Practical work. Examples of cases with solutions Practical work collection of tasks innovative management

For the second year, together with RVC, we have been implementing the “Open Doors in Corporations” project. This format, which is not quite usual for the Russian market, allows you to get the most complete, down to the details, idea of ​​how everything related to innovation is structured at a particular enterprise, how employees are motivated, how planning occurs, decisions are made, and goals are achieved.

During the project, we visited 12 companies: seven in 2015 and five in 2016. The project was conceived with the goal of “opening up” corporations, integrating the ideology and values ​​of the open innovation concept into Russian corporate culture. It was important for us to see and show what happens behind closed office doors. Compared to what can be heard at various forums or conferences, the difference is significant. On the territory of the enterprise with its production facilities, project offices, laboratories, test benches and samples of innovative products, when there are no time restrictions, speaking to a small but targeted and motivated audience and discussing specific problems become much more productive. I won’t be mistaken if I say that the corporations themselves discovered a lot of new things. New partners, ideas, joint projects, acquaintances. So it would be more correct to call the project a discovery of each other.

We tried to describe everything we learned about companies in the form of cases. Last year, we focused on describing what's new and unique about companies, as well as the different techniques they use to achieve competitive advantage. This year we came to the understanding that it is important to provide minimal theoretical material that reveals basic concepts so that the readers of the cases and we, the authors of the collection, can speak the same language. Therefore, the collection of cases 2016 opens with a short introduction.

Vladimir Kosteev, executive director of the NP “Club of Directors for Science and Innovation”

The priority of RVC's activities is the development of the venture capital market, the creation of an environment in which investors of different stages can effectively work and invest in projects of Russian technology companies. In recent years, we have been actively working with Russian private and public companies in order to involve them in the innovation ecosystem and stimulate their cooperation with Russian startups.

Our traditional educational program “Open Innovation and Corporate Venture Instruments” this year brought together 60 participants from such organizations as PJSC UAC, JSC USC, Concern VKO Almaz-Antey, PJSC Rostelecom, PJSC RusHydro , PJSC Rosseti, IC TRANSNEFT, etc. Participants plan to implement the concepts of corporate venture investment developed within the framework of the program in their companies.

Together with the information resource Firrma, we launched a series of industry meetings, Tech Days, dedicated to discussing the state of individual industries in general and corporations’ requests for technology in particular. This project has become another platform for interaction between representatives of corporations and technology entrepreneurs, helping to establish cooperation between big business and startups.

For a closer exchange of experience, RVC, together with the Club of Directors for Science and Innovation, has been organizing “Open Doors in Corporations” for the second year in a row - a series of events at partner companies with an immersion in their production and business processes. In 2016, project participants visited Aeroflot PJSC, Technopolis Moscow, Energy Without Borders Foundation, INVITRO LLC and Aleksinsky Chemical Plant.

The “open door” format allows you to dive very deeply into the experience of introducing innovations of a particular company, to find out what processes, solutions and people are behind it. There are not many companies in Russia yet that have such experience, and most importantly, are ready to share it with everyone interested. Therefore, this format of events turned out to be extremely popular and is highly appreciated by all participants. The results of the “Open Doors in Corporations” project are collected in the collection of cases that you are reading now.

Gulnara Bikkulova, Deputy General Director - Development Director, Member of the Board of RVC JSC

Ministry of Education and Science

Russian Federation

Samara State Pedagogical

university

Workshop on the course

"Innovation management"

Samara 2006

UDC 330.101.542

REVIEWERS:

Candidate of Economic Sciences

(St. Petersburg Humanitarian University of Trade Unions);

Candidate of Pedagogical Sciences, Associate Professor

(Samara State Pedagogical University).

Workshop on the course “Innovation Management”. Samara: SSPU Publishing House, 20p..

The text of the workshop presents the content of the course “Innovation Management”, questions from seminars and practical tasks aimed at mastering theoretical material and acquiring practical skills necessary in the professional activities of a manager in managing the development of production systems.

The publication is addressed to students and listeners studying in management specialties focused on the social sphere, and will help them in preparing for tests, exams, writing and defending coursework.

ã SSPU, 2006

INTRODUCTION

Modern trends in management education guide teachers of management disciplines towards increasing the volume of the practical component in the learning process. Today, the most important thing is not to impart knowledge of any concepts, laws and principles of management to students and participants in various management courses, but to help students of a particular discipline combine the theory and practice of management together.

This task acquires particular significance within the framework of the “Innovation Management” course, which aims to develop specific skills in managing the development of an organization, relying on the existing social and professional experience of students. This course is studied in close connection with other management disciplines, which allows teachers to use interdisciplinary connections, and students and listeners to reach a qualitatively new level of mastering the material.

The need to reach a new qualitative level of training for managers is determined by the fact that the changes taking place in the modern economy are based on the innovative orientation of the strategy and tactics of development of production organizations. Management innovation today acts as one of the main indicators of the quality of socio-economic processes in developed countries. Modern production of goods and services is characterized by an increase in its information, intellectual and innovative components. These trends entail the need to transform the forms and methods of organizing and managing subjects of production activities.

Thus, the priorities of modern production determine new requirements for the content, organization, forms and methods of management activities, which, in turn, determines the emergence of a special type of management - innovative management.

The theory and practice of innovative management play a leading role in management activities today, since the ability to innovate is an imperative requirement of our time, common to all organizations.

The course “Innovation Management” is aimed at systematizing and analyzing the basic theoretical concepts of modern management and mastering the professional competencies necessary for a manager to effectively manage the development of production systems. The content of the course involves studying one of the most difficult but necessary tasks of managing organizations - effective management of innovations.

Carrying out qualitative changes in organizations requires its leaders to have specific knowledge and skills in managing innovation processes. The course content includes both questions of the theory of innovation management and a generalization of the experience of innovation in various organizations. Students gain an understanding of the essence and structure of innovation, types of innovations, and innovation management. In practical classes, skills in developing a concept, strategy and project for introducing innovations are developed. The study of methods and technologies for innovation management involves students mastering specific skills of working with a team in the conditions of innovative activity. The teaching of the course is based on learning outcomes in such disciplines as “Fundamentals of Management” and “Organization Theory”. The concepts and skills formed within the discipline are the basis for the study of most subsequent courses of special training and specialization disciplines.

The purpose of the course is ensure the development of the theoretical foundations of innovative management and mastery of the skills that constitute the professional competence of the future manager.

Course objectives:

· introduce the main stages of the emergence and development of innovation management;

· reveal the essence and specifics of innovation management;

· introduce the methodological foundations of innovation management;

· generate knowledge about various approaches to understanding the theory and practice of innovation management;

· create a system of knowledge about the functional composition of innovation management and the effective implementation of these functions;

· develop skills: analyze and evaluate the situation, predict the result, algorithmize activities (your own and others), carry out communications.

The proposed manual, in addition to questions for seminars, contains a certain set of practical tasks, during which students have the opportunity to develop specific skills that constitute the professional competence of a future manager. Completing assignments requires a high degree of independence, which is due to the focus of this manual on self-study for students and course participants. At the same time, this manual can provide methodological assistance to teachers in choosing the most effective forms and methods of teaching within the framework of the “Innovation Management” course.

Trends and types of development. Development management. Definition of innovation. The basis of innovation, selection criteria, forms of innovation. The concept and essence of intellectual property. Classification of innovations and innovation processes. Development management logic.

Innovations as an object of innovation management: essence, causes and forms of innovations in organizations. Innovative activity as an imperative requirement of our time. The relevance of innovation activity and management of this activity for Russia. Links of innovation activities. Life cycle of innovation. Structure of the innovation process. Factors determining the innovation process. Main stages of the innovation process.

Innovation management: emergence, formation, main features. The relationship between classical management theory and innovative management. The main stages of the evolution of management science under the influence of various schools and approaches. Management as an interdisciplinary study. Classification of concepts and approaches in innovation management. The most characteristic features of innovative management.

Master the concepts:

innovation, development management, intellectual property, innovation focus, innovation management, sequence and parallelism of innovation processes, control centers, impetus for change.

Know:

distinctive features of development management,

forms of innovation,

criteria for selecting innovations for organizations,

essence and forms of intellectual property,

ü “Development of new markets”;

ü “Attracting new sources of raw materials and resources.”

Forecasting in innovation management. Forecasting as the main means of solving the central problem of the strategic stage in the process of managing the development of an organization. Basic forecasting methods.

Innovative strategies in managing the development of an organization. The Strategy Development Pyramid. Matrix analysis of the choice of innovation strategy. System of strategic innovation management. Diagram of the strategic stage of operating systems.

Based on the results of studying the section, students should:

Master the concepts:

strategic pyramid, innovation strategy.

Know:

the role of forecasting in innovation management,

basic forecasting methods,

connections in the system of strategic innovation management,

typology of innovation strategies,

main characteristics of innovation strategies,

components of the strategy development pyramid,

matrix analysis structure for choosing an innovation strategy,

components of the strategic innovation management system,

components of the strategic stage model of operating systems.

Be able to:

give and interpret examples to illustrate application in the management of organizations of the main types of innovative strategies:

ü moderately offensive,

ü focused differentiation strategy,

ü following the leader,

ü protection from external threats,

ü offensive strategy of broad differentiation,

ü broad differentiation strategies,

ü offensive,

ü leading,

ü strengthening positions,

ü situational,

ü moderately offensive differentiation strategy,

ü attacking,

ü innovative.

Based on the analysis of the proposed specific situation:

ü predict the direction of development of the organization;

ü predict additional effects of applying an innovation strategy.

ISSUES FOR DISCUSSION

IN SEMINAR CLASSES

Seminar No. 1: Basic concepts and patterns of innovation management.

Prerequisites for the emergence and development of innovative management. The essence of innovation management. The concept of innovation. The purpose of innovation. The relationship between the concepts of innovation and development. The concept of intellectual property. The role of intellectual property in innovation. Forms of innovation. Criteria for selecting innovations. Development management logic. Life cycle of innovation. Structure of the innovation process. Factors that determine the nature and direction of the innovation process. Main stages of the innovation process.

Seminar No. 2: Organization of innovations.

The main activities of the innovative enterprise. Organization as a subject of innovative activity. Organization as a process of innovation. Features of the organization of innovation activity: development management functions, the main tasks of a manager in managing the innovation process. The role of delegation of authority in innovation management. Features of the communication process in innovation management. The main differences between the forms of innovation management. Innovative games. The role of innovative games in development management.

Seminar No. 3: Features of functions and methods of innovative management.

Parameters characterizing innovative activity. The main differences between the functions and methods of innovation management. Features of personnel management in innovative management. The role of forecasting in innovation management. Basic forecasting methods. Typology of innovation strategies. The Strategy Development Pyramid. Matrix analysis of the choice of innovation strategy. System of strategic innovation management.

TASKS FOR INDEPENDENT WORK

1. INTRODUCTION TO INNOVATION MANAGEMENT

1. Find in the literature or other media and provide examples of specific situations illustrating:

· innovative orientation of organization management;

· prerequisites for the emergence and development of innovative management;

· use of fundamental, applied and rationalization forms of intellectual property in managing the development of an organization.

2. Find examples in the literature or other media of introducing innovations or innovative processes in organizations (at least three).

3. Select the basis and classify the innovations described in the examples.

4. Characterize the innovation described in one of the examples given as an object of innovative management, using state parameters, control parameters and disturbing parameters.

5. Find an example of innovation in an organization in literature or other media.

6. Interpret the specific situation in the given example within the framework of development management logic.

7. Prove the relevance of innovation activities and the management of these activities for Russia.

8. Give examples illustrating the position proven in the previous paragraph.

9. Find an example of innovation in literature or other media.

10. In the example given, highlight the factors that determine the nature and direction of the innovation process.

11. Using the knowledge acquired in junior courses, or by referring to the relevant literature, follow the sequence of actions:

· List at least five approaches and schools of management.

· Formulate the key provisions of the listed approaches and schools.

· Highlight in each of the listed approaches and schools the factors that determine the innovative component of management.

· Give examples of the application of the listed approaches in management.

12. Referring to the relevant literature, follow the sequence of actions:

· List the main stages in the evolution of management theory and practice.

· Show an increase in the innovative component of management at each stage compared to the previous one.

· Give examples illustrating the characteristic features of innovative management at the present stage of development of management theory and practice.

2. FUNCTIONS OF INNOVATION MANAGEMENT AND THE EFFECTIVENESS OF THEIR IMPLEMENTATION

1. Analyze a specific situation and answer the questions.

Aquarius changes strategy

The pioneer of Russian computer production (it would be more correct to talk about computer assembly), the company Aquarius System Inform, announced in April 1995 that it was leaving this business and concentrating on selling foreign computers in Russia. Due to the fact that such well-known computer manufacturers as Fujitsu and Digital were scheduled to enter the Russian market, Aquarius hoped to achieve success in the sales business. It was decided to mothball computer production until the prerequisites for returning to the “production” business were in place.

The Aquarius company began assembling personal computers in 1990. It was a revolutionary initiative back then. And not so much because the Aquarius company, which at that time had the status of a joint venture, decided to engage in production rather than import of computer equipment, as the vast majority of Soviet computer companies did, but primarily because the company opened its own plant for assembly of computers in the city of Shuya, Ivanovo region. In those August days of 1990, there were a lot of enthusiastic reviews and flattering statements about the initiative of the Aquarius company. The forecasts were extremely optimistic.

The plant's capacity in Shuya allowed it to produce 10 thousand computers per month. In a socialist economy, it was important to fit into the system of planned supplies. The Aquarius company managed to conclude a profitable agreement with SoyuzEVMkomplekt, which supplied personal computers throughout the Soviet Union. In accordance with the agreement, SoyuzEVMkomplekt had to purchase 35 thousand personal computers from Aquarius. Then this figure automatically increased to 75 thousand. By the spring of 1991, the plant began producing 6 thousand personal computers per month. However, the collapse of the ruble and the introduction of increased customs duties on computer components made the contract concluded in rubles with SoyuzEVMkomplekt completely unprofitable. The Aquarius company agreed to terminate the contract and pay fines. After that, she had to look for buyers in the market. This forced it to reduce production to 1 thousand computers per month. Then the situation became even more complicated. As a result, production dropped to 200–300 computers per month, and the number of workers at the plant was reduced threefold: from 150 to 50 people. In order for the plant to operate at break-even, it was necessary to produce 1.5 thousand computers per month. The company was unable to sell such a quantity. An attempt was made to start producing cash registers. But this attempt did not give the desired result. In the face of production cuts, the company's management tried to retain staff. However, it was still forced to fire workers. In 1995, only qualified assemblers remained at the plant, who served as security guards and, if orders for computers appeared, assembled them.

Aquarius managed to overcome the difficulties of 1992 due to the fact that the company diversified. Having redirected its capital from computer production to the financial sector, as well as trade and construction, the company achieved that its annual turnover in 1993 amounted to approximately $100 million. At the same time, the computer direction accounted for only a quarter of the turnover, which was comparable with a share of turnover in construction (20%) and less than a share of turnover attributable to investment projects (32% of total turnover).

Diversification of activities led to a change in the organizational structure. Instead of the Aquarius joint venture, a group of ten practically independent companies arose, operating in certain areas of business, such as construction, computer business, etc. The group is headed by a holding company that owns a controlling stake.

Questions:

Can Aquarius be called an innovative enterprise? Justify your answer. What forms of innovative development did Aquarius management intend to use to gain competitive advantages? What objective factors did not allow the management of Aquarius to ensure the development of their enterprise? Justify your answer with facts from the text of a specific situation. What subjective factors prevented the introduction of innovation? Justify your answer with facts from the text of a specific situation. What alternative forms of innovative development of the Aquarius enterprise can you offer? What competitive advantages will the company receive if your proposal is implemented?

2. In order to survive in the long term, manufacturing organizations have to constantly direct their efforts to make their product either cheaper or have distinctive consumer properties (special qualities).

Define :

features of management focused on creating a cost advantage; features of management focused on creating competitive advantages due to qualitative differences in its products; forms of organizational development that, from your point of view, can provide competitive advantages to a production organization.

3. Model a situation that reflects the features of management focused on creating a cost advantage.

4. Model a situation that reflects the features of management focused on creating competitive advantages through qualitative differences in its products.

5. Determine the types of basic communications in the situations you have given (see tasks 3 and 4).

6. Identify the features and determine the main differences between communications in the first and second situations you modeled (see tasks 3 and 4).

7. Read the text and complete the tasks.

Amphitryon - your guide to Greece

At the end of October 1993, Konstantin Mitsiu, owner and manager of the Amphitryon group of companies, set out to organize a special tour for teenagers. This was a 14-day trip covering the most beautiful places, historical and archaeological sites of Greece. By this time, he had concluded agreements with two professors, who were assigned the role of guides on the proposed trip.

The Amphitryon company was founded as a travel agency in 1957 and by 1993 it was already a large tourism shipping company. The company's head office is located in the prestigious business center of Athens. Amphitryon has branches in Tokyo, Washington and Toronto. Its Greek offices are located in Athens, Pyr and Crete. The main consumers of the company's services are administrators and employees of companies who placed their orders in the branches of the Amphitryon company where their own enterprises were located. These same clients bought family tours and excursions. The bulk of the clientele consisted of top and middle managers, partly their secretaries and assistants. Only 10% of sales came from random customers who casually dropped into Amphitryon's offices.

Mr. Mitsiu began thinking about the possibility of organizing a tour for teenagers after meeting other travel agents at an international conference in Milan in September 1993. During informal conversations, he learned about the existence of positive experience in conducting such tours in other countries and cities of Europe, in particular in Rome, where this event gradually grew into a profitable summer business, since the best time for conducting these trips is the end of July and the beginning of August. Konstantin found out that parents and teenagers are attracted to tours of this kind by the opportunity to relax separately. However, parents accept this offer only on the condition that the agent organizing the tour guarantees proper supervision of teenagers and the level of training of the guides.

Returning to Athens, Mr. Mitsiou discussed the idea of ​​organizing a tour with his friends, the Lykidis couple, and invited them to collaborate on the project. The couple were enthusiastic about the idea and agreed to act as tour guides, since Mr. Lykidis, being a history professor, saw in the project an opportunity to satisfy his professional interests.

Mr. Mitsiou intended to concentrate his tour on Greece, its national color, and the main historical and architectural attractions of the entire country. The topic of this tour was determined after Konstantin met letters from parents and teachers in the media. The authors of the letters complained that the history of Greece is studied in schools exclusively theoretically and expressed a desire to send their children on a well-organized trip that would allow them to see for themselves places about which they received only dry information in history lessons, to appreciate all the beauties of nature and with the help of qualified tour guides learn a lot of new and interesting things.

Konstantin Mitsiu, who had a certain social experience, understood well that teenagers would not like the trip if it only involved visiting museums, historical and architectural attractions. Therefore, he decided to give them the opportunity to relax on the sea coast, walk around small towns and villages, have fun in taverns and discos.

As an experienced travel agent and manager, Mr. Mitsiu knew that sometimes clients cancel their trip at the last minute, resulting in the need for refunds. In this case, the company incurs considerable losses. In addition, the specifics of the tourism business require payments in advance to book tickets and comfortable rooms, especially in cities where there is a small selection of hotels. If the entire trip is cancelled, the company’s losses will increase by an order of magnitude.

Moreover, from his friend, a famous lawyer who had two teenage sons, Konstantin received information that teenagers have little interest in history, no matter what the newspapers write about this and the professionalism of the guides does not matter to them. Teenagers will be very happy to go on a trip, where they will be given the opportunity to prove that they are independent people and can travel independently. This information turned out to be very important for Mr. Mitsiu, since he always trusted his friend's opinion.

However, despite the existing risks, Mr. Mitsiu did not give up his idea and decided to begin developing a tour plan for teenagers.

Determine the type of project that was developed by the main character. Using the data given in a specific situation: “Amphitryon is your guide to Greece,” model a possible structure (highlight individual stages, steps and determine their sequence) of an innovative project: “Tour for teenagers.” Predict possible additional effects during the implementation of the project conceived by Mr. Mitsiu. Describe the conditions under which this project can be successful.

8. Find examples of the use of innovative games in modern enterprises in periodicals and other media and, using this example, take the following steps:

Identify a possible problem that the company's management was trying to solve.

Formulate the goal of the innovation game. List the main forms of organizing an innovative game. List the main roles of the participants in the innovation game. Highlight the main stages of an innovation game. Determine the main criteria for achieving the goal of an innovative game.

9. By choosing one of the list of organizations:

· Medical clinic;

· Beauty saloon;

· House of everyday life;

· Taxi "Orange";

· Educational institution;

· A company providing design and renovation services;

· Vet clinic;

· Legal consultation;

· A fitness center,

or offering any other one at your discretion, develop the plot of an innovative game by following the following sequence of actions:

identify and formulate a possible problem occurring in the selected organization within the following thematic fields:

“Improving the management system in the organization”

“Human Resource Development Management”;

“Managing the introduction of new technologies”;

“Development of new markets”;

“Attracting new sources of raw materials and resources.”

Formulate the goal of an innovative game that is adequate to the problem. Select unambiguous criteria for assessing the effectiveness of an innovative game that do not require additional costs and time (criteria for achieving the goal of the game). Outline the main roles of the participants in the innovation game (describe who will do what during the game). List the main organizational forms assumed in the innovation game. Describe the course of the game (stages, steps in the game should be logically justified, they should be enough to carry out the game). Anticipate what additional benefits the organization may receive after the game is completed.

3. INNOVATION MANAGEMENT AND STRATEGIC MANAGEMENT

1. Using various information media: educational literature on the course, periodicals, the Internet, television, etc., fill out the table by entering in the appropriate cell the characteristics of changes in the organization when using basic innovative strategies for given indicators.

2. Find an example in the periodical press or other media that describes an organization’s use of one of the innovation strategies shown in the table.

3. Analyze the behavior of the company in the example given, taking into account the indicators in the table.

4. Analyze the situation and answer the questions.

Recreation center "Volzhskie Zori"

The recreation center "Volzhskie Dawns" is located in a picturesque corner of the Zhigulevsky Mountains, next to the Zhigulevsky Nature Reserve, on the right bank of the Volga River.

The owner of the recreation center is. The representative office of the OJSC, which supervises the activities of the organization, is located in the city of Zhigulevsk (40 km from the location of the base). The organization “Volga Dawns” is financed by the owner through a representative.

The main activity of the Volga Dawns organization is to provide services for organizing recreation for citizens. The base operates only in the summer months.

At the base there are four 4-bed luxury houses (built 4 years ago), a two-story building with 2, 3 and 4-bed first class rooms (15 rooms in total, has its own boiler room) and four third class houses (without amenities, they have been in operation since the opening of the base - more than 30 years, they have never been overhauled).

Base employees provide vacationers with additional paid services: rental of boats, billiards, table tennis, badminton and other sports equipment. On the territory of the base there is a well-maintained beach and parking. Three meals a day are provided.

During the stay, lasting 14 days, excursions are organized to the Zhigulevsky Nature Reserve - to the holy spring “Stone Bowl”, to Strelnaya Mountain - the site of Stepan Razin’s army, the Repin Museum and caves in the Zhigulevsky Mountains. Transport for delivering vacationers to the excursion site is provided by the representative office.

In the immediate vicinity of the Volzhskie Zori recreation center there is a children's camp "Polytechnic" and the famous "Zhigulevsky Artek". At a distance of 4.5 km there is a non-functioning recreation center (mothballed 6 years ago).

The base staff consists of: director, accountant, medical worker, cultural worker, electrician, plumber, carpenter, 4 cooks, 2 dishwashers, 3 house cleaners, 3 watchmen, driver. Management is carried out through a linear-functional management structure. A full staff is recruited only for the season. During the off-season period, only the director and three watchmen working in shifts remain employed. The base administration uses a Niva car year-round, which during the season transports personnel to work and transports food to the canteen warehouse. During the off-season, the car is used sporadically.

Questions:

Can we say that the management of the Volzhskie Dawns t/b manages development? Justify your answer. What competitive advantages does the organization in question have? What innovations are possible in an organization for its development? What competitive advantages can the innovations you offer provide T/B “Volzhskie Zori”? Using matrix analysis, select the organization's innovation strategy considered in a specific situation. Predict the additional effects of applying the innovation strategy chosen above.

EXAM PROGRAM

Life cycle of innovation. Innovative activity as an object of management. Innovative project: concept, structure, classification, development phases and performance criteria. Development management logic. Methods for assessing the effectiveness of innovative projects and programs. The most characteristic features of innovative management. Scientific approaches to innovation management. Organization as a subject and as a process of innovation. Areas of activity of an innovative enterprise. Main stages of the innovation process. Features of the organization of innovative activity: organization of the management process, the main tasks of the manager, the role of delegation. Features of personnel management in innovative organizations. Features of functions and methods of innovative management. The concept of innovation. Selection criteria and forms of innovation in organizations. Prerequisites for the emergence and development of innovative management. The relevance of innovation activity and management of this activity for Russia. The communication process in innovation management. The role of forecasting in innovation management. Basic forecasting methods. System of strategic innovation management. Methods for choosing and developing strategy in innovation management. Structure of the innovation process. Essence and forms of intellectual property. The essence of innovation management. Typology of innovation strategies. Conditions for the success of innovative projects and programs. Factors that determine the nature and direction of the innovation process. Forms of innovative management. Innovative games.

LITERATURE

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9. Your time is in your hands. M., 1991.

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20. Popov and the organization of American management. M., 1991.

21. , Usman management course in tables and graphs. M.: UNITY, 1998.

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27. Manager's career. M., 1991.

Educational edition

Irina Anatolyevna Karapina

Workshop on the course

"Innovation management"

License ID No. 000. Signed for publication on September 12, 2006.

Printing paper. Printing is efficient. Format 60x84 1/16

Volume 2 p.l. Circulation 300 copies. Order No. 000.

Publishing house SSPU: 1/63.

Methodological instructions for the workshop on the course “Innovation Management” are part of the educational and methodological complex of the department in the disciplines studied for students of economic specialties in full-time, evening and correspondence forms of study.

The work presents the main questions for discussion at seminars, multivariate tasks and practical situations on the course topics for solution in classroom lessons and methodological developments for them.

Methodological instructions can be used to conduct seminars and practical classes on the named training course.

Topic: INNOVATION AS AN OBJECT

INNOVATION MANAGEMENT

Seminar lesson plan

• (questions for maintenance)
• 1. Innovations and innovations, concepts and essence.
• 2. Expand the content of the concept “Innovation management”. Give examples.
• 3. List the main functions of an innovation manager.
• 4. What types of innovations do you know?
• 5. Why and how often is it necessary to carry out innovative activities in organizations (firms)?
• 6. Which research firms (small, large,

medium) play a significant role in the development of scientific and technical progress and why?

• 7. Name and define the basic concepts of innovation management.
• 8. Innovation market and forms of participation in it.
• 9. Investment market and forms of participation in it. Give their characteristics.
• 10. Pure competition market and its features.
• 11. What types of research and development work do you know. Give their characteristics.
• 12. Describe the concept of “Innovation process” and the main subjects involved in it.

Topic: ORGANIZATIONAL STRUCTURES

INNOVATION MANAGEMENT

Seminar lesson plan

• (Issues for discussion)
• 1. What divisions (functions) should the infrastructure of innovative enterprises include?
• 2. Describe the sectors of science included in the classification of scientific organizations.
• 3. What is the role of small firms in the innovation process?
• 4. Characterize venture firms, experimenting firms, violents, patents, commutators and determine the area of ​​their activity in the innovation process.
• 5. What are technology parks? technopoles, incubators in innovation?
• 6. What is the importance of financial industrial groups in the modern Russian economy?
• 7. The procedure for forming financial industrial groups.
• 8. Stages of formation of financial industrial groups and their content.
• 9. The process of designing the technological chain of financial industrial groups and the resulting documents by stages.
• 10. What financial indicators are used to analyze the activities of participants in the technological chain of financial industrial groups?
• 11. How is the effectiveness of teams in the technological chain assessed?

TASK No. 1

The process of functioning of the FIG (financial-industrial group) consists in the implementation N processes, each of which is managed by a separate team.

The costs of each i-th team are Zki conventional monetary units. The net profit of the i-th team is PCi c.u. FIG costs ( Zfpg) more net profit ( Pfpg) 12.84 times.

Ranking teams according to the value of the corporate efficiency coefficient (Kki). Draw conclusions about the contribution of teams to the success of the financial industrial group (calculation is carried out to the 4th decimal place).

Initial data on the options are presented in Table 1-I.

The calculation results are presented in table I.

Table I

Ranking of FIG teams

Table 1-I

Initial data for task No. 1

The numbers are conditional

TOPIC: INNOVATION PROJECT

Seminar lesson plan

• (Issues for discussion)
• 1. The concept of “Innovation project”, its content.
• 2. Life cycle of innovations and its components.
• 3. Types of investment at different stages of an innovation project.
• 4. Stages of creation and implementation of innovative projects.
• 5. Registration of an innovative project (the order and content of the documents included in it).
• 6. Research and development cost structure.
• 7. Describe the main points and features of innovation project management.

TOPIC: CREATION AND DEVELOPMENT MANAGEMENT

NEW TECHNOLOGY

Seminar lesson plan.

• (Issues for discussion)
• 1. Describe the stages of the product life cycle.
• 2. What problems does the FSA solve?
• 3. Describe the process of preparing for the production of new equipment.
• 4. Expand the content of design preparation for production.
• 5. Expand the content of technological preparation of production.
• 6. What tasks does a manager solve in the process of managing the creation and development of new technology?
• 7. How is the labor intensity of design work and the number of employed workers determined?
• 8. By what indicators is a variant of the technological process for manufacturing a product selected?

TASK No. 2

Determine how many tooling designers (devices, dies, special tools) need to be involved in the implementation of the innovative project in order to complete it within A months designing special equipment for the manufacture of a test facility with N units of original parts.

Equipment factor (relative to N):

• - according to devices - KPR,
• - by stamps - Ksh,
• - by instrument - Kin.

Average design labor intensity, hour:

• - devices - tpr,
• - stamp - tsh,
• - instrument - tin.

The amount of additional work performed by designers is equal to

T standard hours. Standards are exceeded on average by p%. The number of working days in a month is 22. The duration of a working day is 8 hours.

Initial data on the options are presented in Table 2 - I

Table 2 - Initial data for task No. 2

The numbers are conditional

TASK No. 3

For an innovative project, choose the most effective method for manufacturing parts of electric vacuum devices. It is expected that parts of this type will be manufactured within T years. Three methods of processing parts are possible in the project: I, II, Ш, ensuring the production of a given volume N thousand pieces/year with the number of job changes, S cm.

Method I - processing on universal machines in quantity C1 units, cost C 1 thousand roubles. every;

Method II - processing on aggregate machines in quantity C2 units equipped with special multi-spindle attachments. Cost of each machine Ts2 thousand roubles.;

Method III - processing on automatic machines in quantity C3 units, cost Ts3 thousand roubles. every.

The cost of special units and equipment (included in the cost of the equipment), fully depreciated over 3 years, is according to processing methods A% of the cost of the product. Equipment depreciation rate On%. The cost of repair and maintenance of equipment is p% of its cost.

Average basic wage of main production workers Zosn. thousand roubles. / month Additional salary CD%, contributions to social, health insurance and pension fund

Kst= 39%. The costs of electricity, fuel and tools, and workshop costs are assumed to be the same for all processing methods.

Determine the critical program Ncr and the range of effective application of process options.

Initial data are presented in table 3 - I

Table 3-I

Initial data for task No. 3

The choice of the most effective technological process option is carried out in a given situation based on the value of the technological cost

(St). The most effective variant of the technological process is considered to be one in which the technological cost has a minimum value (Sт min).

To complete the task, the following basic formulas are used.

St = Sv year + Sc, (1)

where Sv year is the annual variable costs in the cost of products;

Sc - annual fixed costs in the cost of products.

Sc = Deputy + Zro + Z workshop, (2)

where Zam is the cost of depreciation of equipment;

Zro - costs of repair and maintenance of equipment;

Ztseh - shop expenses.

Sv year = Zosn + Zdop + Zotch + Zmat + Zte, (3)

where Zosn, Zdop, Zotch are, respectively, the basic wages of workers, additional wages and deductions;

Zmat - costs of basic materials;

Zte - costs of process energy and process fuel.

The critical program Ncr is determined from the condition of equality of technological costs for each two compared (in turn) processing options.

St 1 = St 2; St 1 = St 3; St 2 = St 3,

Sv unit 1 N + Sc 1 = Sv unit 1 N + Sc 2, (4)

where Sv unit 1, Sv unit 2 are variable costs per unit of production for the first and second technological process options, respectively.

Sv unit 1 - Sv unit 2

ASSESSMENT OF THE EFFICIENCY OF INNOVATION

TASK No. 4

Initial investment amount in an innovative project TO million rubles Annual cash flow over T years is PNi million rubles interest rate E% per annum.

Determine whether the proposed project is profitable.

The initial data for the problem are presented in table. 4 - I.

Table 4 - I

Initial data for task No. 4

A conclusion about the profitability of a project can be given if the net present value, NPV (net present value over the years of implementation) is greater than the amount of the initial investment, K. Otherwise, the project is not profitable.

To determine the net present value obtained over T years of project implementation (NPV), it is necessary to calculate the discount factor tpi for the years of the project.

tpi = 1 / (1 + E) t . * (6)

The net present value over the years of project implementation is determined by the formula

NPV = PNi tpi million rub. (7)

TASK No. 5

The amount of payments for investments in an innovation project at an interest rate E% per annum through T years will be TO billion rubles Annual cash flow PNi million rubles

Define:

• 1. Net present value obtained over T years of implementation of the innovation project, NPV.
• 2. The amount of the investment loan at the beginning of the project, Book.

The initial data for the task are presented in Table 5 - I.

Table 5 - Initial data for task No. 5

Since during a given period compound interest was accrued on the initial investment amount at the rate of E per annum, the amount of the investment loan at the beginning of the period will be

Kn = K T = K(1 + E) T * billion. rub. (8)

*The value of E in the formula is in fractions of one.

For the determination of NPV, see formulas 6, 7.

COURSE WORK

The proposed guidelines are intended to assist students in completing course work included in the curriculum for the course “Innovation Management”. As a result of completing the work, each student, in a specific practical situation, learns to make informed decisions to increase the investment attractiveness of innovative projects.

PURPOSE OF THE WORK

The course work “Innovation Management” provides the following goals:

• 1. Consolidation of the knowledge acquired by students in lectures and practical classes in the course “Innovation Management”.
• 2. Development of skills in working with specialized literature on the chosen topic of the theoretical part of the work.
• 3. Students acquire skills when performing independent calculations to assess the economic efficiency of a specific innovation project.
• 4. Development of the ability to analyze the obtained economic data and make reasonable organizational conclusions for making decisions to improve the efficiency of innovative projects.
• 5. Preparing students for diploma design.

STRUCTURE AND CONTENT OF COURSE WORK

The work consists of two parts.

I. Theoretical or abstract part.

II. Practical or calculation part.

I. Theoretical part performed in the form of an abstract on a selected topic from the list of proposed topics.

The abstract must contain:

• - topic title;
• - table of contents in accordance with the structure of the text content and the numbers of designated paragraphs;
• - abstract text;
• - conclusions and conclusion on the abstract.

The volume of the abstract part of the work is 10-12 pages, printed in 14 point size with single spacing.

Note: If a student proposes an independently formulated topic that is not indicated in the proposed list, it is agreed with the course work supervisor.

LIST OF SUGGESTED TOPICS FOR AN ABSTRACT

• 1. Anti-crisis management of an innovative enterprise.
• 2. The role of scientific and technological progress (STP) in the intensification of social production.
• 3. Features of the current stage of scientific and technological progress.
• 4. Features of the development of scientific and technical progress in a market economy.
• 5. The role of the engineering industry in accelerating scientific and technological progress.
• 6. The role of science in accelerating scientific and technological progress.
• 7. Characteristics of the innovation process and the main ways to reduce its duration.
• 8. Methods of organizing the innovation process.
• 9. Sources of financing for innovative projects.
• 10. Features of labor regulation in R&D.
• 11. Organization of labor and wages research and

developers.

• 12. Organization of planning and management of research and development work /R&D/.
• 13. Features of pricing for scientific and technical products,
• 14. The main criteria for selecting scientific and technical projects at the stage of forming a portfolio of projects.
• 15. Main stages of creation and implementation of an innovative project.
• 16. Motivation for the work of researchers and developers.
• 17. Organization of patent and licensing activities in scientific and technical associations /STO/.
• 18. Organizational structures of innovation management.
• 19. Assessing the effectiveness of innovative projects.
• 20. Uncertainties and risks when implementing innovative projects.
• 21. Characteristics and features of organizational structures for managing innovative enterprises.
• 22. Features of matrix management structures when introducing innovations into production.
• 23. Organization of venture entrepreneurship.
• 24. The mechanism for creating and functioning of the company's risk.
• 25. The role of incubator programs and scientific and industrial parks in the development of innovative business.
• 26. State policy for stimulating innovation activity.
• 27. Ways to accelerate the introduction of advanced technology in leading industries.
• 28. Market of innovations and features of its formation.
• 29. Functional and cost analysis when introducing new technology.
• 30. Financial-industrial groups /FIGs/, their significance and

functioning in the modern economy.

• 31. Directions for choosing innovative strategies.
• 32. Features of personnel planning in scientific organizations.
• 33. Preparation for the production of new equipment.
• 34. Analysis of demand for new products.
• 35. Conducting an examination of innovative projects in Russia.
• 36. Methods for assessing the scientific novelty of research projects.
• 37. Main directions and principles for assessing the effectiveness of innovative projects.
• 38. System of indicators for assessing and selecting projects for implementation.
• 39. Analysis of the costs of implementing innovative activities.
• 40. Index method in analyzing the effectiveness of innovation activities.
• 41. Structure and organization of financial industrial groups and their effectiveness.
• 42. Innovation project management,
• 43. Features of financing innovative projects.
• 44. Features of management of innovative entrepreneurship.
• 45. Social and psychological aspects of innovation management.
• 46. ​​Marketing in the innovation sector.
• 47. In-house innovation planning.
• 48. Management of innovation costs.

II. Practical part is called “Assessment of economic

effectiveness of an innovative project.” The student is provided with a practical situation for the implementation of an innovative project and a personal version of the initial data necessary to complete the task by the course supervisor.

To assess the effectiveness of the proposed innovation project

necessary:

• 1. Calculate the profit from the project and cash flow.
• 2. Determine the economic effect (net present value) from the project.
• 3. Calculate discounted profit.
• 4. Calculate the payback period of investments.
• 5. Determine the expected value of the internal rate of return.
• 6. Determine the project profitability index.
• 7. Assess the economic efficiency of investments in

innovative project.

8. Determine ways to possibly increase the efficiency of the innovative project being assessed.

REGISTRATION AND DEFENSE OF COURSE WORK

Coursework must contain:

• - title page (see Appendix 1);
• - a detailed table of contents indicating each paragraph of the abstract and page number;
• - the theoretical part, reflecting the state of the issue considered from literary sources;
• - practical part, which should include:
  • a) the text of the practical situation, the assignment received;
  • b) initial data for a given option;
  • c) Basic calculations for the assignment in accordance with the procedure for completing the course work established by these guidelines;
  • d) a list of used literature, compiled in alphabetical order. For each literary source, the following must be indicated: author(s), full title of the publication, city, publisher, year of publication.

The text of the course work must be printed (or written) on paper format A4. Fields should be: right, left, top and bottom - 20mm each. Interval between lines - single, which approximately corresponds to 1.5 spaces in typewritten text. Used for printing font Times New Roman Cyr, size (point) 14 points.

Volume handwritten text should be calculated based on the fact that there are 40 lines on a printed page, and 70 characters per line.

The paragraph indentation size should be five spaces.

The pages of the work should be numbered from the page (usually page 3) on which the text begins. The title page and the table of contents page (at the beginning of the work) are not numbered.

Tables, presented in both the first and second parts of the work must be numbered. Sequential numbering of tables in this work main in accordance with the two parts (chapters) of the work. Above the table in the upper left corner write in full: Table 1.2 and on the next line - the name of the table; on the following pages - Table continued. 1.2. Each table must be referenced in the text. Replacement in quotation marks(when repeated line by line) numbers, % signs, № and notation not allowed. Gaps in table columns (due to lack of data), as a rule, are not left blank, but filled with a dash.

The work must be signed by the student

The coursework completed by the student is submitted for defense within the prescribed period. The defense is formalized as a test with an appropriate assessment.

to complete coursework

(practical situation)

To maintain the competitiveness of the company (company) in the market of television and radio products, an innovative project is proposed to create and implement new processes for producing programs that will significantly improve the quality and increase the capabilities of produced programs and commercials.

To conduct research and design a new process for creating programs in the 1st and 2nd years of an innovation project, A thousand rubles are required. with an even distribution over the years.

To meet the demand of the television and radio market, N sets of television equipment with a service life of 4 years are required. Annual productivity of a set of P hours of finished material. The average price for 1 hour of footage is S rubles.

The programs are planned to be released until the equipment is completely worn out and worn out. At the same time, new equipment will be delivered to the studio according to a pre-drawn plan year by year.

The cost of purchasing equipment will amount to K thousand rubles. for one set with an advance payment of 50% in the 3rd and 4th years of the innovation project.

To install and fine-tune the equipment, specific capital investments are required. thousand roubles. for 1 set of purchased equipment. It is planned to invest these funds evenly over the years, i.e. 50% each during the 3rd and 4th years of the project.

When organizing the release of new programs on new equipment, reconstruction of the studios is necessary. This requires additional capital investments in the amount of Kdop. thousand roubles. for one set of equipment with a uniform distribution of costs of 50% during the 3rd and 4th years of the project.

It is proposed to liquidate old sets of equipment in the 3rd year in the amount of L thousand rubles. for 1 new set of equipment.

The current costs of producing programs (excluding the cost of purchasing equipment) will be Ztek. thousand roubles. for 1 million rubles. of television and video products sold annually.

The interest rate on expenses and income (E) is assumed to be 10%. Discounting of expenses and income is carried out using the initial financial condition method.

Assess the effectiveness of the proposed innovation project by completing the following tasks (Nos. 1,2,3,4,5).

Initial data on the options are presented in table. A and table IN.

Initial data for course work

Table A

Table B

The numbers are conditional

Each student receives his own option, consisting of two numbers: numbers from table A and numbers from table B, chosen randomly by the teacher.

The procedure for completing course work

Task No. 1

Using the conditions of a practical situation, calculate the costs and results by year of the innovation project. To do this, you need to determine by project year:

• a) number of working equipment sets, pcs.;
• b) the number of produced video materials of programs, hour;
• c) sales volume of software products, million rubles;
• d) current costs of program production, million rubles;
• e) one-time costs for the process of creating programs, million rubles.

The calculation results are summarized in Table 1.

Table 1

Calculation of results and costs of an innovation project

To complete the task you must use the following formulas:

Ni = N1 + N2 + ...... + Nt, (9)

where i is the accounting year;

t - number of years of project implementation;

N1, N2,..... Nt - quantity of equipment, pcs.

ni = Ni P , (10)

where P is the productivity of one set of equipment, hours of finished material.

where S is the price of one hour of footage.

KVi = Ai + K N k1/100 + KVob + KVprogr - L, (12)

where Аi is the cost of research in the i-th year;

K - capital investments in equipment;

K ob - one-time costs for installation and finishing of equipment;

Kprogr - one-time costs for setting up programs.

k1 - percentage of use of capital investments in the i-th year.

KVob = NKudk2/100, (13)

KVprogr = N Kdopk3/100, (14)

where k2, k3 is the percentage of use of the corresponding capital investments in the i-th year (see the problem statement).

TIi = Vi Zitek, (15)

Zi = KVi + TIi. (16)

Task No. 2

Using the data and results of task No. 1, determine by project year:

• a) profit from the sale of television and radio programs Pi, million rubles;
• b) Cash flow PNi, million rubles;
• c) discount factors tpi;
• d) discounted profit Ei;
• e) discounted cash flow Ef (net present value, NPV), million rubles.

The calculation results are presented in Table 2.

table 2

Discounted Cash Flow

To complete this task, you must use the following formulas:

Pi = Vi - TIi, (17)

PNi = Vi - KVi - TIi, (18)

tpi = 1/ (1+ E) tp , (19)

where E is the rate on income and expenses (in fractions of a unit);

tp is the number of the calculation step by year of the project, where the 1st planned year of the project is considered zero, and the 2nd planned year is considered the first step, etc.

Ei = Pi tpi , (20)

Efi = PNi tpi . (21)

Task No. 3

Using the data and results of tasks No. 1 and No. 2, determine by project year:

• a) the payback period for investments in an innovative project after receiving the first revenue Tok and from the beginning of the project Tn ok;
• b) ID project profitability index.

The payback period of investments in the project is calculated:

1a) - based on the average profit by year of product sales, T 1 ok,

T 1 ok = KVi / Psr, years, (22)

where T 1 ok is the payback period after receiving the first revenue from the project;

Psr - average annual profit.

Psr = Pi / Nvyr, million rubles, (23)

where Nvyr is the number of years of receipt of revenue from sales of products.

Then T 1n ok = Nn + T 1 ok, years, (24)

where Hn is the number of years from the start of the project to the receipt of the first revenue.

1b) - based on the average profit over the years of product sales, taking into account discounting, T 2 ok,

T 2 ok = KVi / Esr, years, (25)

where T 2 ok is the payback period after receiving the first revenue from the project, taking into account discounting;

ESR is the average annual profit taking into account discounting.

Esr = Pi tpi / Nvyr = Ei / N vyr. , million rubles (26) 1 1

Then T 2n ok = Nn + T 2 ok, years. (27)

The profitability index of the ID project is determined by the formula:

ID = Efi /KVi. (28)

The rule for making decisions about the economic attractiveness of a project is the condition that if ID is 1, then the project is considered economically profitable, if ID1, the project should be rejected or a decision should be made to increase its economic efficiency.

Task No. 4

Using the data and results of tasks No. 1, 2, 3, determine the expected value of the internal rate of return (internal rate of return of the project), IRR.

IRR represents the discount rate at which the economic effect is equal to the value of the capital investment. The IRR of an innovative project is determined by selecting a value of the discount factor at which the total discounted economic effect is equal to zero, i.e. by solving the following equation.

Eph = Efi =PNi tpi = 0, (29)

where tpi is the discount factor at the selected interest rate on income and expenses, Ev.

When solving the equation, the interaction method is used, which involves the following actions.

• 1. Any interest rate E 1 b is selected, different from the rate E included in the calculation (10%) and the expected economic effect E 1 f is determined.
• 2. The interest rate E 2 in is selected, for which the following cases are provided:
  • a) if at E 1 in it turns out E 1 f0, then E 2 in E 1 in;
  • b) if at E 1 in it turns out E 1 f0, then E 2 in E 1 in;
  • c) is determined by E 2 f and, if the value of E 2 f is positive, then actions a), b), c) are repeated m times until E m f is close to zero.
• 3. The internal rate of return is determined by the formula:

E 1 f (E m in - E 1 in)

VND = E 1 in -%,

E m f -E 1 f

where E 1 f and E m f are the total expected economic effect at the interest rate E 1 in and E m in, respectively.

Table 3 is used to determine E 1 in and E m in.

A project is considered economically profitable if the IRR exceeds the minimum level of profitability established for this project. This indicator determines the maximum allowable loan interest rate at which lending to the project is carried out break-even.

Table 3

Determination of internal rate of return

Task No. 5

Using the results of tasks No. 1, 2, 3, 4, create a productive table of project performance indicators (Table No. 4). Evaluate and give an opinion regarding the economic efficiency of investments in an innovative project. If necessary, outline ways to improve the efficiency of the project.

Table 4

Evaluating the effectiveness of investments

into an innovative project.

Annex 1

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION

Moscow State Institute of Electronics and Mathematics

(Technical University)

Department of “Management and

marketing"

COURSE WORK

in the discipline “Innovation Management”

Assessment _____________ Theme of the theoretical part No. _____

Signature Option of the practical leader ____________ part No. _________________

Date__ ___ Student _____________

Group _______________

Supervisor _________________

Moscow 200... g.

Questions for the exam for the course “Innovation Management”

• 1. Objectives, content and structure of innovation management.
• 2. The content of the concepts “innovation”, “innovation”, “innovation lag”.
• 3. Diffusion of innovations.
• 4. Innovation process and its structure.
• 5. Subjects of the innovation process.
• 6. Research and scientific and technical activities.
• 7. Research strategies.
• 8. Classification of innovations and innovation processes.
• 9. Market of innovations and forms of participation in it.
• 10. Types of research work.
• 11. Market of pure competition.
• 12. Factors in the development of the capital market.
• 13. Innovation process and its structure.
• 14. Classification of scientific organizations.
• 15. Small firms in innovation management.
• 16. Venture firms and their areas of activity.
• 17. Operating companies and their area of ​​activity.
• 18. Patient companies and their area of ​​activity.
• 19. Violent companies and their area of ​​activity.
• 20. Companion firms and their areas of activity.
• 21. Formation and activities of financial industrial groups.
• 22. The process of designing a technological chain.
• 23. Assessment of corporate performance of financial industrial groups teams.
• 24. Research project, its types and structure.
• 25. Criteria for selecting innovations.
• 26. Innovative project, stages of its creation and implementation.
• 27. Main forms and sources of investment in an innovation project.
• 28. Design of innovative projects.
• 29. Methods for determining the costs of research work.
• 30. Cost estimate for the implementation of an innovative project.
• 31. Innovation project management.
• 32. Phases and stages of the process of creating and mastering new technology.
• 33. Research and development work. Stages and content.
• 34. Contents of the checkpoint.
• 35. Main objectives and content of the Chamber of Commerce and Industry.
• 36. Technical and economic analysis and selection of technological processes.
• 37. Contents of the OPP.
• 38. FSA when creating an innovative project.
• 39. Methods of examination of innovative projects, their advantages and disadvantages.
• 40. Organization and principles of conducting IP examinations.
• 41. Levels of comparative analysis in the examination of projects.
• 42. Comparability of projects during selection.
• 43. Principles for comparing project options.
• 44. Mechanism for project selection using the present value method.
• 45. Methods for selecting an innovative project.
• 46. ​​Investment attractiveness of the project.
• 47. Selection method based on performance indicators of an innovative project.
• 48. Method of selecting projects using a list of criteria.
• 50. Point method for selecting projects.
• 51. Taking into account risk factors and uncertainty when selecting projects.
• 52. Investment attractiveness of the project.
• 53. Estimation of costs for innovation activities.
• 54. Cost effectiveness of using innovations.

TESTS FOR THE COURSE “INNOVATIVE MANAGEMENT”

(for self-test)

• 1. What is an “innovation lag”?
• 1. The process of commercialization of innovation.
• 2. A set of new progressive knowledge and skills.
• 3. The period of time between the appearance of an innovation and its implementation in innovation.
• 4. Part of intellectual property.
• 2 . What innovations implement major inventions of new generations of technology?
• 1. Rationalizing. 2. Innovative. 3. Improvers. 4. Basic.
• 3. Which research strategy primarily uses licensing?
• 1. Offensive. 2. Absorbing. 3. Intermediate. 4. Protective.
• 4. Which companies are engaged in radical transformations of old market segments?
• 1. Explerents. 2. Violents. 3. Switches. 4. Patients.
• 5. How many stages does the process of creating and implementing an innovative project contain?
• 1. Four. 2. Seven. 3. Ten. 4. Three.
• 6. What efficiency of an innovative project is determined by the ratio of financial costs and results that provide the required rate of return for project participants?
• 1. National economic. 2. Budgetary. 3. Commercial. 4. Comparative.
• 7. What indicator is defined as the excess of integral results over integral costs?
• 1. Net present value. 3. Profitability index.
• 2. Internal rate of return. 4. Project payback period.
• 8. How is the corporate efficiency ratio of a financial-industrial group team determined?
• 1. The ratio of the team’s costs to the financial industrial group’s costs.
• 2. The ratio of the team’s profit to the financial industrial group’s net profit.
• 3. The ratio of the team’s share in the total net profit of the financial industrial group to the share of the team’s costs in the financial industrial group’s costs.
• 4. The ratio of the team’s share in the financial industrial group’s costs to the team’s share in the financial industrial group’s total net profit.
• 9. To which group of criteria for selecting innovations does the criterion of expected sales volume belong?
• 1. Scientific and technical. 2. Ecological. 3. Market. 4. Financial.
• 10. What research work contributes to increasing the volume of knowledge and deep understanding of the subject being studied?
• 1. Applied. 2. Effective. 3. Search engines. 4. Fundamental.
• 11. The initial investment amount is 480 million rubles. , annual cash flow for
• 3 years is 160 million rubles. Interest rate 10%. Is the proposed project profitable?
• 1. Not profitable. 2. Profitable.
• 12. What indicators are used to compare the costs and results of the project at different times?

refers to net present value?

• 1. Temporary. 2. Dynamic. 3. Static. 4. Intermediate.
• 13. To which group of subjects of the innovation process do entrepreneurs who were the first to master an innovation belong?
• 1. Early majority. 2. Innovators. 3. Early recipients. 4. Laggards.
• 14. What is discounting?
• 1. Comparison of costs and benefits.
• 2. Taking into account inflation when assessing economic indicators.
• 3. Bringing economic indicators at different times to a single point in time.
• 15. What is the internal rate of return?
• 1. The discount rate at which the reduced effect is equal to the reduced capital investment.
• 2. A discount rate that satisfies investors.
• 3. Discount rate equal to the inflation index.
• 16. After 4 years, the payment amount should be 20 million rubles. at an interest rate of 8%. What is the current loan amount?
• 1. 19,7 2. 14,7 3.22,3 4. 13,9
• 17. What is the net present value received over 3 years of implementation of an innovative project, if the annual cash inflow is 160 million rubles? Interest rate 10%.
• 1. 260. 2.. 240. 3. 350. 4. 398.

Time costs of the company

Privacy issue

The result of work on the case can be both an oral discussion of the formulated problems and written reports from students. The advantage of written answers to case questions is that it is easier for the teacher to track the logic of how students solve a problem, their ability to use theoretical models, etc.

Project cases as a tool for the successful launch of automated systems

It often turns out to be useful. with the combination of both forms.

It should be noted that the use of cases during the exam does not contribute to the integration of theory and practice in the learning process.

The greatest effect from using this tool is achieved when students have sufficient time (for example, a week) and have the opportunity to discuss the problems formulated in the case in groups.

Description of the business situation

Address: http://www.cfin.ru/itm/excel/pikuza/16.shtml

Circuit solutions in business

When opening new business lines, restructuring and analyzing existing ones, specialists (businessmen, financiers, lawyers) draw diagrams on paper or a board before making any decision.

Management tests with solutions

These diagrams necessarily contain arrows - showing the sequence and direction of movement of material and financial flows, as well as various "squares" - certain stages of these flows passing through some key points, without which the movement of flows further is not possible due to some circumstances .

The squares can be various organizations with which the enterprise, by the nature of its activities, comes into contact: banks, other enterprises, regulatory organizations (customs), points associated with the processing or transportation of products (services), places in which these flows can change completely or partially your physical condition: goods - money; money - bill of exchange, bill of exchange - services, etc. The passage of each "square", as a rule, is associated with the loss or acquisition of any material or financial resources.

The arrows connecting these squares, in addition to the sequence and direction of movement of material and financial flows, are associated with the loss of certain temporary resources. This can be minutes or months, depending on the specifics of the business. Sometimes, drawn arrows are associated with the loss of financial and material resources, for example, transportation of products.

These same diagrams also contain simplified calculations showing the profitability or unprofitability of the operation being carried out, as well as possible options for carrying out the operation on the “what-if” principle.

The development of such schemes undoubtedly has the advantage of the simultaneous participation of a group of specialists in the development of possible scenarios for the development of events. But if the developed scheme is accepted for execution, then in the future a more in-depth analysis of working out possible scenarios is necessary. This analysis is associated with more accurate calculations, since the often inherent “game of numbers” may not have been noticed during the collective development of the scheme and can lead to undesirable consequences.

An in-depth analysis, as a rule, consists of creating tables whose task is to show the profitability or unprofitability of an operation. Quite often you encounter the fact that such tables are created manually, using a calculator and pencil. The disadvantage of this method is obvious - manual calculations that require a lot of time, a high probability of introducing errors and the difficulty of creating multiprobable scenarios.

This chapter will describe a simplified approach to creating a proposed operation flow chart model using Excel.

Description of the business situation

Suppose some enterprise, for example, JSC "Glass blower" known to us, decided to open a new line of business, the essence of which is to purchase a batch of goods with the aim of delivering it to an import partner. Receipt of foreign currency proceeds from the sale of goods, according to the terms of the contract signed between them, and preliminary calculations, is expected a month after the shipment of the goods.

The expected costs of the enterprise under the executed contract consist of:

• cost of purchasing the goods;
• the cost of freight forwarder services for transporting goods;
• cost of customs services;
• the cost of the bank's services for converting the foreign currency earnings received.

Let's assume that the company does not have its own free working capital to purchase this batch of goods and the costs associated with its delivery to the buyer. Therefore, he signs a contract with the bank to receive a loan in national currency for the period of the operation (let’s say one month). The lending rate for a loan provided for a specified period is 3%. The entire loan amount is transferred to the bank account of JSC "Glassblower" on the day the goods are shipped to the buyer. Repayment of the loan and interest on it is carried out after converting the foreign currency proceeds received from the buyer. Payment for the bank's currency conversion services is made from funds received from the buyer.

Reimbursement of export VAT is carried out some time after settlements with the buyer and, as a result, this amount cannot be used to repay the loan. Payment of income tax and turnover tax occurs later and it is assumed that by this time the export refund will have already been made.

A case is a description of a company, organization or institution. The student’s work on the case consists of reorganizing the information presented in it through the use of analytical tools, making assumptions and making certain recommendations/conclusions.

Chapter 1. Case: Definition

Three types of cases can be distinguished.

Illustrative case (or descriptive). It is designed to make it easier for students to understand theoretical concepts.

Open case. This case does not contain specific questions. An important part of the students’ work is to identify the problems facing the company being analyzed and identify possible ways to solve them.

Interactive case. When working on an interactive case, students, in addition to familiarizing themselves with the information provided to them, have the opportunity to conduct direct interviews with the managers of the enterprise under study, and visit the company to get acquainted with the production process. Thanks to this, students have the opportunity to collect additional information.

The advantage of case studies that describe the activities of a local company is that students, as a rule, already have an understanding of its activities. They may know people who work for this company or be consumers of its products.

Of course, interactive cases should be developed based on local companies, since they require direct interaction with enterprise managers. For illustrative purposes, a case drawn up based on materials from any company, including foreign ones, can be used.

Chapter 3.

Management case solving

Cases developed based on materials from local and foreign companies

First of all, it is necessary to determine the main problems and issues that will be the focus of the case (for example, problems of strategic management of the enterprise, financial problems, marketing activities of the company, problems of personnel management, etc.)

After determining the general direction, the next step is to more clearly indicate the information that should be included in the text of the case. This will also help to draw up an outline of an informal interview between the teacher and enterprise managers.

Before conducting the interview, it is also recommended to decide on the general structure of the case. The information in the case may be presented in chronological order, according to an interview schedule, or according to some model or diagram (for example, a brief history of the company, ownership structure, organizational management structure, production process and product range, etc.).

Information can be presented in different sequences, but it must be remembered that structuring and reorganizing information is one of the tasks of students working on a case. Facts may be accompanied by the opinions of managers and quotes from their statements.

Responsibility for the quality of the case lies with the teacher. To ensure its sufficient level, the teacher himself can meet with the manager of the enterprise and, based on the results of this meeting, prepare a case. You can invite students participating in the interview with the teacher to do this. Based on the notes obtained during the interview, they can prepare a draft of the case. An educational problem situation can also be prepared on the basis of information collected by students during their compulsory internship or during the writing of projects and diploma research.

Chapter 4. The process of writing a case

Selecting a company to develop a case can be done in various ways. Initial information can be obtained from newspapers, television advertisements, personal contacts, chambers of commerce and industry associations.

When preparing problem situations, business managers typically ask teachers four basic questions:

How long will it take them to help prepare a case?

What data will be required from the company?

How will confidentiality be ensured?

What will their company gain as a result of cooperation?

Time costs of the company

The amount of time managers spend helping prepare a case depends on the type of case and the availability of printed information about the company. Below are data on the time spent at each stage of preparing a case. It is assumed that the case is developed by a teacher who has some experience in this activity. Those who are encountering case development for the first time spend, as a rule, 25-50% more time.

Table 1. Time spent on developing a case (in hours)

The teacher can select some of the best student reports and give them to the plant manager for review. After this, a meeting between the students and this manager can be arranged, during which he will express his opinion on the results of the students’ work.

Thus, taking into account the time spent by managers on reading student reports, they will be required from 5 to 15-20 hours to participate in working on one case.

Information required from the company

Often the teacher and company managers believe that developing a case requires detailed and often confidential information. In reality this is not the case. Students who have little practical experience are unable to use specific, detailed information. In the case of management students, general information is required. For example, with regard to profit, a subjective assessment by the manager of its level and the dynamics of change will be sufficient.

Hypothetical information may be used to study some special calculation and analysis methods that require detailed data.

Privacy issue

Students and teachers should not provide information collected during the work on the case to the company's competitors, as well as other companies and organizations. This should be regarded as unethical behavior, which also destroys the relationship between the university and enterprises.

It may be advisable to avoid working with companies that place undue emphasis on privacy. This is often a consequence of insufficient competence of the company's management. As already mentioned, providing detailed information is not necessary; moreover, the company's competitors usually have the data that is most important to them. Therefore, the danger of disclosing confidential information is low.

Some firms may even insist on signing a non-disclosure agreement. This is most often explained by psychological reasons. As students work on the case, managers come to the conclusion that their concerns about the confidentiality of information are unnecessary.

Benefits received by the company from their participation in working on the case

Of course, the university cannot guarantee that every company taking part in the work on the case will receive certain benefits from it. However, the participation of managers can be beneficial for their enterprises.

Managers receive a systematic description of the general situation in the enterprise. It can be used to distribute to new employees to familiarize themselves with the activities of the enterprise, to prepare an annual report, to write a company history, etc.

In the process of working on a case, company managers may be asked questions that are important for the operation of the enterprise, which they have not thought about before.

The company can gain new ideas from student reports.

Enterprise managers have the opportunity to get acquainted with new theories, not in their abstract form, but in relation to their company.

Chapter 5. Relationships with the company

In combination with lectures conducted as part of training courses, cases can be used in three main areas.

The case, offered to students at the beginning of the lecture course, will allow them to become familiar with the issues and problems that are expected to be considered in future lectures.

Using a case at the end of a lecture course allows students to understand how they can apply the theoretical models and approaches learned during the lectures to solve a specific problem.

The teacher can explain the problems discussed during the lectures throughout the course using the example of specific companies.

Cases can be used for oral and written examinations. During the oral examination, the student may be asked to discuss a short case using theories covered in the lecture course. A written exam lasting 4-5 hours can be carried out in the form of writing answers to questions posed in the case.

The skills of compiling and working with cases will help students in their research work on coursework and diploma projects.

Chapter 6. Using cases in the learning process

A case is a description of a company, organization or institution. The student’s work on the case consists of reorganizing the information presented in it through the use of analytical tools, making assumptions and making certain recommendations/conclusions.

Chapter 1. Case: Definition

Three types of cases can be distinguished.

Illustrative case (or descriptive). It is designed to make it easier for students to understand theoretical concepts.

Open case. This case does not contain specific questions. An important part of the students’ work is to identify the problems facing the company being analyzed and identify possible ways to solve them.

Interactive case. When working on an interactive case, students, in addition to familiarizing themselves with the information provided to them, have the opportunity to conduct direct interviews with the managers of the enterprise under study, and visit the company to get acquainted with the production process. Thanks to this, students have the opportunity to collect additional information.

The advantage of case studies that describe the activities of a local company is that students, as a rule, already have an understanding of its activities. They may know people who work for this company or be consumers of its products.

Of course, interactive cases should be developed based on local companies, since they require direct interaction with enterprise managers. For illustrative purposes, a case drawn up based on materials from any company, including foreign ones, can be used.

Chapter 3. Cases developed based on materials from local and foreign companies

First of all, it is necessary to determine the main problems and issues that will be the focus of the case (for example, problems of strategic management of the enterprise, financial problems, marketing activities of the company, problems of personnel management, etc.)

After determining the general direction, the next step is to more clearly indicate the information that should be included in the text of the case. This will also help to draw up an outline of an informal interview between the teacher and enterprise managers.

Before conducting the interview, it is also recommended to decide on the general structure of the case. The information in the case may be presented in chronological order, according to an interview schedule, or according to some model or diagram (for example, a brief history of the company, ownership structure, organizational management structure, production process and product range, etc.).

Information can be presented in different sequences, but it must be remembered that structuring and reorganizing information is one of the tasks of students working on a case. Facts may be accompanied by the opinions of managers and quotes from their statements.

Responsibility for the quality of the case lies with the teacher. To ensure its sufficient level, the teacher himself can meet with the manager of the enterprise and, based on the results of this meeting, prepare a case. You can invite students participating in the interview with the teacher to do this. Based on the notes obtained during the interview, they can prepare a draft of the case. An educational problem situation can also be prepared on the basis of information collected by students during their compulsory internship or during the writing of projects and diploma research.

Chapter 4. The process of writing a case

Selecting a company to develop a case can be done in various ways. Initial information can be obtained from newspapers, television advertisements, personal contacts, chambers of commerce and industry associations.

When preparing problem situations, business managers typically ask teachers four basic questions:

How long will it take them to help prepare a case?

What data will be required from the company?

How will confidentiality be ensured?

What is a case in business? Examples

• What will their company gain as a result of cooperation?

Time costs of the company

The amount of time managers spend helping prepare a case depends on the type of case and the availability of printed information about the company. Below are data on the time spent at each stage of preparing a case. It is assumed that the case is developed by a teacher who has some experience in this activity. Those who are encountering case development for the first time spend, as a rule, 25-50% more time.

Table 1. Time spent on developing a case (in hours)

The teacher can select some of the best student reports and give them to the plant manager for review. After this, a meeting between the students and this manager can be arranged, during which he will express his opinion on the results of the students’ work.

Thus, taking into account the time spent by managers on reading student reports, they will be required from 5 to 15-20 hours to participate in working on one case.

Information required from the company

Often the teacher and company managers believe that developing a case requires detailed and often confidential information. In reality this is not the case. Students who have little practical experience are unable to use specific, detailed information. In the case of management students, general information is required. For example, with regard to profit, a subjective assessment by the manager of its level and the dynamics of change will be sufficient.

Hypothetical information may be used to study some special calculation and analysis methods that require detailed data.

Privacy issue

Students and teachers should not provide information collected during the work on the case to the company's competitors, as well as other companies and organizations. This should be regarded as unethical behavior, which also destroys the relationship between the university and enterprises.

It may be advisable to avoid working with companies that place undue emphasis on privacy. This is often a consequence of insufficient competence of the company's management. As already mentioned, providing detailed information is not necessary; moreover, the company's competitors usually have the data that is most important to them. Therefore, the danger of disclosing confidential information is low.

Some firms may even insist on signing a non-disclosure agreement. This is most often explained by psychological reasons. As students work on the case, managers come to the conclusion that their concerns about the confidentiality of information are unnecessary.

Benefits received by the company from their participation in working on the case

Of course, the university cannot guarantee that every company taking part in the work on the case will receive certain benefits from it. However, the participation of managers can be beneficial for their enterprises.

Managers receive a systematic description of the general situation in the enterprise. It can be used to distribute to new employees to familiarize themselves with the activities of the enterprise, to prepare an annual report, to write a company history, etc.

In the process of working on a case, company managers may be asked questions that are important for the operation of the enterprise, which they have not thought about before.

The company can gain new ideas from student reports.

Enterprise managers have the opportunity to get acquainted with new theories, not in their abstract form, but in relation to their company.

Chapter 5. Relationships with the company

In combination with lectures conducted as part of training courses, cases can be used in three main areas.

The case, offered to students at the beginning of the lecture course, will allow them to become familiar with the issues and problems that are expected to be considered in future lectures.

Using a case at the end of a lecture course allows students to understand how they can apply the theoretical models and approaches learned during the lectures to solve a specific problem.

The teacher can explain the problems discussed during the lectures throughout the course using the example of specific companies.

The result of work on the case can be both an oral discussion of the formulated problems and written reports from students. The advantage of written answers to case questions is that it is easier for the teacher to track the logic of how students solve a problem, their ability to use theoretical models, etc. It often turns out to be useful. with the combination of both forms.

Cases can be used for oral and written examinations. During the oral examination, the student may be asked to discuss a short case using theories covered in the lecture course. A written exam lasting 4-5 hours can be carried out in the form of writing answers to questions posed in the case.

It should be noted that the use of cases during the exam does not contribute to the integration of theory and practice in the learning process. The greatest effect from using this tool is achieved when students have sufficient time (for example, a week) and have the opportunity to discuss the problems formulated in the case in groups.

The skills of compiling and working with cases will help students in their research work on coursework and diploma projects.

Chapter 6. Using cases in the learning process

Case- this is a specifically described situation (problem) that occurred in the life of the company, which contains all the information about the problem that has arisen, aimed at solving it: the moment the problem appeared, materials, discussion and organization of tasks, search for a goal, persons involved in solving the problem, the processes involved, and a description of the resulting results.

The case can be compared to a person’s photo album, which contains all the details from his life: birth, learning about the world, growing up, plans for the future, etc. In addition to the person himself, the photo album depicts relatives and close people who, one way or another, influenced his upbringing, development and life in general.

Where is the case used?

Case teaching was introduced at Harvard about a century ago and is still relevant today. This method has been used in management subjects. The teachers invited people who had achieved considerable success in business to tell in detail the history of the creation of their companies.

Management Cases

Based on these stories, teachers came up with problem situations for which students had to find solutions.


This training method is highly effective, and even today HR managers offer candidates applying for a job to take a case study.

Already in 2010, ACM technology (adaptive case management) was introduced, with which you can quickly find the best solution to any obstacle. People who use ACM use templates to fit a specific situation. That is, they come to the aid of solutions that have already been used previously for similar problems.

In the field of marketing, a case is an effective tool, the proper use of which helps increase sales. It allows you to see the results BEFORE and AFTER.

What is the case diagram?

1. The situation is described in detail.
2. The problem is identified.
3. Tasks are set to overcome it.
4. The process of solving problems and achieving goals is described directly.
5. The final result is presented and compared with the initial indicators.
6. Feedback is provided.

What types of cases are there?

Cases in marketing differ in the form of presentation and the volume of text.

By shape

• Text. The text itself, but it is also possible to add tables, images, animations and graphs.
• Presentation. Text, pictures and other materials are presented in the form of a presentation, which has a more colorful design and special effects.
• Video. This type of case is fraught with the greatest expenses, because it is necessary to write a script for the plot of the video, as well as pay for expensive design and camera work.

By volume

• Brief. No more than 2 thousand characters.
• Average. Approximately 2-6 thousand characters.
• Long. From 7 to 10 thousand characters.

According to numerous studies, it is large stories with a fascinating plot that people like the most.

Why do you need a case in marketing and advertising?

The case contributes to more effective SEO promotion of the site, increasing the need for certain goods or services, as well as increasing interest in them. This tool allows you to demonstrate how a project, service or product works in life and how it helps solve a problem. He gives clear answers to all the client’s questions and concerns and convinces him of the advisability of purchasing the product.

The case, which describes in detail the strategies for creating and implementing projects, and also justifies the cost of services or goods, allows potential buyers to be convinced of the qualifications and professionalism of the company’s employees. So, the case is aimed at:

• show clients the process and stages of work aimed at overcoming difficulties;
• prove to clients the professionalism of the company’s employees, demonstrate successful experience in achieving the goal.
• show that the actions taken by the company produce the desired result.

Companies often create cases for themselves in order to analyze a certain period of work and understand which of the methods used are effective and which are not.

6 rules for writing a successful case study

1. Write an attractive title. This could be a problem headline, for example, “How to quickly make money online?”, or a result headline: “Earned $2,000 online in just 1 month!”
2. Take the problem your client is facing as a starting point. Tell us about the problem and describe in detail how you solved it.
3. Provide visual information in the form of graphs, tables, etc. Show the benefits of your products or services.
4. Write in simple language that is understandable to an incompetent person. No one needs your professional terminology, and few will understand it.
5. Compare the situation BEFORE and AFTER. Tell us about some of the nuances that occurred in the process of solving problems, show the final successful result. Don't forget to provide numbers.
6. Add positive customer reviews who have already used your services or purchased your product.

Through cases, you can talk about the activities of your company, analyze the effectiveness of its work and demonstrate your professionalism to potential clients, as well as convince them that they should choose your products or services.

Alexander Ovsyannikov

I have been promoting and making money on websites since 2009.

Business case. What is more important – the ability to solve or the ability to write cases?

About the rules for writing tactical business cases and the importance of following them.

The concept of Business Case comes from the Latin “casus” - a confusing or unusual case. The method of teaching using real and fictitious cases from business life is soon 100 years old - case study was used at Harvard Business School back in 1924. Students successfully analyzed practical cases, and when they later encountered a similar situation in their work, they had a ready-made response template.

Since then, solving business cases has firmly occupied its niche in education, including MBA, and in self-education. The Internet is replete with links offering to take part in the decision and create your own case. And the game is quite entertaining and exciting. As long as it's a game.

In a real company, every day managers are engaged in solving business cases. Large and small, strategic and tactical, and more often tactical. Their main difference from educational cases is that the future of the deal, the employee, and sometimes the entire company depends on each specific decision made.

In this article I will not touch on business cases at the strategic level; we will leave them for seminars, the Internet and boards of directors. This article is about the very daily routine in which a leader’s day passes. Situations, situations, situations... With external clients there are case situations, with internal clients there are also case situations. And it’s good when such a case concerns employees of the department that is under our direct subordination. I thought a little, asked clarifying questions, made a decision, conveyed it to the performers - ready.

But a company is a mechanism in which many elements interact. And if you have more than one manager in your company, then the chain of solving the case begins to lengthen. Business processes for interaction between departments appear, and failures occur in this interaction every day.

I often hear the opinion of employees that failures occur only in those companies where “everything is poorly organized”, and in a “real company” there should be no failures. And every time I ask them - do they know at least one company that works without failures? This is a genuine interest, because if such a company exists, I certainly want to study the experience of its work, because I do not know such companies.

But I know one good rule: the one who does nothing makes no mistakes. In companies where employees work hard and with high dedication, there will be failures. And in solving them, managers need to take a well-thought-out position so as not to overdo it with demotivation and, most importantly, to distinguish regular failures from one-time failures.

Failures are one-time - individual cases, can be resolved privately at the approval level. But if we have determined that the failure occurs periodically, and it is associated with the inefficiency of the business process or its absence, then it’s time for everyone affected by this business process to work to change and improve it.

If these two conditions are met, then the company's efficiency increases. If they are not observed, it also increases, but not efficiency, but conflict. A magic phrase appears: “Well, how much can you say. Even the Chukchi doesn’t step on the same rake twice,” and the employees’ lack of faith in their own strengths and the company.

In theory, everything sounds simple and straightforward - regular to the right, private to the left, the company becomes prettier, and conflicts are reduced. What in practice?

In the office of the director of the company “Company”, which is engaged in complex supplies of canned food, a bell rings. The voice of one of the heads of sales departments is on the phone.

Head of Sales: We can't work like this anymore! Our logistics department again disrupted the delivery, and now in order to maintain relations with the Chocolate client, we urgently need to organize delivery of the goods, but we do not have transport. Help me send the goods urgently. The client is angry. He said that if he doesn’t have the goods in two hours, he will go to competitors and won’t buy more from us.

Director: When was the delivery supposed to be?

Head of Sales Department: Today until 12:00.

Director: What are we bringing?

Head of Sales Department: A batch of canned food.

Director: The price of the issue?

Head of Sales Department: About 30 tons

Director: What do logisticians say?

Head of Sales Department: No cars.

Director: We'll figure it out now.

The director calls the head of the logistics department.

Director: What are we doing with the delivery today to the client “Chocolate”

Head of Logistics Department: I don’t know. And what happened?

Director: Did the head of the sales department talk to you about this delivery?

Head of Logistics Department: No

Director: Find out which of yours he spoke to and call back. The delivery to the customer needs to be made today. Solve the question.

A call to the director from the head of the logistics department.

Head of Logistics Department: Found out. The head of the department talked with my deputy while I was at lunch. We offered them the car in the morning, but the sales people themselves refused to take it. The goods from the supplier did not arrive completely. They didn’t want to take some of them.

The director calls the purchasing department.

Director: What’s going on with our client “Chocolate”, why are we disrupting the delivery, why did the goods not arrive from the supplier and what can we do?

Head of Purchasing Department: Most of their supplies are in stock in our warehouse.

But the shipment of rare goods has not yet arrived in Moscow. She simply isn't physically anywhere. And we already informed the sales manager about this this morning. The remaining stock will not be available until Friday.

Call from the director to the head of the sales department.

Director: And what are you saying there? They gave you a car, but you yourself refused to drive it.

Head of Sales Department: Who refused? Did we refuse? (Calls the manager and asks him about the refusal). Yes, we refused because the shipment was not complete, and we did not want to pay twice for delivery to one place. And now we already want to drive, because the client is in conflict, and now they don’t have a car.

Director: So it’s not the logistics department that is messing up, but you didn’t want to bring it?

Head of Sales: Sorry, I just found out about this myself.

Director: The client agrees to deliver part of the goods today and part next week?

You can hear the head of the sales department asking the manager about the client’s consent.

Director: Give the phone to the manager... Does your client agree to supply part of the goods?

Manager: I don't know. He shouted so loudly into the phone that I was afraid to ask him.

Director: Why did he start screaming?

Manager: So he waited for the goods until 12:00, but we didn’t deliver them.

Director: What time did you know that there would be no delivery?

Manager: At 11:00 the purchase informed me.

Director: Did you warn the client?

Manager: No. We already detained him last time, he was very unhappy.

Director: Pass the phone to the boss... Call the client yourself, sort it out, apologize. Discuss the possibility of partial delivery, and then we will decide what to do next.

Director to secretary: Anechka, give me some valerian.

etc

This is the classic case of the ubiquitous “broken phone”. And the thought comes - yes, fire both the manager and the director... And... the director? How much effort and time wasted on empty chatter. The request initially sounded like “We can’t work like this anymore. Logisticians are constantly disrupting our deliveries,” that is, to correct the business process. But it turned out?

How can we minimize the occurrence of such situations? In practice, I know only one recipe - to train company managers in a standard form for submitting information on failures, and explain to them why they need it. If a failure occurs, the manager writes or voices a business case based on the following parameters:

Rules for preparing a business case:

If the transmission of information about failures occurs correctly, then top managers from secretaries to assistants and coaches who skillfully ask clarifying questions magically turn into problem solvers. And everything is in its place: heads of line departments draw up business cases, and TOP managers solve these business cases.

Of course, the ideal solution to the issue of transmitting information about failures is an internal CRM, a standardized information delivery system. But in a world where excel, right-of-call and email still reign supreme, a simple standard business case submission form may well be the answer.

I would like to pay special attention to the point “What has already been done”, which is often omitted and not indicated as mandatory. The lack of this information leads to the fact that almost all employees involved in resolving an issue, when deciding to resolve it, follow the same path, questioning others about what was done on their part. This is exactly what the director did in our example. This means repeated labor costs and marking time.

How to train employees to write cases correctly? The best way is to work together to improve the efficiency of a real business process. To do this, we are drawing up a common table in which all departments will enter information on failures in the work of the department (divisions), where they will be able to see feedback on what has been done. Column headings are required fields in the business case. We learn and adjust processes at the same time.

It is worth considering the resistance of many employees to such projects. The principle of “sandbox brotherhood” works - I won’t tell about you, and then you won’t tell about me. In this case, when conducting an internal PR campaign, you can indicate that it is aimed at improving the process, and demotivation of employees of all departments participating in the project as a result of the described failures will not be carried out until further notice.

Economic situations in the discipline of management (cases): Textbook

After such joint activities, failures in the transmission of information and conflict in the company are significantly reduced.

To ensure effective collaboration, it is important that each of its participants fulfills its role with maximum efficiency:

· The task of the company's line managers is to take all possible actions to resolve the situation. If you couldn’t solve it yourself, write a correct description of the situation and pass it on to the TOP for solution.

· The task of TOP managers is to resolve the situation in accordance with its priority and determine the actions that need to be taken based on the results of the business case:

1. business process reorganization

2. organizing a new business process

3. individual approval is sufficient

And when company employees consider situations from the point of view of resources: human, time, information, financial, fixed assets, analyze their capabilities and transmit information correctly, the resolution of work issues and the efficiency of interaction between departments increases significantly.

Tested by practice.

Section 4. INNOVATION MANAGEMENT

Chapter 4.1. Fundamentals of the theory and methodology of innovation

Questions, assignments, tests, cases, situations

4.1.1. Define the main elements that define innovation as a field of scientific knowledge:

o subject of research; o object of study;

o goals and objectives of the study.

To answer, use didactic units:

prospects for the socio-economic development of the country, region, organization;

technological structures;

factors influencing production dynamics in various phases of business cycles;

boom;

business cycles;

product (technology) life cycles;

innovation process;

patterns of long-term technical and economic development;

methods for increasing innovation activity;

principles of innovation management;

management of the process of commercialization (implementation) of innovations.

4.1.2. Which of the following phrases about the scientific contribution to the formation and development of innovation as a science relate to the research of N. D. Kondratiev, and which of J. Schumpeter:

developed the theory of long waves, or large cycles of market conditions;

created the theory of business cycles;

highlighted the synchronicity of the phases of long, medium and short waves of economic development;

identified a pattern socio-economic phenomena during the next stage of development of society;

drew attention to the role scientific and technical discoveries and inventions in technical and economic development;

introduced the category of innovation into scientific use and defined its essence;

determined the role of entrepreneurship in the economic development of society;

divided the role of monopoly at different stages socio-economic development (effective and ineffective monopoly).

4.1.3. Describe the features of long, medium and short cycles of the dynamics of economic development of the country, indicating:

o average duration; o causes of occurrence;

o nature of manifestation.

4.1.4. Name those shown in Fig. 4.1. main stages of the wave of economic development.

Economic Growth Topics

Rice. 4.1. Main stages of the wave of economic development

4.1.5. What technological structures characterize the current stage of development of the Russian economy? Indicate their distinctive features:

1. Period of dominance;

2. The core of the technological structure;

o Leading industry;

o Progressive direction of industrial development; o Progressive features of mechanical engineering;

o Development of transport;

o Progress in structural materials;

o Primary energy carrier;

3. Key factor;

4. The emerging core of a new way of life;

5. Basic economic institutions;

6. Organization of innovative activity in leading countries. To answer, use the following didactic units:

Aviation. Pipelines

Automobile and tractor manufacturing

Automotive industry. Organic chemistry. Non-ferrous metallurgy. Extraction oil distillation

Automobile transport

Biotechnology. Space technology. Fine chemical technologies

Horizontal integration of R&D. Computing networks and collaborative research. State support for new technologies and university-industrial cooperation. New forms of ownership for software products and biotechnologies

Internal combustion engine. Petrochemistry

Construction materials

International integration of small and medium-sized firms based on information technology. Integration of production and sales

Microelectronic components. Nuclear power

Research departments at enterprises. Government subsidies for military R&D. Involvement of the state in civilian R&D. Development of higher and professional education. Technology transfer through licenses and investments

Oil

Machining centers, flexible manufacturing systems

Fiber optic technology. Telecommunications

Plastics. Non-ferrous metals

Natural gas

Radars. Construction of pipelines. Aviation industry. Gas production and processing

Merger of companies. Concentration of production in cartels and trusts. The dominance of monopolies and oligopolies. Concentration of financial capital

Creation of in-house research departments. Using university-educated scientists and engineers in manufacturing. National institutes and laboratories. Universal primary education

Specialized mechanical engineering

Steel

Heat and electric locomotives

Transnational corporations, oligopolies in the global market. Vertical integration

Coal

Universal mechanical engineering and metalworking

Chemicalization of production. Non-ferrous metallurgy

Electrification of production. Rolled steel

Electric motor. Steel

Electronics industry, robotics

Electrical and heavy engineering

4.1.6. Name those shown in Fig. 4.2 the main phases of development of the technological structure and their approximate periodization (in years). Explain the reason for the uneven dynamics of the distribution of the way of life?

4.1.7. Distribute research work by type (fundamental and theoretical research; exploratory research; applied research):

slowing down the speed of movement of quanta;

cloning;

deciphering the human genome;

selection of cultivated plants;

synthesis of organic matter on an industrial scale;

controlled mutations.

4.1.8. In Fig. 4.3 identify the main areas that characterize the stages of the innovation life cycle and indicate the prevailing sources of investment at these stages.

Life cycle of innovation

Rice. 4.3. Typical innovation life cycle

4.1.9. In what order do the life cycles of technology, product, and transformative innovation typically follow each other? Determine their sequence in Fig. 4.4.

Answers to questions, assignments, tests, cases, situations of Chapter 4.1.

4.1.1. The main elements that define innovation as a field of scientific knowledge are presented in Table. 4.1.

Table 4.1. Elements of innovation as a field of scientific knowledge

4.1.2. The scientific contribution of N. D. Kondratiev and J. Schumpeter to the formation and development of innovation as a science is presented in Table. 4.2.

Table 4.2. The scientific contribution of N. D. Kondratiev and J. Schumpeter to the formation and development of innovation

4.1.3. The patterns of economic development dynamics are described in Table. 4.3.

Table 4.3. Patterns of economic development dynamics

4.1.4. The main stages of the wave of economic development are presented in Fig. 4.5.

Economic growth rate

Rice. 4.5. Main stages of the wave of economic development

4.1.5. Characteristics of the technological structures of the current stage of development of the Russian economy are presented in Table. 4.4:

Table 4.4. Characteristics of technological structures at the current stage of development of the Russian economy