This article investigates the way a graded approach can be implemented in the organization of the project-based learning process in accordance with the personality characteristics of subjects. This study is based on the results analysis of the key features of project-based learning as one of the methods for developing human resources. The assessment of subjects' individual response to stressors at different project stages is justified to be relevant in order to improve project efficiency in the framework of the learning process. The assessment of the individual response of subjects to stressors was carried out according to the activation dynamics of cerebral hemispheres. The research target was to determine features of the subjects' individual responses to the project activity stressors and to identify specifics of the individual responding at each of its stages. The study involved 56 final-year students of different majors. , a device for comprehensive psychophysiological diagnosis designed by Yu. A. Tsagarelli, was used to monitor hemispheric activation. This hardware and software complex consists of a device diagnosing the activation of cerebral hemispheres based on the galvanic skin response and PC software for automatic data processing. The individual typological indicators of activation (13 measurements in a familiar environment) and activity-situational indicators of activation (seven single measurements at different stages of the project activity) were calculated. The stress response was diagnosed if the activity-situational activation indicators of the cerebral hemispheres exceeded the individual typological activation indices by more than 1.5 times. The results of the empirical study show different types of individual responses to stressors at different stages of the project activity. The analysis of the profiles of individual responses to stressors made it possible to differentiate subjects, and also identify groups of students with the maximum resources for each stage of activity.