Innovative conflicts. Ways to React Negatively to Innovation The potential negative consequences of innovation are

In the production sphere, the emergence of a new idea often leads to the depreciation of labor, not only individuals, but also entire groups. In addition to envy, acting at a primitive level, or fears of a prestigious nature, acting at a higher level, the cause of the conflict between the innovator and his colleagues and the administration may be adherence to old values, conservatism.

A possible cause of conflict may be such a system of motivation and interest, in which the benefit for the innovator is formed to the detriment (real or contrived) of the interests of the structural unit or the entire organization.

It is precisely because of the traditionally negative perception of conflicts that the social climate does not favor the spread of innovative activities, even unconditionally justified from an economic point of view, and often hinders it.

1.2 The concept of innovation conflict

As mentioned above, a conflict is understood as the most acute way of resolving significant contradictions that arise in the process of interaction, which consists in the counteraction of the subjects of the conflict and is usually accompanied by negative emotions.

Necessary and sufficient conditions for the emergence of a conflict are the presence of the subjects of social interaction of oppositely directed motives or judgments. And also the state of confrontation between them.

As for innovation conflicts, they can be defined as a separate type of conflict, the cause of which is the issue of introducing certain, hitherto unused, innovations into social relations.

At the same time, an innovation conflict can be both intrapersonal and social (interpersonal, intergroup, between an individual and a group), that is, the allocation of innovative conflicts into a separate group is due not to the subject composition, but to the object of the conflict, its cause, which in any innovation conflict the question of introducing into life certain innovations concerning various aspects of the life of society comes up.

Any innovation is associated with the development, "punching", distribution and use of innovations in production. At the same time, a contradiction arises between the supporters and opponents of the innovation. The reason for this lies in the difference in the results and consequences of the innovations for social groups workers on the one hand, and the organization as a whole on the other. Objectively, rather contradictory relationships will arise between them. So, situations are possible when the innovation is beneficial to the enterprise (the organization as a whole), but does not meet the interests of individual groups of its employees, or vice versa - it is unprofitable for the enterprise, but suits certain groups of workers. At the same time, the results of innovations can have different content for the enterprise and employees. For example, from the point of view of the interests of the organization (enterprise), the main result may be an increase in production, obtained through the creation of special conditions in one of the departments (brigades) working on a collective contract. In brigades, the results can be expressed, first of all, in the growth of income, increased participation in management, enrichment of the content of work. And in the rest of the links that produce the same products, the result of this innovation may be expressed in the deterioration of their position due to the limitation of equipment that was transferred from the department to the contract.

Often, more attention is paid to the experimental units, while the attention to other teams decreases. As a result, contradictions may arise, such as:

The social effect can have the opposite “sign” in relation to the economic one;

The consequences of innovation can counter the results;

The same results and consequences of innovations can be assessed in different ways by the members of the organization's team. The attitude of the results of the innovation and the costs of them are perceived differently by employees and the organization and can give rise to a conflict situation and even a conflict.

Conflicts that arise as a result of innovations in an organization, like all others, can be partly functional and partly dysfunctional.

Conflicts can both facilitate and hinder innovation. At the same time, workers who actively resist innovation become parties to the conflict. At the same time, it is important to note that employees who actively resist innovation become parties to the conflict, but they will not necessarily be the wrong side of it.

It should also be borne in mind the fact that so-called passive workers can have a dangerous influence on the course of the introduction of innovations and its final result. For they do not openly oppose innovations, therefore it is difficult to identify them and enter into a dialogue with them. There may be a lot of them in the team.

Thus, based on the foregoing, an innovation conflict can be defined as a contradiction that arises for various reasons between individual members of the team, social groups about the innovations undertaken in the team, in society (that is, innovation is an object of conflict).

1.3 Types of innovation conflicts

Innovative conflicts in organizations can be: business and interpersonal.

Business innovation conflicts arise between people, one way or another connected by production and economic relations.

Perestroika gave impetus to many organizational and managerial innovations that change the organization of production and management. New organizational forms are associated with the creation of cooperatives, rental, family contracts, etc. The peculiarity of many organizational forms is their flexibility and focus on meeting consumer needs. At the same time, new organizational forms give rise to new conflicts and contradictions.

The internal stimulus for innovation is the need of people for creativity, inherent in the very nature of a person, manifested in constant striving to renew, improve the production environment. The presence and high development of these needs is immanently inherent in innovators who are sensitive to new problems and who are interested in the process of introducing innovations. They can take part in it without even receiving any rewards for it. But as creative people, they are interested in recognizing their contributions and achievements, for which they are often able to go into conflict.

Interpersonal innovation conflicts. The collision of oppositely directed, incompatible needs, motives, interests, thoughts, feelings generates interpersonal innovation conflicts. They can arise both in the sphere of official and non-official relations between supporters and opponents of innovations. Such conflicts can have a situational and characterological basis.

The situational prerequisites of the conflict include:

Feelings of uncertainty and insecurity;

Insufficient or distorted awareness;

Non-recognition of the employee by the team;

Injustice.

Characteristic prerequisites include:

Traits;

Tendency to aggressive command;

Reduced self-criticism;

Intolerance to the shortcomings of others;

Bad manners.

An employee becomes a source of conflict when the direction of his activities, values become incompatible with the interests and values of the team, i.e. when the moment comes of his "inadequacy" to the goals and objectives of the group. For example, an active innovator works in a team where it is "not customary" to innovate, or, conversely, a passive worker finds himself in a team that intensively renews production.

A person who is obsessed with an idea, ready to achieve his goal in any way, also becomes conflict-prone. It is difficult to find people with such personal qualities that would guarantee conflict-free behavior. Almost anyone can enter into conflict relationships.

2.1 Causes of innovation conflict

The innovation conflict is figuratively speaking, Jin, who once received freedom, does not rush to return to the magic lamp at all. Of course, any innovation requires considerable emotional costs and is accompanied by intrapersonal conflicts of the innovator himself. However, as soon as the innovator brings his “brainchild” to the discussion of colleagues or begins to actively develop the innovation, the conflict develops into an interpersonal conflict. Innovators and Conservatives. Resistance to change. This is what any innovation faces, especially in the field of information technology and management. It is this situation that is essentially an innovative conflict, the phenomenon that hinders the development of society in favor of its conservative views and values.

The likelihood of an innovation conflict increases if:

1. the innovation is large-scale;

2. a large number of people are involved in the innovation process;

3. the innovation is radical;

4. the process of innovation is fast;

5. there is no information support of the process, its agitation preparation.

Figuratively speaking, innovative activity, as a rule, is collective, it requires the participation of many people belonging to various professional and job groups. And the more people are involved in the innovation process, the more intensively it proceeds, the more opportunities arise for the emergence of conflict situations that are generated by the difficulties that accompany most innovations.

The main reasons for the innovation conflict include the following:

1) passivity of employees interested in innovation. This is due to the fact that many employees are afraid of reducing wages, adding more work during implementation, afraid of not coping with new responsibilities, do not have material and moral incentives during implementation. In other words, workers fear a deterioration (as a result of innovations) of their socio-economic situation;

2) lack of material and technical resources. It should be noted here that sometimes organizations have resources of a lower quality than required, sometimes they have to be obtained on the side, sometimes the required equipment, tools are not produced by the domestic industry;

3) deterioration of the relationship between the leaders and chief specialists of the organization with the heads and specialists of the departments;

4) the presence of opposite orientations. Each individual and social group has a certain set of value orientations regarding the most significant aspects of social life. They are all different and usually opposite. At the moment of striving to satisfy needs, in the presence of blocked goals, which several individuals or groups are trying to achieve, opposite value orientations come into contact and can cause conflicts. Conflicts due to opposing value orientations are extremely diverse. The most acute conflicts appear where there are differences in culture, perception of the situation, status or prestige, attitude to the need for innovation;

5) ideological reasons. Conflicts arising on the basis of ideological disagreements are a particular case of a conflict of opposing orientations. The difference between them is that the ideological cause of the conflict lies in a different attitude to the system of ideas that justify and legitimize the relations of subordination, domination and fundamental worldviews in various groups of society. Here it is appropriate to speak about the lack of proper campaign preparation for the forthcoming innovations, insufficient level of explanatory work;

6) the need to restructure their work for managers and chief specialists. (Today, the problem of employment and retraining is becoming more and more urgent not only for managers, but also for ordinary members of the labor collective).

7) the opposite of the motivations of the participants in the conflict. It is proved that the innovation conflict has a multi-motivated nature. The orientation of the opponents' motivations is different. For an innovator, they are more socially oriented, for a conservative, they are personally oriented. 1

Overcoming these and other difficulties, a more rational approach to the innovation process will reduce conflicts in organizations.

An organization focuses its efforts on change if new strategies are developed, its effectiveness decreases, it is in a state of crisis, or if management pursues its own personal goals. One of the constituent parts of the introduction of an innovation is assimilation of a new idea by an organization... The author of the idea needs:

1) Determine interest in this group idea, including the impact of the innovation on the group, group size, dispersion of opinions within the group, etc .;

2) Develop a strategy for achieving the set goal;

3) Identify alternative strategies;

4) Finally choose an action strategy;

5) Determine a specific detailed plan of action.

People tend to have a wary negative attitude towards all changes, since innovation usually poses a potential threat to habits, way of thinking, status, etc. Allocate 3 types of potential threats in the implementation of innovations:

a) Economic (decrease in the level of income or its decrease in the future);

b) Psychological (feeling of uncertainty when requirements, responsibilities, working methods change);

c) Socio-psychological (loss of prestige, loss of status, etc.).

A specially designed program to overcome resistance to change is required. In some cases when introducing innovations, it is necessary:

a) Provide a guarantee that this will not be associated with a decrease in workers' income;

b) Invite employees to participate in decision-making when changes are made;

c) Identify in advance the possible fears of workers and work out compromise options, taking into account their interests;

d) Implement innovations gradually, experimentally.

The basic principles of organizing work with people when innovating are:

1. The principle of informing about the essence of the problem;

2. The principle of preliminary assessment (informing at the preparatory stage about the necessary efforts, projected difficulties, problems);

3. The principle of bottom-up initiative (it is necessary to distribute responsibility for the successful implementation at all levels);

4. The principle of individual compensation (retraining, psychological training, etc.);

5. The principle of typological characteristics of perception and innovation by different people.

There are the following types of people in their attitude to innovation:

1. Innovators- people who are characterized by a constant search for opportunities to improve something;

2. Enthusiasts- people who accept new things, regardless of the degree of its elaboration and validity;

3. Rationalists- accept new ideas only after a thorough analysis of their usefulness, assessment of the difficulty and the possibility of using innovations;

4. Neutrals- people who are not inclined to take a word or a single useful sentence;

5. Skeptics- these people can become good controllers of projects and proposals, but they inhibit innovation;

6. Conservatives- people who are critical of everything that has not been tested by experience, their motto is "no new products, no changes, no risk";

7. Retrogrades- people who automatically deny everything new ("the old is obviously better than the new").

Types of possible consequences when the organizational structure changes:

a) Potentially real conflicts in connection with the reorganization of old and the formation of new structural units;

b) The emergence of a conflict of jobs, that is, arises after an unclear definition of rights and obligations, distribution of power and responsibility;

c) Formation of uncertainty among members of the organization in the future, in the correctness of the chosen course;

d) Changes in communications within the organization lead to disruption of information flows, in some cases associated with hiding information by a number of managers and employees.

Organizational culture.

Organizational climate and organizational culture are two terms that describe a set of characteristics inherent in a particular organization and distinguishing it from other organizations.

Organizational climate includes less stable characteristics, more susceptible to external and internal influences. With the general organizational culture of the organization of the enterprise, the organizational climate in its two departments can be very different (depending on the style of leadership). Under the influence of organizational culture, the causes of contradictions between managers and subordinates can be eliminated.

The main components of the organizational climate are:

1. Management values (the values of managers and the peculiarities of the perception of these values by employees are important for the organizational climate, both within formal and informal groups);

2. Economic conditions(it is very important here a fair distribution of relations within the group, whether the collective participates in the distribution of bonuses and incentives for employees);

3. Organizational structure(its change leads to a significant change in the organizational climate in the organization);

4. Characteristics of members of the organization;

5. The size of the organization (in large organizations more rigidity and more bureaucracy than in small, creative, innovative climate, a higher level of cohesion is achieved in small organizations);

7. Management style.

V modern organizations a lot of effort goes into shaping and studying the organizational climate. There are special methods for studying it. It is necessary in the organization to form employees' judgments that the work is difficult but interesting. In some organizations, the principles of interaction between the manager and staff were determined and fixed in writing, often increasing the level of team cohesion by organizing joint leisure activities for employees and their families.

Organizational culture Is a complex of the most stable and long-term existing characteristics of an organization. Organizational culture combines the values and norms inherent for the organization, styles of management procedures, concepts of technological social development... Organizational culture sets the limits within which it is possible to make a confident decision at each level of management, the possibility of rational use of the organization's resources, determines responsibility, gives a direction for development, regulates management activities, contributes to the identification of employees with the organization. Behavior is influenced by organizational culture individual workers... Organizational culture has a significant impact on the performance of an organization.

The main parameters of organizational culture:

1. Emphasis on external (customer service, customer orientation) or internal tasks. Organizations are focused on customer satisfaction, have significant advantages in market economy, is distinguished by its competitiveness;

2. The focus of activity on the solution of organizational problems or on the social aspects of the functioning of the organization;

3. Measures of preparedness for risk and implementation of innovations;

4. Degree of preference for group or individual forms of decision-making, that is, with a team or individually;

5. Degree of subordination of activities to pre-drawn plans;

6. Expressed cooperation or rivalry between individual members and groups in the organization;

7. The degree of simplicity or complexity of organizational procedures;

8. A measure of the loyalty of employees in the organization;

9. Degree of awareness of employees about their role in achieving the goal in the organization

Organizational culture properties:

1. Collaboration forms the team's understanding of organizational values and ways of following these values;

2. Commonality means that all knowledge, values, attitudes, customs are used by a group or work collective for satisfaction;

3. Hierarchy and priority, any culture represents a ranking of values, often the absolute values of society are considered to be the main ones for the collective;

4. Consistency, organizational culture is a complex system that unites individual elements into a single whole.

The influence of organizational culture on the activities of the organization manifests itself in the following forms:

a) Identification by employees of their own goals with the goals of the organization through the acceptance of its norms and values;

b) Implementation of the norms prescribing the pursuit of the goal;

c) Formation of the development strategy of the organization;

d) The unity of the process of implementing the strategy and the evolution of the organizational culture under the influence of the external environment (the structure is changing, therefore, the organizational culture is changing).

Pedagogical Sciences

EDUCATIONAL INNOVATION: POSITIVE AND

NEGATIVE1

L. B. Schneider. Moscow Psychological and Social University (Moscow, Russia), e-mail: [email protected]

Summary. The article analyzes the issue of innovation in modern education. The positive and negative aspects of this problem are analyzed.

Key words: education, innovation, problems.

The current state of civilization has now further highlighted the importance of the education system. The world has become complex, interdependent, integral, rapidly changing, unpredictable in its development. The most influential identification process in society is becoming the means mass communication and a variety of information technologies. They broadcast social experience and knowledge, behaviors and lifestyles, thereby creating conditions for both integration and fragmentation of the “self”. Before changing such a world, one must understand it. Modern science and technology allow a person to perform actions of colossal scale, but in many cases they do not allow to foresee not only the distant, but also the immediate consequences of the processes launched. Now people live in a complex urbanized environment. The consequences of an insufficient level of professionalism are fraught with not local, as it was before, but with global catastrophic consequences. The spontaneous development of civilization has ended - this sharply increases the responsibility of society - for the training of personnel. The classical education system is based on the imperative of training a person who knows, while the world most of all needs a person who understands - who understands other people, other cultures, the specifics of modern life. Currently, a person is not able to

1 The material was recommended by O. A. Belobrykina, Associate Professor, Candidate of Psychological Sciences, Associate Professor of the Department of General Psychology and History of Psychology, Novosibirsk State Pedagogical University, Faculty of Psychology (Novosibirsk, Russia).

those who fit themselves into the complex world around them, incapable of dialogue, overcoming their own egoism becomes socially dangerous.

To teach to live in a new way, in accordance with realities modern world- the task of the education system. To ensure effective integration of a person into a rapidly changing world, it is necessary to reorient public consciousness towards acquiring qualitatively new knowledge and skills. Each specialist must be able to see his place in the system, to be aware of the responsibility for the consequences of his actions. Under these conditions, the education system in the 21st century is increasingly turning into the largest branch of society, which, on the one hand, is a source of the formation of a worldview, an indicator of the degree of culture of society, on the other hand, it forms and develops the main productive force - the person himself. The content and goals of pedagogical activity are to introduce a young person into life, equipping him with all necessary knowledge, skills, ensuring the maximum disclosure of his abilities. Modern life requires, firstly, deep professional skills, and secondly, the readiness to repeatedly change their activities in the shortest possible time and with minimal cost effort. Such a requirement presupposes the ability of a person to actively develop new types of activity and the associated ability to self-study and continuous learning. It is about preparing a person for continuous learning - learning as a process that constantly accompanies the labor process. From this point of view, the goal of training and education is the formation of creative activity, which will open the specialist the opportunity to generate new methods and types of activity himself, to enter new professional areas for him, will allow short term reorient the focus of your work. Today this thesis has been rethought as a requirement not only to broadcast information, but to teach generalized methods of activity, thinking itself. Only with such a structure of the educational process, the student will be able to connect to modern culture in the period allotted to him for training.

The new idea of education should proceed not only from the idea of preparing a growing person for maturity, preparation, which presupposes the assimilation of knowledge, but also from the idea of involving a person in the active process of discovering and mastering the world (worlds). The teacher should open up new worlds for the student (starting from the world of geometry and arithmetic, ending with the world of moral action), help him enter them, share his

natural experience of immersion in these worlds and their development. Not so much to teach as to charge with interest, to captivate, to help, to share experience. In turn, the student, discovering new worlds for himself, entering them, mastering them, must consider education as a fundamentally two-way process: not only directed to the world, outside, but also directed at himself. An essential requirement of modern education is the ethical (spiritual) orientation of human development. An educated person is a cultured person, an educated person who has such an attitude that his life activity contributes to the preservation of culture, strengthens it. An educated person is precisely a person who is prepared both for a normal life and well-functioning production, as well as for trials, for changes in lifestyle, for changes. It is equally important to take into account the requirement that educational influences should provide freedom of choice, individuality of the educational path for the individual. This step marks the merging of education with self-education. It is no less important that the transition to self-education is associated with a different type of psychological change: education through self-education, in this case, obeys the goals of personal growth and improvement, becomes the moment of a person's mental activity, a form of his cultural life.

The formation of an innovative educational system currently appears as a modern educational revolution of the information society, during which an innovative educational activities... The formation of an information civilization presupposes the development of a new educational system, the expansion of innovative activities in education. The transition to the primacy of human values, which is carried out in the process of informatization of society, means a qualitative change in the status of education in public life. It turns into the most important means for a person to achieve independently defined goals, and the satisfaction from achieving them becomes a universal standard of values. The country's development priority is economic growth based on the massive dissemination of information and communication technologies (ICT), attracting the population to the electronic environment, improving the quality of secondary and higher education through the active introduction of ICT (Federal Target Program "Electronic Russia"). In the course of informatization of all spheres of public life, the formation of the educational system of the information society takes place on the basis of new civilizational principles of destan-

dartization, anticentralism, desynchronization, optimization, despecialization, dispersal. Such features of the new economic system as the transformation of knowledge into basic wealth, new capital in society, through which power is exercised in the economic system, have a fundamental impact on the development of both the sphere of knowledge and the entire educational system. Obviously, growth is unthinkable without innovations in education professional competence... By now, a whole area of knowledge has developed - innovation. It is determined by A.I. Prigogine as a new area of knowledge necessary for more effective solutions, problems of intensification and acceleration. He believes that innovation as a science of innovation began to take shape in response to the demands of practice. The search for psychological patterns in the development of innovations lies in the focus of considering the issues of the individual's attitude to the new. However, to date, many aspects of this problem remain poorly understood.

Table 1 - List of factors that have a negative and positive attitude towards innovation in activities

Factors. facilitating innovation Interfering factors? innovation

1. Personal interests of employees

Increase in wages as a result of innovation Decrease in wages as a result of innovation

Expansion of the group. Reduction of rights

Reducing responsibilities Expanding responsibilities

Improvement in position and position (inside and outside the organization) Deterioration of position and position (inside and outside the organization)

Improved chances for the future (inside and outside the organization) Deteriorated chances for the future (inside and outside the organization);

Improved opportunities for self-affirmation Deteriorated opportunities for self-affirmation

Full use knowledge and abilities Incomplete use of knowledge and abilities

Good awareness (inside and outside the organization) Poor awareness (inside and outside the organization)

Increased prestige (inside and outside the organization) Reduced prestige [inside and outside the organization)

Expansion of informal * opportunities, improved welfare for the employee and his family members ¡education, leisure, medicine, etc.) Reducing informal opportunities to improve the welfare of a number of employees and his family members (education, leisure, medicine, etc.)

i. Relationships with other people

Better relationship with rootstock as a result of innovation Deteriorated management relationship as a result of innovation

Improvement: relations with subordinates Deterioration of relations with subordinates

Better employee relationships Worse employee relationships

Compliance of the innovation with the established collective traditions. goals, norms, values Inconsistency of the innovation with the established collective traditions. goals: norms, values

1 Nature and retention of labor

More interesting work as a result of innovation Less interesting work as a result of innovation

More convenient repair and work as a result of innovation Less convenient mode of operation as a result of innovation

Less stressful and stressful work More stressful and tiring work

More independent and responsible? work Less independent and responsible work

Safer work Less safer work

More comfortable psychophysiological conditions for vaboga Less comfortable psychophysiological working conditions

The best opportunities for. self-development and professional development Worst opportunities for self-development and professional development

4 Process of change

Necessity, goals and process of implementation of an innovation are clearly formulated and justified Necessity: goals and process of implementation of innovations are vaguely formulated and justified

The workers of the object of innovation are included in the process of emergence. development and implementation of the innovation Employees of the object of innovation are not included in the process of the emergence, development and implementation of the innovation

Recently, researchers are increasingly paying attention to the study of a complex of objective and subjective factors that determine the nature of the attitude of workers to innovation. This is the type and stage in-

the innovation process, the expectation of positive and negative consequences from the introduction of an innovation, the peculiarities of the composition of employees and their relationships before and in the process of innovations. We list in Table 1 all the factors, both facilitating innovation and hindering it.

To understand innovation processes, it is important to highlight the target orientations of the main groups of participants in the innovation process, expressed in their position in relation to innovation. This approach takes into account the characteristics of the human factor of innovation processes. On this basis, the main role groups are formed: innovators. organizers, manufacturers and users. The position of the selected groups in relation to innovation is defined as initiative, assistance, inaction. In the strict sense, innovations are considered as planned and targeted changes. Consequently, the attitude towards them (acceptance, rejection, active participation and resistance) can be investigated in terms of social-attitudinal readiness and personal predisposition to perceive new things. All forms of manifestation of a negative attitude to innovations can be divided into three groups.

The first is passive forms of manifestation (lack of conviction in the necessity and timeliness of the implementation of innovations in a given team, in the possibility of real changes; lack of desire to improve the usual forms and methods of work, the system of division of labor, the structure of work, the structure of interpersonal communications, the established mechanisms of decision-making and division of responsibility , the established hierarchy of knowledge, experience; lack of willingness to take personal part in measures to implement the innovation, in contacts with the initiators of the innovation; lack of willingness to allocate material, financial and human resources, production areas and special time; fear of additional difficulties associated with the innovation in their unit, in their organization, in themselves).

The second group is formed by active forms of manifestation of attitude to innovation. They are expressed in the desire of some members to limit the circle of persons with whom the initiators of the innovation contact, the time of contacts and additional sources of information; keep silent about their real functions in this process, the methods and instructions used, as well as the criteria for choosing one or another solution option; oppose the qualifications and experience of "our" and "others'" work-

nicknames, the volume and importance of the work of these groups, the norms and manners of their behavior, as well as the size of their wages and bonuses; blame the initiators of the innovation for the lack of attention on their part to the requests and comments with which the employees of the team - the object of innovation - address them; to put forward more and more new requirements for the initiators of innovations under the pretext of the need for their endless improvement.

The third group is formed by extreme forms of negative attitude towards innovation. These include such phenomena as: the issuance of information in a smaller volume than was requested by the initiators of the innovation; the issuance of insufficiently reliable information or its deliberate distortion, violation of instructions, forms of documentation, the procedure proposed by the initiators of the innovation; negligent storage and operation of devices, equipment, materials and communications related to the implementation of innovations; the desire to use the financial, human and material resources allocated for the implementation of innovations, not for their intended purpose, but mainly for solving the current tasks of the team. For successful management of innovation processes, it is necessary to differentiate between the manifestations of negative attitudes at each specific stage of innovation: at the stages of development, implementation and functioning of the innovation. And this must be done in each team of this educational institution regardless of whether the team itself has developed and implemented the innovation or the innovation is brought in from the outside and the team is only its user. A negative role in the process of innovation is played by the consumer attitude to innovation revealed among some of its users. The consumer attitude is understood as the desire of some employees to improve the conditions and performance of their work, without taking active personal participation in improving the processes associated with the innovation. At the same time, negative attitudes towards innovation can play a positive role. First, it often impedes the implementation of hasty and insufficiently thought out strong-willed innovative solutions for which objective conditions have not yet matured or which do not correspond to existing needs. It prevents such modifications of the innovation, which distort its original meaning, and protect the corresponding sphere of life of labor collectives from premature or harmful innovations. Secondly, the psychological barrier performs a catalytic function in relation to the innovation process. It is ac-

tivizes the activities of the initiators of the innovation, forces them to significantly increase their efforts, not to stop at the achieved level, but to identify the shortcomings of their original design and look for more perfect options. At the same time, the emerging attitude to the innovation activates the performers themselves, whose interests are affected by the relevant innovation, encourages them to think about the current situation, draws attention to their role in their team and to the "weight" of their opinion in the organization. Thirdly, the attitude to innovation always performs an indicator function, promptly, reliably and impartially informs the initiators of the innovation about specific weaknesses the decision, reveals all insufficiently worked out elements of innovation, shows the main directions of necessary adjustments.

The strategy of innovative development of professional activity begins to take shape especially intensively in the last three decades. One of the stressful reasons for their failure to implement is that the introduction of innovations has not been prepared in advance, either organizationally, or technically, or, most importantly, in a personal, psychological sense. One of the main difficulties of innovations is the lack of an innovative environment in society - a certain moral and psychological environment, supported by a set of organizational, methodological, psychological measures that ensure the introduction of innovations into wide professional practice. It was found that the more complex the innovation, the worse the emotional attitude towards it and the lower the indicators of participation in its implementation. It is noted that if the initiative for implementation has arisen within the team, then its members form a more positive attitude towards the innovation than in a situation when it is “lowered from above”. Innovation means making conscious change. But change is not an end in itself. Moreover, change requires vigorous action. Any organization and its employees will withstand only a limited number of changes per unit of time. Currently, innovative changes in education are quantitatively ahead of their quality. Let us dwell on this in more detail, for which we turn to Table 2.

Table 2 - Innovation "streams" in education and their assessment

Innovation as facts Positive component Negative aspects

maintaining the exam Use volume - Real

objective criteria comparison

comparison of all

natal

schools for re-

Simplification of procedures

ry admission to the exam is nowhere

universities represented

University selection

(except for

big

the number of elites

institutions

niy) actual

ski great

Introduction of new federal state educational standards Updating the content

zhania and directional, technical

education and cadre

Allocation of new ditch ne-

priorities provided

Gain

formal

indicators,

increase

plans pro

gram, report

Transition from specialty to tank - Transition to international - "Leapfrog" with

laureate and master's degree in the native system of pro programs

professional sub- (first, second-

cooking rogo, third

Convertibility, etc.)

educational laziness

services Loss and mis-

Deepening the exploration of the experience

of the domestic character

ra of university educational

education

Organization

onnaya non-

defined

Introduction of antiplasma measures into circulation - Intersection of loan - Formalization -

hyatu of words and rewriting of text

checks,

aspects,

essential

notional reasoning

inclusions -

attention2

Introduce inclusive learning Provide children Absence

with HVD opportunities prepared

for equivalent personnel

training for work in

mass

school with such

my children

Unsecured

ness under-

support with

hand ro-

parents and

other students

The fusion of science and higher education - Increasing science - Erosion and

bone training professional deprofessionals

national education - the

big

Introduction of young science, and woo-

bowls on the starting call pod-

frontiers for serious cooking. Pogo-

scientific developments nya for a grant

2 One student presented a work with an indicator of 98% in anti-plagiarism: there really was no borrowing, instead of “self-esteem”, she wrote “self-cessation”, “mental development” was replaced by “development of the brain substance”, etc. Not a single mention of scientists (she never read them), no citations (she has no idea about them)! Everything is pristine clean at work ...

mi (at any and at any cost) Personnel, organizational, economic, etc. confusion

Checking universities for effective

inefficiency / ineffectiveness of ineffective methods in the assessment

loss assessment procedure

Revealing their real criteria

Distribution

no such

university assessments

at all pre-

feeders

This list could be continued for quite a long time. The main thing that is found in the innovative educational avalanche is the mainstream trends of globalization, commercialization, standardization and modernization. At the present time, it seems that education as a concept is falling out of use. It is actively, I would even say, aggressively being replaced by educational services. At the same time, the following dispositions clearly reveal themselves: universal versus unique, accessibility versus selectivity, quantity versus quality, formalism versus meaningfulness, innovation versus tradition. Significant modifications of school reality are hidden behind this. At the same time, withering away, the past "has the habit" of imprinting its face in the present. And the present, rejecting the binding bonds of the past, often "throws out the child as well." Solving the problems of educational innovation, the issues of the rate of change, their volume, depth, continuity, and, as a result, their consistency and expediency are overlooked. As rightly noted by P.S. Gurevich: "But has anyone ever had to calculate the losses brought about by reforms that are remarkable only for their abortive birth?"

Researchers note that by the end of the 20th century, education, on the one hand, became one of the most important spheres of human activity.

On the other hand, the rapid expansion of the sphere of education is accompanied by a sharp aggravation of the situation in this sphere. Critical attitudes towards the education system are expressed in accusations about the decline in the level of education or its effectiveness. At the stage of disappointment, the opinion is formed that the education system is not coping with its task, does not provide the expected economic and social benefits. The main issue of innovation in education is the balance between change and stability. It is about establishing the speed of change. The main thing in innovative activity is the ability to see the state of the goals of an educational institution in dynamics. Goal is a direction, so achieving a goal presupposes a constant readiness for change and a response to the need for internal and external changes. You need to get used to changes, they need to be mastered and "appropriated". A.F. Balakirev, considering the difficulties of a specialist as a process, identifies the following stages of it, which are easily detected during the implementation of innovations:

1) the stage of unreasonable difficulty - a period when an individual experiences difficulty without realizing the reasons for its occurrence;

2) the stage of difficulty with a perceived reason - the period when a professional, realizing the cause of his difficulty, tries to find a solution, a way out of the current situation;

3) the stage of complications - a possible period that arises after a certain period of time, after which the specialist has not found a reason or a way to solve the pedagogical problem, and there are no "forces" left for this.

In the latter case, there is a decline in innovative interest. At the same time, the specialist stops innovative activity, or it comes down to its imitation. On a personal level, he experiences dissatisfaction, pessimism grows, and a feeling of chronic fatigue arises. As a result, a person begins to function in a stressful mode.

Attention should be paid to the fact that when, due to the inability to resolve the difficulty generated by the innovative "tsunami", it is aggravated, accumulates and can lead to abandonment of further attempts to cope with it. Thus, a contradiction arises. On the one hand, innovative activity, being, in essence, an activity that activates the inner creative potential of a specialist's personality, can serve important factor allowing to prevent

the onset of his “burnout syndrome”. On the other hand, the “emotional burnout syndrome” itself can be viewed as a barrier to the involvement and implementation of innovative activities by an individual.

In our opinion, the solution to this contradiction lies in the development of preventive measures to prevent the onset of this type of professional deformation, thereby opening the way for specialists to personal self-realization in innovative activities. In this case, we are talking about the creation of special psychological programs aimed at stimulating a person's desire for self-development and personal growth, to activate and further develop his creative potential in innovative activities.

Literature:

1. Alekseev A., Pigalov A. Business administration in practice: manager's tools. - M .: Technological School of Business, 1994. - 136 p.

2. Balakirev A.F. Difficulties of teachers in innovation. Abstract of thesis. dis. for a job. learned. step. Cand. ped. sciences. - Shuya: Ivanov. state un-t-, 2000 .-- 20 p.

3. Gurevich P.S. Tradition as a guarantor of stability // Philosophy and Culture, №7 (43), 2011. - pp. 4-7.

4. Prigogine A.I. Innovation: Incentives and Barriers: Social Problems of Innovation. - M .: Politizdat, 1989 .-- 271 p.

5. Schneider LB Discipleship, education and educational services: the relationship between concepts and manifestations // At the origins of development. Sat. scientific articles / Ed. L.F. Obukhova, I.A. Kotlyar (Korepanova). - M .: GBOU MGPPU, 2013 .-- S. 227-237.

Shnejder bb. Obrazovatel "nye innovacii: poa ^ poe i poda ^ poe / bV. Shnejder // Vestnik po pedagogike i psihologii Juzhnoj Sibiri. - No. 2. - 2014. - S. 6-18.

The Consequences of Past Innovation- it should be remembered that innovation is not only a specific change, but also a socio-cultural phenomenon in itself. Its essence is to change existing forms and structures. The consequences of the implementation of innovations determine the attitude to innovations as such, that is, to the necessity and admissibility of change. And, accordingly, it affects the perception of subsequent innovations in all areas.

Since innovation opens up new vistas for changing flexibility to changing supply and demand, i.e. the old is being replaced by the new, this objectively gives rise to social contradictions. The fact is that transformations, as a rule, affect the interests of people, their plans, expectations. The more radical and large-scale the changes being made, the more often they cause contradictions and conflicts generated by the struggle between the old and the new. Any innovation is associated with the development, "punching", distribution and use of innovations in production. At the same time, a contradiction arises between the supporters and opponents of the innovation. The reason for this lies in the difference in the results and consequences of innovations for social groups of workers, on the one hand, and the organization as a whole, on the other. Objectively, rather contradictory relationships will arise between them. So, situations are possible when the innovation is beneficial to the enterprise (the organization as a whole), but does not meet the interests of individual groups of its employees, or vice versa - it is unprofitable for the enterprise, but suits certain groups of workers. Conflicts that arise as a result of innovations in an organization, like all others, can be partly functional and partly dysfunctional. Conflicts can make it easier or more difficult to innovate. At the same time, workers who actively resist innovation become parties to the conflict. An innovation conflict can be interpreted as opposition between supporters of innovation (innovators) and opponents (conservatives), which is accompanied by feelings of negative emotions in relation to each other. Currently, much attention is paid to a deep comprehensive study of innovation processes in economic science. The issues of the degree of influence of innovations on the duration of innovation processes, the cyclical nature of the emergence of innovative conflicts were considered in the works of S. Kara-Murza, N. Kondratyev, G. Mensh. Since innovations are an inevitable process in matters of increasing the efficiency of activity, the more significant organizational changes in enterprises are during their implementation, the more the psychological protective mechanisms of employees declare themselves. These mechanisms trigger the opposite process to change - resistance, which is the cause of conflict. The likelihood of conflict during the introduction of an innovation increases in proportion to the scale of the innovation. Large-scale innovation involves a large number of people with different interests in the innovation process, which increases the frequency of conflicts. Radical innovation increases the likelihood and severity of conflicts. The rapid process of innovation, as a rule, is accompanied by the emergence of conflicts. In the process of innovation conflict, innovators count on the improvement of the enterprise and personal life as a result of the introduction of innovation. Conservatives fear that life and work will get worse. The position of each of these parties can be reasonably justified. In the struggle between innovators and conservatives, both may be right. Most conflicts between innovators and conservatives (66.4%) occur during the implementation of managerial innovations, every sixth - pedagogical, and every tenth - material and technical innovations. Most often (65.1%) these conflicts arise at the stage of innovation implementation. Technical innovations are the most favorable in terms of the negative consequences of their implementation. In social innovation, the benefits are not as obvious and demonstrable as in the case of technical innovation. For social innovations, it is difficult to calculate their effectiveness. Also, for them, the cost of money may be relatively small in comparison with technical or other types of innovations, but this does not mean that social innovations are genuinely cheap. One of the key success and failure factors in innovation is speed. Planning for changes involves determining the timing and budget, and the distribution of responsibility. Very often, due to the lack of constant monitoring of key indicators, which makes it possible to understand how the implementation process is going, innovations are delayed. And the more the innovation stretches, the less chance it will be successful.

Passive ways- ignorance, pessimism, red tape, restrictionism.

Causes- the goals and consequences of innovations are unknown, the data about them are contradictory, low self-esteem, opposition to others - innovators.

Motives- “it is difficult to learn something definite”, “only a fool learns from his mistakes”, “there is no time for experiments, you have to earn money”, but “was it really bad before”, etc.

Active ways- criticism of the potential consequences of innovations, putting forward all new requirements for initiators under the pretext of improving the innovation, accusations of neglecting the interests of the organization's personnel, limiting contacts and sources of information, reducing labor productivity.

Causes- the presence of negative experience, loss in social status and comfort, peculiarities of subjective perception, in which negative consequences are more important than positive ones (motivation to avoid failure).

Motives- "the old is not at all worse than the new, and even better", "the price for changes is too high", "we have already tried it, and what happened."

Extreme ways- sabotage, sabotage, conspiracies, strikes

Causes- the presence of negative experience and persecution for failures in innovations, the threat of dismissal, loss of income, etc.

Motives- conviction in the negative consequences of innovations, confidence in the loss of the majority while the minority gains - the enemies of the organization.

At different methods the implementation of innovations, the reactions of staff are different.

Forced method. Forced organizational change is socially costly and socially undesirable, but it has an advantage in strategic response time. Coercion is used when an immediate response is needed. Costs of enforcement of an innovation:

a) lack of a basis for making changes;

b) inability to foresee the sources and strength of resistance. This confusion and increased costs doom the innovation to failure;

c) inability to eliminate the root cause of resistance;

d) premature changes in the structure of the organization

e) lack of understanding of the need to improve competence and create new management potential

f) sabotaging innovation as a result of ignoring instructions and pressure.

If there is a shortage of competent managers, then you can turn to the services of consultants. But they will also be unpopular with company staff, and pressure will have to be exerted to implement the consultants' recommendations.

Adaptive changes in the organization. Spontaneous changes in the organization are a reaction to the unsatisfactory performance of the company, a decrease in profits. This gradual adaptation takes place through trial and error. If changes are carried out over a long period of time, resistance will generate conflicts, resolution. made by compromises, deals, transfers within the firm. When proponents of change do not have administrative power, this method helps.

Control crisis situation when introducing innovation. When changes in external environment begin to threaten the existence of the company, it gets into time trouble and innovations are carried out in a crisis. The initial challenge for top management is not to tackle resistance, but to prevent panic. As we get out of the crisis, resistance resumes. Not all managers are timely aware of the inevitability of a crisis. If you cannot convince others of the inevitability of a crisis, you need to prepare yourself for the role of a rescuer. Such a variant of behavior as creating an artificial crisis, inventing an external enemy is also possible. This method is risky, as an artificial crisis does not necessarily translate into a real one. But this method significantly reduces resistance, increases the chances of a successful exit from a real crisis situation.

The "accordion" method. It is used when there is more time than is necessary for forced, and less than for adaptive changes. The duration of the changes is adjusted to the available time. If the urgency increases, then the method approaches the compulsory one; if the urgency decreases, then it becomes closer to the adaptive one. The extensible range of application of the method explains its name. The planning process is divided into stages, at the end of each stage a specific program is introduced. The advantage of the "accordion" innovation management method is that it adjusts the firm's response to the beginning of processes in the external environment and at the same time takes into account the real distribution of power within it, the level of staff resistance. The method is complex and requires constant management attention.

The speed and forms of implementation of innovations are influenced by traditions and other socio-cultural characteristics. For example, Americans make quick decisions, act decisively, but rarely meet deadlines, and experience great resistance from staff. The Japanese plan for a long time, agree on the innovation with the staff, but quickly and without resistance they implement the plans. The introduction of someone else's (purchased) "know-how" from the Japanese is faster than the development of their own invention in the internal structures of the company.

7.3 Communication barriers in innovative behavior. Stimulating innovative behavior.

The innovations imply the activation of organizational communications, their systemic restructuring. The intensity of organizational change depends on factors such as financial condition firms, the presence of traditions of innovative response to market requirements, the dominance of certain psychological personality types, prevailing business relationship etc. For example, accounting workers by the nature of their work are predisposed to formal, written and direct communicative contacts. Security service workers are also focused on official relations, the head of the company, having no time, prefers official, indirect and written communications with the “distant environment” and direct, formal, oral - with top managers, with those whom he trusts. The communicative behavior of top managers subordinate to him by status can be more formal, with a preference for direct communication, supported by documents.

At the same time, semantic and emotional barriers arise in various segments of organizational communications that impede effective innovation. The first group of behavioral barriers occurs in the following forms: doubts that devalue innovation; misunderstanding (messages); disapproval (actions, decisions); disagreement (with argumentation); distrust (knowledge). The second group - in the form of indifference, uncertainty, bewilderment, confusion, resentment, irritation, indignation.

It is especially important to take into account barriers when making proposals to change the organization, methods of activity, the introduction of new forms of service by subordinate managers to higher managers.

Typical barriers can be categorized as follows.

1. A written report on the innovation is presented to the manager without prior oral conversation. The superior leader has a semantic barrier of misunderstanding, the arguments seem unconvincing, he tunes in to objections. The emotional barrier can manifest itself in the fear of personal inconvenience. Situational Behavior Requirements: an oral report should precede a written one, it takes into account the opinion of a superior manager. It is necessary to know in advance the main objections of the superior leader, the points of contact of the positions on innovation, to understand the reasons for the objections of the chief, to involve him in the discussion of his proposals. According to I. Perlaki, innovators encountered fewer administrative obstacles when they first discussed proposals in an informal conversation, and then submitted a written justification for the innovation in an official manner.

2. In the memo to the chief, only the positive aspects * of innovation are indicated. The resulting communication barriers: alertness, mistrust of argumentation, frivolous attitude towards the author of the innovation. Situational Behavior Requirements: in the memo, it is necessary to take into account both the positive and negative consequences of the innovation, compare the positive and negative consequences in order to identify the real problems that the boss has to solve. It is also important to prepare a superior leader for those objections that may be from opponents of innovation.

Z. Having presented a report on the innovation, the manager rushes the manager with an answer, every time he meets he asks if the report has been read, what is the opinion. The arising semantic and emotional barriers: dissatisfaction, irritation, hostility to the subordinate manager, bias in relation to innovations, the search for flaws in the presented project. Situational Behavior Requirements: to enable the leader to understand the report, think over the consequences, show maximum patience, wait for a favorable situation for a correct reminder about waiting for a response to proposals, avoid reproaches for delay.

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