Adult vocational training and the project technique

Abstract

PurposeThe purpose of this paper is to highlight the benefits of implementing the Project method, by applying the technique in adult vocational training environments.Design/methodology/approachWhile the central idea of this method stems from Greek antiquity, the method itself began to evolve within American pragmatism based on the principles of cognitive and Gestalt psychology. In the present paper, the assessment process of the Project method was undertaken with the multi‐methodical approach and use of combined levels of triangulation to determine whether it can be applied to a group of adults, training in the subject of marketing communications.FindingsSince the projected conditions from the bibliography are observed through the implementation of the Project technique it appears that adult trainees activate learning skills and competencies of emotional intelligence. Thus, the creation of knowledge operates as a “spiral” process starting from the individual level and expanding to the business and social environment with significant benefits for participants.Practical implicationsThis application proposes fertile speculation about alternative, practical instruction, in the future environments of the broader vocational education, as well as their effective connection with society and the economy in general.Originality/valueThis paper provides empirical results from the application of Project technique in vocational training for adults. It highlights the benefits of this method in teaching standards, personal and social development, human resource development and, consequently, in the development of the business, economic and wider environment.