. Position-based negotiation
  2. Interest-based negotiation
  3. Force/Direct
  4. Withdraw/Avoid
  1. 立场导向谈判
  2. 利益导向谈判
  3. 强制/指令（Force/Direct）
  4. 回避/退出（Withdraw/Avoid）
Show answer查看答案
Answer: B. Interest-based negotiationThe Week 6 slides contrast position-based negotiation (defending your own position to extract as much as possible) with interest-based negotiation (joint problem-solving to address the underlying interests and needs of all parties), which is the one that opens a win-win. Force/Direct and Withdraw/Avoid are two of the five conflict-resolution modes, not the negotiation stance that surfaces shared interests.
答案：B. 利益导向谈判第 6 周幻灯片把立场导向谈判（固守自身立场、尽量多拿）与利益导向谈判（共同解决问题、照顾各方深层利益与需求）相对照，后者才是打开双赢的那一种。强制/指令与回避/退出是五种冲突化解模式中的两种，并非揭示共同利益的谈判姿态。
Question 3第 3 题
Using Belbin's team-role model as taught in PMGT5872, a member who is 'creative, imaginative and free-thinking — generates ideas and solves difficult problems' is which team role?用 PMGT5872 所教的 Belbin 团队角色模型，一位「富创造力、想象力、自由思考——产生点子、解决难题」的成员属于哪个团队角色？
  1. Plant (PL)
  2. Implementer (IM)
  3. Completer-Finisher (CF)
  4. Coordinator (CO)
  1. 智多星 Plant（PL）
  2. 执行者 Implementer（IM）
  3. 完成者 Completer-Finisher（CF）
  4. 协调者 Coordinator（CO）
Show answer查看答案
Answer: A. Plant (PL)In the Week 10 Belbin summary, the Plant is the thought-oriented role described as creative, imaginative and free-thinking, generating ideas and solving difficult problems. The Implementer turns plans into efficient action, the Completer-Finisher is the detail/accuracy role, and the Coordinator brings people together and clarifies goals — none of which is the idea-generating role.
答案：A. 智多星 Plant（PL）在第 10 周 Belbin 小结中，Plant（智多星）是「思考型」角色，被描述为富创造力、想象力、自由思考，产生点子、解决难题。Implementer 把计划高效落地，Completer-Finisher 负责细节与准确，Coordinator 把人聚合并厘清目标——它们都不是产生点子的那个角色。
Assessment-style questions考核题型

Key assessment-style questions in PMGT5872PMGT5872 核心考核风格题

Reflective practice (Individual Reflective Summary, 15%)反思实践（个人反思总结，15%）
Apply a named reflective framework (Kolb's learning cycle, Takeuchi & Nonaka, or Argyris & Schön) to a real experience from your team in this unit — compare what the literature says with what you observed, and draw out guidance for a project/program manager.用一个具名反思框架（Kolb 学习循环、Takeuchi & Nonaka 或 Argyris & Schön）分析你在本课团队中的真实经历——把文献所述与你的观察对照，并提炼出对项目/项目群经理的建议。
This is the unit's signature individual task (not an exam) — the assessment overview explicitly asks you to reference a reflective framework and contrast literature with your lived team experience.
这是本课标志性的个人作业（非考试）——评估说明明确要求你引用一个反思框架，并把文献与你的真实团队经历相对照。
Conflict diagnosis & resolution modes冲突诊断与化解模式
Given a team-conflict scenario, locate it on the escalation continuum (discomfort → incidents → misunderstanding → tension → crisis), name the conflict type (data / value / structural / interest / relationship), and justify a resolution mode from Withdraw/Avoid, Smooth/Accommodate, Compromise, Force/Direct, Collaborate/Problem-solve.给定一个团队冲突情境，将其定位在升级连续谱上（不适 → 摩擦 → 误解 → 紧张 → 危机），指出冲突类型（数据/价值/结构/利益/关系），并为从「回避、迁就、妥协、强制、协作」中选出的化解模式说明理由。
Exam-style synthesis on the highest-weight people topic; built from the Week 6 mini-lecture's conflict continuum, conflict causes and five resolution options.
针对占比最高的「人」主题的考试式综合题；取材自第 6 周 mini-lecture 的冲突连续谱、冲突成因与五种化解选项。
Position- vs interest-based negotiation & BATNA立场导向对利益导向谈判与 BATNA
Distinguish position-based from interest-based negotiation in a project dispute, design a win-win move that meets each party's underlying interest, and explain how BATNA/WATNA set each side's leverage.在一个项目纠纷中区分立场导向与利益导向谈判，设计一个满足各方深层利益的双赢举措，并说明 BATNA/WATNA 如何决定双方的筹码。
Exam-style; grounded in Week 6 negotiation slides (position vs interest, win-win/win-lose/lose-lose matrix) and the unit glossary's BATNA/WATNA.
考试式；取材自第 6 周谈判幻灯片（立场对利益、双赢/赢输/双输矩阵）与本课术语表中的 BATNA/WATNA。
DISC styles & communication barriersDISC 风格与沟通障碍
Explain how a teammate's DISC profile (Dominance / Influence / Steadiness / Conscientiousness) changes how you should send and receive a message, and identify the communication barriers most likely to distort it — including any waterfall-vs-agile difference.说明队友的 DISC 画像（支配 D/影响 I/稳健 S/谨慎 C）如何改变你发送与接收信息的方式，并指出最可能扭曲该信息的沟通障碍——包括瀑布式与敏捷之间的差异。
Exam-style on the Week 2 communication-models topic; the pre-workshop explicitly has students take a DISC survey and discuss barriers and waterfall-vs-agile communication.
针对第 2 周沟通模型主题的考试式题；课前活动明确要求学生做 DISC 测评，并讨论沟通障碍与瀑布对敏捷的沟通差异。
Teams vs groups & accountability团队与群体及问责
Using Katzenbach & Smith's distinction, argue whether a given work unit is a 'real team' or a 'working group' — referencing shared vs individual accountability, collective vs individual outcomes, and leadership style — and recommend how to move it toward higher performance.用 Katzenbach & Smith 的区分，论证某个工作单元是「真团队」还是「工作群体」——围绕集体问责对个人问责、集体产出对个人产出、领导风格——并建议如何推动它走向更高绩效。
Exam-style on the Week 10 teams-vs-groups material (Katzenbach & Smith ten differences; group vs team in theory and in practice).
针对第 10 周「团队对群体」材料的考试式题（Katzenbach & Smith 的十项差异；理论与实践中的群体对团队）。
Tuckman development & team performance curveTuckman 团队发展与绩效曲线
Walk a team through Tuckman's phases (forming → storming → norming → performing, plus maturing/declining per Burke) and explain how performance rises and falls across them and what a project manager does at each phase.带一个团队走过 Tuckman 各阶段（形成 → 震荡 → 规范 → 表现，外加 Burke 的成熟/衰退），并说明绩效在各阶段如何起伏、项目经理在每个阶段应做什么。
Exam-style; from the Week 10 Tuckman model and Burke et al.'s team-performance phases.
考试式；取材自第 10 周 Tuckman 模型与 Burke 等人的团队绩效阶段。
Belbin team-role balanceBelbin 团队角色平衡
Map members to Belbin's nine roles across the action / thinking / people categories, identify a gap or overlap that threatens performance, and recommend how to rebalance the team.把成员对应到 Belbin 横跨「行动/思考/人际」三类的九个角色，找出威胁绩效的角色空缺或重叠，并建议如何重新平衡团队。
Exam-style; from the Week 10 Belbin nine-role circle (Shaper, Implementer, Completer-Finisher, Plant, Monitor-Evaluator, Specialist, Coordinator, Teamworker, Resource Investigator).
考试式；取材自第 10 周 Belbin 九角色圆环（推动者、执行者、完成者、智多星、监督评估者、专家、协调者、凝聚者、资源调查者）。
Hofstede's dimensions in a cross-cultural teamHofstede 维度在跨文化团队中的应用
Use Hofstede's cultural dimensions (e.g. power distance, individualism) to explain a communication breakdown in an international project team and recommend inclusive practices.用 Hofstede 文化维度（如权力距离、个体主义）解释一个国际项目团队中的沟通失灵，并提出包容性做法。
Exam-style on the Week 3 culture & inclusion topic.
针对第 3 周文化与包容主题的考试式题。
Self-awareness via the Johari window & EQ借乔哈里窗与情商建立自我觉察
Apply the Johari window (open / blind / hidden / unknown) and emotional intelligence to a feedback or self-disclosure situation, and explain how feedback and self-disclosure shift the quadrants.把乔哈里窗（开放区/盲区/隐藏区/未知区）与情商应用到一个反馈或自我披露情境，并说明反馈与自我披露如何改变各象限。
Exam-style on the Week 5 multiple-intelligences / EQ / Johari topic.
针对第 5 周多元智能/情商/乔哈里窗主题的考试式题。
Virtual & high-performing team communication虚拟团队与高绩效团队沟通
Identify the distinctive communication challenges of a virtual project team and recommend leadership practices that build a high-performing team despite distance.指出虚拟项目团队特有的沟通挑战，并提出在跨距离条件下打造高绩效团队的领导力做法。
Exam-style on the Week 11 high-performing & virtual teams topic.
针对第 11 周高绩效与虚拟团队主题的考试式题。
Worked example例题精解

A worked PMGT5872 problemPMGT5872 例题

Worked example — working a conflict scenario toward an interest-based, win-win outcome示范题——把一个冲突情境推向利益导向的双赢结果

Problem题目

You manage a large technical project. You delegated key technical decisions to a younger but capable team member, and she reports that two seasoned engineers are ignoring her direction, insisting they 'know better.' Tension is rising. Using the unit's frameworks, how do you analyse and resolve this?

你管理一个大型技术项目。你把关键技术决策授权给了一位年轻但有能力的团队成员，她反映两位资深工程师无视她的指挥，坚称自己「更懂」。气氛日趋紧张。请用本课的框架分析并化解这个问题。

Approach解题思路

1) Diagnose the conflict. This is partly a structural/relationship conflict (delegated authority not matched by perceived status) layered with conflict hooks — the seasoned engineers' identity ('I'm the expert') is snagged, and 'a junior directing me' is a hot button. 2) Locate it on the conflict continuum (discomfort → incidents → misunderstanding → tension → crisis): it's at 'tension', so act before it escalates to crisis. 3) Choose a conflict-resolution mode. Avoid/Force would damage the relationship and undercut your delegate; aim for Collaborate/Problem-solve. 4) Negotiate around interests, not positions. The stated positions ('she shouldn't lead' vs 'follow my direction') hide interests: the engineers want their expertise respected and influence retained; she wants her delegated authority upheld; you want delivery and a functioning team. 5) Design a win-win. Reaffirm her decision rights publicly, but build in a structured channel for the seniors' technical input (e.g. a short design-review where they advise and she decides) — meeting their interest in being heard without removing her authority. 6) Use interpersonal skills: meet each party, listen with open-ended questions, give feedback on the behaviour not the person, and self-regulate your own hot buttons (Johari/EQ). 7) Capture it for your reflective journal — what worked, what you'd change — feeding the Individual Reflective assessment.

1）诊断冲突。这部分是结构/关系冲突（授权与被感知的地位不匹配），叠加了「冲突钩子」——资深工程师「我才是专家」的身份被触动，而「让一个资历浅的人指挥我」是「热按钮」。2）在冲突连续谱上定位（不适 → 摩擦 → 误解 → 紧张 → 危机）：目前处于「紧张」，要在升级为危机前出手。3）选择冲突化解模式。回避/强制会损害关系并架空你的被授权人；应采用协作/共同解决问题。4）围绕利益而非立场谈判。表面立场（「她不该领导」对「按我的来」）背后是利益：工程师希望专业受到尊重、保留影响力；她希望被授予的权力得到维护；你希望项目交付且团队正常运转。5）设计双赢。公开重申她的决策权，同时为资深工程师的技术意见建立一个结构化通道（如一次简短的设计评审，他们提建议、她做决定）——既满足他们「被听见」的利益，又不剥夺她的权力。6）运用人际技巧：分别与各方沟通，用开放式问题倾听，对事不对人地反馈，并管理好自己的「热按钮」（乔哈里窗/情商）。7）把整个过程记入反思日志——哪些有效、哪些会调整——为个人反思作业积累素材。

Key terms核心术语

PMGT5872 glossaryPMGT5872 术语表

Stakeholder利益相关者
Any person or group affected by, or able to affect, a project — the primary audience for project communication.
任何受项目影响、或能影响项目的个人或群体——项目沟通的主要对象。
High-performing team高绩效团队
A project team that consistently delivers strong results through trust, clear roles and effective communication.
通过信任、清晰分工与有效沟通持续产出优异成果的项目团队。
Facilitation引导（主持）
Guiding a group through a discussion or workshop so it reaches its goal productively and inclusively.
引导一个团队完成讨论或工作坊，使其高效且包容地达成目标。
Influence影响力
Shaping others' decisions and behaviour without relying on formal authority.
在不依赖正式权力的情况下，影响他人的决策与行为。
Negotiation谈判
Reaching agreement between parties with differing interests to advance project outcomes.
在利益不同的各方之间达成一致，以推进项目成果。
Self-awareness自我觉察
Understanding your own emotions, biases and communication style well enough to adjust them.
充分认识自己的情绪、偏见与沟通风格，从而加以调整。
Reflective practice反思实践
Systematically reviewing your own actions to learn from experience and improve future practice.
系统地回顾自身行为，从经验中学习并改进未来实践。
Communication strategy沟通策略
A deliberate plan for what to communicate, to whom, how and when, to foster engagement.
一份关于「向谁、传达什么、如何传达、何时传达」的有意规划，用以促进参与。
DISCDISC（性格沟通风格）
A model of personality and communication styles (Dominance, Influence, Steadiness, Conscientiousness) used to understand how teammates prefer to send and receive information.
一种性格与沟通风格模型（支配 D、影响 I、稳健 S、谨慎 C），用于理解队友偏好的信息发送与接收方式。
Johari window乔哈里窗
A technique that maps what is known/unknown about you to yourself and to others, used to build self-awareness through feedback and self-disclosure.
一种把「自己知道/不知道」与「他人知道/不知道」交叉作图的技术，通过反馈与自我披露来提升自我觉察。
Hofstede's cultural dimensionsHofstede 文化维度
A framework for comparing national cultures along dimensions such as power distance and individualism, applied to communication in international project teams.
一套沿权力距离、个体主义等维度比较各国文化的框架，用于分析国际项目团队中的沟通。
Conflict hook / hot button冲突钩子 / 热按钮
A trigger that snags part of your identity (hook) or a sensitive topic/phrase (hot button) and provokes a strong emotional reaction that can escalate conflict.
触动你身份认同的诱因（钩子），或会激起强烈情绪、可能升级冲突的敏感话题/言辞（热按钮）。
Interest-based negotiation利益导向谈判
Joint problem-solving that addresses the underlying interests and needs of all parties, contrasted with position-based negotiation that defends fixed demands.
针对各方深层利益与需求的共同解决问题方式，与固守既定主张的立场导向谈判相对。
BATNA / WATNABATNA / WATNA
Your Best (BATNA) and Worst (WATNA) Alternative To a Negotiated Agreement — the fallback options that set how much leverage you have in a negotiation.
谈判协议之外的最佳替代方案（BATNA）与最差替代方案（WATNA）——它们决定了你在谈判中的筹码大小。
Belbin team rolesBelbin 团队角色
A model of the distinct behavioural roles (e.g. coordinator, plant, implementer) individuals tend to play in a team, used to balance a project team's composition.
一种描述个体在团队中倾向扮演的不同行为角色（如协调者、智多星、执行者）的模型，用于平衡项目团队的构成。
Team vs group团队与群体
A team shares a common goal and interdependent roles with collective accountability; a group is a looser collection of individuals — a core distinction in this unit.
团队有共同目标、相互依赖的角色和集体责任；群体只是较松散的个体集合——这是本课的核心区分。
Virtual team虚拟团队
A project team whose members are geographically distributed and collaborate primarily through technology, raising distinct communication and leadership challenges.
成员地理上分散、主要通过技术协作的项目团队，带来独特的沟通与领导力挑战。
Flipped & blended learning翻转式与混合式学习
The unit's delivery model: students prepare with pre-workshop mini-lectures and readings (flipped) and combine online and face-to-face activities (blended) — there are no traditional lectures.
本课的授课模式：学生课前先看 mini-lecture 与阅读材料（翻转），并结合线上与面授活动（混合）——没有传统讲座。
Kolb's learning cycleKolb 学习循环
A reflective-learning model (experience → reflection → conceptualisation → experimentation) recommended as a framework for the unit's individual reflective assessment.
一种反思学习模型（经历 → 反思 → 概念化 → 实验），被推荐用作本课个人反思作业的框架。
FAQ

PMGT5872 — common questionsPMGT5872 常见问题

How is PMGT5872 assessed?PMGT5872 是怎么评分的？
Entirely by coursework — there is no final exam. The marks are: Group Report & Presentation 35%, Critical Analysis of a Large-Scale Project (1500 words) 20%, In-Class Group Presentation 15%, Individual Reflective Summary + Video 15%, Attendance & Active Participation 10%, and a One Minute Video 5%.
全部由平时作业评估，没有期末考试。分值为：小组报告与展示 35%、大型项目批判性分析（1500 字）20%、课堂小组展示 15%、个人反思总结+视频 15%、出勤与积极参与 10%、一分钟视频 5%。
Is there a final exam in PMGT5872?PMGT5872 有期末考试吗？
No. PMGT5872 has no final exam — every mark comes from continuous coursework spread across the semester, much of it group-based.
没有。PMGT5872 不设期末考试，所有分数都来自整个学期持续进行的平时作业，其中很大一部分是小组任务。
What are the prerequisites for PMGT5872?PMGT5872 有先修要求吗？
There are no prerequisites, corequisites or assumed knowledge. The only restriction is a prohibition: you cannot take PMGT5872 if you have completed PMGT6872.
没有先修课、并修课，也不要求预备知识。唯一限制是禁修：如果你已修过 PMGT6872，就不能再修 PMGT5872。
What does PMGT5872 actually teach?PMGT5872 到底教什么？
It focuses on the human side of project management: adapting communication to different audiences, building networks, leading high-performing teams, facilitation, and using influence and negotiation — all underpinned by self-awareness and reflective practice.
它聚焦项目管理中「人」的一面：针对不同受众调整沟通、建立人脉、带领高绩效团队、引导主持，以及运用影响力与谈判——并以自我觉察和反思实践为根基。
Does PMGT5872 have a lot of group work?PMGT5872 的小组作业多吗？
Yes. Two of the largest components — the Group Report & Presentation (35%) and the In-Class Group Presentation (15%) — are group tasks, so half the grade depends on working effectively with a team.
比较多。两个占比最大的部分——小组报告与展示（35%）和课堂小组展示（15%）——都是小组任务，因此一半的成绩取决于你能否与团队高效协作。
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