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EXPERIENCE IN THE IMPLEMENTATION OF INTEGRATIVE TECHNOLOGIES
“FORMATION OF PSYCHOLOGICAL READINESS FOR INNOVATIVE ACTIVITY” AND
“DEVELOPMENT OF INDIVIDUAL COMPETITIVENESS COMPETENCIES”, IN
INNOVATIVE CONDITIONS OF DIGITALIZATION AND STEM EDUCATION
Chudakova V.P., PhD in Psychology, Academician, Academy of Sciences
Turon, Art. scientific et al., Institute of Pedagogy of the National Academy of
Pedagogical Sciences of Ukraine; Institute of Psychology named after G. S. Kostyuk
of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine
Abstract:
The article presents two author's technologies: 1)
“ Technology for the
formation of psychological readiness for innovative activity” (V. C
hudakova, 2008-
2016). 2) .
“Technology for the formation of psychological competencies of individual
competitiveness in the conditions of innovative activity” (V. Chudakova, 2016
-2022),
Key words:
innovative activity, innovativeness, individual competitiveness,
psychological and organizational technology, competence.
Competence individual competitiveness. Digitalization is an urgent problem and
the most important direction of qualitative changes in modern education. Let us present
an integrative toolkit for the implementation of proprietary technologies in innovative
conditions of digitalization and STEM education.
The first “Technology No. 1”
[1-3; 4]
“Psychological and organizational formation of psychological readiness of personnel of
educational organiz
ations for innovative activities” (Chudakova V., 2008
-2016).
Second
“Technology No. 2”
[1; 4] “Technology for the formation of psychological competencies of
individual competitiveness in the conditions of innovative activity” (V. Chudakova, 2016
-
2023).
"Technology No. 1".
Let's consider the first technology that we developed and
implemented into practice,
“Psychological
-organizational technology for the
formation of psychological readiness of personnel of educational organizations
for innovative activities”
(hereinafter referred to as “Technology No. 1”) (V.
Chudakova) [1-3; 4], which is an effective methodological and practical tool. It consists
of two parts that correspond to the external and internal conditions of innovative
activity. Let's consider the content and results of the implementation of
“1. A model of
examination and correction of the organizational and innovative environment of
educational organizations (external conditions),
which in turn consists of two
models.
"1.1. Model of examination of the organizational-innovative environment of
educational organizations”, presented in the author’s publications
” [1
-3].
"1.2. Corrective
model for creating a favorable organizational and innovative environment for educational
organizations”
[1; 2].
"2. Models of examination and correction of psychological
readiness of personnel of educational organizations for innovative activities
(internal conditions)",
which in turn consists of two models of examination and
correction of internal conditions:
"2.1. A model for examining the internal psychological
readiness of organizational personnel for innovative activities”
[1-4]. The results of
introducing this model into the practice of organizations made it possible to study:
1.
The target indicator
“innovativeness”
(author V. Chudakova, 1677 people took part in its
validation), which made it possible to determine the “level of innovativeness” (positive,
zero, negative) and the “trend of innovativeness "(theoretical
-intellectual; emotional-
practical)
2. Prognostic indicators
of internal conditions of readiness for innovative
activity:
− satisfaction with professional activity
; −
self-awareness as a professional;
−
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individual psychological characteristics and emotional-volitional control.
The results of
the empirical study and mathematical and statistical processing of examination data
made it possible to: − determine the characteristics of the personnel of educational
organizations “with positive innovativeness” and “negative innovativeness”, and to
identify their diffe
rences; − determine the system of key factors and the structure of
their relationships, personal determinants and conditions that help/hinder the
innovative activities of organizational personnel; − to find out the dynamics of the
formation of psychological readiness of organizational personnel for innovative
activities at different stages of experimental research [1-4].
"2.2. Corrective multi-level
model of reflective-innovative training, coaching
(hereinafter referred to as RIT), for its
implementation we have developed the RIT program , it provides the opportunity for
participants to: discover new opportunities for successful innovative solutions to many
problems of professional activity, effective formation of personality using her personal
efforts and reserves; ensure that a person searches within himself for mobilizing factors
to overcome difficulties, extreme and problematic situations [2].
"Technology No. 2".
“Psychological and organizational technology for the
formation of competencies of individual competitiveness in the conditions of
innovative activity of the organization”
[1; 4]
.
The relevance of its development is
confirmed by the fact that one of the priority tasks of education is the creation of
conditions for the formation of a competitive personality; we have developed our own
“Technology for the formation of competencies of individual competitiveness in
the conditions of innovative activity of an organization
. ” It consists of two
interrelated and complementary integrative models:
“1. Diagn
ostic model for the
examination of competencies of an individual’s competitiveness”
[1; 4] . To
implement it, we have selected, experimentally tested, reliable and valid integrative
psychodiagnostic examination methods (questionnaires, tests); experiment; methods of
mathematical statistics (correlation, factor analysis) using modern data processing
programs. A mathematical and statistical processing of the empirical data of the
experiment results was carried out during the ascertaining and control-analytical stage.
In the process of its implementation, modern digital and STEM methods were used,
mathematical and statistical analysis was carried out (factor and correlation analysis),
we obtained the following results:
mechanisms and latent (hidden) structure of factors
of
priority competencies that are necessary for the formation of individual competitiveness
competencies in the conditions of innovative activity were identified organizations that
stood out as the main factors:
Factor 1.
Goal-setting competencies, in particular,
mastering effective strategies for setting and achieving goals; defining your mission and
purpose.
Factor 2.
Motivational competence, in particular the ability to create positive
motivation.
Factor 3.
Competencies in overcoming psychological problems and
developing stress resistance, in particular: mastering the skills of flexible response to the
situation; the ability to reach a new level of managing your conditions; the ability to
acquire emotional stability in difficult life situations and the ability to quickly adapt;
mastering methods of getting rid of feelings of insult, guilt, addictions and other
complexes; the ability to reshape the consequences of psychological trauma and other
traumatic memories; the ability to develop stress resistance and the ability to quickly
adapt; the ability to use methods of reshaping fears, phobias, anxiety, pessimism and
depression.
Factor 4.
Communicative competence: mastery of technologies for effective
interaction with people (colleagues, managers, students, parents, relatives, etc.); ability
to establish relationships of trust and cooperation; ability to resolve interpersonal
contradictions.
Factor 5.
Special (specific) competencies: overcoming conflicts and
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resolving interpersonal contradictions; mastering the art of public speaking; overcoming
professional stress and professional burnout syndrome.
Factor 6.
Innovative
competence: state of the level of innovativeness (positive, zero level, negative
innovativeness) and trends in innovativeness (intellectual-theoretical orientation,
emotional-practical orientation).
"2. Corrective-developmental model of reflective-
innovative training, coaching
, we have developed two original programs of special
psychological training: general and individual. In the process of developing this special
course, the main factors influencing the formation of competencies of a competitive
individual in the rapidly changing conditions of innovative activity were taken into
account. Which we identified at the diagnostic stage based on the results of
mathematical and statistical analysis.
1). Individual RIT program
“Modern
psychotechnologies for the formation of competencies of a competitive personality in fast-
changing conditions of innovative activity.”
2). General program:
“Trai
ning of expert
trainers and scientific and methodological support “Technologies for the formation of
competencies of individual competitiveness in the conditions of innovative activity of
the organization” [1; 4]. Its implementation
makes it possible
to in
troduce “Technology”
into educational practice, not only by the author, but also by expert trainers trained by
specialists, independently in the educational process.
Conclusions.
To summarize, we note that the introduction of the author’s
“Psychological
-organizational technology for developing the readiness of organizational
personnel for innovative activity” (V. Chudakova, 2008
-
2016) and “Psychological
-
organizational technology for developing individual competitiveness competencies in
the conditions of inn
ovative activity of an organization” (V. Chudakova , 2016
-2022),
opens up prospects for further improvement of the training / retraining / advanced
training system; We implement “Technologies” in educational and scientific
organizations of Ukraine (2016-2023), and are also successfully implemented within the
framework of international projects of the commonwealth of Vera Chudakova’s
educational programs in the Republic of Uzbekistan (2018-2023) and the Republic of
Kazakhstan (2021-2023).
Literature:
1.
Чудакова В. П. Формування психологічної готовності персоналу освітніх
організацій до інноваційної діяльності: дис. ... канд. психол. наук; 19.00.10 / Віра
Петрівна Чудакова Ін
-
т психол. імені Г. С Костюка НАПН України. 2016. –
474 с.
https://lib.iitta.gov.ua/166005/3/ЧудаковаВП%20(1).pdf
2.
Chudakova V. P. (2022) The integrative toolkit of “humanitarian expertise and
correction” of the implementation of “The technology of forming psycholog
ical readiness
for innovative activity” –
the basis of the development of the competences of the
individual’s competitiveness in the conditions of digital and STEM education. SECTION
15. Humanistic expertise as a strategy for the development of the culture of the future
Text: Scientific monograph. Riga, Latvia: Baltia Publishing, 2022. 348 p. P. 271-330. URL:
http://baltijapublishing.lv/omp/index.php/bp/catalog/book/276
DOI
https://doi.org/10.30525/978-9934-26-262-3-15
3.
Chudakova V. (2017) Scientific and methodological support for the formation of
psychological readiness for innovative activity as a means of developing a person's
competitiveness. Fundamental and applied researches in practice of leading scientific
schools.
23
(5),
8
–25
(Канада).
URL:
284
4.
Chudakova V. (Vira Chudakova). (2020) RESOURCES DEVELOPMENT OF THE
COMPETENCES OF PERSONALITY COMPETITIVENESS IN TERMS OF INNOVATIVE
ACTIVITIES.
Professional competencies and educational innovations in the knowledge
economy
: collective monograph / Editors Lyubomira Popova, Mariana Petrova. Veliko
Tarnovo, Bulgaria: Publishing House ACCESS PRESS, 2020. 532 p. P. 473
–
485.
YOSHLARGA PSIXOLOGIK BILIMLARNING ZARURIYATI HAQIDA
Xodjayeva N.S., AIFU magistranti
Annotatsiya.
Ushbu maqolada i
nsonlar o‘z sog‘lig
ini muhofaza qilishi, psixologik
savodxonligini asrashi uchun ham psixologik bilimlarga ega bo‘lishi bugungi kunning
dolzarb masalalari haqidagi fikrlar yoritiladi. Shuningdek talaba yoshlar bilan
psixologlar o‘rtasida ish hamkorligi yetarli darajada emasl
igi, yoshlarimizning psixologik
bilimlarga ega bo‘lishiga ishtiyoqining pastli haqidagi muammolar o‘rganiladi. Mazkur
yo‘nalishda Psixolog V.V.Boykoning amalga oshirilgan ilmiy
-tadqiqot ishlari tahlil
qilinadi. “Psixologik yonish” rivojlanishining sabablari, “Psixologik bilimlar” shaxsiy
xususiyatlarning shakllanishiga o‘z ta’sirini ko‘rsatib, muhim ahamiyatga ega ekanligini
ta’kidlaydi.
Kalit so‘zlar
:
psixologik savodxonlik, psixologik bilimlar, stress, psixologik
zo‘riqish
, kasbiy beorlik, psixologik yonish, Professor-
o‘qituvchilar, talabalar
, psixologik
salomatlik.
Hozirgi har qanday vaziyatda inson hayot kechirishi uchun psixologik bilimlarning
talab darajasida bo‘lishi ijtimoiy zaruratga aylandi. Psixolog mutaxassislarimiz yuzaga
kelayotgan salbiy psixologik vaziyatning oldini olish va uni qayta tiklashga alohida
e’tibor berib kelmoqda. Insonlar o‘z sog‘ligini muhofaza qilish, psixologik savodxonligini
asrash uchun ham psixologik bilimlarga ega bo‘lishi bugungi kunning dolzarb
masalalaridan hisoblanadi.
Bugungi kunda Jahon sog‘liqni saqlash tashkiloti
odamlardagi kasallikning 45% stress bilan bog‘liq ekanligini ko‘rsatib beradi. Boshqa
mutaxassislar esa uning 2 baravar ko‘rsatkichini aytib o‘tgan. Bu ko‘rsatkichlar oldin
yoshi katta insonlarda uchrasa, hozir esa talaba yoshlarimizda ham tez-tez psixologik
zo‘riqishlarni kuzatamiz. Talaba yoshlardagi psixologik muammolar doimiy charchoqni,
ba’zan bosh og‘rig‘ini, uyqusizlikni, sog‘liqning yomonlashganini his qilishi kabi
murojaatlari bunga isbot bo‘la oladi. Ish yoki o‘qish ularni qoniqtirmaydi, aksincha,
nafratlantiradi. Kishi o‘zini noqulay, qo‘lidan ish kelmaydigandek his qiladi va haqiqatan
ham aniq kasbiy yutuqlar pasayadi, shuningdek, chidamlilik hamda zukkolik ham.
Ko‘pchilik odamlar hayoti davomida bo‘layotgan nojo‘ya xatti
-harakatlardan ruhiy
siqilish (depressiya)ni yoki “stress”ni o‘zidan o‘tkazadi. Bunday qiyin vaziyatda qolgan
odam o‘zini har xil narsalar bilan chalg‘itishadi. Talaba yoshlar bilan psixologlar
o‘rtasida ish hamkorligi yetarli emas
mi? Talaba yoshlarimiz psixologik bilimlarga ega
bo‘lishiga ishtiyoq yo‘qmi? Shu kabi savollarga javob topish uchun ilmiy izlanishlardan
foydalanib maqola tayyorlashni maq’ul ko‘rdik.
Shaxsdagi his-
hayajonlarning zo‘riqishi «psixologik zo‘riqish» deb aytad
igan
bo‘lsak, insondagi bu holatida aybdorlik hissi va ezilish kuzatilmaydi, aksincha
asabiylashish, tajovuz va g‘azablanish kuzatiladi. Aniqlanishicha, kasbiy “psixologik
zo‘riqish” o‘z faoliyatiga jiddiy zarar yetkazadi –
ham iqtisodiy, ham ruhiy-hissiyotli.
Xususan, juda tajribali uchuvchilar uchish oldidan qo‘rquv his qilishadi, o‘zlariga bo‘lgan
