=Paper= {{Paper |id=Vol-2917/paper5 |storemode=property |title=Mathematical Models of Group Dynamics When Working in Teams of Developers of Training Distance Courses |pdfUrl=https://ceur-ws.org/Vol-2917/paper5.pdf |volume=Vol-2917 |authors=Svitlana Chupakhina,Nadiia Pasieka,Marianna Matishak,Mykola Pasieka,Yulia Romanyshyn |dblpUrl=https://dblp.org/rec/conf/momlet/ChupakhinaPMPR21 }} ==Mathematical Models of Group Dynamics When Working in Teams of Developers of Training Distance Courses== https://ceur-ws.org/Vol-2917/paper5.pdf

Mathematical Models of Group Dynamics When Working in
Teams of Developers of Training Distance Courses
Svitlana Chupakhina1, Nadiia Pasieka1, Marianna Matishak1, Mykola Pasieka2 and
Yulia Romanyshyn2
1
Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, 76000, Ukraine,
2
National Tech. University of Oil & Gas, Ivano-Frankivsk, 76068, Ukraine

Abstract
The study examines the actual problem of improving the mathematical models of group
dynamics of the formation of teams of developers of distance courses. These mathematical
models use real models to describe the process of creative interaction of team members and
consider their psychological types in the real conditions of the educational institution. From
the point of view of the theory of research of mathematical models of group dynamics of
interaction of team members, it should be recognized that the various results of research
obtained in psychology and sociology on the coordination of teams of distance learning course
developers, which describe formal models today, are not fully reflected by scientists. We
believe that a promising direction is to expand the categories of educational tasks using
dynamic mathematical models of group dynamics for their further application in research. It
should be noted that the main criterion used to study the mechanism of innovative approach to
the development of distance learning courses is dynamic mathematical modeling of group
dynamics. On the one hand, the use of mathematical models of group dynamics allows you to
make reasonable conclusions and establish a quantitative relationship between the main
phenomena and internal processes. At the same time, on the other hand, it should be
remembered that in the construction of any mathematical model of group dynamics in the
formation of teams of distance learning course developers will be introduced many logical
elements.

Keywords 1
Mathematical models, group dynamics, teams, developers, training, distance, courses.

1. Introduction
In today's information society, the focus is on a set of innovative activities for the development of
distance learning courses aimed at the rapid acquisition and use of reliable data, which are exhaustive
and timely for sectors of human activity [26, 29]. The main purpose of the modern informatization of
society is the creation of distance learning courses in order to effectively support production processes
(business logic), contributing not only to the avalanche-like scientific and technological progress, but
also to create an innovative information environment to support management decisions in the field of
educational process [16, 33]. The main criterion for the informatization of modern society is the creation
of software and hardware platforms for the rapid development of the necessary educational material
with subsequent processing by students, as well as the transfer and storage of ultra-large information
data streams, including the use of independent computing platforms [7, 19, 31]. In modern scientific
publications related to the topic of the article, many scientists pay attention to the methods of group

MoMLeT+DS 2021: 3rd International Workshop on Modern Machine Learning Technologies and Data Science, June 5, 2021, Lviv-Shatsk,
Ukraine
EMAIL: cvitlana2706@gmail.com (S. Chupakhina); pasyekanm@gmail.com (N. Pasieka); marianna.mathishak@pnu.edu.ua
(M. Mathishak); pms.mykola@gmail.com (M. Pasieka); yulromanyshyn@gmail.com (Y. Romanyshyn)
ORCID: 0000-0003-1274-0826 (S. Chupakhina); 000-0002-4824-2370 (N. Pasieka); 0000-0001-9235-9835 (M. Mathishak);
0000−0002−3058−6650 (M. Pasieka); 0000−0001−7231−8040 (Y. Romanyshyn)
©️ 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
interaction in the development of distance learning courses, using the methods of group dynamics [11,
27, 39]. One of the relevant aspects, to which less attention is paid, is the analysis of the influence of
the size and structure of the team on the choice of implemented methods of formation and their impact
on achieving positive results in the development of distance learning courses in improving the learning
process using innovative methods in the educational process [1, 18, 23, 36]. Today, under current
conditions and constraints, many authors continue to conduct scientific and practical research on the
use of group dynamics models, in particular on adaptive dynamic mathematical models and areas of
their effective application [4, 5, 12, 20, 21]. Among such famous scientists it is necessary to list the
following names as A. H. Almaas, Richard Rohr, Claudio Naranho, Don Richard Riso and Ras Hudson,
Elizabeth Weiglia, Ginger Lapid-Bogd, Helena Macan. The main direction of the development of the
post-productive society in Ukraine is the educational sector based on the use of innovative competitive
technologies, which are actively developing as the use of innovative information technologies
significantly increases the use of professional knowledge and competencies in various fields due to the
modernization of technological processes and approaches to the nature of labor, in particular , reducing
the ratio of mental physical labor, minimizing the impact of human errors by automating business
processes [22, 28, 40]. The research methods are based on the use of systemic analysis of literary and
scientific sources in the context of the relevance of the scientifically applied problem; adaptive methods
for determining the competence of applicants to members of the developers of remote training courses;
methods of dynamic programming to determine the training speed and acquisition of professional
competences of team members; mathematical methods of the dynamic functioning of software systems
for effective use in the tasks of a wide range of management of socio-economic systems; Methods of
making management decisions for the formation of effective teams on the development of remote
educational courses [2, 3, 15, 34].

2. Cost allocation model for the team to solve the task of developing a
distance learning course
Model of a single-strategy team of software system developers that uses a single software and
hardware resource, the total cost of obtaining it depends on the volume of activities that are selected by
the team members [14, 37]. A reasonably stable functioning of the command is the existence of such a
procedure for distribution of the resource, for which it is possible to select the members of such a vector
of non-zero daughters, which would be unilaterally stable according to Neshu (stable with respect to
the individual deviation of its members) and efficient according to Pareto (advantageous for the team
as a whole). So, the main results of resource cost allocation are that:
1. it is known that for flat cost allocation procedures, the sustainable functioning of the team is
impossible;
2. it is proved that if the members of a homogeneous team are such that they can be ordered by
performance and it does not depend on “production volumes”, then the sustainable functioning of
the team is also impossible;
3. it is substantiated that the condition for the sustainable functioning of a team is the presence of
synergistic interaction of its members.
Model:
𝑓𝑖 (𝑥, 𝑟𝑖 ) = ℎ𝑖 (𝑥𝑖 , 𝑟𝑖 ) − 𝑖 (𝑥), 𝑖∈𝑁 (1)
whare 𝐶(𝑋) expenses,
𝑋 = ∑ 𝑥𝑖. (2)
𝑖∈𝑁
ypothesis:
1. ∀ 𝑖 ∈ 𝑁, ∀ 𝑥 ∈ 𝑛+ 𝑖 (𝑥) ≥ 0.
2. ∀ 𝑖 ∈ 𝑁, ∀ 𝑥 ∈ 𝑛+ 𝑖 (𝑥) does not decrease in the sale 𝑥𝑖 .
3. ∀ 𝑥 ∈ 𝑛+ ∑𝑖∈𝑁 𝑖 (𝑥) = 𝐶(𝑋).
4. ∀ 𝑖 ∈ 𝑁, ∀ 𝑟𝑖 ∈ 𝑖 ℎ𝑖 (0, 𝑟𝑖 ) = 0.
5. ∀ 𝑖 ∈ 𝑁, ∀ 𝑥−𝑖 ∈ 𝑛−1
+ 𝑖 (𝑥−𝑖 ) = 0.
6. 𝐶(∙) an inconsistent function 𝐶(0) = 0.
7. Income function and cost function - linear
Problem: ∃ (∙)−?: ∀ 𝑟 ∈  𝑃(𝑟) 𝐸𝑛 ((∙), 𝑟).
Condition of the synergistic effect:
𝑚𝑎𝑥𝑛 [∑ ℎ (𝑥 , 𝑟 ) − 𝐶( 𝑋)] ≥ ∑ 𝑚𝑎𝑥[ℎ (𝑦 , 𝑟 ) − 𝐶( 𝑦 )]. (3)
𝑥∈+ 𝑖 𝑖 𝑖 𝑦𝑖 ≥0 𝑖 𝑖 𝑖 𝑖
𝑖∈𝑁 𝑖∈𝑁
So, on the basis of the above mathematical models we can note that when using the cost allocation
procedure, the mutual awareness of team members of distance learning course developers is important,
and the vector of team member types should not be known to everyone, because the “condition of
stability” for each team member contains only its psychotype. The synergy condition (3) covers the
types of all team members, but it should be tested, earlier, at the stage of synthesis of the cost allocation
mechanism (creation of conditions for distance learning course development team activities) and
requires only the necessary knowledge of the true vector, the types of distance learning course
development team members, and not resisting any reflection [10, 17, 33, 38]. So, the main results of
the study of cost allocation procedures for the development of innovative distance courses are that:
1. first, it is shown that with linear cost allocation procedures, the sustainable functioning of the team
is impossible;
2. secondly, it is proved that if the members of a homogeneous team are such that they can be ordered
by their performance, and it does not depend on the “volume of tasks”, then the sustained
functioning of the team is impossible (the presence of absolute leaders in the team destroys the
“homogeneous” team)
3. thirdly, it is substantiated that the condition for sustainable functioning of a team is the presence
of synergetic interaction of its members.

3. Model of effective adaptation of development teams of distance learning
courses
As noted above, one of the key differences between teams of distance learning course developers and
organizations is that in the former, despite the presence of a leader (usually informal), there is no formal
hierarchy. Let us consider models of self-adaptation of teams of distance learning course developers to
dynamically changing conditions. Adaptation is closely related to self-development and self-organization.
Self-development is understood as the direction of self-improvement of professional competencies of the
members of distance learning course development teams, associated with the transition to a higher level of
functioning of relationships [6, 8, 9, 13, 30]. The process of self-improvement is understood as a change in
the professional state of a team member of distance learning course developers under the influence of
inherent contradictions, factors and conditions. At the same time, external influences play a modifying and
indirect role. A more general notion of self-improvement is the self-organization of the process of
development of distance learning courses, during which the structure of complex information relationships
is created, reproduced or improved. Note also the peculiarity that the inherent phenomenon of independent
selection by team members and the performance of their functions, as well as the scope of the tasks
described above. The models can be interpreted as the self-organization of a team of distance learning
course developers in contrast to the centralized organization of activities carried out in hierarchical
organizational systems by the governing body.
Adaptation (from Latin Adaptatio – “adaptation”) - adaptation to the conditions of existence and
adaptation to them; in social systems a type of interaction with the environment, during which the
requirements and expectations of all members of teams of developers of distance learning courses are
coordinated. Within the models of formation of teams of developers of distance learning courses using
information technology under adaptation we will understand the process of changing the actions (including
in the general case the functions and the volume of completed tasks) that the team members choose based
on current information in a dynamically changing environment (Figure 1) [24, 35]. In practice, we can
distinguish several nested levels of adaptation for members of distance learning course development teams:
1. Change in awareness;
2. Change of behavior as actions that are selected on the basis of available information;
3. Change of parameters of the system, which allows implementing more efficient behavior when
conditions change;
4. Purposeful change of the external environment (active adaptation).

Figure 1: Levels of adaptation of distance learning course development teams
Distance learning course development team members are rational, their interests are described by their
goal functions, and the rationality of each team member's behavior is to maximize their goal function, but
at each iteration of time their worked-out decisions are made under conditions of incomplete information.
Over time, they accumulate information about fuzzy uncertain parameters, and different “strategies” of
distance learning course development team members' behavior in terms of the goals they have can be used.

4. Formation of a structural model for the adaptation of teams of distance
learning course developers
The specificity of teams of developers of distance learning courses lies, in particular, and in the fact
that each team member as information to adjust their perceptions of uncertain parameters can use only
the results of observation of the external environment, but also conclusions about the actions and other
team members, trying to “explain” why they chose this particular strategy of action (Figure 2). Let us
define the interval of time during which the general adaptation of the team members to the positive
relationship between us takes place.

Figure 2: Structure of the adaptation period model of teams of distance learning course
developers
𝜋(𝑥) = {𝜃 ∈  |∃  0 : 𝜃 ∈  0 , 𝑥 ∈ 𝐸( 0 )} is the set of nature states in which the studied vector
of the distance learning course team member is equilibrated? So, 𝑔 = (𝑔1 , 𝑔2 , … , 𝑔𝑛 ) ∈ 𝑛 is the
vector investigated as a property of the software development team member, and the value of its target
function. Therefore, the mathematical condition is (𝑔, 𝑧) = {𝜃 ∈  |𝑓𝑗 (𝜃, 𝑧) = 𝑔𝑗 , 𝑗 ∈ 𝑁}, the set of
those values of the ambient states in which the winning strategies of the team member under study can
be positively realized with result z.
So, 𝑝(𝑥, 𝑧) = {𝜃 ∈  |𝐺(𝜃, 𝑥) = 𝑧} − where 𝑝  is the set of values of states of nature at which
the observed vector of actions of the distance learning course development team member leads to that
result value z that is under investigation.
The i-th member of the distance learning course development team has at least four independent
sources of information about the state of nature:
1. A priori personal information 𝑤𝑖 (𝜃)  .
2. The actions of other members of distance learning course development teams by observing them
and assuming that they will act rationally. In this case a team member can (assuming that there
is common correct knowledge at the first level of the awareness structure) carry out reflection
evaluating the received information 𝑝(𝑥) about the state of the nature under study, on the basis
of which the colleagues' rational choice of these very actions was made.
3. The successful accomplishment of those or other tasks by the members of the g team of distance
learning courses developers, who act on the basis of this information can draw an adequate
conclusion (𝑔, 𝑧) about those or other states of nature, in which the total result contributes to
the observed positive results of the accomplishment of the task set.
4. The result of joint activity of a team of distance learning course developers using cloud
technologies, which just contributes to the appearance of the desired result 𝑝(𝑥, 𝑧) =
{𝜃𝜖  G(𝜃, 𝑥) = 𝑧}.
Let's note that because of the introduced assumption, the information of items 2-4 is common
knowledge among the team members, i.e. from the point of view of each other they, observing the same
information events, must equally (and predictably for the opponents) change their ideas about the
productive environment. That is, in general obtained knowledge is the information given in the
expression:
𝐼(𝑥, 𝑧, 𝑔) = (𝑥) ∩ 𝑝(𝑥, 𝑧) ∩ (𝑔, 𝑧)  . (4)
This is a mathematical assumption, along with the assumption that each team member believes that
there is general knowledge taken out of consideration (but not subsequent objects of study) reflecting
the opponents' agentic awareness at the first level of the awareness structure.

5. Models for distribution of functional responsibilities within the teams of
distance learning course developers
The study considers the concept of “task allocation”, which is conditional and covers a wide range
of categories of optimization tasks, including tasks that form the professional composition of the team,
tasks that allocate functional responsibilities (roles) in heterogeneous teams, and the volume of tasks.
It is assigned within the team. These three types of tasks are interrelated and are solved “periodically”.
Therefore, to form an effective team of software system developers it is necessary to know what
function will be performed by this or that participant performing this team, and for the best distribution
of functions it is necessary to know how many tasks are recommended to perform. A specific function
is performed for that participant or participant within a specific function.
So let's consider in turn the tasks of load sharing, the tasks of function allocation, and the tasks of
creating an effective command staff for these tasks.

6. Dynamic model of adaptation of developer commands of training
distance course for infocommunication systems
If team members repeatedly select their actions, they can gain “reuse” information by observing the
work of other members of the distance learning course development team. Suppose that team members
select their actions at each step simultaneously, and the time interval is the same.
So, 𝑥𝑖𝑡 ∈ 𝑋𝑖 – the fulfillment of the set tasks by i-th member of the team of distance learning courses
developers at a certain point in time t, and 𝑟1,𝑡 – the synergistic effect of vector associations of all
members of the team of distance learning courses developers for a fixed period (time quanta). Thus, by
the end of the total period T the weighted value of information for all members of the team of distance
learning course developers is information (5):
𝐼(𝑥 𝑡 , 𝑧 𝑡 , 𝑔𝑡 ) = (𝑥 𝑡 ) ∩ 𝑝(𝑥 𝑡 , 𝑧 𝑡 ) ∩ (𝑔𝑡 , 𝑧 𝑡 ) . (5)
In the next step, we will evaluate a member of the cloud-based distance learning course development
team for overall task completion status (6): 𝑡

𝐽𝑖𝑡 (𝜔𝑖 , 𝑥 1,𝑡 , 𝑧1,𝑡 , 𝑔1,𝑡 = 𝜔𝑖 ∩ ⋂ 𝐼(𝑥  , 𝑧  , 𝑔 ) . (6)
Example of a case of Kurno oligopoly model: =1

If, 𝑛 = 2, 𝑥𝑖 ≥ 0, 𝑖 = 1, 2, … , 𝑛, 𝑧 = 𝑥1 + 𝑥2 ,  = [1; 4]; (7)
𝜔𝑖 = [2, 5] 𝜃𝑗 = 3, 𝑓𝑗 (𝜃, 𝑧) = (𝜃 − 𝑧)𝑧 − 𝑥𝑖2 𝑟 /2, (8)
where  > 0, 𝑟 > 0 – are known dimensional constants. Assuming that each member of the team of
distance learning course developers observes only his actions and strives only for a positive result from
his activity, and if the value of the objective state for victory was initially known, he would have to
choose the following sequence of actions:
𝜃
𝑥𝑖∗ (𝜃) = , 𝑖 = 1, 2, … , 𝑛. (9)
4 + 𝑟
In this case, the state of behavior of members of teams of developers of distance learning courses
will look like this:
(𝜃0 − (𝑥1𝑡 , 𝑥2𝑡 ))(𝑥1𝑡 , 𝑥2𝑡 )
𝜃𝑖𝑡 = + 2𝑥1𝑡 , 𝑖 = 1, 2, … , 𝑛, 𝑡 = 1, 2, … , 𝑚. (10)
2𝑥𝑖𝑡
Based on the theoretical considerations above, members of cloud-based distance learning course
development teams will choose the following ways to make appropriate production decisions:
𝜃𝑖𝑡−1
𝑥𝑖𝑡 (𝜃𝑖𝑡−1 ) = , 𝑖 = 1, 2, … , 𝑛, 𝑡 = 1, 2, … , 𝑚 (11)
4 + 𝑟
Thus, the total adaptation time of a team of distance learning course developers using cloud
technologies is exactly the time during which a positive result is observed with the unchanged structure
and personal composition of the team, by which we can unambiguously or with a given a priori accuracy
identify the internal state of the team as a positive one. So, the total value of the adaptation time of the
members of the team of distance learning course developers will first of all depend on the parameter to
be observed and on which dimensionality the vector that describes the consolidated internal state of the
development team acquires, as well as the properties of point-multiple reflections (∗), 𝑝(∗), (∗).
In the considered dynamic models, the rate of change of environmental states according to the time
of adaptation of distance learning course development teams' members is such that the team “has time”
to track the changes. However, and possible cases - in the conditions of fast-flowing changes of
environmental states - when the development team will not be able to adapt. So, let us emphasize the
assumption that each member of the distance learning course development team endows the opponent
with the information flows it has at a given point in time.
Based on our research and mathematical models when considering the much more complex
structures of awareness of team members of distance learning course developers, we believe that they
will choose such actions that have information equilibrium [25, 34]. At the same time, situations with
a complex structure of “observations” of team members are possible: some team members may observe
some parameters, while other team members may observe other parameters.
Thus, if the dynamic adaptation of the developers of distance learning courses was considered as an
adaptation to changes in the values of environmental states, and the very existence and habituation to
them, and in fact depends on the information about these changes. Of course, in the general case,
dynamic adaptation of some developers of distance learning courses involves not only changes in
awareness and behavior, but also changes in the parameters of the system itself. In addition, we can
also consider active adaptation, when the system purposefully affects the environment.

7. The model of the hierarchy of incentives for the needs of members of
development teams
Let us analyze in detail the description of a formal model that analyzes the hierarchy of needs of any
software development team member. Let there be n ordered needs, the first k of which are primary.
We will measure the degree (level) of satisfaction of i-th need by the number 𝑥𝑖 [0; 1], 𝑖  𝑁 =
{1, 2, . . . , n} is a set of needs. Assume that the degree of satisfaction of the i-th need depends on the
resource 𝑢𝑖 ≥ 0, focused on the satisfaction of this need, and on the levels of satisfaction of the needs
of the lower levels:
𝑚𝑖𝑛
𝑥1 (𝑢1 , 𝑢2 , … , 𝑢𝑖 ) = 𝑚𝑖𝑛 {ƒ𝑖 (𝑢𝑖 ), 𝛼 𝑥 } , 𝑖 ∈ 𝑁, ( 12)
𝑗 = 1, 𝑖 − 1 𝑖𝑗 𝑗
where ƒ𝑖 : ℜ1+ → [0; 1] are known strictly monotone continuous functions, 𝛼𝑖𝑗 ∈ [0; 1] are constants
(weights) reflecting the relationship between needs, 𝑗 ≤ 𝑖, 𝑖 ∈ 𝑁.
Since almost any individual specificity in needs can be accounted for by fitting the corresponding
functions ƒ𝑖 (∙) and constant constants {𝛼𝑖𝑗 }, let us choose the degree of satisfaction of the highest of
needs 𝑠 ∈ [0; 1] as the aggregate satisfaction degree:
𝑠(𝑢) = 𝑥𝑛 (𝑢), 𝑤ℎ𝑒𝑟𝑒 𝑢 = (𝑢1 , 𝑢2 , … , 𝑢𝑛 ) ∈ ℜ𝑛+ (13)
where 𝑠(𝑢) is a vector of resources.
Let us introduce a graph (N, E), where the set of arcs E is a set of arcs from each vertex corresponding
to the corresponding need to all vertex needs of higher level. Let us calculate the “potential” of the i-th
vertex:
𝑚𝑖𝑛 𝑚𝑎𝑥
𝑥𝑖𝑚𝑎𝑥 = (𝑥 ∙ 𝛼𝑖𝑗 ), 𝑖 ∈ 𝑁\{1}. (14)
𝑗<𝑖 𝑗
Expressions (12) and (13) allow one to find the degree of satisfaction of needs given functions ƒ𝑖 (∙)
vector of resources u. It is also possible to solve the inverse problem of finding the minimum values of
resources u*, s*, ensuring the achievement of a given level 𝑠 ∗≤ 𝑥𝑛𝑚𝑎𝑥 , where is the satisfaction of
needs.
Let us denote by 𝛼 = ‖𝛼𝑖𝑗 ‖𝑖, 𝑗 ∈ 𝑁 the weight matrix (where 𝛼𝑖𝑗 is assumed to be one, 𝑖 ∈ 𝑁,
𝑓𝑖−1 𝑖 (∙) i (∙) is the function inverse to the function ƒ𝑖 (∙), 𝑖 ∈ 𝑁, 𝑙𝑖𝑗 = 𝑙𝑛 (1 / 𝛼𝑖𝑗 ), 𝐿𝑖 , where is the length
of the maximal path in the graph (N, E) from vertex i to vertex n under the condition that the level arc
lengths 𝑙𝑖𝑗 , 𝑖 ∈ 𝑁.
If the function ƒ𝑖 (∙) takes the value of s* for the finite values of the resource, then the solution to this
problem obviously looks like this:
𝑢𝑖∗ (𝑠 ∗ , 𝛼) = 𝑓𝑖−1 (𝑒𝑥𝑝)(𝐿𝑖 )), 𝑖 ∈ 𝑁. (15)
So, the minimum values of resources to achieve a given level of 𝑠 ∗≤ 𝑥𝑛𝑚𝑎𝑥 satisfaction of needs
can be determined by the expression (15).

8. A dynamic model of team member incentives
Suppose that the primary needs are not saturated, 𝑢𝑖 (𝑡) = 𝑞𝑖 , 𝑖 = ̅̅̅̅̅ 1, 𝑘, and the secondary needs are
such that they are saturated, that is 𝑢𝑖 (𝑡) = 𝑞𝑖 𝑡, 𝑖 = ̅̅̅̅̅̅̅̅̅̅
𝑘 + 1, 𝑛. For a simple solution here and hereafter,
we will assume that 𝛼𝑖𝑗 = 1, 𝑖 ∈ 𝑁, 𝑗 ≤ 𝑖. Then 𝐿𝑖 = 0, 𝑖 ∈ 𝑁, and we obtain these equations for the
dynamics of measures of satisfaction of needs as a function of the vector 𝑞 = (𝑞1 , 𝑞2 , … , 𝑞𝑛 ) resources
consumed per unit time:
𝑚𝑖𝑛
𝑥𝑖 (𝑞1 , 𝑞2 , … , 𝑞𝑖 , 𝑡) = = ƒ𝑗 (𝑞𝑗 ), 𝑖 = ̅̅̅̅̅
1, 𝑘, (16)
𝑗 = ̅̅̅̅
1, 𝑖
𝑚𝑖𝑛 𝑚𝑖𝑛
𝑥𝑖 (𝑞1 , 𝑞2 , … , 𝑞𝑖 , 𝑡) = 𝑚𝑖𝑛 { = ƒ𝑗 (𝑞𝑗 ), ƒ (𝑞 𝑡)}, (17)
𝑗 = ̅̅̅̅̅
1, 𝑘 𝑚 = ̅̅̅̅̅̅̅̅̅
𝑘 + 1, 𝑖 𝑚 𝑚
𝑖 = ̅̅̅̅̅̅̅̅̅̅̅
𝑘 + 1, 𝑛.
The resource vector must match the balanced constraint:
∑ 𝑞𝑖 ≤ 𝘘 . (18)
𝑖∈𝑁
We obtain the necessary condition under which the level of satisfaction of needs s* for a certain time
is achieved. Consequently, to achieve the aggregate level of satisfaction of needs 𝑠 ∗ ≤ 𝑥𝑛𝑚𝑎𝑥 in a finite
time it is enough to fulfill this condition:
𝑘

∑ ƒ−1 ∗
𝑖 (𝑠 ) < 𝘘. (19)
𝑖=1

9. Effectiveness of models of motivation of team members
Let us now consider the problem on the speed of needs satisfaction, i.e. the minimization of time T to
achieve a given level 𝑠 ∗ [0; 1] of needs satisfaction by distributing a certain resource according to its
given constraints. We denote the minimal time (the result of solving the problem) by T*.
From the proved statements follows the main idea, which is that all the secondary needs must reach the
required level simultaneously. So, if 𝑠 ∗ ≤ 𝑥𝑛𝑚𝑎𝑥 and condition (19) is satisfied, then the solution of the
problem on the speed of satisfying needs will look like this:
𝑞𝑖 = ƒ−1 ∗ ̅̅̅̅̅
𝑖 (𝑠 ), 𝑖 = 1, 𝑘, (20)
𝑘
ƒ−1 ∗
𝑚 (𝑠 )
𝑞𝑚 = 𝑛 (𝘘 − ∑ ƒ−1 ∗ ̅̅̅̅̅̅̅̅̅̅̅
𝑖 (𝑠 )) , 𝑚 = 𝑘 + 1, 𝑛, (21)
−1 (𝑠 ∗ )
∑𝑙=𝑘+1 ƒ𝑙 𝑖=1

∑𝑛𝑙=𝑘+1 ƒ−1 ∗
𝑙 (𝑠 )
𝑡 ∗ (𝑠 ∗ , 𝘘) = . (22)
𝘘 − ∑𝑘𝑖=1 ƒ−1 ∗
𝑖 (𝑠 )
The obtained relations also make it possible to solve the problem of terminal control, i.e. minimization
of allocated total resources to achieve certain results for a given time, to ensure the necessary degree of
satisfaction of needs or maximization of the aggregate level of satisfaction of needs for a given time under
fixed constraints on resources.
From mathematical expressions (20), (22) it is possible to obtain the dependence s* (t), describing
(under optimal distribution of available resource) the dependence of needs satisfaction degree on time. For
the case where ∀𝑖 ∈ 𝑁 ƒ𝑖 (∙) = ƒ(∙), we obtain:
𝘘𝑡
𝑠 ∗ (𝘘, 𝑡) = ƒ ( ). (23)
𝑛 − 𝑘 + 𝑘𝑡
Size:
𝑠 ∗ (𝘘, 𝑡)
𝑘(𝘘, 𝑡) = (24)
𝘘∙𝑡
can be seen as the efficiency of using the available resources of the organization to meet the needs
(motivation) of the members of the software systems development teams.
Assume that the function ƒ(∙) has a bounded derivative. Then, by substituting (23) into (24), calculating
the time derivative, we thus obtain the following idea: over time, the efficiency of spending the available
resources to motivate the members of software systems development teams decreases significantly.

Results of Research
The article considers the real scientific and applied problem of effective formation of teams of
developers of distance learning courses, which is solved by taking into account the use of mathematical
models of interaction to reduce the time interval of adaptation of each of the team members. And quickly
find the role during the development of distance learning courses, and this approach provides the
achievement of maximum interaction in the team when performing assigned tasks.
Conducting detailed research on the use of group dynamics methods, namely, the interaction of team
members on the efficiency of training distance courses, we have developed and offered a methodology
for the formation of developers teams using mathematical models of their members and taking into
account professional competencies. These mathematical models were offered to universities and firms
that specialize in the development of training distance courses, as well as providing a balanced team to
reduce the time interval and adapting each of the members. Thus, providing quick adaptation to the
distribution of roles in the development of distance courses, thereby creating a positive microclimate,
and financial resources are maximally optimized. Analytical detailed research and experiment
confirmed our hypothesis about the feasibility of using mathematical models of interaction between
elements of the developers of training distance courses in the team building, which ensured an increase
in the efficiency of the designated tasks by 17.27%. Therefore, it can be assumed that approximately
15% of the time of the team and their members were used to coordinate their positions and places in
the team at the beginning of the task of developing training distance courses.

Conclusion
From the point of view of the theory of research of dynamic mathematical models, it should be
recognized that the various results of research obtained in psychology and sociology on the coordination
of groups of developers of distance courses, obtained in psychology and sociology, describing formal
models today, are not fully reflected by scientists. In the case of many dynamic models, there are some
difficulties in obtaining analytical solutions. For example, so common in practice, the class of problems
on the formation and existence of teams, taking into account the psychotypes of each team member in
sports teams or teams of developers of information and communication systems is not yet the subject
of deep theoretical and systemic research. We believe that a promising direction is to expand the
categories of educational tasks using dynamic mathematical models for further application in research.
This model uses real mathematical models to describe the process of coexistence of real organizations
and team members and consider their psychological types. Development and use. It should be noted
that the main equipment used to study the mechanism of innovative approach to the development of
distance courses, developed by the management company for the communication system and its staff,
is a dynamic mathematical modeling. On the one hand, the use of dynamic mathematical models allows
you to make reasonable conclusions and establish a quantitative relationship between the main
phenomena and internal processes. On the other hand, it should be remembered that in the construction
of any dynamic mathematical model will be introduced many logical contradictions.

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