Problems are most often encountered during the execution of a project. Procedure

In the past, it was believed that project management experience was almost impossible to generalize, because each project is unique, as a result of such an area as “problem solving” received little attention. But it is gradually becoming clear that problem management is a key ingredient in project success: problems must be dealt with, otherwise progress will slow down and the project will suffer.

The accumulated experience allows us to draw up a certain algorithm for solving problems, consisting of successive steps.

Problem Solving Algorithm

Problem recognition

First of all, it is necessary to answer the following questions: is the symptom associated with existing problem; whether it is possible to combine the symptom with something that is happening at the moment; what are character traits Problems; what priority should be assigned to it; what to do with the problem first.

Problem Analysis

This uses a combination of direct observations, interviews, document reviews and meetings. When gathering information, it is not always advisable to draw attention to the problem - it is advisable to talk about symptoms and possible actions. It is recommended that you start with the person who suggested the improvement, collect as much information as possible, categorize the problem, interpret it from conservative to radical, and focus on action.

Definition of alternatives

1. To do nothing;
2. restructure the project without new resources;
3. add resources to solve the problem, regardless of the cost;
4. redistribute resources within the project team;
5. remove resources from the project;
6. expand the scope and/or purpose of the project;
7. narrow the scope and/or purpose of the project;
8. solve a problem outside the project;
9. change the technology of work in the project.

Accept problem solving

Actions in this context usually involve either policy or changes to the plan and resource measures. Once a solution has been selected and actions identified, top management should be informed of the problem and the recommended approach.

Decision and Action Announcement

Simultaneously with the adoption of a solution to the problem!

Taking action

Actions should be performed simultaneously: if you do this sequentially, for some time there will be a “hybrid” of the old and the new.

Verification and control of execution

The results of actions and decisions should show up soon after they are put into practice. To do this, answer the questions: cured the "disease" or only its symptoms; do the by-products of the solutions create new problems; whether there are additional areas where these actions can be applied and solutions with a little extra effort.

For practical application It is possible to offer three different ways of structuring and analyzing emerging problems in terms of the level of detail:

• problem formulation and possible consequences;
• highlighting specific problem areas and monitoring potential difficulties;
• problem structuring and possible ways their decisions.

Each of these methods has both advantages and disadvantages. In practice, any combination of them is possible. The main thing is to realize that problems can be structured and analyzed using certain algorithms. The following are examples of dealing with problems in different ways.

There are always several options for solving a problem, but using the wrong approach can only make the situation worse. Even drawing too much attention to the problem can be harmful - sometimes it causes panic. Another option is to recruit new team members, but they will have to be brought up to date, which will distract employees from productive work and slow down coordination and decision making.

First method

The problems that arise during the implementation of the project can be conditionally divided into several groups and some methods of their most effective solution can be recommended.

Problem 1. Team morale: if morale is weak, it is wise to strengthen it from the bottom up, increase employee self-confidence, provide additional support. If morale is strong, don't flatter yourself that everything is going well - the team may just have high self-esteem.

Problem 3. Inefficient management of a large project: you can break the team into sub-teams, planning their interaction.

Problem 4. Creating a friendly atmosphere: if the project involves employees who have complex relationships with each other, you should not force them to work together. It is necessary to organize the execution of tasks in such a way as to limit their contact.

Problem 5. Technology management: it is unwise to take technology for granted - any technology requires management and active evaluation of its use.

Problem 6. Withdrawal of critical resources from the project: it should be taken into account from the outset that such a threat exists; clearly imagine the needs, insist on obtaining certain resources, while taking into account the state of the company's business as a whole.

Issue 7: Poor performance and behind schedule: first of all, it is necessary to identify the causes of its occurrence (tasks were not included in the plan; the project does not receive resources on time; the team does not complete the work on time, etc.). Some problems can be prevented with good planning, but if a problem does occur, it's worth talking to the team and finding out what can be done to resolve it with the resources available.

Problem 8. Coordination of work with suppliers and contractors: even before the start of the project, the personal interest of the supplier or contractor should be clarified and used. When choosing suppliers or contractors, it is necessary to clearly formulate the objectives of the project. To facilitate coordination of work with them, identify dependencies between projects; identify ways to control quality and change schedules and priorities; establish a coordination process between projects at the project manager level and below.

Second method

Let's look at three problems that may arise in groups, their causes and possible solutions.

Problem 1. Poor performance. The client believes that the group is not interested in solving the problem and its members are not able to work together.

Possible reasons:

• group members cannot agree on the task of the group;
• the task of the group in relation to the result and resources was not clearly set;
• managers fail to do their job;
• the head of the project team does not have the appropriate authority or leadership qualities;
• members of the group do not have sufficient technical and functional qualities.

Possible ways to correct the situation:

• more clearly formulate the task of the group;
• clarify the division of labor and accountability within the group;
• organize training for the leader of the group on leadership;
• conduct training for team members on technical and functional skills.

Problem 2. Personal conflicts in the group. There are very strong contradictions in the project team. Based on experience, suppose the following causes of interpersonal conflicts in groups:

• group members are sure that it is they, and not the manager, who are responsible full responsibility for the results of the work of the group;
• The group leader did not distribute tasks and responsibilities among the group members.

Possible ways to solve problems:

• make it clear to the members of the group that the leader is responsible for the result of its work;
• explain to each employee the scope of his duties and responsibilities and conduct general meeting to resolve conflicts that have arisen.

Problem 3: Group members cannot work as a team. One of the most common problems in both functional and project teams. Possible reasons:

• leaders cannot agree on specific task groups and accountability;
• The task of the group was unclear in terms of output and resources.

Solution: consult top management on the distribution of powers and responsibilities between them.

In all three cases, we considered situations with a hierarchical group structure. Suppose we are dealing with a group of partners. Depending on the suspected causes of the problems, one of the following solutions can be suggested:

• develop a collective vision for the group's mission in terms of resources and results;
• develop a personal vision of the task of each in terms of resources and results;
• discuss jointly the importance of separating duties and allocate areas of responsibility among group members;
• train team members on leadership skills interpersonal communication and technical. Particular emphasis should be placed on collective discussions and conflict resolution.

Of course, this is far from full list problems, their causes and possible actions. But the methodology of situation analysis itself is quite universal.

Problem database. From experience, it is useful to have a database of problems that does not require much effort to compile. Here are its main elements: identification code of the problem; status (identified, resolved, analyzed, completed, etc.); priority level; what does it affect; date of occurrence; description; the person responsible for the problem; the date of the expected decision; decision code (replaced by another, decided, postponed indefinitely, completed); problem solution; actions; comments.

Summary

The occurrence of certain problems in the process of project implementation is a normal phenomenon. There are many different methods of their structuring and resolution. Choice of the most effective method depends on many different circumstances. The key is to work on problem solving in a systematic and organized manner. The accumulated experience allows us to identify common mistakes in solving problems:

• ignorance about the problem;
• wrong "diagnosis";
• the solution is not “sold” to top management;
• making decisions without planned actions;
• actions in the absence of a decision framework;
• inability to act when needed;
• actions that are inconsistent with the decisions made.

Pyatenko Sergey Vasilievich,
General Director of the FBK Economics and Law School,
Doctor of Economics, Master of Business Administration

Views: 7 505

MAOU secondary school No. 1,

Difficulties in working on a project. Ways to overcome them

Motto (of this activity):

"Argue, err, err,

but for God's sake, think, and though

crooked, yes themselves ” outstanding German

playwright and philosopher.

Different children study in modern school. Each student has their own interests, desires and abilities. Despite this, teachers should give all children knowledge, teach them the basics of understanding the world around them, and educate each student as a fully developed personality capable of self-determination and self-realization. At present, everyone understands that the school should not so much transfer the amount of knowledge to students as teach how to use this knowledge to solve various life problems. It is no coincidence that the well-known slogan "Education for life" has ceased to be relevant. At present, it can be replaced by the slogan "Education through life". Each school graduate should be prepared for the fact that he will have to study all his life: to study new materials, new equipment, new work technologies, improve his skills, receive additional education (7).

In recent years, in the domestic school, in connection with the transition to the new Federal State Educational Standard, there has been a wave of popularization of the project method, which is not fundamentally new in world pedagogical practice, but fully meets modern principles Russian education: competence-based, student-oriented approaches to teaching and upbringing, student subjectivity in the process of acquiring knowledge.

At present, the practical experience of many teachers, psychological and pedagogical research, has convincingly proved the possibility of using the project method in working with younger students, its versatility and compatibility with various systems learning. The publications and others reflect the rich developing potential of project activities for elementary school students, its positive impact on the motivational, cognitive, communicative and emotional spheres of the younger student.

However, despite its growing popularity and undeniable advantages, the project method has not yet found its proper distribution in the initial level of school education. In my opinion, this is due to the unwillingness to introduce the project method, on the one hand, by teachers, and on the other, by students.

I found out how things are with the practice of using the project method in my school by conducting a survey among teachers. Respondents -20 people

The question was asked: “Do you use the project method in your work?”

At school hours - 70% use it in class to some extent, because it is a necessity.

Out of school hours - 50%, but irregularly

And only 2% of respondents gave a positive answer about the regular use in their work project activities.

What are the reasons for failure? Let's try to figure it out.

Teachers who use the project method may encounter difficulties, as we can see, at all stages of its implementation.

First difficulty

In the course of designing, a problem that is personally significant for schoolchildren, which is formulated by students, should be solved. In practice, teachers often call it themselves. However, it should be noted that children primary school it is difficult to define the problem on your own, based on learning topic. To do this, it is advisable to bring them to the formulation of the problem by leading questions.

Second difficulty

The next difficulty is the organization of the goal-setting stage. Most of the time, goals are not clearly defined. To develop these skills in students, the goal tree and the SMART method can be used to set a specific, realistic and achievable goal.

Third difficulty

At the third stage of the project activity - putting forward hypotheses - it is not always successful to put forward as many ideas as possible. Doesn't always go well brain attack». Often teachers do not fully understand its purpose, which is to put forward as many ideas as possible. Lateral Thinking author Edward de Bono warns against criticizing responses to this stage/2/. After all, criticizing, we risk losing. Hypotheses should be analyzed and selected only after brainstorming, and not during it.

Fourth difficulty

It lies in the inability of students to draw up an activity plan at the stage of project planning. T. Lazarev, development director; trainer-consultant, moderator, expert of the Petrozavodsk State University. in his article “Design Method: Mistakes in Usage” points out the following typical mistakes encountered in the analysis of plans for school projects: vague logic of achieving goals, poorly defined links between activities, tasks and goals of the project; lack of a schedule for the implementation of activities and work on the project; determination of the required resources “by eye”; lack of distribution of resources by time and work, failure to use objective criteria for the implementation of plan items; lack of analysis of possible risks of the project. The teacher should teach students to compare goals and objectives, develop a schedule for the implementation of activities to achieve the goal, determine resources, determine the time for the implementation of one or another item of the plan, set the time for current, intermediate and final control of the project. In order to form elementary skills in drawing up a plan, you can use the usual lessons. In Russian language classes literary reading- offer to write a plan for retelling the text, an essay plan. In mathematics classes - give a task, write a plan for solving a problem.

Fifth difficulty

Next difficulty. which the teacher may face is the inability of children to work in cooperation. For this, there are various psychological games and exercises, for example, "Trio", "Siamese twins", etc. /5/

Sixth difficulty

At the next stage of the project activity - the implementation of the project - teachers very often face a lack or insufficient level of information skills among students. After all, they must be able not only to find necessary material from several sources, but also be able to analyze it and make a choice. The teacher needs to practice this skill in the classroom. In addition, at this stage, many teachers use memos, for example, “Rules for students on finding information in the library”, “Working with literary sources”, etc.

Seventh difficulty

At the presentation stage, when students present the products of their activities, the teacher should refrain from evaluating. Here he is only an observer. Many educators forget about this and end the project with a presentation. However, for the formation of the ability of independent work, it is important to teach the student reflection. To assess the process and result of project activities, students can help questions /1/:

What have we done? How did we do it? Why did we do it? What skills were needed for this? What experiences did each individual and as a group gain?

What have we done? (The question helps students remember the progress of the entire project from start to finish.)

How did we do it? (Students analyze problems, methods for solving them, difficulties, failures, interesting findings and spontaneous ideas.)

Why did we do it? (The question encourages students to evaluate the goals of the project, the usefulness and significance of individual tasks and the project as a whole.)

What skills were needed for this? (The question helps to assess the skills they have acquired as a result of the project. Students understand that the project requires not only good language skills, organizational skills, the ability to work in a team, and the ability to take responsibility for the task assigned also play an equally important role.)

What roles did we take on in the work on the project?

(As students discuss this question, they note that this project required them to play different roles: artist, decorator, tour guide, etc.)

What experiences have we gained individually and as a group? (Students evaluate the competence and uncertainty of individual students, share their thoughts and emotions, appreciate the help and support of the group. Many make a discovery for themselves: “I didn’t even know, as I already know a lot in the language.” Students are convinced that the project will activate hidden reserves of each, which also contributes to success.)

Such parameters for self-reflection make it possible to analyze not only the final, but also intermediate results, to realize the correctness of the choice of the goal, the correspondence of the methods of work to the goal, the optimal pace of work and the implementation of the work plan.

Eighth difficulty

So, the two main problems of presentation are speech and regulations. It is very important to teach children to choose the most important thing, to express their thoughts briefly and clearly. It is better if the text of the presentation is written in the form of abstracts. This will allow you not to read everything from the sheet, but only to check the main thoughts and not miss anything. During the speech, it is necessary to monitor the time and the reaction of the audience. During the presentation, the author of the project may have to answer questions from the public. You have to be ready for this.

Ninth difficulty

Thus, teachers using the project method may encounter difficulties at all stages of project activities. However, all these difficulties can be overcome if the subject-subject relations are not replaced by subject-object ones, if the teacher gradually moves from the information-controlling function to the consulting-coordinating one, if the project activity organized by him is organically built into the educational process, and is not something random, episodic. After all, it is possible to form the skills of project activity in ordinary lessons.

In this regard (PhD, head of the laboratory of methodology and information support for the development of education at the Moscow Institute of Open Education) distinguishes three types of lessons:

The first type is a project lesson that includes or entirely consists of working on a project.

The second type is a lesson in which the triune didactic purpose not only regarding the development of a particular subject content, but also regarding the formation and development of universal skills related to project skills. This may be a practical lesson with the inclusion of partially independent activity students. Such classes are aimed both at the formation of project activities and at consolidating the acquired subject theoretical and practical knowledge.

The third type is a lesson in which, in addition to mastering the subject content, subject skills are translated into general educational and universal ones. These lessons make it possible to form project activities element by element on the one hand, and to intensify the cognitive activity of students in the subject on the other.

In order to achieve the learning goals in our pedagogical activity We adhere to general didactic and methodological principles. The same principles exist in project activities.

They are defined by our domestic scientists:

The principle of problem solving

ü Step by step principles, feedback, productivity - and - Siberian

ü The principle of orientation to the zone of proximal development, the principle joint activities -

We invite you to express your opinion on the organization of project activities during and after school hours.

1. Do you use the project method in your work?

During school hours: Yes No

After hours: Yes No

During and after school hours: Yes No

2. If you answered in the negative, what prevents you from using the project method?

Heard about the project method but never used it;

The lack of time to prepare and conduct project activities in the classroom interferes;

They tried to use the project method, but did not achieve success;

The students carried out the project without enthusiasm, as if it were a normal job;

Difficulty in choosing a topic;

Definition of goals and objectives;

Hypothesis, assumptions;

Conducting the practical part: research, experiments;

Preparing for defense, for answering questions.

Other_________________________________________________

Thank you for your cooperation!

Annex 2

TABLE 1 Difficulties and ways to overcome them

	Difficulties	Ways to overcome them	Note
	Choice of topic, problems: interesting to the child doable, original, unusual, quickly doable, exciting.	Leading questions, conversation Material for discussion can be a life case, relationships, study interests, hobbies, personal problems, etc. Motivation
	Organization of the goal-setting stage	Reception "Tree of goals". SMART Method
	Hypothesis	Reception "brainstorming"
	Project planning	In the classroom, draw up a plan for retelling, essays, solving problems, etc.
	Teamwork, teamwork, collaboration	Openwork saw method Possibilities of use: - when working with text. Each student receives a subtopic or part of the text (small material) for development. There is an exchange of information. Everyone listens to each other, asks questions, takes notes, because this is the only way to get acquainted with all the information.
	Lack or insufficient level of development of information knowledge and skills among students	To teach to find the necessary material from several sources, to learn to analyze it and make a choice. Checkout.
	Reflection analyze your activities	What have we done? How did we do it? Why did we do it? What skills were needed for this? What roles did we take on in the work on the project? What experiences have we gained individually and as a group?
	Project presentation	The presentation is a project showcase. Everything should be subordinated to one goal - to best show the result of the work and the competence of its author, which he acquired in the process of this work. Presentation is speech and regulations
	Distribution of roles	The teacher is a consultant, motivator, observer. The student chooses, makes decisions, builds, evaluates. Parent - helps, advises, guides

Appendix 3

Table 2 Advantages and disadvantages of individual and group projects.

Project type	Advantages	Problems
Group	● skills of cooperation are formed, the ability to be flexible, to see the point of view of another, to compromise for the sake of a common goal; ● group work allows you to distribute responsibilities, and each member of the group can show their strengths in the work that he does best; ● joint work makes it possible to enrich the experience of other participants, to see the most effective strategies behavior and learning activities; ● with successful interaction, the status of individual students in the peer group may rise; ● such a project promotes group cohesion.	● individual students do not show activity, but “leave” due to more initiative and responsible ones; ● more difficult to organize and coordinate work; ● there is no opportunity to get comprehensive experience at all stages of the project for each member of the group; ● It is more difficult to evaluate the contribution of each member of the group.
Individual	● develops personal initiative, responsibility, perseverance, activity; ● the theme of the project can be chosen in the maximum accordance with the interests of the author; ● the course of work and its result depend only on the author of the project; ● the final grade most fully reflects the quality of the author's work	● experience of group cooperation is not developed; ● there is no opportunity to be enriched by the experience of others, to see more effective work strategies; ● work is more time-consuming and responsible at all stages of the project.

Appendix 4

Table 3 "Question - answer" Development of a plan for their project by students

Question	Answer
Why this project topic was chosen	Project problem
What needs to be done to resolve this problem	Objective of the project
What will you create to reach your goal?	Image of the project product (expected result)
If you make such a product, will you achieve the goal of the project and will its problem be solved in this case	Is there a necessary link between the problem, the goal and the project product?
What steps do you need to take from the project problem to the realization of the project goal?	Enumeration of the main stages of work
Do you have everything you need to complete these steps (information, equipment, etc. for research, materials for making the product, what is missing, where to find it, what you already know how to do and what you will have to learn)	Expanded work plan
When you do everything you need	Individual project work schedule

Ask these questions to your ward, and you will teach him to plan his own activities (and not only project activities). Good plan- already half the work!

A.V. Sheremetiev

Department of Organization and Management of Industrial Complexes, St. Petersburg State

the University of Economics»

PROBLEMS OF THE IMPLEMENTATION OF INTEGRATED PROJECTS FOR THE DEVELOPMENT OF URBAN TERRITORIES

Annotation. The article is devoted to the actual topic of the development of urban areas. The features of the implementation of projects for the integrated development of territories for the purpose of housing construction are considered. researched modern approach to the rational use and management of a large territory, based on the interaction of the public and private sectors, as well as a comprehensive account of the compatibility of the functions of urban planning zones.

Keywords Key words: territory, large city, developer, planning, real estate market.

A.V. Sheremetyev, Saint-Petersburg State University of Economics

PROBLEMS REALIZATION OF COMPLEX PROJECTS URBAN DEVELOPMENT

abstract. The article is devoted to the topic of development of urban areas. Considers the features of realization projects of complex development territories for housing construction. Studies the modern approach to sustainable use and management of a large territory, based on the interaction of public and private sectors, as well as a comprehensive account of the compatibility functions of the town planning zones.

Keywords: territory, big city, developer, planning, real estate market.

Integrated development and development of territories is the basis for the formation of a modern urban environment. This form of development of the territory provides an opportunity to improve the investment climate during the implementation of projects and avoids the creation of isolated residential areas, which, without their own points of attraction, financial, economic, cultural and educational layers, eventually lose their consumer appeal, turning into depressive ghettos.

Government Russian Federation Decree No. 265 “On experimental investment projects complex development of territories for the purpose of housing construction”, within the framework of which 22 pilot projects of housing construction were selected as part of the integrated development of the territory of Russia to develop organizational, technological, legal and financial mechanisms for the integrated development of territories . This Decree provides for the possibility for the region to receive up to 50% of funds from the federal budget for social and engineering facilities. Financing is carried out on the basis of federal targeted programs containing separate subprograms that stimulate housing construction in selected regions.

The main drawback of the Federal Target Programs is that the region must be selected for this program every year. Accordingly, there is a risk of termination of funding in a given year. Therefore, this problem can be solved by adopting a regional program with a breakdown by years of all activities to create social infrastructure. This regional program, as well as the federal target programs listed above and Decree No. 265, allow the construction of social infrastructure at the expense of the budgets of three levels: federal, regional and municipal.

The integrated development of urban areas should be understood as the formation of an integrated and balanced urban planning solution that allows achieving high economic, social and environmental results, as well as a synergistic effect from their combination in a certain area.

Projects of integrated development of territories can be divided into two large groups. The first group includes projects for the integrated development of urban areas free from development. Another group includes projects for the integrated development of built-up areas. In particular, the renovation of territories built up with houses of the first generation of industrial housing construction and an emergency fund is one of the priorities of housing policy. major cities Russia. Currently, a mechanism for the implementation of such projects is being formed.

It should be noted the experience of restoration and modernization of large-panel residential buildings in modern Germany. In East Germany, before unification with the FRG, large-panel housing construction was predominant in housing construction. Currently, the new construction of large-panel houses in Germany has been stopped, but there was a huge housing stock that was in dire need of reconstruction and modernization, in addition, many areas built with panel houses looked like unfinished construction sites And this, too, was unacceptable. At the same time, according to the calculations of German specialists, it was necessary to spend 500-800 euros for the rehabilitation of large-panel housing, and for new construction, when demolishing the old one, 1800-2000 euros per square meter. m. In Berlin, a program was developed to support the refurbishment of large-panel housing on the basis of a comprehensive program that includes technical, social and economic aspects. This program began to be implemented in 1993, and was of a phased nature. As a result of the implementation of projects for the integrated development of territories built up with panel houses, sustainable development economy of the respective region and the city as a whole.

The implementation of projects for the integrated development of territories should be carried out with the active participation of authorities local government with the help of clear urban planning and regulation of the construction of social and engineering infrastructure. At the same time, transparent principles and mechanisms for co-financing social, engineering and transport infrastructure through federal, regional and municipal programs are needed. This will reduce the significant risks currently borne by developers of projects for the integrated development of territories.

In conclusion, we note proposals for improving the investment climate in the implementation of projects for the integrated development of urban areas. It is necessary to allocate separate zones and land plots for social, engineering and other infrastructure facilities. This will allow developers not to include the cost of land under social facilities in their costs. It is necessary to improve the law on the possibility of obtaining compensation by the developer land plot, instead of given under the social object. It is also necessary to improve concession mechanisms. Now this mechanism is justified, from the point of view of the investor, if he builds and operates not one, but several objects. However, when transferring several objects to an investor under a concession, questions arise from the antimonopoly service, since the rights of small developers are curtailed.

In addition, it is necessary to provide compensation to the investor not only for the cost of building social facilities, but also for the cost of money. Currently, investors do not have the opportunity to obtain "long" loans at low interest rates. Providing cheap long-term loans for the construction of social facilities will reduce the cost of their creation.

Bibliography:

1. Sheremetiev A.V. Problems of territorial development of Russia and ways to solve them // Problems of Economics and Management. 2015. No. 6 (46). pp. 110-113.

2. Selyutina L.G. Approaches to the implementation of programs for the reconstruction of urban

complexes in Russian practice // Management of the city and urban economy: a collection of scientific papers. St. Petersburg: St. Petersburg State University of Economics, 2014. S. 46-50.

3. Goldberg A.L. Development of agglomeration processes in Russia // Vestnik razvitiya nauki i obrazovaniya. 2014. No. 5. S. 93-96.

4. Selyutina L.G., Volkov A.S., Kazieva A.K., Rakova V.A., Chalenko A.V., Sheremetiev A.V. Participation of the state in solving the housing problem of citizens in modern conditions // Basic Research. 2015. № 12-4.

5. Selyutina L.G., Evseeva E.I., Martynova A.V., Nektov V.V., Nikolyuk E.S. Social housing construction in Russia: realities and development prospects // Scientific Review. 2015. No. 21.

6. Selyutina L.G. Analysis of the main socio-economic indicators of the need for housing // Economic problems of development of construction in the region in modern conditions: Sat. scientific works. St. Petersburg: Publishing house of St. Petersburg State University of Economics, 2002. S. 57-66.

7. Makeev V.A. Functioning and development of a large city: the problem of sustainability // Modern scientific research and innovation. 2015. No. 6-4 (50). pp. 18-20.

8. Selyutina L.G. Systems approach to solving problems in the field of design and construction management // Kant. 2015. No. 2 (15). pp. 71-72.

9. Demyanovich E.E. Features of the territorial development of Russia in modern conditions // Problems of the modern economy. Novosibirsk, 2015. No. 25. P. 42-46.

10. Selyutina L.G., Mityagina N.V. Features of innovation and investment processes in modern construction // Problems of economics and construction management in conditions of environmentally oriented development: materials of the scientific and practical conference. Irkutsk, 2014. S. 319-323.

I propose to ask the question: is the phenomenon of management problems related to project activities? What points of contact with problems arise in the practice of solving design problems? If you think about it thoroughly, it may turn out that the situations diagnosed as problems in projects, in fact, do not have the nature of such obvious difficulties, since the problem and task contexts often conflict with each other.

What problems are causing the projects?

At the very beginning of our reasoning, I propose to pay attention to two articles published on our website. Firstly, this is a material dedicated to. In its first two sections, a brief substantiation of the problem-based approach to management is made. Secondly, in the article on creation, we talked about the fact that problems, goals and objectives are the engines of business development. It examined the phenomenon of the problem-target rhombus as a kind of model in which the project management paradigm is actively involved. And we return to this issue again, but from a somewhat different position.

Let me remind you that a problem is proposed to be understood as such an uncertainty or contradiction that arises at the management level, and its elimination cannot be achieved within the framework of the current management concept. And no matter what decision, based on the existing model, would not be taken, the contradiction or uncertainty is not eliminated. Below is a visual diagram of the main difference between a problem and a correctable difficulty. To get out of the crisis situation, it is necessary to change the very concept of management, fundamental, fundamental approaches to its construction. This means that strategic transformations are required, and the formulation of the project task begins to have a program character.

Model of the main difference of the correctable deviation from the problem

Taking into account the phenomenon described above, we can conclude that the sources of projects are, on the one hand, the goals and objectives of business development in accordance with the stage life cycle companies. On the other hand, the engine of unique tasks is root difficulties or, in other words, management problems. Examples of such tasks include reorganization of the management system, reengineering of business processes, transformation of corporate culture, etc.

In addition to pre-planned systemic changes caused by root problems, sometimes there is an urgent need to complete investments due to events such as an accident, a sharp collapse in demand, an indiscriminate layoff of staff, etc. In such cases, you need to understand that the activities implemented in the "fire" mode also correspond to one of the management problems. Only the management of the company in this case is dealing with overripe symptoms, resulting in an open hotbed of a crisis situation.

Therefore, to formulate the accumulated problem in time, to set on its basis a set of transformative goals, to develop a whole program of project activities is an essential aspect. strategic management. All these actions form a complex of sources external to the project. However, the contradiction or uncertainty refers to projects not only as a factor initiating them, a stoppage of activities can also occur within their implementation. We will consider this issue in the next section of the article.

Project Implementation Errors and Related Issues

Specialists and managers working in the project field inevitably face a situation of project failure, disruption in achieving the intended results: full or partial. A number of studies have been carried out on this topic. World Bank Position Spread, Institute economic development which, based on the results of observations of infrastructure projects, drew certain conclusions. Their essence is that problems arise due to role uncertainty among the participants. The roles of the customer, project manager, contractors are set vaguely, and this leads to negative consequences. In addition, there is no sufficient delimitation of liability.

Please note: neither the lack of dedicated financial resources, nor the level of technological development are identified as sources of key difficulties. The emphasis is on the imperfection of management. In principle, all the problems that can be identified in large projects, albeit on a smaller scale, can be transferred to simple tasks. Also interesting are the studies that were conducted by the PM Network in 1998, repeated in 2005 and at a later time. They show that 46-48% of projects have problems and a little less than 28% are not brought to a result at all for the same reasons.

The reasons for the failure of the project are most similar to the symptoms. As a rule, they are in the functional plane of the business management concept. Causes are more localized than problems and are closely related to subject area development of a particular company with its specifics. So, for example, in the IT field, according to research by IBM, the failures of an automation project are mainly associated with a lack of discipline, responsibility, and project management skills. Below is another example of the analysis of large IT tasks in relation to their failures, presented in the form of a diagram. If we consider the causes of disruptions in a general context, then the following points are most often called:

• insufficient level of resources;
• inadequate deadlines;
• incorrectly formulated goals;
• low level of team cohesion;
• surface planning;
• ineffective communications;
• changing the goals and objectives of the project at the time of its implementation;
• conflicts between the interests of functional units and the purpose of the project.

The composition of the causes of project failures according to Metagroup research (“Why Operation Projects Fail?”), 2002

If the reasons for the failure of the project reflect the symptoms of the problem, then the errors that arise during its planning and implementation, in fact, lead to it. A miss is never made in singular, there are usually several of them. Combined in a complex way, they lead to a problematic situation, when a contradiction or uncertainty becomes a fatal reality. Errors are usually divided into three groups.

1. Omissions related to the control object. The manager takes on a project task without fully understanding what his object is (goals, results, boundaries, plans, etc.).
2. Miscalculations related to the subject of management (mistakes in taking into account the interests of participants, in the organizational structure, etc.).
3. Errors related to the project processes (risk assessment, lack of communications, etc.).

The ability to diagnose and avoid problems is important to a project manager. He must distinguish between an insoluble contradiction and a correctable difficulty. If he manages to make a diagnosis in time and correctly, correct the mistakes made, then within the framework of the tasks being performed and corrected, the situation is evened out, and the project, albeit with deviations, is brought to a successful completion. This suggests that the scope of the project manager's competencies grows over time with experience in managerial research and problem setting.

Continuation

Management of any of the existing project management functions gives rise to the need to take into account dozens of factors and parameters during the implementation of large projects, and hundreds of factors and parameters when implementing large projects. The project management system allows you to systematize all procedures and give them focus. Therefore, any project management is considered as an integrated process with a huge number of relationships.

Given all the information that has been given above, it is possible to highlight the key problems that arise in the course of the implementation of project management activities. It is necessary to understand why some projects with the involvement of qualified specialists end in failure, and a large one exceeds all acceptable deadlines for implementation and the volume of initially allocated resources.

Objective of the project. Very often there is a situation when the management of the company, starting the implementation of the project, either does not fully understand why the project is started and what goals it pursues, or they completely lack this understanding. Human nature, coupled with the position given to it, suggests that they are well aware of the purpose of the activities they are conducting, but in 90% of cases, managers do not understand the purpose of projects. Very often the question “Why is the project implementation necessary?” managers answer inaccurately, for example, “build a new workshop”, but no one says why this workshop is needed.

Sometimes, when the initiators set themselves specific goals, they do not explain it to all participants in the implementation process. It is not surprising that in the course of the work, the project team may deviate from the original task, heading in a different direction.

Project budget. One of the key problems in the implementation of the project is the lack of understanding of how to evaluate the project and the budget allocated for it. Very often leaders and managers confuse the concepts of "assessment" and "formation". Evaluation allows you to take into account a huge number of subjective factors to obtain a result.

If a company allocates a budget without first evaluating it, then in 90% of cases this budget may turn out to be too low, and it will be impossible to achieve the set goals within its framework. The problem associated with the formation of the budget is very acute and requires a competent solution. The consequence of an inadequate budget may be the appearance of problems of a different nature. A low volume budget leads to high spending as there is constant pressure on it. The need to use modern equipment during the implementation, information technologies, other instruments - all this will not be satisfied. This approach will affect the motivation of employees, their general psychological attitude, which will eventually result in a decrease in work efficiency, and in some cases, in additional expenses.

Implementation timeline. One of the foundations successful implementation The project is concluded in strict observance of the established deadlines. The performance of work within the agreed time period can become a decrease in all kinds of negative phenomena during implementation.

Often, at the initial stage, the team believes that they still have a lot of time, and some, short-term delays will not affect the final result in any way and will be easily made up. However, this can only be done by the final stage with the involvement of additional budget funds. In addition, the project may go beyond the time limits, which entails new costs, customer dissatisfaction, an attempt to complete it quickly and, as a result, poor quality. final product.

Let's note the most important reasons that affect the appearance of this phenomenon:

• Vague goals and lack of analysis of risk phenomena do not allow predicting exactly the budget necessary to achieve the goal;
• The idea that there is still enough time, fueled by the belief that the leaders or the project manager have the situation under control, leads to additional costs and extension of the deadline;
• Some managers measure the competence of their employees on the basis of their own performance, which leads to errors in planning the timing of implementation, as well as overestimation of the self-esteem of subordinates;
• Often overlapping stages of work cause a decrease in work efficiency due to the constant need to make adjustments;
• The need to complete work on time leads the project team to want to get rid of the project as quickly as possible. This causes a shift from getting a quality product to a fleeting effect to convince the customer that all work is being carried out in accordance with the developed plan;
• Excessive consumption of available resources, for example, when concluding subcontracts, is the reason for the increase in the cost of the final product and the extension of terms;
• The motivation of all team members is reduced in those projects where the goals set are too complex and ambiguous. This leads to a decrease in overall performance.

Human Resources. During use labor resources many questions arise, the main of which is why some participants in the process are completely indifferent to the goals that the project team faces, while managers are trying to solve the tasks, sparing neither effort nor time. An employee is a key resource in any project activity, since it is employees who process all other types of resources. But the use of the term “resource” for employees gives managers the idea that subordinates should, on demand, start any task with the necessary competence to complete it. Very often a situation arises when the manager and the performer want to consider the performer only a resource; this eliminates the need to delve into the complexities and problems of other participants in the process. For projects based on the use human resources, and where the individual characteristics of each member of the team, social components, culture of behavior are not taken into account, big problems arise, leading to collapse.

Organizational structure. Any project is under the supervision of a company whose organizational structure has a huge impact on both the implementation process and the success of the entire event.

Currently, domestic organizations have a functionally oriented approach in the implementation of projects; sometimes it is called the structural approach. The basis of this approach lies in the division of functions into individual, small fragments, as well as in the narrow specialization of the project participants.

In the structural approach, the main decisions concerned only the distribution of positions and powers among the members of the project team, that is, this approach was a vertical structure that performs administrative-power interactions. IN modern world such an approach, especially in the part where in question about project management is too old and narrowly focused, since the very definition of power in a company is now undergoing a major transformation. Now the behavior of structural units is influenced not only by management teams, but also by horizontal relationships between departments.

Any project, which is a set of one-time activities, is characterized by a clearly defined goal, high uncertainty in the future, limited resources, risks in the course of work, and implementation deadlines. Achieving the set goals requires competent and effective coordination from the team.

But when examining the correspondence organizational structure to the system of communications that has developed between the project participants, and to the requirements of the external environment, shows that a functionally oriented approach to project management is ineffective.

Currently, a process-oriented approach has become very popular, aimed at building new structure organizations. It is based on the following definition of the management process: it is a set of repeatable functions that transform the input material, which is information, into the final product (good or service) based on the rules that were established before the start of the project. The process approach is based on moving from a vertical management structure to a horizontal one.

Since the activity of any enterprise is an integrated and interrelated process, the implementation of the process approach implies the management of activities, and not the structure that characterizes the functional approach, which for a long time remained the main approach in the domestic business sphere.

The process approach allows:

• It is much more difficult to quickly adapt to any changes (internal and external), since it is much more difficult to perform functions between which there is no connection;
• To direct all participants of the project to achieve the set goals. In the functional approach, everyone seeks to satisfy the needs and desires of the leader;
• Reduce costs because process approach effectively avoids any duplication of functions and additional costs.

Let's move on to consider some of the results obtained during the implementation of the process approach in the company:

• The project implementation period is reduced while improving the quality of the products obtained due to the fact that there is no need for vertical transfer of information from one unit to another;
• It is possible to evaluate the effectiveness of certain functions in terms of the effectiveness of the process as a whole;
• There is an agreement end result at various stages between the customer and the contractor;
• The costs of developing and manufacturing the final product are significantly reduced, which positively affects the final cost of a product or service;
• The introduction of a process approach allows you to create a system of staff motivation based on its achievements: the higher the result, the greater the remuneration.

The process approach makes the management system more flexible, which is focused on continuous process optimization and improving the quality of the final result, reducing costs and meeting the needs and desires of the customer.