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

Аннотация

The article presents two author's technologies: 1) “ Technology for the formation of psychological readiness for innovative activity” (V. Chudakova, 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 organizations 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; − 281 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 differences; − 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: