46 research outputs found
Assessing the Maturity Level of Risk Management in IT Projects
No full textThe purpose of the article is to determine the maturity level of risk management in IT projects. To achieve this goal, the most popular risk management maturity models were analyzed. This analysis allows the identification of methods and mechanisms for determining maturity levels, the identification of strengths and weaknesses for each model, and the study of findings obtained from their use. Based on the data obtained, the author’s risk management maturity model in IT projects was developed and tested, considering the strengths and weaknesses of the analyzed models. Based on the analysis results and empirical data, it was found that the application of the created model allows the determination of the current maturity level of risk management in IT projects, the identification of these projects’ management problems, and the development of recommendations for increasing the level of management. The results have shown that the transition to the Standardized maturity level eliminates 105 universal risks and significantly increases the chances of successfully achieving the designed goals. In addition, it was found that the evaluation of the risk elimination effectiveness and efficiency and the best risk management practices identification and standardization are the main processes that ensure the transition to higher maturity levels. The obtained results suggest that the created author’s risk management maturity model in IT projects can become a tool for identifying the best contractor (performer, supplier), which guarantees the development of the desired IT product
The training simulator for the project activity "Master Project"
No full textThe article presents the results of the research which has been conducted both for the classic and modern education methods. It also provides an overview of results of the analysis of technologies employing active learning methods and considers the concept of a training simulator as an innovative learning method. The academic course of Management is given as an example of a course within which the simulator may be used. The intended pedagogical results of the use of the training simulator conform fully to Law No.273 of the Russian Federation "On education", the Federal State Education Standard, and the Basic Educational Programme
Analysis of 105 IT Project Risks
No full textThe article is aimed at increasing the probability of successful IT project completion by identifying the sources of 105 universal risks as well as establishing cause-and-effect relationships between these risks. The article presents the results of an analysis of 105 risks relevant to IT projects; five of them are commercial risks, 45 are compliance risks and 55 are project risks. Risk analysis was carried out using the 5Why, SWIFT and Harrington coefficients. Based on the results of the analysis, the root causes initiating the onset of risks were identified, such as the user, customer, project manager, project team, subcontractor and competitor. Moreover, it was found that the share of the users in the total number of risk sources is 2%, 15% for the customer, 43% for the project manager, 36% for the project team, 2% for the subcontractor and 2% for the competitor. The article also shows models of cause-and-effect relationships of compliance and project risks, presents the results of assessing the risks occurrence probability and their possible impact in cases of materialization, and establishes the most likely and dangerous scenarios in IT projects. The results obtained allowed the development of a criterion to assess the management maturity of a contractor (executor, supplier) planning to develop an computer program as part of an IT project
Assessment of Project Management Maturity Models Strengths and Weaknesses
No full textThe purpose of this article is to analyze the most popular maturity models in order to identify their strengths and weaknesses. Research conducted by international project management communities such as Software Engineering Institute (SEI), Project Management Institute (PMI), International Project Management Association (IPMA), Office of Government Commerce (OGC) and International Organization for Standardization (ISO) showed that organizations with high managerial maturity are more likely to achieve their planned project goals than those that do not identify and standardize their best management practices. This circumstance has encouraged scientists from all over the world to start developing various models that can measure and evaluate managerial maturity in projects. Nowadays, the variety of models created has led to considerable difficulty in understanding the strengths and weaknesses of each model. To solve this problem, the article authors conducted a critical analysis to identify the strengths and weaknesses of the most popular project management maturity models. The results obtained will be of interest to project managers, members of project teams, heads of organizations, project offices and everyone involved in the development of project activities. Based on the analysis, it was found that the most developed maturity models are based on international codes of knowledge of project management. Most maturity models ignore the presence of structural and infrastructural elements, such as a workplace, the necessary equipment and software, the availability of professional standards, instructions, regulations, etc. It was also revealed that there are no processes for assessing the effectiveness and efficiency of using the best practices in the maturity models
Development Of Organizational Methods For Introduction Of Risk Management In It-Projects
No full textEvidence of non-Dzyaloshinskii–Moriya ferromagnetism in epitaxial BiFeO3 films
No full textX-ray diffraction analysis and high-resolution electron microscopy of BiFeO3 films prepared by dc magnetron sputtering on single-crystal LaAlO3 (001) substrates reveal that the films have a highly c-oriented orthorhombic crystalline structure. The magnetic properties of the BiFeO3 films are typical of ensembles of interacting superparamagnetic clusters, rather than Dzyaloshinskii-Moriya weak ferromagnets. The appearance of extrinsic nanoscale superparamagnetic clusters is explained by an oxygen deficiency in certain regions of the film, where ferromagnetic ordering can be realized through a double-exchange Zener mechanism.Applied Science
Influence of the Treatment Method on the Water Yielding Capacity of Natural Water Sediments
No full textAbstractLow water yielding capacity of natural water sediments complicates the treatment and recycling processes. It is caused by their peculiar structure and hydroxide composition distinct from other kinds of sediments. Elemental composition of the sediments of treatment facilities has been studied with the use of a scanning electron microscope, the grain-size composition has been determined using light scattering of water suspensions. In order to intensify the sludge dehydration of the water-supply network treatment facilities, the following methods has been investigated: the temperature treatment (freezing with subsequent thawing), the flocculant treatment, and the joint treatment with a flocculant and a filler (vermiculite). The properties and the structures of natural and conditioned sediments have been studied, which allows choosing the optimal treatment method. It has been shown that the use of the polyacrylamide-based flocculant together with vermiculite is a promising technique to increase the water yielding capacity of sediments along with freezing. Optimal amounts of the flocculant and vermiculite have been suggested
Development Of Organizational Methods For Introduction Of Risk Management In It-Projects
No full textThe article describes the organizational methods of the process of introduction of risk management in IT-projects. These organizational methods make it possible to eliminate the contradiction that arises among the requirements addressed to the risk management executives of IT-organizations, IT-project managers, practitioners. The essence of the contradiction lies in the fact that risk management should provide maximum convergence of the actual and planned results (a variation of less than 5%), but it should not change the existing model of management in IT-projects (Waterfall, Agile, etc.). We shall note that in 2014, according to The Standish Group International, a variation between actual and planned results in IT-projects was 89%. The article also presents the results of experimental testing of organizational methods of the process of introduction of risk management in an IT-project, according to which the variation between actual and planned results was 4.5%. The results of the study will be of interest to project managers, project team members and also all who are engaged in project activities
Improving the Efficiency of the Educational Process Using Interactive Teaching Methods
No full textThis article provides a solution to the problem of comprehensibility of educational material in the process of training participants in the educational process in higher educational institutions. This problem is solved by analyzing the various forms of education and communication, such as passive, active and interactive. The article also provides a classification of interactive methods. It also presents an example of interactive teaching methods in the educational process, the author’s board game "Master Risk", which is designed to enhance the practical training in the course "Management". The game simulates two procedures of risk management "Risk Identification" and "Risk Analysis"». The game "Master Risk" allows participants of the educational process to enhance theoretical knowledge and practical skills in areas of project management and risk management. Introduction of the game to the educational process should improve the cognitive activity of the participants of training and help obtaining new knowledge using modern educational technologies, skills to work in a team (group) and develop professional skills as well as general cultural competences
Improving the Efficiency of the Educational Process Using Interactive Teaching Methods
No full textThis article provides a solution to the problem of comprehensibility of educational material in the process of training participants in the educational process in higher educational institutions. This problem is solved by analyzing the various forms of education and communication, such as passive, active and interactive. The article also provides a classification of interactive methods. It also presents an example of interactive teaching methods in the educational process, the author’s board game «Master Risk», which is designed to enhance the practical training in the course «Management». The game simulates two procedures of risk management «Risk Identification» and «Risk Analysis». The game «Master Risk» allows participants of the educational process to enhance theoretical knowledge and practical skills in areas of project management and risk management. Introduction of the game to the educational process should improve the cognitive activity of the participants of training and help obtaining new knowledge using modern educational technologies, skills to work in a team (group) and develop professional skills as well as general cultural competences
