педагогический дизайн,
управление проектами,
обучение государственных служащих,
заинтересованные стороны,
управление требованиями,
пользовательская история
Abstract
Classical instructional design models (ADDIE, SAM, and others), which have proven effective in managing learning, have a methodological gap in the area of systematic stakeholder analysis. This leads to the emergence of unidentified requirements and risks, ultimately reducing the effectiveness of the educational products created. This paper proposes to compensate for this gap by integrating tools from the project management arsenal at the analysis stage. B. Khan's framework is used as the methodological basis, ensuring a holistic coverage of all stakeholder categories. The "User Story" template is used for the subsequent structured formalization of their needs, allowing disparate expectations to be translated into clear and verifiable training design criteria. The proposed approach allows for the systematic identification and alignment of requirements from all key parties influencing the success of civil servant training projects, and lays the foundation for creating educational products focused on solving specific tasks of the target audience.
