PL EN


2016 | 8(62) | 126-135
Article title

УРАХУВАННЯ ПСИХОТИПІВ СТУДЕНТІВ ПРИ ОРГАНІЗІЦІЇ ПРОЕКТНИХ ГРУП

Title variants
EN
Project groups formation with consideration the psycho types of students.
Languages of publication
UK
Abstracts
EN
The article discusses the project groups’ formation in the higher educational establishment for the execution of the integrated course and degree projects. It is necessary to take into consideration the psycho types of the members of the project team while the group is working for a long time. This experience has been gained both by the scientists dealing with the project management and the psychologists. The analysis of various approaches for different psycho types has been made by: Myers-Briggs, A. Augustinavichiute, OCEAN and team roles. The latter has been given the most attention. The comparison of different typologies of the team roles has been made. R. M. Belbin typology has been chosen for using. The compliance tables of MTR-i, Margerison-McCann, T. Bazarova team roles relatively to R. M. Belbin roles were developed. The examples of practical experience in the formation and work of the project teams on the basis of R. M. Belbin’s tests are made. The experience of project applying method showed that it is expedient to form a project team for implement of the course project from 5 ... 8 students. The division into project groups should be made in such a way that each group, at least, was attended by the students with the psychological characteristics corresponding to the roles Chairman (Co-ordinator), Ideas Generator (Analyst), Specialist, Teamworker and Completer Finisher. The role of the teacher inside the project team and outside was analyzed. The teacher at work in the project team can perform the role of a Co-ordinator or a Specialist. It was preferred to entrust the role of the Co-ordinator to the student and the teacher was expedient to perform the role of a Specialist, together with one of the students. Preparation of the complex topics course design and evaluation of the results should be implemented by the teachers who are not the members of the group. As a result of using the proposed approach there was observed the growing students’ interest to the studied discipline. Usually the design drawings cause some difficulties for academically weak students and students with a humanitarian bias but in this way they take an active part. The students start to relate to their group mates with great respect, they are fully committed to study. The best students become the team leaders at the same time as well. The designed projects differ with much better design than ever before. Special work is carried out to the presentation of the project and attention has not been given to this element of the project before. This ensures that all the students are much more proficient in the project contents.
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-d76d882b-9e20-4a84-802a-e24c4f66b1c7
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