Abstract:

The main task of project training is the formation of the necessary competencies for the development, design and presentation of projects in accordance with international and national standards of project management. The process of forming project competencies is a content and complex pedagogical task that requires transprofessional knowledge, professional skills and the possession of specific methods of project training.

The purpose of the article is to reveal the typological and stylistic features of the author's methodology of project training, developed at the Ural Federal University, to assess the merits and possibilities of its use by the target audience in educational project practice. The research analysis was carried out by the method of experience reflexion in applying the methodology by article authors in working with target groups of various levels, the profile of training, professional experience and targets for more than ten years. The case-method, the method of constructive correspondence and benchmarking are used.

It is shown that the active methods of project training are the tools of the author's methodology. The leading method is project training in small groups on iterative modeling of the project reality in a situation of high uncertainty. Development of the educational project is carried out by brainstorming and joint reflection at the moment of each iteration. Particularly fruitful are the logical analysis and specific methods of planning the content of the project. It is proved that the presented methodology is valid, transparent, has didactic completeness concerning the processes and functions of the traditional methodology of project management. The universal nature of the methodology does not exclude its adaptive characteristics - the ability of the methodology to take into account the specifics of both target groups (from students to representatives of business communities, the nonprofit sector, public administration specialists, etc.), and various types of design and project types. The methodology has a high heuristic potential for all stakeholders of the project and expertise for the professional community. Developed long before the emergence of modern flexible iterative-incremental methods of project management (Agile, Scrum, Lean, Kanban, Six Sigma, PRINCE2), the technique outstripped their novelty in advance.

Keywords:

Project training, author's technique, active methods, pedagogical experience.