State preschool educational institution Oryol region

"Mtsensk orphanage for orphans and children,

left without parental care, preschool age»

BRIEF ANALYSIS AND IMPLEMENTATION RESULTS OBTAINED

PEDAGOGICAL PROJECT

"THE MAGICAL WORLD OF ETIQUETTE"

Ishniyazova V.V.,

social teacher

Mtsensk

At the beginning of the 2016-2017 academic year, within the framework of the self-education topic “Moral and ethical development of students orphanage“I studied the level of development of moral behavior in preschool children (5-6 years old) who are being raised at the Mtsensk Children's Home for Orphans and Children Without Parental Care of Preschool Age.”

Diagnostics of moral behavior was carried out on the basis of the “Finish the story” and “ Story pictures».

Based on the application of these techniques, an assessment was made of the level of cultural behavior, the development of moral consciousness, moral feelings and moral behavior of children.

Analysis of the results of the ascertaining experiment according to the methodology"Finish the story" indicates that the majority of children (57%) have developed a culture of behavior at an average level. Children are aware of such moral norms as kindness-anger, generosity-greed, hard work-laziness, truthfulness-deceit. They correctly assess the behavior of children, name the moral standard, but cannot motivate their assessment.

The children's approximate answers sounded like this:

Social ped.: Kolya’s mother gave him a beautiful car for his birthday. Kolya began to play with her. His younger brother Vanya came up to him and said: “I also want to play with this machine.” Then Kolya answered... What did Kolya answer?

Ruslan: On.

Social ped.: How did Kolya act?

Ruslan: Okay.

Social ped.: Why?

Ruslan: Because he let me play, he is not greedy.

Score: 3 points, since Seryozha appreciated the action and named the moral standard.

On high level 1 child (14.5%) is developing moral consciousness. This child names a moral standard, correctly evaluates children's behavior and motivates his assessment.

Sample answers from children:

Social ped.: Petya and Vova were playing together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toy?” Then Petya answered... What did Petya answer?

Ivan: I broke it.

Social ped.: Why did he say that?

Ivan Because he broke it. He was good and never lied.

Social ped.: How did Petya act?

Ivan Okay.

Social ped.: Why?

Ivan: Because you have to tell the truth.

Score: 4 points, since Semyon named the norm and motivated it.

There are 2 people (28.5%) at a low level of development of moral consciousness. These children correctly evaluate children's behavior as positive or negative (good - bad), but the assessment is not motivated and a moral standard is not formulated.

Sample answers from children:

Social ped.: The children built the city. Olya didn’t want to play, she stood nearby and watched others play. The teacher approached the children and said: “We are going to have dinner now. It's time to put the cubes in the box. Ask Olya to help you." Then Olya answered... What did Olya answer?

Vika: Okay, I’ll help.

Social ped.: How did Olya act?

Vika: Okay.

Social ped.: Why?

Vika: I don’t know.

Rating: 2 points, since Katya appreciated the action, but did not explain her assessment, the moral standard was not formulated.

Number of children

Very low

Results of children completing the task"Story pictures" showed that children express their emotional attitude to moral norms in different ways (kindness-anger, generosity-greed, hard work-laziness, truthfulness-deceit).

Not a single child had a high level of emotional attitude towards moral standards. The children arranged the pictures correctly, but did not justify their choice, accompanying it with vivid emotional reactions.

3 children (43%) are at the average level of development of emotional attitude towards moral standards. The children laid out the pictures correctly - on the right side - good deeds, on the left - bad. The children explained their actions. Emotional reactions to the act were adequate, but weakly expressed. For example, Ruslan put a picture of boys fighting over a horse to the left, and said that fighting was forbidden. He put the drawing of the boys peacefully building a tower to the right and said that it was good and fun to play together. But at the same time he showed neither strong encouragement nor censure.

4 children (57%) are at a low level of emotional attitude towards moral standards. These children arrange the pictures correctly, but cannot justify their actions. For example, a boy who was distracted in class was put to the left because... “at school you have to listen to the teacher”, and the boy cutting out a piece of paper - to the right (“what the teacher says, that’s what you have to do”).

(beginning of the project “The Magical World of Etiquette”)

Number of children

Very low

The results obtained indicated the need to develop and implement a project to develop a culture of behavior in preschoolers.

Thus, the “Magic World of Etiquette” project was developed, which is a consistent system for familiarizing children 5-6 years old with the basic moral indicators, established, accepted behavior, forms of behavior (etiquette) accepted in modern society, formation of moral and ethical education of preschool children.

The work was based on three main sections:

communication culture;

culture of behavior;

culture of activity, etiquette.

As a result of the project, the following results were achieved: students have an understanding of moral standards and rules of moral behavior; acquired ethical experience in interacting with peers, older and younger children, adults in accordance with generally accepted moral standards; respectful and respectful attitude towards elders, caring attitude towards younger ones.

has improved appearance; manner of communication; behavior in class; on a walk; at the table, during meals. Aggression has decreased.

Children learned to identify and express, under the guidance of the teacher, common ethical standards, motivation has been formed to work for results, to take care of material and spiritual values; in situations of communication and cooperation proposed by the teacher, with the support of the teacher, they learned to make a choice about what to do, based on ethical standards.

We learned to name a moral standard, correctly evaluate children’s behavior, and motivate our assessment. The level of emotional attitude towards moral standards has increased.

Table 1 - Diagnostic results using the “Finish the story” method

Number of children

Very low

Table 2 - Diagnostic results using the “Story Pictures” method

(completion of the project “The Magical World of Etiquette”)

Number of children

Very low

Conclusion

Based on the research conducted after the implementation of the “Magic World of Etiquette” project, the following conclusions can be drawn:

1. Fostering a culture of behavior is the most important aspect of the process of personality development, a person’s mastery of moral values. It includes the formation of moral qualities and the ability to live according to the principles, norms and rules of morality, when moral beliefs are embodied in real deeds and actions. The moral education of a child is considered as a process of assimilation of behavior patterns set by society, as a result of which these patterns become regulators of the child’s behavior. In developing a culture of personal behavior, there are several components: moral behavior, moral knowledge and ideas.

The main goals of the moral education of a child:

The formation of moral behavior, i.e. conscious choice of a moral act in situations that are simple and understandable to children;

Mastery of moral knowledge and the emergence of a personal attitude towards compliance with moral norms (positive) and their violation (negative);

The emergence of positive peer relationships and experiences of positive group norms.

2. Work on the moral education of preschoolers should be systematic. The process of moral education for the teacher should become a system of purposeful solution of pedagogical problems, and for the child - a natural situation of activity and communication that arises in the course of life. Therefore, an effective method of educational work with preschoolers is the creation of an educational situation. As a result of the use of educational situations, children should develop moral experiences and corresponding changes in behavior.

The organization of children's lives in an orphanage contains a significant reserve of moral education. All this opens up broad opportunities for guiding the moral development of a preschooler’s personality and determines an important direction for social and pedagogical work.

Diagnosis of the level of formation of a culture of behavior in older preschool children

To diagnose moral development, you can use the methods “Finish the story” (Appendix No. 1), “Plot pictures” (Appendix No. 2). This block of methods allows us to record the level of development of moral consciousness, moral feelings and moral behavior in preschool children.

When conducting diagnostics, you should adhere to the basic rules for examining a child:

1. For the sake of the examination, you should not distract the child if he is busy or passionate about something. Try to choose a moment when he is ready to make contact with you.

2. Yourself main task The first stage is to establish good contact between the adult and the child. A trusting atmosphere, friendly attitude, attention, and genuine interest will ensure mutual understanding. The child’s mood during diagnosis depends only on the adult. Help him concentrate, give him the opportunity to get carried away.

3. The place where the diagnostic procedure is carried out should be sufficiently secluded so that other children or adults (for example, parents) do not interfere with your communication, do not distract the child, and certainly do not give advice on how to complete the task. If this is an unfamiliar place for a child (for example, a psychologist’s office), then give him the opportunity and time to look around and get comfortable. Otherwise, the child will not think about your task, but will be busy exploring a new environment for him.

4. Monitor the child’s condition during the examination: try to notice the first signs of fatigue and discomfort in the child and, if you cannot overcome them, thank the child for his work and postpone your communication for another day.

5. Do not promise incentives and rewards for work; try to make the child’s communication with you pleasant.

6. Accept your child for who he is. Do not evaluate him, do not comment on his answers, do not express bewilderment, joy or blame: in this case, your task is to ascertain the level of development of the child’s personality, and not to educate him.

Appendix No. 1

“Finish the story” technique.

Target. Studying children's awareness of such moral norms as:

Kindness - anger;

Generosity is greed;

Hard work is laziness;

Truthfulness is deceit.

To study moral awareness, these very concepts were chosen, since children are introduced to them in preschool age and the fulfillment of these moral standards is most often required of them. In other words, these moral standards are most familiar and understandable to children already in preschool age.

Carrying out the methodology.

The study is carried out individually. The child is told the following: “I will tell you stories, and you finish them.” After this, four stories are read to the child in turn (in random order).

Story one. The girl's toys spilled out of her basket onto the road. A boy stood nearby. He approached the girl and said...

What did the boy say? Why? How did the boy do? Why?

The second story. For Katya's birthday, her mother gave her a beautiful doll. Katya began to play with her. Her younger sister Vera came up to her and said: “I also want to play with this doll.” Then Katya answered...

What did Katya answer? Why? What did Katya do? Why?

Story three. The children built the city. Olya didn’t want to play, she stood nearby and watched others play. The teacher approached the children and said: “We are going to have dinner now. It's time to put the cubes in the box. Ask Olya to help you." Then Olya answered

What did Olya answer? Why? What did Olya do? Why?

Story four. Petya and Vova played together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toy?” Then Petya answered...

What did Petya answer? Why? What did Petya do? Why?

All the child’s answers, preferably verbatim, are recorded in the protocol.

Processing the results.

1 point – the child cannot evaluate the children’s actions.

2 points – the child evaluates children’s behavior as positive or negative (right or wrong, good or bad), but does not motivate the assessment and does not formulate a moral standard.

3 points – the child names a moral standard, correctly assesses the behavior of children, but does not motivate his assessment.

4 points – the child names a moral standard, correctly evaluates children’s behavior and motivates his assessment.

Appendix No. 2

Methodology “Story pictures”.

Target. Studying the emotional attitude to the same moral standards as in the previous method.

Preliminary remarks. The pictures were selected in such a way that the characters depicted in them showed the same moral qualities, as in the first stage. The child must give a moral assessment of the actions depicted in the picture, which makes it possible to identify the children’s attitude towards these norms. Particular attention is paid to assessing the adequacy of the child’s emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.

Carrying out the methodology. The study is carried out individually. The child is told: “Arrange the pictures so that on one side there are those with good deeds on them, and on the other - bad ones. Tell and explain where you will put each picture and why.”

The protocol records the child’s emotional reactions, as well as his explanations (preferably verbatim).

Processing the results.

1 point – the child arranges the pictures incorrectly (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent.

2 points – the child arranges the pictures correctly, but cannot justify his actions; emotional reactions are inadequate.

3 points – by correctly arranging the pictures, the child justifies his actions; emotional reactions are adequate, but weakly expressed.

4 points – the child justifies his choice (perhaps names a moral standard); emotional reactions are adequate, bright, manifested in facial expressions, active gestures, etc.

List of used literature

Alyabyeva E.A. Moral and ethical conversations with preschoolers. – M.: TC Sfera, 2003.

Petrova, V.I., Stulnik, T.D. Ethical conversations with children 4-7 years old. [Text] /V.I. Petrova, T.D. Chair. – M.: Mozaika-Sintez Publishing House, 2009. - 73 p.

Semenaka S.I. Lessons of kindness. Correctional and developmental program for children 5-7 years old. - M.: ARKTI, 2004.

Boguslavskaya N.E., Kupina N.A. Fun etiquette (development communication skills child). – Ekaterinburg: “LITUR”, 2000.

Veraksa N.E., Veraksa A.N. Project activities preschoolers. A manual for teachers of preschool institutions. – M.: MOSAIC – SYNTHESIS, 2010.

Semenaka S.I. We learn to sympathize and empathize. Correctional and developmental classes for children 5-8 years old. – M.: ARKTI, 2005.

I.V. Miroshnichenko, Politeness lessons, Demonstration material, Creative Center "Sphere". LLC Publishing "Ranok".2007.

L.V. Zhdanova, Etiquette for kids, Demonstration material, IP Burdina S.V., 2015.

Our feelings and emotions. Demonstration material, IP Burdina S.V., 2015.

L.B. Fesyukova, Lessons of Kindness, Demonstration material. Creative Center "Sphere". LLC Publishing "Ranok".2007.

L.B. Fesyukova, Me and my behavior, Demonstration material. Creative Center "Sphere". LLC Publishing "Ranok".2007.

Games of social and personal development. Communication

Bure R.S., Ostrovskaya L.F. “Teacher and children” M. Education 1985.

Peterina S.V. Fostering a culture of behavior in preschool children M. Education 1986

Korotkova N.I. Conversations on ethical topics D/v No. 4-88

Lisina M.I. Child and peers D/v No. 9-88

Zernova O. Cultivating love and respect for the book” D/v No. 6-89

Barkhatova N. Fostering a culture of behavior D/v No. 11-89

Rychashkova K. N. Exercises to consolidate a culture of behavior D/v No. 3-89

Teplyuk S. About neatness and accuracy D/v No. 9-88

Yakobson S.G. Moral education. – Smolensk, 1996

Kurochkina O.N. Etiquette for preschoolers. – Enlightenment, 2006

“The ABC of Communication” by L.M. Shchiplitsina, O.V. Zashirinskaya

“Children’s etiquette” by O.V. Korchinov.

“Lessons of etiquette and politeness for children” by E. Cherenkov.

“Etiquette from A to Z” by N.V. Chudakov.

"Socially - moral education preschool children" N. Mulko

“Fun Etiquette” N.E. Boguslavskaya, N.A. Kupina.

“Classes on behavioral culture with preschoolers and younger schoolchildren» S.O.Nikolaeva.

“New rules of behavior for well-mannered children” by G.P. Shalaeva, O.M. Zhuravleva.

The implementation of any project is aimed at achieving predetermined and clearly defined goals and specific results associated with them. The goals and, accordingly, the results of the project can be of the following types:

economic results (i.e. making a profit, increasing the competitiveness of products);

social and economic results (creation of new jobs, growth of budget revenues);

environmental results (reduction of air emissions);

political results (promises to build something before the elections).

There are intermediate and final results of the project. Interim results are usually associated with the implementation of complexes (or packages) of work or the completion of certain stages of the project. The final result is related to the final implementation of the entire project.

For evaluation and analysis, project results should, if possible, be presented in the form of quantitative indicators. Some results, mainly of a social, environmental and political nature, are almost impossible to quantify. Indicators can be absolute(for example, the implementation period or cost of the project) and relative(resource turnover, project profitability, return on investment).

Evaluation of project results is based on comparison of actual indicators with planned or indicators of similar projects.

Analysis of the results allows us to identify the factors that led to deviations from the specified project parameters, establish the cause of failures, delays, cost overruns and other negative phenomena.

Thus, the assessment and analysis of the project results obtained during the summing up of its implementation allows us to expand the database on this project, as well as identify all the errors and shortcomings that must be taken into account when implementing other similar projects.

List of test tasks

What feature of the project is aimed at achieving a specific result?

What feature of a project can be considered as a purposeful dynamic process of transferring a certain system from an existing one to a desired state along a chosen trajectory?

What feature of a project means taking into account all internal and external factors influencing its results?

What feature of a project means that there is a clearly defined scope of the project's subject area and the need for its separation from other projects?

What characteristic of a project requires the creation of project-specific organizational structures during its implementation?

How are projects classified by size, number of participants and degree of impact on the outside world?

How are projects classified according to their complexity?

How are projects classified according to the duration of the implementation period?

How are projects classified by the nature of their subject area?

How are projects classified according to the main areas of activity in which they are implemented?

How are projects classified according to their composition and structure?

What work is performed in the initial phase life cycle project?

What work does the project development phase include?

What work does the project implementation phase include?

What work does the project completion phase include?

Which of the project participants is the owner and user of its results?

Which of the project participants provides general management of the work related to the implementation of the project?

What are the factors in the internal environment of the project?

What are the external factors associated with the “near” environment of the project?

Indicate the external political factors associated with the “distant” environment of the project.

Indicate the external economic factors associated with the “distant” environment of the project.

Indicate external social factors associated with the “distant” environment of the project.

Indicate the external legislative and legal factors associated with the “distant” environment of the project.

Indicate external scientific and technical factors associated with the “distant” environment of the project.

Indicate the external natural and environmental factors associated with the “distant” environment of the project.

Name the managed parameters of the project.

Name the functions of project management.

Name the project management subsystems.

Specify project management methods.

Which organizational structure does project management involve its implementation within the existing hierarchical structure of the organization using vertical connections?

Which project management organizational structure organizes its activities toward achieving specific goals in a geographic area?

What organizational structure of project management provides for the concentration of all activities of the organization on the implementation specific project, achieving his ultimate goal?

What organizational structure of project management is created on the basis of double subordination of specialists from the functional services of the organization?

Indicate the phases of the project life cycle.

Indicate the phases of the project team life cycle.

What is included in the declaration (petition) of intent?

What is included in the feasibility study for the construction of a facility?

How is the approval of feasibility studies (projects) during construction at the expense of government capital investments financed from the republican budget of the Russian Federation?

How is the approval of feasibility studies (projects) during construction at the expense of capital investments financed from the relevant budgets of the republics within Russia, territories and regions?

How is feasibility study (projects) approved during construction using foreign investment?

Name the main processes of project planning.

Name auxiliary processes project planning.

Which of the following activities relates to the project timing planning process?

Which of the following activities is part of the cost planning process for a project?

Which of the following activities is part of the project communications planning process?

Specify reduction methods project risks.

Which of the following activities is part of the supply and contract planning process?

How are contracts classified according to the subject of the contract?

How are contracts classified based on how prices are determined?

How are contracts classified according to the nature of the relationship between project participants and the division of responsibilities between them?

Specify the method of monitoring and regulating the cost of the project.

Specify a method for monitoring and adjusting the project schedule.

How are project risks classified according to the time of anticipation?

How are project risks classified depending on the source of their occurrence?

How are project risks classified according to the degree of damage caused?

How are risks divided in relation to the project as a closed system?

How are project risks classified by time of manifestation?

How are project risks classified based on frequency of occurrence?

Which of the following risks are unpredictable?

Which of the following risks are foreseeable?

61. What are the procedures for the preparatory stage of contract bidding:

62. What are the procedures for the main stage of contract bidding:

63. What are the procedures for the final stage of contract bidding:

64. What information is contained in the announcement of open contract tenders?

65. What information is usually contained in tender documents?

66. What information does the questionnaire contain for pre-qualification of applicants for participation in contract tenders?

67. What is contained in the outer envelope of the offer?

68. What is contained in the inner envelope of the offer?

69. What indicators are used to evaluate the commercial part of offers?

70. What indicators are used to evaluate the technical part of offers?

71. What are the basic principles of project planning:

72. If the indicators of the offer are rated at 8-10 points, this means that the submitted offer:

73. If the indicators of the offer are rated at 6-7 points, this means that the submitted offer:

74. If the indicators of the offer are rated at 3-5 points, this means that the submitted offer.

Each project is characterized by the following main parameters:

• goal (result);
• cost and budget of the project;
• project life cycle.

The goal of the project determines the expected result of the project.

When forming a goal (both in project management and strategic management), it is necessary to use SMART principles (specific, measurable, agreed, realistic, time-related). In other words, project goals should be specific and challenging, measurable, agreed upon and achievable, realistic and time-related (i.e., with a time frame by which they must be achieved).

The duration of the life cycle, the cost of the project, and the assessment of its effectiveness depend on how specifically the goal of the project is formulated.

For example, it is impossible to formulate the opening of a bank branch in city N as the goal of the project. With this formulation, the event corresponding to the achievement of the project goal is not defined. A more correct formulation is to open a branch and achieve the amount of household deposits in the amount of 100 million rubles.

The life cycle as a project parameter depends on the formulation of the project goal. The project life cycle is understood as the period of time from the moment the idea of ​​​​project implementation is born to the moment the project goal is achieved.

A distinction must be made between the project life cycle and the product life cycle. The product life cycle can be much longer than the project life cycle. The main stages of the product life cycle (development, production, operation) can include many independent projects (for example, the actual development of the product, its development marketing strategy and etc.).

The life cycle of an investment project consists of sequentially executed or sometimes overlapping phases (stages) of the project (see Table 1):

Table 1. Structure of work at different stages of the project life cycle

• pre-investment stage (decision making on project implementation, development necessary documentation and organizing project financing); In the practice of project financing, it is advisable to distinguish at this stage the stage of organizing financing. The main tasks to be solved at the pre-investment stage (according to the methodology of the European Commission on Economic Relations) are as follows:
  • formation of a project application (project business idea);
  • research of investment opportunities;
  • preliminary feasibility study (TES);
  • analysis and evaluation of the investment project;
  • creation of a business plan for the project (including design and estimate documentation, etc., risk distribution, financing and monitoring models);
  • options for project capitalization;
  • decision on organizing financing;
• investment stage (investment, work, construction, commissioning production capacity into service; in some cases, production of products (services) may begin at this stage). The main tasks solved at the investment stage (according to the methodology of the European Commission on Economic Relations) are as follows:
  • organization of tenders, selection of suppliers, contractors, consultants, experts;
  • construction and installation works, supply of equipment;
  • commissioning and personnel training;
  • purchase of raw materials and supplies;
  • delivery and acceptance of the object;
• operational stage - production of products and services, sales, revenue generation; The main tasks solved at the operational stage (according to the methodology of the European Commission on Economic Relations) are as follows:
  • putting the facility into operation and reaching the specified capacity;
  • sales of project products;
  • repayment of loans and payment of dividends to shareholders;
  • transfer of ownership rights to the object;
• stage of project completion (or exit from the project); The main tasks to be solved at this stage are as follows:
  • conservation, dismantling or sale of an object;
  • elimination of technogenic and environmental consequences of project activities.

The project life cycle is a basic concept for project management and project finance.

The typical duration of project life cycles in different industries varies depending on the industry in which the projects are implemented:

• infrastructure projects - 25 years;
• energy projects - 15 years;
• general mechanical engineering - 8 years;
• high technology - 4 years.

The project life cycle is characterized by the following features:

• the cost of the project and the number of personnel involved are low at the beginning, reach a peak value as the work progresses and then rapidly fall;
• stakeholder influence, risk and uncertainty are greatest at the beginning of the project and decrease towards the end of the project;
• the cost of making changes and adjusting the project towards the end of the project increases.

Stakeholders (or stakeholders) are persons or organizations who are actively involved in the project or whose interests may be affected during the execution or completion of the project. There are internal and external stakeholders. The project team managing the implementation of the project must take into account and monitor the interests of all project stakeholders throughout the project life cycle.

The parties interested in the project have the greatest influence on the project at the pre-investment stage of the project, since at this stage each of them analyzes the project and decides on participation in the project in one form or another. Decisions made may lead to changes in the purpose, content of the project and forms of its financing.

The project budget is a time-based estimate of all investment costs (including investments in working capital) for execution necessary work for the project from the beginning of design, construction of the facility until the moment the facility is put into operation, as well as financial costs associated with the implementation of the project (capitalized interest on loans during the construction period and the cost of paying consultants for organizing the attraction of bond loans and (or) for the implementation of the project loans) and expenses associated with the possible payment of planned and concluded contracts. Monitoring the execution of the project budget is one of the main functions of the project manager. The time schedule for spending the funds necessary to implement the project is called the “baseline cost plan” of the project and is used to manage the cost of the project.

The cost (full cost) of the project is equal to the sum of the costs included in the calculation of the project budget.

Project Environment

The project is implemented in a specific external project environment.

The external environment is understood as a set of factors of a macroeconomic, political, legislative and natural nature that influence the parameters and characteristics of the project, determine its external risks and the necessary tools for adapting the project. The system of interaction with project stakeholders is also a factor external environment.

The internal environment of the project is understood as a set of factors that characterize the management system of the company implementing the project and the adopted project management system.

An important condition for ensuring effective project implementation (achieving the project goal within a given time frame and within a given budget) is monitoring the state of the project environment and taking timely corrective actions.

Business process of working with an investment project in a company and bank

The business process of the project initiator working with the project during its life cycle includes the following stages (phases) of work:

• project initiation, development of project documentation, planning of work and events;
• analysis of the project and justification of its effectiveness and investment attractiveness, development of a business plan;
• searching for investors and lenders, forming a group of project stakeholders, choosing a form of project financing;
• project implementation;
• project monitoring, settlements with creditors and investors;
• achieving the project goal, completing the project.

The business process of the bank’s work with the project includes the following stages (stages) of work (Fig. 1):

Rice. 2. Business process of working with an investment project in a bank (PPP - public-private partnership, PC - project company, BoD PC - board of directors of the project company, securities - securities)
Click on the image to enlarge it

• acceptance of project documentation in accordance with the criteria and provisions of the bank’s investment policy;
• examination of the project based on its comprehensive analysis;
• making a decision by the bank on participation in the project and the form of participation;
• organizing financing, signing contracts;
• project financing;
• monitoring the project in the interests of the bank;
• settlements with the borrower, receipt of shareholder income;
• exit from the project.

Basic principles of modern design analysis. Analysis stages

Project analysis is one of the main types of work (research method) performed by the project initiator at the pre-investment stage of the project in order to determine the social economic efficiency project, a set of risks, the feasibility of implementing the project and organizing its financing.

Project analysis is also the main method of examination of a project by a financial institution (bank, fund) in order for it to make a decision on participation in the project (form of participation, instruments, cost of financing instruments used). The actual examination of an investment project is the process of analyzing its compliance with the requirements of a commercial bank (or other financial institution), reflected in the bank’s investment policy and the relevant regulatory documents jar.

Design analysis is also necessary tool monitoring of the ongoing investment project, comprehensive assessment of its actual effectiveness.

Thus, project analysis should be used at all stages of the project life cycle. The results of the project analysis are used not only to make decisions about its implementation, but also to ensure that the actual performance of the project corresponds to its estimated effectiveness presented in the project business plan.

The basic principles of design analysis are:

• systematicity, i.e. taking into account the entire system of relationships between project participants and their economic environment, the most important factors influencing the costs and results of each participant, as well as internal, external and synergistic effects. For such accounting, the description of the project must include a description of the possible mechanism of interaction of all project participants (the organizational and economic mechanism for the implementation of the project);
• the complex nature of project analysis (and project examination), involving the use of various types of project analysis and preparation comprehensive business plan project (or conclusion on the results of the examination);
• taking into account all the most significant consequences of the project. When assessing effectiveness, all significant consequences of the project must be taken into account, both directly economic and non-economic (social, environmental, impact on the security of the country). Where the impact of such project impacts on performance can be quantified, it should be assessed. In other cases, this influence should be taken into account by experts;
• conducting an analysis of the project throughout its entire life cycle (by individual participants - before leaving the project);
• application of modern international standards of project management and project evaluation;
• compliance with the development strategy and investment policy of the country, region, company (bank);
• the presence of a positive public socio-economic effect of the project;
• high quality and sufficiency of design and other documentation necessary for preparing a business plan for the project (or conducting an examination of the project in a bank).

The main types of design analysis are:

• strategic analysis of the project;
• analysis of the technical feasibility of the project and innovative potential;
• legal, institutional analysis;
• environmental analysis of the project;
• commercial analysis of the project;
• financial and economic analysis of the project;
• project risk analysis, including sensitivity analysis and stress testing, modeling the impact of risks on the project’s operational flows, taking into account the volatility of the influencing conditions and factors;
• express analysis.

At the examination stage, the Bank, conducting a project analysis, develops an optimal project financing plan and a contractual structure for sharing the full risks of the project.

The degree of depth and volume of analytical work during project analysis depends on the scale of the project, its capital intensity, and the socio-economic consequences of implementation. For capital-intensive projects worth more than RUB 500 million. A more detailed and in-depth analysis of the project is needed. For projects of lower cost, project analysis can be carried out using a simplified scheme that does not require the involvement of external experts to conduct technical, legal and environmental analysis of the project.

The business process of project analysis in the initiating company ends with the creation of a business plan that meets the recommendations (requirements) of the financial institution/bank that the project initiating company plans to contact.

The business process of project analysis in the company executing the project is carried out throughout the entire life cycle of the project.

The business process of project analysis/examination in a commercial bank may include two stages - preliminary and comprehensive examination of the project. This approach is typical for banks financing large investment projects of great value and socio-economic significance.

At the stage of preliminary examination, a preliminary check is carried out for the compliance of the investment project with the principles established by the bank’s investment policy for selecting projects by the bank for financing.

The purpose of conducting a preliminary examination is to determine the feasibility of further consideration of the project at the stage of comprehensive examination. Based on the conclusion based on the results of the preliminary examination, the collegial body of the bank makes a decision on the feasibility (inexpediency) of conducting a comprehensive examination of the project.

Comprehensive examination requires the project initiator to provide additional, more detailed information and documents confirming it about the project and project participants. The purpose of a comprehensive examination of the project is to analyze the feasibility of the bank’s participation in financing the project under consideration and prepare a conclusion for the credit committee on the volume, conditions and forms of the bank’s participation in financing the project.

Modern project analysis uses various types of project analysis:

• express analysis;
• strategic;
• technical;
• commercial;
• institutional;
• project risks;
• ecological;
• financial and economic.

Each type of analysis has certain evaluation criteria. The multi-criteria approach is used in project analysis in all international methodologies, including the EU Guidelines for Project Assessment, GRI (Global Reporting Initiative) standards for sustainable development.

Express analysis of the project at the stage of preliminary assessment (examination)

An express analysis of the project can be carried out by the project initiator in order to determine the feasibility of the project and the effectiveness of investments in it before developing a detailed business plan for the project. Express analysis of a project by a financial institution includes a preliminary assessment of the project, an assessment of the reliability of the business plan data presented by the initiator (or executor) of the project in order to decide on the advisability of a more in-depth analysis of the project if it complies with the bank’s investment policy.

Express analysis may not include a study of the organizational and legal aspects of project implementation, the contractual framework, and social aspects.

The main emphasis in the express analysis of the project is on assessing the economic efficiency and technical feasibility of the project, consistent with the investment policy of the bank.

Strategic Project Analysis

Strategic analysis of the project, carried out by the project initiator and reflected in the project business plan, consists of analyzing the compliance of the project goals with the development strategy of the company (industry, region, country) that is the initiator or executor of the project.

The strategic analysis of the project, carried out by a bank (or other financial institution) and the conclusion reflected in its conclusion about the advisability of the bank’s participation in financing the project, consists of analyzing the compliance of the project’s goals with the development strategy of the initiating company and the strategy and investment policy of the bank itself. In particular, the strategic analysis of the project performed by the development bank must take into account the compliance of the project with the development strategy of the industry or region of the project, as well as the strategic priorities (industry and regional) of the bank’s investment activities over the planning horizon under consideration. During strategic analysis strategic risks of the project are also identified, which may be associated with changes in the external environment of the project, changes in legislation, and the development strategy of a particular industry (region). Therefore, analysis of the external environment (macroeconomic conditions, regional environment, analysis of possible changes in legislation) is integral part strategic analysis for large investment projects. For small local projects necessary for the development of a specific company, an analysis of the external environment can be performed as part of the institutional analysis of the project.

Technical analysis of the project

Technical analysis of the project is carried out with the aim of assessing the technical feasibility of the project and assessing its innovative potential. The feasibility assessment of the project is carried out in order to determine the feasibility of the scientific, design and technological solutions included in the project, the availability of appropriate foreign or domestic analogues of the products that will be produced as a result of the project, its competitiveness in the domestic and foreign markets.

An important aspect of technical analysis is the determination of the innovative nature of the project, the scientific and technical (innovative) effect of the project. To stimulate development innovation activity In the country, it is necessary to include innovation indicators in the list of target strategic performance indicators of companies and banks.

To analyze the technical feasibility of innovative projects, projects for creating new high-tech industries, the involvement of external consultants and experts in a certain field of science and technology is required.

During the technical analysis of the project, it is necessary to pay attention to the following factors:

• lack of approved design and estimate documentation required quality;
• use of outdated product production technology;
• use of unproven and unreliable technologies;
• use of technologies that do not comply with environmental and other norms and standards.

During the technical analysis, the risks of the technical impracticability of the project or the inexpediency of implementing the proposed scientific and technical solution are identified.

Commercial analysis of the project

A commercial analysis of the project is carried out in order to determine the commercial risks of the project associated with the forecast of sales volumes, the price of manufactured products (services), the prices and volumes of products (services) purchased from suppliers, and the reliability of counterparties.

• analysis of possible restrictions on the demand side;
• analysis of possible supply side constraints;
• analysis of possible restrictions from government regulation market in the industry.

The most important aspect of commercial (or marketing) analysis is the analysis of the competitiveness of products that will be released as a result of the implementation of the project (services), its competitive advantages, export potential, and changes in the competitiveness of products over time.

Institutional analysis of the project

Institutional analysis is carried out in order to assess the impact on the project of a set of internal and external factors accompanying the investment project (analysis of the external and internal environment of the project).

Analysis of the external environment of the project includes an assessment of changes in macroeconomic (country, regional) indicators affecting the project, analysis of the legal aspects of the project.

Analysis of the internal environment of the project includes an assessment of:

• quality corporate governance business and experience in implementing projects in the company that initiated or implemented the project;
• provision of labor and other resources;
• organizational structure of project participants and distribution of functions between them;
• the adopted project management system in the company executing the project or a specially created project company;
• support from state or municipal authorities.

The legal aspects of institutional analysis include analysis:

• the regulatory framework of the project and the scheme for its implementation;
• quality constituent documents the company executing the project, the legal purity of contracts and agreements concluded (or planned) by the company;
• the composition of the founders of the project company, the organizational and legal form of the project company, etc.

Project Risk Analysis

When analyzing a project, it is necessary to distinguish between the concepts of “risk” and “uncertainty”.

Risk is of a probabilistic nature and is characterized by the likelihood of not obtaining the planned effect (result) from the implementation of the project or the likelihood of such conditions occurring that will lead to negative consequences for all or individual project participants.

Uncertainty is a characteristic of incompleteness and insufficient quality (inaccuracy) of the initial and calculated information used to analyze the project.

The implementation of investment projects in Russia is carried out under conditions of increased uncertainty due to the significantly non-stationary nature of Russian economy, as well as processes of a global nature. As noted by V.N. Livshits, “a non-stationary economy is an economic system that is characterized by rather sharp and poorly predictable changes in many macroeconomic indicators, the dynamics of which do not correspond to the normal market cycle, but rather are inherent in crisis or post-crisis economic processes. The most important signs of non-stationary process (including economic) are:

• the presence of a stable, often unfavorable, tendency towards a change in the existing state of the system that is weakly amenable to formalization;
• the presence of an uncertain future and critical values ​​of parameters that control the process, an unstable structure over time;
• the ultimate horizon of reliable visibility.”

Taking into account uncertainty is one of the key requirements of the modern project assessment methodology, the basis of which is the second edition of “ Methodological recommendations for assessing the effectiveness of investment projects”, which is still in force and quite widely used in Russia.

Incomplete or inaccurate information about the conditions for the implementation of the project means that different scenarios for its implementation are possible. A scenario is understood as a consistent combination of all parameters of the project and its economic environment, which determines the cash flows of the project. In particular, different project implementation scenarios may differ in forecast price dynamics, production and sales volumes, investment and operating costs, etc. The scenario approach is an effective tool for reducing project uncertainty.

Project risk analysis includes qualitative and quantitative risk analysis. The purpose of qualitative risk analysis is their identification, assessment and identification of key project risks. Purpose quantitative analysis risks is to determine the degree of sustainability of the results financial forecasts in relation to key project risks.

The main method for assessing the degree of stability of the results of financial forecasts in relation to the key risks of the project is to analyze the sensitivity of the project and its performance indicators to deviations in the values ​​of the most significant factors and parameters of the project. Sensitivity analysis is carried out on the basis of the financial model of the project (pre-investment stage of the project life cycle), which provides a forecast of all cash flows of the project, the balance sheet of the project company and an assessment of the effectiveness of the project. At other stages of the project life cycle, the financial model of the project is transformed into financial model design company implementing the project.

The project is considered sustainable for the participant in question if, possible changes all the main parameters of the project and its economic environment, it turns out to be financially feasible and effective, and possible adverse consequences are eliminated by measures provided for by the organizational and economic mechanism of the project.

The project is considered sufficiently stable for the participant in question if, with all the fairly probable changes in all the main parameters of the project and its economic environment, it turns out to be financially feasible, and possible adverse consequences are eliminated by measures provided for by the organizational and economic mechanism of the project.

A project is considered unsustainable for the participant in question if, given some fairly probable changes in its basic parameters or its economic environment, it turns out to be financially unfeasible or leads to consequences that do not meet the goals and interests of the participant.

Environmental analysis of the project

Environmental analysis of a project has recently become increasingly important. Taking into account the environmental consequences of the project is an important condition for assessing the social effectiveness of the project.

The purpose of the environmental analysis of the project is to assess the impact of the project on environment and people's living conditions.

The analysis of the environmental impacts of the project is carried out by checking the availability of existing permitting documents for financing and implementation of the project, issued by authorized bodies in the field of state environmental assessment and state examination of project documentation.

An independent environmental assessment of the project is carried out with the involvement of external experts according to the standards required by investors, including foreign ones.

Indicators of the environmental efficiency of the project include:

• availability of an environmental protection program in the project (project documentation);
• indicators for reducing harmful emissions into the atmosphere and reducing noise;
• number of accidents during the project;
• number and monetary value of claims and fines from environmental authorities.

The environmental results (effects) of the project company's activities are reflected in the project business plan, in the report on the results of monitoring investment projects and in the report on the sustainable development of the financing bank.

Financial and economic analysis of the project

Financial and economic analysis of a project is the most complex and most important (from the point of view of the impact on the country’s economy as a whole) type of project analysis.

Many publications divide this type of analysis into financial and economic. At the same time, financial analysis of a project is often unreasonably identified with financial analysis company performing the project.

The purpose of the financial and economic analysis of the project is to assess (determine) the effectiveness of the project.

In the EC Guidelines for Project Evaluation economic analysis market prices used in financial analysis are converted into settlement prices (which correct distortions introduced by market imperfections) and also take into account externalities that lead to benefits and social costs that financial analysis does not take into account because they do not produce real money income or costs (eg environmental impacts or redistribution effects).

According to the draft third edition of the Methodological Recommendations for Assessing the Efficiency of Investment Projects, the effectiveness of an investment project is a category that reflects the project’s compliance with the goals and interests of its participants and is expressed by an appropriate system of indicators.

The implementation of effective projects increases the welfare of society, in particular the gross domestic product (GDP) at the disposal of society, which is then divided between the entities participating in the project (firms, their shareholders and employees, banks, budgets of different levels, etc.).

The difference in interests of business entities at different levels of management determines the types of project effectiveness.

• social effectiveness of the project;
• commercial effectiveness of the project.

The social effectiveness of the project is determined in order to identify the project’s compliance with the goals of social and economic development of society and is calculated for social significant projects(global, national economic, regional/sectoral, providing for partnership between the state and the private sector and some others). If social efficiency is unsatisfactory, such projects cannot be recommended for implementation and they cannot qualify for government support.

Indicators of social efficiency take into account the socio-economic consequences of the implementation of an investment project for society as a whole, including both the direct results and costs of the project, and “external” ones: costs and results in related sectors of the economy, environmental, social and other non-economic effects.

“External” effects are recommended to be taken into account in quantitative form if appropriate regulatory and methodological materials are available for their assessment. In some cases, when these effects are very significant, in the absence of these documents, it is allowed to use the assessments of independent qualified experts. If “external” effects do not allow for quantitative accounting, a qualitative assessment of their impact should be carried out. These rules also apply to regional efficiency calculations.

For projects that are not socially significant, only their commercial effectiveness is assessed.

The commercial effectiveness of the project is assessed to determine the suitability of the project commercial purposes and the interests of its participants.

At the pre-investment stage of the project, before organizing its financing, the calculation of indicators of the commercial efficiency of the project characterizes the investment attractiveness of the project as a whole.

After organizing project financing and at subsequent stages of the project life cycle, calculation of the commercial efficiency of the project will show the investment attractiveness of the project for a specific project participant:

• commercial effectiveness of the participation of the project company and other enterprises and banks in the project (effectiveness of the project for participating enterprises);
• commercial efficiency for shareholders of the project company implementing the project;
• commercial efficiency of participation in the project of other project participants, including:
  • regional effectiveness of the project - for regional and municipal administrations;
  • industry efficiency - for individual sectors of the economy, financial and industrial groups, associations of enterprises and holding structures;
  • budgetary efficiency of the project (the effectiveness of state participation in the project in terms of expenses and revenues of budgets of all levels).

At the pre-investment stage of the project life cycle, when only the forecast of required investments and the forecast of the expected operating flow are known, and the executing company and organizational economic mechanism implementation of the project, including sources of financing, an assessment is made of the social and commercial economic efficiency of the project as a whole.

The following are recommended as the main indicators used to calculate the economic efficiency of investment projects in general at the pre-investment stage:

• net present value of the project (net present value, NPV);
• internal rate of return;
• cost and investment return indices, etc.

The most important criterion for the effectiveness of the project is the positive value of the net present value of the project, which is calculated by the formula:

NPV =∑(FCF t)(α t), (1)

where FCF t is free cash flow on t-th step, α t is the discount factor for cash flows of step t, and the summation applies to all steps of the calculation period.

NPV characterizes the excess of total cash receipts over the total costs for a given project, taking into account the disparity of costs and results at different points in time.

A project is considered economically efficient if and only if it has a non-negative NPV. When comparing alternative projects, preference should be given to the project with a higher NPV value.

On the indicators of economic efficiency of an investment project, calculated at the pre-investment stage of the project, see in more detail (and most importantly, most competently) in the books of V.N. Livshitsa, S.A. Smolyaka, P.L. Vilensky.

In connection with the release in 2006 of the Methodology for calculating indicators and applying criteria for the effectiveness of investment projects to obtain state support in the Investment Fund of the Russian Federation (canceled in 2008), the concepts of financial, budgetary and economic efficiency of the project began to be used in the practice of project analysis. These types of efficiency and corresponding indicators do not adequately reflect the general and specific effects of the project, and do not take into account the characteristics of the life cycle stage at which the project’s effectiveness is assessed.

At subsequent stages of the project life cycle (investment and operational), the project executing company, the projected structure and cost of funding the project are known, therefore, it is possible to determine the commercial effectiveness of the project for each participating enterprise, its shareholders, as well as the regional, industry, and budgetary effectiveness of the project.

The commercial effectiveness of the project can also be calculated at the pre-investment stage, when all providers are already known financial resources for the project and all necessary agreements for financing the project have been concluded.

The economic effect of the project at the investment and operational stages will be determined by the additional value created by the project and which is the project’s contribution to the growth:

• capital of the company's shareholders;
• the value of the company's business;
• the value of the gross product created in the industry;
• the value of the gross regional product;
• the value of the country's gross domestic product.

An analysis of the economic efficiency of a project should be carried out at all stages of its life cycle, not only to make a decision on the advisability of its financing, but also to control, in the process of monitoring the implementation of the project, the compliance of the actual effect with the planned one.

The trend towards harmonization of international and national economic measurement methodologies will lead to a gradual convergence of the domestic theory of assessing the economic efficiency of investment projects and companies' businesses with the foreign one, adopted in developed market countries and based on the concept sustainable development.

In accordance with the concept of sustainable development, the effectiveness of any object is assessed from economic, social and environmental points of view by a corresponding set of indicators (Fig. 2).

Taking into account the concept of sustainable development, we can talk about the need to evaluate, within the framework of a project analysis, indicators of the economic, social and environmental efficiency of an investment project (both private and integral indicators - NPV or the market value of the project company in the interests of shareholders - V e, where V is value ( value), e - equity ( own funds)). These indicators are the most important for monitoring the effectiveness of the project during its implementation.

Rice. 2. Criteria for the effectiveness of the concept of sustainable development

As the project progresses and new information about the designed facility and its surroundings becomes available, economic environment the irrationality of previously envisaged design solutions and the need for their adjustment may become apparent. On this basis, it is recommended to periodically evaluate the expected effectiveness of continuing the project, consider new options for such continuation and select the best of them, as well as identify economic feasibility termination of the project if conditions not provided for in the design materials arise.

Development of methods for accounting for uncertainty (H-models)

Commonly used methods for accounting for uncertainty come down to sensitivity analysis and the scenario approach. However, they carry an internal contradiction, consisting in the fact that uncertain (essentially underdetermined) indicators are described by deterministic values.

In addition, traditional mathematical models used in investment design are characterized by the following features:

• algorithmic. The model developer must create a model algorithm - determine the sequence of calculations in accordance with which the model should work;
• target character. A model is designed to solve a specific problem, and changing the modeling problem usually leads to changing the model;
• determinism of indicator values ​​- a solution in which all indicators are precisely defined is usually considered ideal;
• determinism of the system of mathematical dependencies - a “correct” model is considered to be one containing dependencies that ensure the uniqueness of the exact solution, i.e. a model that can neither be underdetermined nor overdetermined;
• division of all indicators into “input” (arguments) and “output” (functions).

All these features of the traditional approach complicate the development of models and limit the possibilities of their practical use.

An unconventional approach is a new theory and technology for effectively solving problems of taking into account underdetermination, developed by A.S. Narignani, V.G. Napreenko, known as the technology of underdetermined calculations (N-computations) and underdetermined models (N-models). This approach belongs to the direction of constraint programming, which has been actively developed in recent years in the world as one of the most promising for models in the presence of a large number of underdetermination factors.

Currently, the use of H-models has been successfully tested on the solution practical problems modeling the development of national and regional economies, the functioning of enterprises and the assessment of investment projects.

In comparison with traditional investment design tools (such as serial products - Alt-invest, Project Expert, etc.), H-model technology provides a large number of additional features useful for investment design:

• the ability to calculate using interval estimates of indicators (along with exact estimates);
• the possibility of calculations in the absence of some parameters and in the presence of rough estimates of the parameters;
• the ability to control risk, assess the quality of information used, identify and eliminate the causes of excessive underdetermination;
• the ability to solve ambiguous problems;
• the ability to set the desired values ​​of the resulting indicators;
• the ability to analyze a large number of project options without going through them;
• the opportunity to “not miss” any decision;
• simplification of project support.

Let's take a closer look at each of these possibilities.

Possibility of calculation using interval estimates of indicators (along with exact estimates)

Interval estimates provide a very clear expression of the underdetermination of the initial and resulting data. As an example in Fig. Figure 3 shows the results of forecasting the flow from investment and operating activities for one of the investment projects studied. Narrow line 1 on the graphs - the results of non-interval calculations with average predicted values ​​of price indicators (prices of products, materials, energy and labor tariffs), wide area 2 - results of interval calculation with deviations in the growth of price indicators by 3% per year for product prices and by 1% per year for other indicators. The graphs clearly show the increase in forecast underdetermination over time, reflecting the above-mentioned property of a non-stationary economy - “a finite horizon of reliable visibility.”

Rice. 3. Forecast of project cash flow, million rubles. (1 - deterministic calculation using average values, 2 - refined calculation using the H-model)

Possibility of calculations in the absence of some parameters and in the presence of rough estimates of parameters

The ability of H-models to provide a solution with incomplete and inaccurate information about the modeled indicators is the most important advantage of the technology under consideration.

Let us highlight the following stages and stages of development of an investment project:

• pre-investment stage, stage 1. The duration of the project, the total output in physical terms, the standards for investment and operating costs per unit of production, the price of products and the rate on possible loans have been determined. All indicators are indicative and described in intervals;
• pre-investment stage, stage 2. The schedule of capital investments and product sales by project year has been clarified;
• pre-investment stage, stage 3. Structuring the project and organizing financing. A schedule for obtaining and repaying loans has been determined;
• stage 4. Final clarification of project parameters.

At all of these stages (except the last), some of the essential indicators of the project are missing. For example, until stage 3 the schedule for receiving and repaying loans is unknown. Nevertheless, at all these stages the H-model allows one to construct estimates of project indicators. As the information taken into account becomes more complete, the estimates are refined. As a typical example, we indicate the following calculated values ​​of the accumulated balance of operating, investment and financial flows, expressed in shares of the final decision: stage 1 - from 43 to 154%, stage 2 - from 66 to 136%, stage 3 - from 71 to 84%, stage 4 - 100%.

The ability to control risk, assess the quality of information used, identify and eliminate the causes of excessive underdetermination

When using H-models, the width of the intervals of the initial and resulting data of an investment project becomes a convenient measure of forecast risk (at the same time, conventional risk indicators, such as risk capital, can be used). Since new information introduced into the calculation clarifies (narrows) the intervals of indicators, the magnitude of this clarification can serve as an indicator of the value of information: the absence of narrowing indicates the uselessness of the information, and a significant clarification of the intervals indicates the value of the information. Thereby, the quality of information used in calculations is objectively assessed.

Ability to solve ambiguous problems

Achieving a given amount of profit is an ambiguous task, since within the same project the desired profit can be obtained different ways. For ordinary mathematics, ambiguity is an extremely difficult problem. For H-models, ambiguous problems do not present any difficulties, since the result of their solution is expressed in the form of intervals covering all solutions to the problem, and in the case when the problem does not have a solution, the calculation of the H-model notifies the user about this. Solving inverse problems of investment design makes it possible to determine the conditions under which the project will be sufficiently effective or ineffective, and to find solutions that can best ensure the fulfillment of the requirements for the project.

Ability to set the desired values ​​of the resulting indicators

Conventional mathematical models, which require a clear distinction between parameters into “input” and “output”, do not allow you to directly set the desired values ​​of the resulting indicators. The computational process of H-models is different; it makes it possible to regulate the values ​​of all the indicators under consideration, ensuring automatic coordination of indicator intervals with each other. As a result, you can set the value of any indicator of an investment project and observe changes in other indicators corresponding to the task.

Ability to analyze a large number of project options without going through them

The technology of H-models allows you to operate with the entire area of ​​solutions, and not with individual solution options, as happens with traditional approaches. Any (including an infinite) set of “exact” project options can be considered as one generalized project, in which the intervals of indicator values ​​contain all the values ​​of the same indicators of “exact” options.

The ability to “not miss” any decision

The solution provided by the H-model automatically takes into account all the conditions included in the model. Without violating these conditions, the simulated process cannot go beyond the solution. This eliminates the risk of losing sight of any important decision option.

Project support is simplified

An important element of investment design is the project implementation plan. With a conventional design approach, this is an “exact” plan, but with H-models, the plan becomes an interval plan. Supporting the project implementation process, carried out on the basis of “accurate” plans, requires constant revision of planned indicators, since it becomes necessary to take into account deviations from the plan in the actual values ​​of income received, expenses incurred, receipts and loans, etc.

When working with an interval plan, actual indicator values ​​that fall within the range of forecast values ​​only lead to clarification of the plan, but do not require its revision.

Entering the actual values ​​of indicators for the completed part of the project into the H-model allows you to:

• narrow the width of the intervals of forecast indicators;
• clarify the parameters of the part of the project that has not yet been completed;
• identify threats of critical situations - for example, insufficient funding is detected.

Rice. Figure 5 demonstrates a step-by-step refinement of the forecast characteristics of an investment project, which is possible when the actual values ​​of indicators for the first, second and third years of project implementation are entered into the H-model (each new refinement corresponds to a darker and narrower area of ​​the graph).

Rice. 5. Clarification of its cash flow during the implementation of the project, million rubles. (1 - calculation based on data up to the 1st year of implementation, 2 - calculation based on the results of the 1st year of implementation, 3 - calculation based on the results of the 2nd year of implementation, 4 - calculation based on the results of the 3rd year of implementation.)

In cases where the project affects the interests of not one country, but several, social efficiency characterizes the project from the point of view of the entire system as a whole. In the case of a “purely Russian” project, social efficiency coincides with national economic efficiency.

ANALYSIS OF THE EFFECTIVENESS OF IMPLEMENTATION OF THE LIMPOPO PROJECT

In order to determine the effectiveness social project, for completed activities and other events implemented within the framework of the project, final analytical and financial reports are provided with the following indicators:

Quantitative indicators are determined by:

Number of supported projects in the field social protection, healthcare, education, youth initiatives, culture, etc.;

The number of concluded contracts (based on financing according to estimates);

The number of events carried out during the implementation of the project (events include: conferences, seminars, trainings, consultations, etc.);

The number of people who took part in the implementation of the activities (number of men and women, labor veterans);

The number of organizations and institutions that received support for initiatives (indicate the name, number of employees and main type of activity);

The number of organizations of all forms of ownership involved in the implementation of supported projects (indicate the organization, manager and type of activity).

Qualitative indicators are determined by:

Profile of newly created public associations, non-profit organizations;

Conditions of the new jobs created (indicate for what professions and how many places, type of payment and work);

The composition of those who took part in various training events;

The nature of the completed scientific research on various activities (direction of research, quantitative and qualitative results, authors).

Does not currently exist unified system methods for assessing the effectiveness and quality of institutions social services or social service systems in a certain territory. All proposed assessments are not comprehensive, covering only one aspect (or some aspects) of the activity of the object under study.

Thus, quantitative indicators of population coverage with social services, accessibility of institutions, and the range of their functions do not give an idea of ​​​​the qualitative side of the object; Subjective assessments by clients of the activities of social services are quite important, but, as management theory has long established, they mainly reflect their emotions (complaining or admiring most often are those who have discovered some deviations for the better or worse, or persons with a special character). Finally, the degree to which the population perceives the need for social services significantly influences the nature of the assessment given by clients. Therefore, although constant research into the opinions of clients is a mandatory part of the activities of social services, professionals social management should be well aware of the relativity of the results obtained using such tools. Among the assessment methods, social expertise should also be mentioned.

The result of such an assessment and the conclusions formulated on its basis constitute the final baseline position for the entire subsequent design procedure. In this regard, conclusions must be reliable, objective and complete. They are designed to motivate the manager to act, to create in him an idea of ​​the real development prospects social object, demonstrate what can be achieved in a specific situation, what problems cannot be solved without involving other resources of the social system.

The economic management subsystem is a set of economic levers with which to achieve economic effect. In contrast to the organizational and administrative subsystem, the economic management subsystem involves the development of general planned economic indicators and means of achieving them. This is a kind of economic mechanism in economic relations. As a result of increasing the effectiveness of economic levers and incentives, conditions are created under which the workforce and its members are encouraged to work effectively not so much by administrative influence (orders, directives, instructions, etc.), but by economic incentives.

Social activities of any project are aimed at improving people's living conditions; they are designed to prevent or reduce social tension and prevent social conflicts.

In any case, performance assessment should be based on the following principles:

Taking into account the time factor, including the dynamism of the project parameters of its economic environment, time gaps, inequality of costs and results at different times;

Comparison of situations not “before the project” and “after the project”, but “without the project” and “with the project”;

Assessment of all the most significant consequences of the project;

Taking into account the impact on the efficiency of the need for current costs necessary for the functioning of the social and economic institutions created during the implementation of the project;

Assessing the impact of uncertainty and risks.

The social significance of the project lies in the fact that it promotes the activity of the population and establishes a close connection between parents and local government.

The effectiveness of the project is undoubted provided:

Every child will have the opportunity to study, play and develop;

Attracting children from disadvantaged families;

Instilling and developing healthy lifestyle skills in children;

Increasing group coherence and collectivism among children of primary school and preschool age.

Organize leisure time for younger children, school and preschool children;

Joint activities between children and their parents will help establish contact and lead to emotional balance;

Provide the courtyard area with children's playgrounds;

Determine how much time children spend on this site;

Improve conditions for development physical culture among children;

Increase the level of landscaping of the courtyard area;

Determine whether parents and children are satisfied with the appearance of a playground in the yard;

Determine whether the structures that were installed on this site are traumatic;

Provide top quality the material from which the structures on the site are made, so that they are not harmful to children and can withstand any temperature changes and precipitation.

Residents of the 1st microdistrict are interested in the implementation of the project; a lot of children and their parents will be involved in the implementation of the project and will help its implementation with their voluntary unpaid labor.

The experience gained in creating the Limpopo playground can be extended to the entire territory of the city of Sayanogorsk.

All this will make it possible to interest children and adults and involve them in joint work, instilling in children positive qualities, such as hard work and initiative following the example of their parents.

During grand opening children's playground is planned to be held children's party with competitions, games and prizes.

Criteria for assessing the effectiveness of the Limpopo children's playground project:

Number of children visiting the playground (persons)

Number of children visiting the playground aged from 1 to 6 years, and aged from 7 to 14 years (persons)

Parental interest rate in establishing a children's play area (%)

Number of events held on the playground with children (pcs.);

Time of children's employment on the playground (hours, minutes);

Statistics of sick and healthy children for the year (persons);

Number of children injured by projectiles (%)

Number of parents playing with their children on the playground (persons)

Process assessment, which answers the question of whether the project is being implemented as intended.

The main error of the existing system for assessing the effectiveness of social design is excessive subjectivity, which does not provide a complete picture of the results of a particular project. Also among the errors was the fact that the result can only be assessed after some time has passed since the implementation of the project.

Thus, it can be noted that project performance assessment helps:

Focus the attention of performers on achieving specific results;

Analyze existing trends;

Ensure timely adjustments;

Gain the trust of the public by publishing the results of S.V. Panikarov’s activities. - Methods for assessing the effectiveness of regional social programs// Forum for employees of the Ufa scientific center of the Russian Academy of Sciences. - http://isei.communityhost.ru/thread/?thread__mid=828524342.

RELEVANCE OF THE PROJECT

“Wherever there is life, there is danger.” (A. Emerson)

In the modern world, no one is immune from unpleasant life situations.

We feel special concern for defenseless citizens – our preschool children.
Our task is not only to protect and protect the child, but also to prepare him to face various difficult and sometimes dangerous situations for health and life.

Preserving life, health and forming the foundations of life safety for preschool children, as well as working with parents in this direction is the primary task of teachers preschool. The developed project will help preschoolers develop knowledge about emergency situations, their consequences and actions during life-threatening situations.

OBJECTIVE OF THE PROJECT

Creation of an educational animated film aimed at developing safe behavior skills in children;

PROJECT OBJECTIVES

1. Expand and systematize children’s knowledge about rescue services, the professions of firefighter, ambulance doctor, policeman, gas emergency service rescuer.

2. Develop knowledge about sources of danger and rules for safe behavior at home.

3. Teach children to apply knowledge in practice and act adequately in a life-threatening situation.

4. Expand the developmental environment by providing new aids and toys manufactured and purchased during the project;

5. Stimulate the development of independence and responsibility.

6. Foster a cautious and prudent attitude towards potentially dangerous situations.

7. Contribute to the formation in children of a positive perception of themselves and their families, partnerships between children and adults.

8. Increase the competence of parents in ensuring the safe functioning of children in the domestic sphere.

9. Involve parents at all stages of the project, strengthen interest in cooperation with the kindergarten.

THE TARGET AUDIENCE
Children of different age groups of compensatory education for children with mental retardation, parents (legal representatives), teachers of preschool educational institutions participate in the implementation of the project

PROJECT IMPLEMENTATION MANAGEMENT

Ulyanochkina Svetlana Sergeevna - teacher-defectologist

Novikova Irina Vitalievna - teacher

Artemova Valentina Eduardovna - teacher

RESOURCES

1. Temporary support:
The project has been implemented since 11.01. 2016 to 04/25/2016
2. Logistics support:
The project is being implemented with the resources of the preschool institution.

PRODUCT OF PROJECT ACTIVITY

The project is implemented in the following modules:
- design;
- creative;

Practical;
Project implementation stages:

Preparatory stage 01/11/2016-01/22/2016

· Accumulation of information base.

· Project development by group teachers.

· Introducing teachers and parents to the project, determining their role and place in this project.

· Questioning of parents and children

· Manufacturing of necessary equipment.

Organizational and practical stage 01/25/2016 -04/22/2016

· Conducting competitions for children and their parents accompanying the implementation of the project;

· Reflection of the knowledge acquired by children in various types activities;

· Organizing and conducting classes aimed at expanding ideas about life safety.

· Enrichment with stimulating and activating didactic material.

The final stage – summing up 04/25/2016

· Presentation of the finished product to children and parents.

· Presentation of the project to preschool teachers at the teachers' council.

· Presentation at the district level

PROJECT GEOGRAPHY
The project is being implemented in the city of Perm

EXPECTED RESULT

· Implementation of set goals and objectives by all participants in the educational project.

· An animated film consisting of four short episodes “Emergencies at Home.”

· Enriching the developmental environment by equipping the group with additional equipment and a variety of games and toys.

· Children's mastery of the surrounding reality, active interest in the problem of their own safety.

· Children learning the rules and norms of behavior in dangerous life situations.

· Development of cognitive interest of preschoolers during joint practical activities with parents and teachers.

· Intellectually – personal development pupils.

· The child’s awareness of himself and others, mastering methods of constructive behavior in emergency situations.

· Replenishment of the methodological base of the preschool educational institution.

· Optimization of the use of technical and ICT tools.

· Involving parents in the pedagogical process, strengthening interest in cooperation with the kindergarten.

PROJECT IMPLEMENTATION

Project work planning

Theme "Professions"

- Conversation “All professions are important, all professions are needed”

"Professions that save lives"

- Role-playing game “I am a fireman”, “I am a policeman”, “I am an ambulance doctor”

- Mini project “I dream of being...”

Mini project “Professions in miniature” (together with parents, creating dolls for a certain profession, composing stories: what should be...?)

-Drawing competition

Theme "Transport"

- Conversation “Such different cars”, “Rules of the road”

- Reading fiction about transport, memorizing poems about transport

Didactic games “Call the right service”, “Transport lotto”, “Choose your special transport profession”, “Recognize by the shadow”, “Confusion”, “don’t yawn, call the service quickly”

- Role-playing game “I am a driver...”

- Compiling a collage “Cars in the city”

- We draw special transport

Theme “My city Perm”

Conversation “My favorite city”, “Sights of the city”, “What services of the year do we know”, “How to live safely in the city?”

- Reading fiction about our city,

- Collection of folders with photographs of the city

- Didactic games “What’s missing from the picture?”, “Who works in which building?” , "Confusion"

- Construction of multi-storey houses from boxes

-Drafting a collage “Our City”

Theme "My Home"

-Conversation “My house”, “My apartment”, “I know my address!”, “My home is my fortress”

- Making “The Road Home” diagrams

- Writing stories about your apartment/house

- Mini project “Smart Home!” (creating a house for dolls - parents and children participating)

- Conversation“Dangerous objects in the house”, “Household appliances - rules of use”

Folder – moving “Dangers at Home”

- Designing a corner for safe behavior

Reminders of behavior in emergency situations made by children

Practicing the skill of calling the rescue service

Board games “Rules of behavior in emergency situations”, “Home Alone”

Theme "Fire"

Conversation “Don’t play around with fire, children, either at night or during the day”

“What to do if there is a fire”
- Lesson “Take care of yourself”
- Story-based role-playing game “Young Firefighter”
- Creative task (visual activity) on the topic “Fire is dangerous”

Game – dramatization “Matches are not toys for children”
- Training evacuation

Making Schemes - Call Memos fire service
- Fantasy based on the fairy tale by S. Marshak “Cat’s House”;

Outdoor games: “From bump to bump”, “Put out the fire”, “Who can give the signal faster”, “Build a shelter”, “Young rescuers”,

Filming the first episode of the animated film “Fire”

Theme "Home Alone" (police)

Conversation “Meeting with a stranger” (entrance, elevator, door, phone conversation on the phone with a stranger)

Didactic game “Own, Acquaintance, Stranger”
- Reading fiction “Kolobok”,
"The Wolf and the Seven Little Goats", "Little Red Riding Hood"
- Training game “Meeting with a stranger”
- Outdoor game “Find your home”
- Educational game “Danger in the House”
- Game “Riddle - Answer”

Making Schemes - Call Memos police service

Filming the second episode of the animated film “The Stranger”

Subject " Ambulance»

- Conversation “Where do doctors work?”, “How to avoid trouble?”, “When is it necessary to call a doctor?”

- Reading fiction “Doctor IBolit”, “Peter and the Wolf”

- Game “Help yourself” (First aid)

-

Solving problem situations

Making Diagrams - Instructions for calling an ambulance

Filming of the third episode of the animated film "Ambulance"

Theme: “Caution gas!”

Conversation “We have gas in our kitchen”, “What you need to know about gas”

Reading fiction Krivitskaya A. “Who has gas in the kitchen”

- Simulation of dangerous situations

Solving problem situations

Making Schemes - Instructions for calling the gas service

Filming the fourth episode of the animated film “Gas is Dangerous”

Assembling an animated film

Bottom line

Presentation of an animated film to children and parents, colleagues, discussion, reviews, comments.

PROJECT IMPLEMENTATION RESULTS

The implementation of the project “Your Own Rescuers” contributed to the formation of children’s knowledge about sources of danger and rules of safe behavior at home, and taught them to act adequately in a life-threatening situation. Thanks to the creation of an animated film that children could understand, many children looked at the problem of safety differently, began to ask more questions, and drew their parents’ attention to various everyday situations.

During the project, the assigned tasks were achieved. The group's educational environment was replenished with multifunctional houses for dolls, dolls of different professions, special transport cars, reminders, safety schemes, an entire city made by the hands of children settled in the group, a variety of stimulating and activating material appeared for the plot - role playing games, methodological manuals. Children have learned the rules of behavior in emergency situations. The involvement of parents in the pedagogical process had a particularly beneficial effect, mutual understanding was established, and interest in cooperation with the kindergarten was strengthened. The goal has been achieved.

Participated in the implementation of the project 44 people

- 13 children students in a correctional group for children with mental retardation ;

- 3 teachers;

- 15 parents(showed an active parental position).

Annex 1–list of used literature p.9

Appendix 2 – analysis of questionnaires of parents and children p.10

Appendix 3 – product photos joint activities adults and children page 11

Appendix 4 – methodological equipment p.17

Annex 1

Bibliography:

1. Avdeeva N.N., Knyazeva O.L., Styorkina R.B. Safety: Tutorial on the basics of life safety for children of senior preschool age - M.: AST, 1998.

2. T.G. Khromtsova “Education of safe behavior in everyday life.”

4. Tsvilyuk G.E. The Basics of Safety: A Book for Children and Parents. - M.: Education, 1994.

5. Shorygina T.A. Caution Tales: Safety for Kids. – M.: Prometheus, 2002.

6. Encyclopedia for children. Additional volume. Personal safety. Precautions in everyday life. Behavior in extreme situations / Ch. ed. V.A. Volodin. - M.: “Avanta+”, 2001.

Appendix 2

In accordance with the answers of the parents, the following groups are distinguished:

1 group: parents are conscious of the need to specially familiarize their children with life safety rules not only at home, but also on the street, note the importance of developing a careful attitude towards their health and the health of others, highlight the need to become familiar with sources of danger in order to form ideas about dangerous items and the possibility of conscious action with them

2nd group: parents who consider it important to form ideas about life safety rules, but do not have the time or desire to independently acquaint their children with possible dangerous situations and objects, note the importance of the presented activities in kindergarten; They consider it sufficient to acquaint children not with all life safety rules, but only partially.

Among children, the following groups:

1 group: children who have developed knowledge about life safety and are taught the skills of safe behavior in various dangerous situations.

2nd group: children whose parents think that they have taught safe behavior skills, but the child has not learned enough knowledge.

3 group: children have no idea about the rules of safe behavior in life-threatening situations, this group children are most at risk.

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