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The article considers the issue of the formation and influence of a quasi-professional environment on the preparation of cadets of military universities for multisubjective management interaction. The definition of a quasi-professional environment is formulated, its structural components are defined and described. In the framework of the study, the concept of multisubjective managerial interaction was defined and professional competencies were formulated, the possession of which is necessary for its implementation. The influence of the individual structural elements of the quasi-professional environment on these professional competencies, as well as the methods for implementing this influence, are determined. Particular attention is paid to the influence of information and communication technologies as a structural element of the technological component of a quasi-professional environment. The tasks solved by information and communication technologies, their functions, as well as the stages of their implementation were identified. In addition, special attention was paid to cases as a mechanism for the implementation of a quasi-professional environment. As an object of study, the a group of cadets of the navigators training faculty of the branch of the Military Educational and Scientific Centre of the Air Force N.E. Zhukovsky and Y.A. Gagarin Air Force Academy (Chelyabinsk) was selected as part of a study on the formation of the readiness of cadets of military universities for multisubjective management interaction. It was noted that in the classroom cadets conducted short-term exercises to develop various skills that contribute to improving the quality of ownership of previously formulated professional competencies. The effectiveness of the influence of the quasi-professional environment on the formation of readiness for multisubjective management interaction was confirmed in the process of experimental work by the results of intermediate control based on questionnaires and self-reflection of cadets. The author concludes that the quasi-professional environment is positively affected by its implementation as a condition for preparing cadets of military universities for multisubjective management interaction.

Quasi-professional environment as a condition of preparation of military higher education institutions for polysubject management interaction