Potential negative consequences of innovations are: Negative consequences of innovation. Organizational Change Policy

Let us now take a closer look at the innovation process at school.

Innovation activities. Innovation process management. Here are the immediate guidelines for our thoughts.

Characters : innovators, process people, environmental people. Innovators are those who set as their goal the introduction of something new. Process people are participants in the activities that must change as a result of innovation. People of the environment are not directly involved in this activity, but exercise their influence on this social organization.

Innovators can be both from the organization itself (most often this is the school administration) and from outside (public education officials, teacher-researchers). People of the environment are both representatives of higher layers of the management hierarchy, and “comrades from the outside” - representatives of the public, various organizations, not included in the public education system. People of the process are not only teachers, but also schoolchildren, those who are affected by innovation.

The keyword to characterize the speed, effectiveness, and features of the innovation process in a given organization is Innovation potential . The innovative potential of a school is its ability to create, perceive, and implement innovations. Of course, this ability is largely a consequence of the creative aspirations of the members of the teaching staff and their attitude to innovation.

But we have already discussed this topic. Now it is more important for us to think about another layer of innovative potential - about the properties of the school as a system, as an organization.

The components of an organization's innovative potential are material and financial reserves, economic and moral incentives, and the organizational structure, characteristics of people in the process, opportunities and accepted forms of intra-organizational communication and communication with people in the environment.

All these various features are combined into three blocks: two basic (prerequisite) and one actually innovative.

Basic blocks: material and financial (material and financial reserves of organizations, opportunities for economic incentives for workers) and personnel (personal innovative potential of workers in general and managers in particular).

The innovation block itself includes goals, structure, features of the organization as a whole, and the specifics of its interaction with the environment.

Innovation potential is, as it were, two-layered: it contains a fundamental basis that determines the capabilities of organizations and communities in relation to innovations in general and a more temporary, changeable layer associated with specific innovations.

The main characteristics of the basis are the ability of workers, members of the community to creative activity and the ability of the organization and community to develop themselves.

Let us describe in more detail the structure of the organization's innovative potential with an emphasis on an educational organization - a school.

Block of material and financial reserves has two components - real and financial.

The property component includes material resources organizations that may affect innovation: variety, size and arrangement of premises; availability, variety, compliance with the goals of innovation of furniture, equipment, information, printing, design equipment, etc.

Of course, the strength and weakness of material reserves is relative. For theatrical innovation at school, the hall, props, and lighting equipment are important; for the intellectual - a rich library, a computer network, Internet access, etc.

Financial reserves are not only the amount of money that can be spent on innovation, but also the freedom and flexibility in disposing of these funds. The efficiency of using finances also depends on the method of their inclusion in innovation work (advance, bonus, phased payment).

To personnel block includes the socio-psychological characteristics of groups, teams, teams participating in the future innovative work, innovative characteristics of key employees, community members, including managers and leaders.

Creative potential and ability of people who are authoritative in the team, in the organization; creative aspiration of groups; experience of previous innovative work - these are just some of the touches of this characteristic. Other social-democratic features of the organization are also important: age, professional experience of employees, the ratio of men to women.

Let us especially focus on the qualities of leaders. According to E.A. Iskanderov there are four key qualities: compliance status leader of the scale of innovation; personal significance for him guided activities; manager's attitude towards innovation in general, and to this innovation in particular; manager's confidence in achieving success.

We will add one more feature to this list - the authority of the leader, both professional and moral. This quality generates trust among employees and group members in the leader, manager, without which radical innovation cannot be developed.

Third block - innovative qualities the organization itself.

What is the "positive pole" of this block? Focus on the development of the organization and community; flexibility and modularity of the organizational structure (in particular, a combination of temporary and permanent organizational units); the effectiveness of communications as an opportunity for broad and adequate information exchange between managers and ordinary members of the organization, between the organization and the “people of the environment”.

Intraorganizational effectiveness of communications is manifested in the adequacy of mutual expectations in vertical (managerial) and horizontal relationships.

The development of “external” communications makes it possible to involve “people of the environment” in the roles of experts, consultants, innovative trainers and adequately inform external people and authorities about innovative work.

The innovative potential of an organization is not realized automatically. It is revealed depending on how a given innovation process is built and what stage unfolds in this moment and exactly what innovation is being implemented

Here it makes sense to stop and take a closer look at the model of schools as developing pedagogical systems, as well as how the innovative potential of the school as an organization is connected with these models.

We will rely on the interesting study of these issues by V.S. Lazarev.

According to V.S. Lazarev, the combination of three characteristics of a school creates (does not create) the potential for its development.

Firstly, is the school capable or not capable identify your problems . The word “identify” apparently means whether school leaders and teaching staff leaders are able to study, name, and analyze school problems.

Secondly, sensitive is there a school to development opportunities . Strictly speaking, we are talking about whether the school understands and analyzes its innovative potential, which we talked about a page earlier.

Thirdly, is the school capable, can it use this potential, that is, organize implementation of relevant innovations . As an effective answer to school problems.

In the actual organizational structure of the school, the most powerful option for launching innovation is the so-called modular structure, in which certain tasks of school development are carried out by innovative teams whose activities combine the goals of the organization (school) and the individual goals of team members.

Where there is a deputy director for development (for scientific, methodological, experimental work), one of the main tasks of such a deputy, with the support of the director, is the creation and development of such teams.

At school, this is manifested in the interest (disinterest) of the participants in the innovation in its result, the consistency (inconsistency) of the interests of various groups of the teaching staff (in particular, the administration and teachers), the acceptance (non-acceptance) of the new by “people of the environment.”

The process of innovation generates tension, and even conflicts, between colleagues, between the administration and teachers. The likelihood of such conflicts is especially high if informal team leaders and managers find themselves on opposite sides of the barrier.

“But is it not possible to regulate and soften these tensions, these difficulties, these resistances”? It is possible, but for this, the organizers of innovations need to take certain steps.

These are the details of resistance to innovation called by K.M. Ushakov and D.V. Fishbein in the author’s computer course “Change Management”.

Reasons for resistance : threat to self-perception as a competent worker, threat to relationships, expectation of significant work costs, fear of the unusual, fear of losing, assessment of the new as temporary, passing.

Forms of resistance : avoiding discussions of new things, demanding additional information, demonstrating untimeliness, demanding “to be closer to life,” etc.

Attitude towards the initiators changes: allies, opponents, contemplators.

Negative consequences innovation processes: conflicts, decreased quality of work, expectation of inadequate remuneration, Doubt about the organizers of innovation, departure of a valuable employee from the organization.

So before the initiator of changes in school life begins to act, it makes sense to conduct serious analytical work. The purpose of such work is a clearer awareness of the problems of the school, preliminary outlines of innovative goals and means of their implementation, that is, the innovations themselves. Goals and the decision about innovation itself are more productive when they are not the result of personal creativity, but are born in dialogue, comparison, comparisons of visions of problems and directions for change with fellow workers.

But what are the needs of the organization itself, in our case the school, that prompts it to “immerse” in innovation. As at the level of the individual, the individual teacher, the range of such forces and needs is varied.

It could be the need to solve any perceived pressing problems organization (for example, the gap between established developmental pedagogy primary school and developmentally disabled education in the middle classes).

Could this be imitation of other organizations , the reasons for which are not realized at school and are not reflected upon.

Another reason - mood members of the organization, especially leaders in personal professional improvement .

The need may also appear in the form of what has developed in the organization, primarily among leaders and managers image of innovative work as correctness, normality for the life of an organization, a school.

Another reason is the desire of managers and leaders to ensure prestige as part of the organization's image.

The perception of innovation as a form of necessity can also lead advanced training workers.

The predominant creative aspirations of employees may also be a need of the organization.

Another story is when innovative needs are present as an inevitable moment reorganization organizations.

The organization’s needs to adequately respond to external circumstances can also be very strong: requests, consumer expectations (in the case of parents' school) and the need to be successful in competition (an important point for the school in the context of new funding and competitions National project Education).

Purpose of the lecture: Study the issues of introducing innovations in an organization, as well as the typology of innovations

Questions:

1. Issues of introducing innovations in organizations

2. Typology of innovations

Basic concepts: innovation, organization, team relationships, typology of innovations

Issues of introducing innovations in organizations

In modern conditions of economic instability and transformation of social relations, issues related to the aggravation of conflict in the team during the introduction and use of innovations in economic practice become particularly relevant.

Innovation is the process of creating, disseminating and using a new practical means (innovation itself) for a new or better satisfaction of an existing social need; This is a process of changes associated with a given innovation in the social and material environment in which its life cycle occurs.

However, innovation is not something new that causes a change in the old in a natural, natural way. The numerous improvements that every person constantly introduces into his life, but which do not have significant novelty, cannot be considered innovations. A potential innovation is a new idea that has not yet been implemented.

Innovations are controversial because, as a rule, there is no absolute certainty that they will be justified. Sometimes the delayed negative consequences of an innovation completely cover its positive effect. Therefore, innovation often acts as an object of conflict.

The likelihood of conflict during the introduction of innovation increases for such reasons. Large-scale innovations include a large number of people with different interests in the innovation process, which often causes conflicts. Radical innovation increases the likelihood and severity of innovation conflicts. The rapid process of innovation is usually accompanied by conflicts. Social-psychological, informational and other support for the implementation process, the rational organization of which helps to prevent conflicts, has a noticeable impact on innovation conflicts.

Innovation conflict can be interpreted as opposition between supporters of innovation (innovators and opponents (conservatives), which is accompanied by experiences of negative emotions towards each other. The causes of innovation conflicts are divided into five groups.

The objective reasons lie in the natural clash of interests of innovators and conservatives. Supporters and opponents of innovations have always been, are and will be independent of any factors. The spirit of innovation and the spirit of conservatism are inherent in man, social group, to humanity as a whole. In addition, large-scale reforms that are being carried out in society, industry, and organizations objectively give rise to many innovative conflicts.

Organizational and managerial reasons lie in the poor functioning of political, social, and management mechanisms for the conflict-free assessment, implementation and dissemination of innovations. In the presence of effective organization procedures for timely identification, objective assessment and implementation, most innovations would be applied without conflicts. The commitment of managers to a positive perception of the new, their participation in innovation processes would help reduce the number of conflicts.

Innovative reasons are related to the characteristics of the innovation itself. Various innovations give rise to conflicts of different numbers and severity. Personal reasons lie in the individual psychological characteristics of the participants in the innovation process.

Situational reasons lie in the specific features of a single innovation situation. Each innovation is carried out under specific socio-economic, social, material, technical and other circumstances. These circumstances can lead to innovation conflicts.

During the implementation of innovations, contradictions arise between its supporters and opponents. Innovators expect improvements in organizational performance and personal functioning as a result of implementing an innovation. Conservatives fear that life and work will get worse. The position of each of these parties may be quite justified. In the struggle between innovators and conservatives, both may be right.

The majority of conflicts between innovators and conservatives (66.4%) occur during the implementation of management innovations, every sixth - pedagogical, and every tenth - material and technical innovations. Most often (65.1%) these conflicts arise at the stage of innovation implementation. The likelihood of conflicts arising during the implementation of innovations by their initiators is twice as high as in the case of innovations being introduced by team leaders.

It has been proven that innovation conflict has a multi-motivational character. The motives of opponents are different. As an innovator they are more socially oriented, while as a conservative they are more individually oriented. The main motives for an innovator to enter into conflict are: the desire to increase the efficiency of the team - 82%; desire to improve relationships in the team - 42%; reluctance to work in the old way - 53%; desire to realize their capabilities - 37%; desire to increase your authority - 28% conflict situations. A conservative is characterized by the following motives for entering into conflict: reluctance to work in a new way, change the style of behavior and activity - 72%; reaction to criticism - 46%; desire to insist on one's own - 42%; struggle for power - 21%; desire to preserve material and social benefits - 17%.

The initiator of innovation conflicts is predominantly the innovator (68.7% total number conflicts). As a rule, he is a subordinate of his opponent (59% of situations from the total number of conflicts). An innovator is either a supporter of a new idea, or a creator or implementer of an innovation (64% of situations).

In the process of innovative conflict, opponents use more than 30 different methods and techniques of struggle. An innovator more often tries to influence an opponent through persuasion (74%), seeking help from others (83%), criticism (44%), appealing to the positive experience of introducing innovations and informing everyone around about innovations (50%). A conservative more often uses the following methods of influencing an opponent: criticism (49%); rudeness (36%); beliefs (23%); increased workload if he is the opponent’s boss (19%); threats (18%).

If during the process of conflict interaction opponents experience weak negative emotions, then only 25% of conflicts end with an unfavorable result for them and the team. If opponents feel strong negative emotions towards each other, then only 30% of such conflicts are resolved constructively.

Innovators are provided with support in conflicts much more often (95% of situations) than conservatives (58%). The motivation for supporting an innovator is predominantly of a business nature; a conservative is supported more often for personal reasons. Open and unambiguous support for the right-wing opponent in most cases allows the conflict to be resolved constructively. In the case of a high level of rightness (80-100%) of the opponent in the conflict and the presence of support from other people, the innovator is 17 times more likely (the Conservative is 3.6 times) more likely to win the conflict than to lose. The less the relations between opponents deteriorate, the more constructively the innovation process develops.

Efficiency individual activities opponents during an innovation conflict decreases somewhat. After the conflict is resolved, the quality of the activity of the opponent-innovator, compared with the pre-conflict period, improves in 31.9% of situations, remains unchanged in 47.6% and worsens in 20.5%. For a conservative opponent, these figures are respectively 26.5%; 54.6% and 19.9%.

Features of the influence of innovations on relationships and perceptions of innovation conflict in the work team: The introduction of any innovations is, to a large extent, not a technical, but a social and psychological process.

Innovations that are introduced hastily cause more resistance than innovations that are introduced gradually.

The stronger the negative emotions experienced by each other’s opponents, the less constructive the conflict is.

A conservative is less nervous in innovative conflicts compared to an innovator.

The more constructive the opponent’s position, the greater the likelihood of his victory in the conflict.

If the opponent manages to enlist the support of his colleagues, then the likelihood of resolving the conflict in his favor increases.

The better the team members are informed about the essence and features of the innovation, the less likely and acute the innovation conflicts.

An important feature of innovation conflicts is their significant impact on the success of the organization. The most innovative processes affect organizations that operate in conditions of uncertainty, organizations that are rapidly developing, producing new products or services. About 90% of all bankruptcies of American companies in the 70s were caused by poor management systems and failures to implement management innovations. Therefore, deviations from innovations and their poor thoughtfulness are not as insignificant as they might seem at first glance.

Typology of innovations

The features of innovation processes are determined by the predominant type of innovations that form these processes. In turn, the classification of innovations allows the organization implementing them to:

· ensure a more accurate identification of each innovation, determining its place among others, as well as opportunities and limitations;

Ensure effective communication between specific type innovations and innovation strategy organizations;

· provide program planning And system management innovations at all stages of its life cycle;

· develop an appropriate organizational and economic mechanism for implementing the innovation and replacing it with a new one in order to ensure the fulfillment of the strategic objectives of the organization;

· develop an appropriate compensation mechanism (overcoming anti-innovation barriers) to reduce the impact of innovation on the stability and balance of the system.

The main criteria for classifying innovations are: the complexity of the set of classification characteristics taken into account for analysis and coding; the possibility of quantitative (qualitative) determination of the criterion; scientific novelty and practical value proposed classification criterion.

Based on the composition of innovations, a number of the most common types are distinguished.

1. By type of innovation, they distinguish between material, technical and social.

From the point of view influence on achieving the economic goals of the organization, material and technical innovations include product innovations (product innovations) and process innovations (technological innovations). Product innovations make it possible to ensure profit growth both by increasing the price of new products or modifying existing ones (in the short term), and by increasing sales volume (in the long term).

Process innovations improve economic performance through:

· improving training starting materials and process parameters, which ultimately leads to reduced production costs, as well as improved product quality;

· increase in sales volume due to productive use of existing production facilities;

· the possibility of mastering the production of new products that are promising from a commercial point of view, which could not be obtained due to the imperfection of the production cycle of the old technology.

Technological innovations appear either as a result of a single innovation process, i.e. close relationship between R&D to create a product and its manufacturing technology, or as a product of independent special technological research. In the first case, innovation depends on constructive and technical features new product and its subsequent modifications. In the second case, the object of innovation is not a specific new product, but a basic technology that undergoes evolutionary or revolutionary transformations in the process of technological research.

The development of each basic technology is characterized, as a rule, by an S-shaped logical curve. The slope of the curve and the turning points of development in each period of time reflect the effectiveness of technology and the degree to which technological potential is used. As you approach the limit, further improvement of this technology becomes economically impractical.

Knowing the limits of the technology used avoids extra costs and prepare for the new in a timely manner technological solution. When moving from basic technology to a new one, a technological gap or shift occurs, which entails a serious reorganization of production. Each organization develops its own strategy for transition to new technology.

There is a certain pattern in the sequence of application of the types of innovations under consideration when ensuring the profitability of the organization: first, as a rule, product innovations bring the greatest effect, then technological innovations, and the final cycle - product modifications. After some time, the cycle repeats with the transition to a new generation of products.

The relationship between product and technological innovations can be traced from the graphs of Ansoff I. He identifies three possible levels of technology variability relative to the life cycle of demand: stable, fruitful and changeable technologies.

A stable technology remains largely unchanged throughout the demand life cycle. The products created on its basis and offered to the market by many competing organizations are similar and differ only in quality and price. As market saturation is achieved, the organization modifies products by improving individual parameters and product design. However, there are no radical changes in technology.

Fruitful technology also remains unchanged for a long time. But progress in its development ensures the creation of a wide range of successive generations of products with best performance and a wider range of applications. The short life cycle of the product and the need to maintain the achieved market positions determine the organization’s constant focus on mastering innovation.

Changing technology implies the emergence during the life cycle of demand not only of new generations of products, but also of successive basic technologies. A change in technology has deeper consequences than the creation and development of new products, since it nullifies all previous investments in research and development, scientific, technical and production personnel, equipment.

Experience shows that when new technology radically different from the old one, organizations are often forced to abandon the area of activity where they occupied a leading position.

Currently, any historically stable industry can instantly turn into a volatile one through the diversification of related technologies. The likelihood of such an event in any part of the demand life cycle increases the requirements for making management decisions based on a real assessment of the consequences of using a new technology.

Social innovations include: economic (new methods of labor assessment, incentives, motivation, etc.), organizational and managerial (forms of labor organization, methods of making decisions and monitoring execution, etc.), legal and pedagogical innovations, innovations of human activity (changes in intra-collective relationships, conflict resolution, etc.).

Features of social innovations compared to material and technical ones are that:

· they have a closer connection with specific social relations and the business environment;

· they have a wide range of applications, because the implementation of technical innovations is often accompanied by the necessary managerial and economic innovations, while social innovations themselves do not require new ones technical equipment;

· their implementation is characterized by less visibility of the benefits and complexity of calculating efficiency;

· during their implementation there is no manufacturing stage (it is combined with design), which speeds up the innovation process;

2. According to innovative potential, radical (basic), improving (modified) and combinatorial (using various combinations) innovations are distinguished.

Radical innovations include the creation of fundamentally new types of products, technologies, and new management methods. The potential results of radical innovation are to provide long-term advantages over competitors and, on this basis, significantly strengthen market positions. In the future, they are the source of all subsequent improvements, enhancements, adaptations to the interests of individual consumer groups and other product upgrades. The creation of radical innovations is associated with a high level of risks and uncertainties: technical and commercial. This group of innovations is not common, but the returns from them are disproportionately significant.

Improving innovations lead to the addition of original designs, principles, and forms. It is these innovations (with a relatively low degree of novelty contained in them) that are the most common type. Each of the improvements promises a risk-free increase consumer value products, reducing the costs of its production and therefore necessarily implemented.

Combinatorial (innovations with predictable risk) are ideas that are relatively high degree novelties that, as a rule, are not radical in nature (for example, the development of a new generation of goods). These include all significant new products and market reactions that are easy to predict. The difference from radical (fundamentally unpredictable) innovations is that the development of a new generation of a particular product (including through the use of various combinations of design elements) due to the concentration of enormous resources necessarily ends in success.

3. Based on the principle of relation to its predecessor, innovations are divided into:

· replacement (imply the complete replacement of an obsolete product with a new one and thereby ensure more efficient performance of the corresponding functions);

· canceling (excludes the performance of any operation or the release of any product, but does not offer anything in return);

· returnable (imply a return to some initial state in the event of failure or non-compliance of the innovation with the new conditions of application);

· discoverers (create means or products that do not have comparable analogues or functional predecessors);

· retro-introductions (they reproduce at the modern level methods, forms and methods that have long since exhausted themselves).

4. According to the mechanism of implementation, the following are distinguished: single, implemented at one object, and diffuse, distributed over many objects, innovations; completed and unfinished innovations; successful and unsuccessful innovations.

5. According to the characteristics of the innovation process, innovation is distinguished into intra-organizational innovation, when the developer, manufacturer, and organizer of the innovation are in the same structure, and inter-organizational, when all these roles are distributed between organizations specializing in performing individual stages of the process.

6. Depending on the source of initiative or origin, innovation ideas are divided into author’s (own, independent) and custom-made (portable, borrowed).

7. Based on the scope of application, innovations can be targeted, systemic and strategic.

Conclusions: In conditions of economic instability, issues related to the aggravation of conflict in the team during the introduction and use of innovations in economic practice become particularly relevant. Innovations are controversial because, as a rule, there is no absolute certainty that they will be justified. The features of innovation processes are determined by the predominant type of innovations that form these processes.

Literature:

1. Babosov E.M. Sociology of management: Tutorial for university students. - 4th ed. - Mn.: TetraSystems, 2011. – 365 p.

2. Zakharov N.L., Kuznetsov A.L. Management of social development of an organization - M.: Infra-M, 2006. – 452 p.

3. Basics scientific management socio-economic processes: textbook / Ed. Belousova R. - M., 2008. – 365 s.

Topic 9. New management strategies: concepts and realities of management

By human resourses

Purpose of the lecture: Consider the concept and essence of management strategy, types of strategies, management strategies for the formation of new labor values in modern enterprises

Questions:

1. The concept and essence of management strategy

2. Types of strategies

3. Management strategies for the formation of new labor values at enterprises

Basic concepts: strategy, management strategy, human resources, management labor resources, labor potential, labor values

The topic of innovation is very relevant in the modern economy. Problems of innovation attract the attention of researchers, practitioners and, in general, a wide range of people involved in one way or another in modern transformations of society. Innovations influence not only the behavior of their consumers, but also the organizational behavior of employees of those enterprises that create and implement these innovations.

Most innovations are controversial because, as a rule, there is no absolute certainty that they will be justified. Sometimes the delayed negative consequences of an innovation completely outweigh its positive effects. Therefore, innovation often acts as an object of conflict.

Innovation conflict can be interpreted as opposition between supporters of innovation (innovators) and opponents (conservatives), which is accompanied by experiences of negative emotions towards each other.

This publication is devoted to the problem of assessing the essence of these conflicts and possible ways to eliminate them.

Currently, in-depth comprehensive research into innovation processes in economic science much attention is paid. Issues of the degree of influence of innovation on the duration of innovation processes, the cyclical occurrence of innovation conflicts were considered in the works of S. Kara-Murza, N. Kondratyev, G. Mensch and others.

Since innovation is an inevitable process in matters of increasing operational efficiency, the more significant the organizational changes in enterprises during their implementation, the more strongly the psychological security mechanisms of employees manifest themselves. These mechanisms trigger a process opposite 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. The radical nature of innovation increases the likelihood and severity of conflicts. The rapid process of innovation is usually accompanied by the emergence of conflicts.

In the process of innovation conflict, innovators expect to improve the operation 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 may be quite justified. In the struggle between innovators and conservatives, both may be right.

As a rule, only 25% of enterprise employees positively accept innovations from the very beginning, 50% take a wait-and-see attitude, and the remaining 25% resist the new. To reduce resistance, it is necessary to involve employees in innovation in some capacity early in the process.

There are quite a lot of classifications of innovations by type. Innovations can be radical and modifying, product, technical, social. Special attention Economists pay attention to organizational and managerial innovations (the development and application of new organizational structures and methods of managing the workforce) and socio-economic innovations (the social development and application of new mechanisms for the functioning of an enterprise). It is these two types of innovations that cause the greatest number of negative innovation conflicts and consequences and most often end in failure, the reasons for which may be:

· the desire of any enterprise for stability;

· unpredictable impact of changes in one structure on changes in another;

· the impact of innovation not only on the formal structure of the enterprise, but also on the informal one, and, as a consequence of this, the negative attitude of employees towards them.

Technical innovations are the most favorable from the point of view of the occurrence of negative consequences of their implementation. In social innovations, the benefits are not as obvious and demonstrable as in the case of technical innovations. For social innovations, it is difficult to calculate their effectiveness. Also, for them, the cost of money may be relatively small compared to technical or other types of innovation, but this does not mean that social innovation is truly cheap. “Problems” are found in social innovations more often than in technical innovations.

One of the key factors for success and failure in innovation is speed. Planning changes involves determining deadlines and budgets, and distributing responsibilities. Very often, due to the lack of constant monitoring key indicators, allowing us to understand how the implementation process is going, innovations are delayed. And the longer an innovation is drawn out, the less likely it is to be successful.

The main contradictions in the implementation of innovations are:

· irrational use of already created production and financial potential of enterprises;

· lack of effective experience in the field of marketing and advertising in the presence of many high-tech advances in various fields;

· relative inadequacy in establishing business connections between potential investors and investment consumers;

· presence of a high degree of systemic investment risk.

The identified problems determine the determination of priorities for the mechanism for regulating the innovation process on the principles of openness of information, independence and competence, etc. Innovations that are delayed in implementation are dangerous. It is necessary to regularly monitor how innovation processes are progressing and maintain a high pace of their implementation. One of the problems accompanying any changes is the information vacuum, so regularly informing employees about the progress of changes is a key factor in the success of innovative processes in enterprises.

Literature.

1. Kara-Murza S. Where does it go Russia. White Book of Reforms / S. Kara-Murza, S. Batikov, S. Glazyev. – M.: Politkniga, 2008. – 448 p.

2. Sirotkin S.V. Improving forecasting methods in innovation activity/ S.V. Sirotkin // Management of social and economic systems, 2006. - No. 2.

The process of renewal (transformation) of an organization is understood, based on the introduction of innovations into organizational processes. The relevance of changes and innovations is due to the need to adapt the organization to the requirements of external and internal environment, to mastering new knowledge and technologies, which is especially important in the conditions market economy. The amount of knowledge that humanity possesses doubles approximately every five to seven years, and accordingly, the number of new situations requiring an adequate solution also doubles. This leads to increased importance of change management tasks. Minor adjustments to the main parameters of the organizational environment (structure, tasks, processes, personnel, etc.) are recommended to be carried out regularly in the organization, major adjustments - once every four to five years. The purpose of change is to implement progressive changes to move the organization into a highly effective state.

The reasons for organizational changes and innovations can be economic, ideological, organizational, informational, personnel, etc. The most common are changes in external working conditions (actions of competitors), the emergence of progressive solution technologies management tasks(automation and computerization), bureaucratization of the management apparatus (increase in management costs).

Diagnostic signs that determine the need for change can be direct and indirect: deterioration or stabilization of the organization’s performance indicators, losses in competition, passivity of personnel, unreasoned protest against any innovation, lack of a procedure for canceling ineffective management decisions, a gap between the formal responsibilities of personnel and their specific work, high frequency punishments in the absence of incentives, etc.

Innovations can be divided into 3 groups:

technical and technological (new equipment, instruments, technological schemes etc.);
product (transition to the production of new products, materials);
social, which includes:
- economic (new material incentives, indicators of the remuneration system)
- organizational and managerial (new organizational structures, forms of labor organization, development of decisions, control over their implementation, etc.)
- actually social, that is, targeted changes in intra-collective relations (election of foremen, foremen, new forms of publicity, educational work, such as mentoring, creating new public bodies, etc.)
- legal, mainly acting as changes in labor and economic legislation.

Sometimes economic, organizational, and legal innovations are combined with the concept of “managerial”.

Classification of changes and innovations:

on organizing the event:

planned
unplanned;

by timing:

short-term
long-term;

in relation to staff:

increasing staff efficiency;
improving the skills of employees;
aimed at improving the climate, increasing job satisfaction, etc.

According to the method of implementation, innovations should be distinguished:

experimental, that is, going through the stage of testing and testing;
direct, implemented without experiments.

By volume:

dot (rules);
systemic (technological and organizational systems);
strategic (principles of production and management).

By purpose:

aimed at: production efficiency;
improvement of working conditions;
enrichment of labor content;
increasing the manageability of the organization;
improving product quality.

Possible positive impacts of innovations:

cost reduction;
reducing the harmfulness of work;
advanced training, etc.

Possible negative impacts of innovations:

financial costs for their implementation;
decrease in work efficiency at the initial stage;
social tension, etc.

To successfully implement a transformation, it is necessary to analyze their causes, objects, positive and negative sides, clearly formulate goals and only then make changes.

Any innovations such as certain changes in labor process inevitable, since they are caused mainly by objective factors. At the same time, it must be emphasized that reorganization is not an end in itself, but a means of implementing new tasks and areas of activity.

Reorganization of an enterprise can be carried out in various forms: merger, accession, division, spin-off, transformation, reduction, repurposing. With each of these types, there is a corresponding restructuring of the management system, which entails changes in the structure, technology, personnel, organizational culture and other essential parameters of the organization’s functioning.

The priority goal of changes and innovations should be considered to be achieving better results, mastering advanced means and methods of work, eliminating routine operations, implementation of progressive changes in the management system.

Organizational Change Policy

Change management should be viewed from two aspects: tactical and strategic. From a tactical point of view, change management means the ability to carry them out in an adequate time frame, achieve set goals, reduce resistance to change, and increase employee adaptation to it. In a strategic context, change management means incorporating permanent changes into management practices to the extent that they become habitual and expected for all personnel in the organization, and their temporary absence would cause anxiety and concern. It is the provision strategic management changes can lead to a significant increase in the competitiveness of the organization.

Change management can be implemented based on two principal approaches:

Reactive approach— allows you to respond to current events, adapt to changes, and mitigate their consequences. In this case, there is a time lag in internal changes in response to external influences, which can lead to the loss of the organization’s competitive position.

Proactive (preventive) approach- makes it possible to anticipate events in the external environment, get ahead of them and initiate changes yourself. In this case, the role of the manager is to carry out constant organizational changes that allow him to control the very “destiny” of the organization. This approach allows you to radically manage change.

Changes based on frequency are divided into one-time and multi-stage; in relation to the staff - into those perceived positively by the majority of staff and those perceived negatively.

The main objects of organizational changes and innovations are:

goals of the personnel and the organization as a whole;
organization management structure;
technology and tasks labor activity personnel;
personnel composition.

One of the components of introducing innovations is the organization’s mastery of a new idea. The author of the idea needs:

identify the group's interest in the idea, including the consequences of the innovation for the group, the size of the group, the range of opinions within the group, etc.;
develop a strategy to achieve the goal;
identify alternative strategies;
finally choose a strategy of action;
draw up a specific, detailed action plan.

People tend to have a wary and negative attitude towards all changes, since innovation usually poses a potential threat to habits, way of thinking, status, etc. There are three types of potential threats when implementing innovations:

economic (decrease in income level or its decrease in the future);
psychological (feeling of uncertainty when requirements, responsibilities, work methods change);
socio-psychological (loss of prestige, loss of status, etc.).

When introducing innovation, the organization of work with people is carried out in accordance with the principles:

informing about the essence of the problem;
preliminary assessment (informing at the preparatory stage about the necessary efforts, predicted difficulties, problems);
initiatives from below (it is necessary to distribute responsibility for the success of implementation at all levels);
individual compensation (retraining, psychological training etc.).

The following types of people are distinguished according to their attitude to innovation:

Innovators are people who are characterized by a constant search for opportunities to improve something. Enthusiasts are people who accept new things regardless of the degree of its elaboration and validity. Rationalists - accept new ideas only after a thorough analysis of their usefulness, assessment of the difficulty and possibility of using innovations.

Neutrals are people who are not inclined to take the word of a useful proposal.

Skeptics are people who can become good inspectors of projects and proposals, but inhibit innovation.

Conservatives are people who are critical of everything that has not been verified by experience.

Retrogrades are people who automatically deny everything new.

Policy options for introducing innovations in a team

Directive policy. Its essence boils down to the fact that innovations are carried out by the manager without the involvement of team members. The goal of such a policy is rapid changes in a crisis situation, and team members will be forced to come to terms with changes due to their inevitability.

Negotiation policy. The manager is the initiator of innovation; he conducts negotiations with the team, in which partial concessions and mutual agreements are possible. Team members can express their opinions and understanding of the essence of innovations.

Policy for achieving common goals. Its essence is that managers, attracting consultants - specialists in the field of management, not only obtain the consent of the team to introduce innovations, but also set goals for introducing innovations for each member of the organization, defining their responsibility for achieving goals, both personal and overall. organizations.

Analytical policy. The manager attracts specialist experts who study the problem, collect information, analyze it and develop it optimal solutions, without involving the team of workers and without taking into account their personal problems.

Trial and error policy. The manager cannot define the problem clearly enough. Groups of workers are involved in the implementation of innovations, who try approaches to solving the problem and learn from their mistakes.

Pedagogical Sciences

EDUCATIONAL INNOVATIONS: 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.

Current state civilization has now further highlighted the importance of the education system. The world has become complex, interdependent, holistic, rapidly changing, and unpredictable in its development. The most influential process of identification in society is the means mass communication and various information Technology. They transmit social experience and knowledge, behavioral patterns and lifestyles, thereby creating conditions for both integration and fragmentation of the “self”. Before changing such a world, it must be understood. Modern science and technology allow a person to perform actions on a colossal scale, but in many cases they do not allow one to foresee not only the long-term, but also the immediate consequences of the processes being launched. Nowadays people live in a complex urban environment. The consequences of an insufficient level of professionalism are no longer fraught with local ones, as was before, but with global catastrophic consequences. The spontaneous development of civilization has ended - this sharply increases society's responsibility for training personnel. The basis of the classical education system is the imperative to prepare a knowledgeable person, 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 cannot

1 Material recommended by O. A. Belobrykina, associate professor, candidate psychological sciences, Associate Professor of the Department of General Psychology and History of Psychology, Novosibirsk State Pedagogical University, Faculty of Psychology (Novosibirsk, Russia).

trying to fit himself into a complex the world, incapable of dialogue and overcoming one’s own egoism becomes socially dangerous.

Learn to live in a new way, in accordance with reality modern world- the task of the education system. To ensure that a person effectively fits into a rapidly changing world, it is necessary to reorient public consciousness towards the acquisition of qualitatively new knowledge and skills. Each specialist must be able to see his place in the system and be aware of responsibility for the consequences of his actions. Under these conditions, the education system in the 21st century is increasingly turning into the largest sector of society, which, on the one hand, is a source of worldview formation, an indicator of the degree of culture of society, and 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 the necessary knowledge and skills, ensuring the maximum development of his abilities. Modern life requires, firstly, deep professional skills, and secondly, readiness to repeatedly change one’s activity in the shortest possible time and with minimal costs effort. Such a requirement presupposes a person’s ability to actively develop new types of activities and the associated ability for self-learning and continuous learning. The point is to prepare 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 up the opportunity for a specialist to generate new methods and types of activities himself, to enter into new ones for him. professional areas, will allow you to reorient the direction of your work in a short time. Today this thesis has been reinterpreted as a requirement not just to broadcast information, but to teach generalized methods of activity, thinking itself. Only with this structure educational process the student will be able to connect to modern culture during the period allotted to him for studying.

New idea education should proceed not only from the idea of preparing a growing person for maturity, preparation that involves the assimilation of knowledge, but also from the idea of involving a person in active process discovery, exploration of the world (worlds). The teacher must 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, but to charge with interest, captivate, help, 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 towards the world, outward, but also directed towards himself. Necessary requirement modern education is also the ethical (spiritual) orientation of human development. An educated person is a person of culture, a well-mannered person who has such a worldview that his life activities contribute to the preservation of culture and strengthens it. An educated person is precisely a person prepared both for a normal life and well-functioning production, and for challenges, for lifestyle changes, for changes. It is equally important to take into account the requirement that educational influences must ensure freedom of choice and individuality of the educational path for the individual. Such a 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 is subordinated in this case to the goals of personal growth and improvement, it becomes a moment of a person’s mental activity, a form of his cultural existence.

The formation of an innovative educational system currently appears as a modern educational revolution information society, during which innovative educational activities are formed. The formation of information civilization involves the development of a new educational system and 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 achievement by a person of independently determined goals, and satisfaction from their achievement becomes a universal standard of values. The priority of the country's development is economic growth based on the mass dissemination of information and communication technologies (ICT), attracting the population to the electronic environment, improving the quality of average and higher education through the active implementation of ICT (Federal Target Program " Electronic Russia"). In the course of informatization of all spheres of public life, the formation of an educational system of the information society is taking place on new civilizational principles of destined

Dartization, anti-centralism, desynchronization, optimization, despecialization, dispersal. Such features of the new economic system as the transformation of knowledge into the main wealth, new capital in society through which power is exercised in economic system, have a fundamental impact on the development of both the sphere of knowledge and the entire educational system. It is obvious that without innovations in education, growth is unthinkable professional competence. By now, a whole field of knowledge has emerged - 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 the science of innovation began to take shape in response to the requirements of practice. The search for psychological patterns in the development of innovations is the focus of consideration of issues of the individual’s attitude to the new. However, to date, many aspects of this problem remain poorly studied.

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

Factors. factors promoting innovation? Factors that hinder it? innovation

1. Personal interests of employees

Increase wages as a result of innovation Reduction of wages as a result of innovation

Expansion of rights Reduction of rights

Reduced responsibilities Expanded responsibilities

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

Improving future chances (in and outside the organization) Deteriorating future chances (in and outside the organization;

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

Full use of knowledge and abilities Incomplete use of knowledge and abilities

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

Increase in prestige (in and outside the organization) Decrease in prestige [in and outside the organization]

Expansion of informal* opportunities to improve the well-being of workers and members of their family (education, leisure, medicine, etc.) Reduction of informal opportunities to improve the well-being of workers and members of their family (education, leisure, medicine, etc.)

i. Relationships with other people

Improved relations with management as a result of innovation Deterioration of relations with management as a result of innovation

Improvement: relationships with subordinates Deterioration of relationships with subordinates

Improving relations with employees Deteriorating relations with employees

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

1 Nature and retention of labor

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

More convenient operation and operation 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 safe work

More comfortable psychophysiological working conditions Less comfortable psychophysiological working conditions

Best Features For. self-development and advanced training The worst opportunities for self-development and advanced training

4 Process of change

The need, goals and process for implementing innovation are clearly formulated and justified. Necessary: the goals and process of implementing innovation are not clearly formulated and justified.

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

IN Lately Researchers are increasingly paying attention to the study of a complex of objective and subjective factors that determine the nature of employees’ attitude towards innovation. This is the type and stage of in-

innovation process, expectation of positive and negative consequences from the introduction of innovation, features of the composition of employees and their relationships before and during the process of innovation. We present in Table 1 all the factors that both promote innovation and hinder 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, producers and users. The position of the selected groups in relation to innovation is defined as initiative, assistance, or inaction. Innovations in the strict sense are considered as planned and purposeful changes. Consequently, attitudes towards them (acceptance, non-acceptance, active participation and resistance) can be studied in terms of social-attitude readiness and personal predisposition to perceive new things. All forms of manifestation of a negative attitude towards innovation can be divided into three groups.

The first is passive forms of manifestation (lack of conviction in the need and timeliness of innovation 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 existing mechanisms of decision-making and division of responsibilities , the established hierarchy of knowledge and experience; lack of willingness to take personal part in the implementation of innovation, in contacts with the initiators of innovation; lack of willingness to allocate the necessary material, financial and human resources, production space and special time for the implementation of innovation; with innovation, in your department, in your organization, in yourself).

The second group consists of active forms of manifestation of attitude towards innovation. They are expressed in the desire of some members to limit the circle of people with whom the initiators of the innovation are in contact, the time of contact and additional sources of information; keep silent about their real functions in this process, the methods and work instructions used, as well as the criteria for choosing one or another solution option; contrast the qualifications and experience of “one’s own” and “other people’s” work -

nicks, the volume and significance of the work of these groups, the norms and manners of their behavior, as well as the amounts of their wages and bonuses; accuse the initiators of innovation of their lack of attention to the requests and comments addressed to them by employees of the team - the object of innovation; put forward more and more new demands on the initiators of innovations under the pretext of the need for their endless improvement.

The third group consists of extreme forms of negative attitude towards innovation. These include such phenomena as: issuing information in a smaller volume than was requested by the initiators of the innovation; issuance of insufficiently reliable information or its deliberate distortion, violation of instructions, documentation forms, procedures proposed by the initiators of the innovation; careless storage and operation of instruments, equipment, materials and communications related to the implementation of innovations; the desire to use financial, human and material resources allocated for the implementation of innovations, not according to their direct purpose, but mainly to solve the current problems of the team. To successfully manage innovation processes, it is necessary to differentially study the manifestations of negative attitudes at each specific stage of innovation: at the stages of development, implementation and operation of the innovation. And this needs to be done in every team of a given educational institution regardless of whether the team itself developed and implemented the innovation or whether the innovation was introduced from the outside and the team is only its user. A negative role in the process of innovation is played by the consumer attitude towards innovation identified among some of its users. Consumerism refers to 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 innovation. At the same time, a negative attitude towards innovation can also play a positive role. Firstly, it often prevents the implementation of hasty and insufficiently thought-out strong-willed innovative solutions for which the objective conditions have not yet matured or which do not correspond to existing needs. It prevents such modifications of an innovation that distort its original meaning, and protects the corresponding sphere of life of work collectives from premature or harmful innovations. Secondly, the psychological barrier performs a catalytic function in relation to the innovation process. It's ak-

stimulates the activities of the initiators of innovation, forces them to significantly increase their efforts, not to stop at the achieved level, but to identify the shortcomings of their original plan and look for more advanced options. At the same time, the emerging attitude towards innovation activates the performers themselves, whose interests are affected by the corresponding 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 towards innovation always performs an indicator function, quickly, reliably and impartially informing the initiators of innovation about specific weaknesses decision taken, identifies all insufficiently developed elements of innovation, shows the main directions of necessary adjustments.

The strategy for innovative development of professional activity has begun to take shape especially intensively in the last three decades. One of the stressful reasons for their failure to be implemented is that the introduction of innovations has not been previously prepared, either organizationally, technically, or, most importantly, personally and psychologically. One of the main difficulties of innovation is the lack of an innovative environment in society - a certain moral and psychological environment, supported by a set of organizational, methodological, and psychological measures that ensure the introduction of innovations into broad professional practice. It has been established 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 arose within a team, then its members develop a more positive attitude towards the innovation than in a situation where it was “brought down from above.” Innovation means making conscious changes. But change is not an end in itself. Moreover, change requires vigorous action. Any organization and its employees can only tolerate a limited number of changes per unit of time. Currently, innovative changes in education quantitatively outstrip their quality. Let us dwell on this in more detail, for which we turn to Table 2.

Table 2 - Innovation “flows” in education and their assessment

Innovations as facts Positive aspects Negative aspects

Maintaining the Unified State Exam Using ob- Real

active criteria comparison

comparisons of all images

personal

schools for re-

Simplification of the procedure and results

ry admission to the Unified State Exam is nowhere

universities represented

Selection to universities

(except

big

number of elite

institutions

niy) actually

skilly beautiful

Introduction of new Federal State Educational Standards Updating the contents of Methodological

zhaniya and directional, technical

educational and human resources

Isolation of new motley non-

priorities are ensured

Gain

formal

indicators,

increase

plans, pro-

gram, father-

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

Lauriat and Master's programs in the native system pro programs

professional sub- (first, second-

cooking horn, third

Convertibility, etc.)

educational laziness

services Loss and dis-

In-depth research and experience

national character

ra of university education

education

Organization

onnaya not-

defined

Introduction of anti-plague measures Intersection of borrowings Formalization

giatuations and textual replication

checks,

ny aspects,

essential

mental

inclusions -

attention2

Introduction of inclusive education Provide children Absence

with disabilities opportunities prepared-

for equivalent frames

training for work in

mass

school with the same

with my children

Unsecured

ness sub-

holding with

sides ro-

parents and

other students

Merger of science and university education - Increase in science - Erosion and

bones professional deprofessional

national education-onalization and

niya big

Introducing dairy science and education

bowls at the starting stations of the Zovskaya sub-

frontiers to serious cooking. Pogo-

scientific developments nya for the grant-

2 One student presented a paper with an anti-plagiarism score of 98%: there really were no borrowings, instead of “self-esteem” she wrote “self-cession”, “mental development” was replaced by “development of the brain”, etc. Not a single mention of scientists (she hasn’t read them), no quotes (she has no idea about them)! Everything is pristinely clean at work...

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

Checking universities for effective - Introducing objects - Carelessness -

inefficiency/ineffectiveness of evaluative methods

loss assessment procedure

Identification of their real criteria

Distribution

opinion of such

university assessments

at all pre-

submitters

This list could be continued for quite a long time. The main thing that is revealed in the innovative educational avalanche is the main trends of globalization, commercialization, standardization and modernization. Nowadays, it seems that education as a concept is falling out of use. It is being actively, I would even say, aggressively replaced by educational services. At the same time, the following dispositions clearly reveal themselves: universal - unique, accessibility - selectivity, quantity - quality, formalism - meaningfulness, innovation - tradition. Behind this lies significant modifications of school reality. At the same time, dying away, the past “has the habit” of imprinting its face on the present. And the present, abandoning the binding bonds of the past, often “throws out the child.” When solving the problems of educational innovation, issues of the speed of change, their volume, depth, continuity, and, ultimately, their logic and expediency are lost sight of. As P.S. rightly notes. Gurevich: “But has anyone ever had to calculate the losses brought by reforms that were notable 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 areas of human activity.

On the other hand, the rapid expansion of the education sector is accompanied by a sharp aggravation of the situation in this area. Criticism of the education system is expressed in accusations about the decline in the level of learning or its effectiveness. At the stage of disappointment, there is an opinion that the education system is not coping with its task and does not provide the economic and social benefits expected from it. The main issue of innovation in education is the balance between change and stability. It's 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. A goal is a direction, so achieving a goal requires constant readiness for change and response to the need for internal and external changes. You need to get used to changes, you need to master them and “appropriate them.” A.F. Balakirev, considering the difficulties of a specialist as a process, identifies the following stages, which are easily detected when introducing innovations:

1) 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 conscious cause - the period when a professional, having realized the cause of his difficulty, tries to find a solution, a way out of the current situation;

3) stage of complications - a possible period that occurs after a certain period of time, after which the specialist has not found the reason or method for solving the pedagogical problem, and there is no longer any “strength” 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 is reduced to its imitation. Personally, 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 innovation tsunami, it worsens, accumulates and can lead to the 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 internal creative potential of a specialist’s personality, can serve important factor, allowing to prevent

prevent the onset of “emotional burnout syndrome” in him. On the other hand, the “emotional burnout syndrome” itself can be considered as a barrier to an individual’s involvement and implementation of innovative activities.

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

Literature:

1. Alekseev A., Pigalov A. Business administration in practice: a manager’s toolkit. - M.: Technological business school, 1994. - 136 p.

2. Balakirev A.F. Difficulties of teachers in innovative activities. Author's abstract. dis. for the job application scientist step. Ph.D. ped. Sci. - Shuya: Ivanov. state univ.-, 2000. - 20 p.

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

4. Prigozhin A.I. Innovation: incentives and obstacles: Social problems innovations. - M.: Politizdat, 1989. - 271 p.

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

Shnejder bv. Obrazovatel"nye innovacii: roa^poe i peda^poe / B. Shnejder // Vestnik ro pedagogike i psihologii Juzhnoj Sibiri. - No. 2. - 2014. - S. 6-18.