Kuzminska Y. Models and methods of forming teams of educational projects for advanced training

Thesis for the degree of Candidate of Technical Sciences on the specialty 05.13.22 «Project and program management». ‒ Lviv State University of Life Safety of the State Emergency Service of Ukraine, Lviv, 2019. The thesis is devoted to the solution of the current and important scientific and applied problem which consists in creation and study of models and methods of forming teams of educational projects for advanced training. The current state of the educational project for advanced training (EPAT) has been analyzed; the special features, main types and forms of EPAT have been identified; the basic parameters of creativity have been highlighted and expanded to those that are most commonly found among members of the EPAT teams; the identification, assessment and analysis of the risk of the EPAT have been carried out; the existing methods for risks and creativity management of members of the EPAT teams have been analyzed. The terminology of EP management has been expanded by clarifying the concepts of «educational project», «degree of confidence» and the introducing the concept of «educational project for advanced training». A mathematical model for determining the «degree of confidence» of team members of the EPAT is developed, which allows to take into account the personal qualities of members of the EPAT (creativity and risks) in the process of forming teams of such projects by assessing the parameters of creativity and personnel risks of members of such teams, and on their basis to calculate «degrees of confidence». A method has been developed for the forming of the EPAT teams, which consists in selecting applicants for team members taking into account their creativity and personnel risk parameters, which allows to increase the efficiency of decision-making by the project manager to form a team or plan executors for the project’s tasks, by selecting applicants with high «degrees of confidence. The method for selecting applicants for the EPAT team using the additive criterion is improved, which consists in the process of forming the EPAT team taking into account personnel risks and creativity parameters of the EPAT team, by introducing an additive criterion that allows determinating the level of creativity and personnel risks, and selecting applicants in the team with high criteria. The adequacy of the developed models and methods by the results of their practical implementation in educational projects of educational institutions and organizations on the basis of which adult education can be carried out, is confirmed.