The organization focuses its efforts on change if new strategies have been developed, its effectiveness is declining, it is in a state of crisis, or the management is pursuing its own personal goals. One of the components of the introduction of innovation is development of a new idea by the organization. The author of the idea must:

1) Identify the interest in this group idea, including the consequences of the innovation for the group, the size of the group, the spread of opinions within the group, etc.;

2) Develop a strategy to achieve the goal;

3) Identify alternative strategies;

4) Finally choose the strategy of action;

5) Define a specific detailed action plan.

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

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

b) Psychological (feeling of uncertainty when changing requirements, responsibilities, work methods);

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 the income of employees;

b) Invite employees to participate in making decisions about changes;

c) Identify in advance the possible concerns of workers and develop compromise options based on their interests;

d) Implement innovations gradually, on an experimental basis.

The main principles of organizing work with people in innovation are:

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

2. Principle preliminary evaluation(informing at the preparatory stage about the necessary efforts, predicted difficulties, problems);

3. The principle of initiative from below (it is necessary to distribute responsibility for the success of implementation at all levels);

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

5. The principle of typological features 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 the new, regardless of the degree of its development and validity;

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

4. Neutrals- people who are not inclined to take a word for one useful proposal;

5. Skeptics- these people can become good controllers of projects and proposals, but they slow down innovations;

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

7. Retrogrades- people who automatically reject everything new (“the old is obviously better than the new”).

Types possible consequences when changing the organizational structure:

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

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

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

d) Changing communications within the organization leads to disruption of information flows, in some cases due to the concealment of information by a number of managers and employees.

Organizational culture.

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

Organizational climate includes less stable characteristics, more subject to external and internal influences. With a general organizational culture organization of an enterprise, the organizational climate in its two departments can vary greatly (depending on the leadership style). 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(here it is very important to have a fair distribution of relations within the group, whether the team 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 the members of the organization;

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

7. Management style.

IN modern organizations much effort is being put into shaping and studying the organizational climate. There are special methods for its study. It is necessary in the organization to form judgments among employees that the work is difficult, but interesting. In some organizations, the principles of interaction between the manager and the 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- this complex is the most stable and long-lasting existing characteristics organizations. Organizational culture combines the values ​​and norms inherent in the organization, styles of management procedures, concepts of technological social development. Organizational culture sets the limits within which it is possible to confidently make decisions at each level of management, opportunities rational use resources of the organization, defines responsibility, gives the direction of development, regulates managerial activity, contributes to the identification of workers with the organization. Under the influence of organizational culture, the behavior of individual employees is formed. Organizational culture has a significant impact on the effectiveness of the organization.

Basic parameters of organizational culture:

1. Emphasis on external (customer service, customer orientation) or internal tasks. Organizations are focused on meeting the needs of the consumer, have significant advantages in a market economy, and are competitive;

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

3. Measures of readiness for risk and the introduction of innovations;

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

5. The 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. The degree of awareness of employees about their role in achieving the goal in the organization

Properties of organizational culture:

1. Collaboration forms the team's ideas about organizational values ​​and ways to follow 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 the main ones for the team;

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

The influence of organizational culture on the organization's activities appears in the following forms:

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

b) Implementation of the norms prescribing the desire to achieve the goal;

c) Formation of the organization's development strategy;

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 innovations in modern education. The positive and negative aspects of this problem are analyzed.

Key words: education, innovations, problems.

Current state civilization is now even more highlighted the importance of the education system. The world has become complex, interdependent, integral, rapidly changing, unpredictable in its development. The most influential process of identification in society is the means mass communication and varied information Technology. 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, it must be understood. modern science and technology allow a person to perform colossal actions, but in many cases they do not allow foreseeing not only the remote, but also the immediate consequences of the processes being launched. Now a person lives in a complex urbanized environment. The consequences of an insufficient level of professionalism are no longer fraught with local catastrophic consequences, as it used to be before. The spontaneous development of civilization has ended - this sharply increases the responsibility of society - for the training of personnel. At the heart of the classical education system is the imperative of training 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. At present, a person who cannot

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 surrounding world, incapable of dialogue, overcoming their own egoism, become socially dangerous.

To teach to live in a new way, in accordance with the realities of the modern world, is the task of the education system. To ensure effective integration of a person into a rapidly changing world, it is necessary to reorient the public consciousness towards the acquisition of qualitatively new knowledge and skills. Each specialist must be able to see his place in the system, 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 largest industry society, which, on the one hand, is a source of worldview formation, an indicator of the degree of culture of society, on the other hand, forms and develops the main productive force - the person himself. Content and purpose pedagogical activity consist in bringing the young man into life by arming 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 effort. Such a requirement implies the ability of a person to actively develop new types of activities and the associated ability for self-learning 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 up the opportunity for a specialist to generate new ways and types of activities, to enter new professional areas for him, will allow him to short term refocus your work. Today, this thesis is rethought as a requirement not just to transmit information, but to teach generalized methods of activity, thinking itself. Only with such a structure of the educational process, the student in the period allotted to him for training will be able to connect to modern culture.

New idea education should proceed not only from the idea of ​​preparing a growing person for maturity, training that involves the assimilation of knowledge, but rather from the idea of ​​involving a person in an active process of discovery, mastering the world (worlds). The teacher should open 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 own

experience of immersion in these worlds and their development. Not so much to teach, but 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-sided process: not only directed to the world, outward, but also turned on himself. Necessary requirement modern education is also the ethical (spiritual) orientation of human development. An educated person is a person of culture, an educated person, having such a worldview that his life activity contributes to the preservation of culture, strengthens it. An educated person is precisely a person prepared both for a normal life and well-functioning production, and for trials, for changes in lifestyle, for changes. It is equally important to take into account the requirement that educational influences should ensure freedom of choice, the individuality of the educational path for the individual. Such a step marks the merging of education with self-education. It is no less significant that the transition to self-education is associated with a different type of psychological change: education through self-education in this case is subject to the goals of personal growth and improvement, becomes a moment of a person’s mental activity, a form of his cultural being.

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

dartization, anti-centralism, desynchronization, optimization, despecialization, dispersal. Such features of the new economic system as the transformation of knowledge into basic wealth, new capital in a 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 growth is unthinkable without innovations in education. professional competence. To date, there has been a whole area of ​​knowledge - innovation. It is determined by A.I. Prigogine as new area knowledge necessary for more effective solutions, tasks 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 consideration of the attitude of the individual to the new. However, many aspects of this problem remain poorly understood to date.

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

Factors. facilitating innovation Factors hindering? innovation

1. Personal interests of employees

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

Expansion gr-av Abbreviation of rights

Reducing responsibilities Expanding responsibilities

Improvement in position and position (in and out of the organization) Deterioration in position and position (in and out of the organization)

Improving chances for the future (in and out of the organization) Deteriorating chances for the future (in and out of the organization;

Improving opportunities for self-assertion Deterioration of opportunities for self-assertion

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

Good awareness (in and out of the organization) Poor awareness (in and out of the organization)

Increasing prestige (within and outside the organization) Decreasing prestige [within and outside the organization]

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

i. Relationships with other species

Improving relations with rutaodsteom as a result of innovation Deterioration of relations with management as a result of innovation

Improvement: relations with subordinates Deterioration of relations with subordinates

Improving employee relations Deteriorating employee relations

Correspondence of the innovation to the 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 rem 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

More safe work Less safe work

More comfortable psycho-physiological conditions of the vaboga Less comfortable psycho-physiological working conditions

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

4 Process of change

The need, goals and process of implementing the innovation are clearly formulated and justified

Employees of the innovation object are included in the process of emergence. development and implementation of innovation Employees of the object of innovation 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 the attitude of workers to innovation. This is the type and stage in-

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

To understand innovation processes, it is important to single out 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: innovators. organizers, producers and users. The position of selected groups in relation to innovation is defined as initiative, assistance, inaction. Innovations in the strict sense are considered as planned and purposeful changes. Consequently, the attitude towards them (acceptance, non-acceptance, active participation and resistance) can be studied in terms of social-attitude readiness and personal predisposition to perceive the new. All forms of manifestation of a negative attitude towards innovations 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 habitual forms and methods of work, the system of division of labor, the structure of work, the structure of interpersonal communications, the established decision-making mechanisms and the division of responsibility, the established hierarchy of knowledge and experience; lack of readiness to take personal part in the activities for the implementation of innovation, in contacts with the initiators of innovation; lack of readiness to allocate material, financial and human resources, production areas and special time necessary for the implementation of innovation; fear of additional difficulties associated with innovation in their unit, in their organization, in themselves).

The second group is formed by active forms of manifestation of attitude towards innovation. They are expressed in the desire of some members to limit the circle of persons with whom the initiators of 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; to contrast the qualifications and experience of "one's own" and "foreign" work-

nicknames, the volume and significance of the work of these groups, the norms and manners of their behavior, as well as the size of their wages and bonuses; accuse the initiators of innovation of their lack of attention to the requests and comments addressed to them by the employees of the team - the object of innovation; 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; issuance of insufficiently reliable information or its deliberate distortion, violation of instructions, forms of documentation, procedures proposed by the initiators of the innovation; careless storage and operation of devices, equipment, materials and communications related to the implementation of innovations; desire to use 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 differentially study the manifestations of negative attitudes at each specific stage of innovation: at the stages of development, implementation and operation of innovation. And this should be done in every team of a given educational institution, regardless of whether the team itself developed and implemented the innovation or the innovation was introduced from outside and the team is only its user. A negative role in the process of innovation is played by the consumer attitude towards innovation revealed among some of its users. Under consumer attitude refers to the desire of some employees to improve the conditions and performance of their work, without taking an active personal part in improving the processes associated with innovation. At the same time, a negative attitude towards innovation can also play positive role. Firstly, it often prevents the implementation of hasty and insufficiently thought-out volitional innovative solutions for which the objective conditions have not yet matured or which do not meet existing needs. It prevents such modifications of an innovation that distort its original meaning, and protects 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 ak-

motivates the activity of the initiators of innovation, makes them significantly increase their efforts, not to stop at the achieved level, but to identify the shortcomings of their original idea and look for better options. At the same time, the emerging attitude to the 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 “weightiness” of their opinion in the organization. Thirdly, the attitude towards innovation always performs an indicator function, promptly, reliably and impartially informs the initiators of innovation about specific weaknesses. decision, reveals all the insufficiently developed elements of innovation, shows the main directions of the necessary adjustments.

Innovative development strategy professional activity begins to take shape especially intensively in the last three decades. One of the stressful reasons for their non-realization is that the introduction of innovations has not been previously prepared either organizationally or technically, and, 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 broad professional practice. It has been established that the more complex the innovation, the worse the emotional attitude towards it and the lower the participation rates in its implementation. It is noted that if the initiative for implementation arose within the team, then its members form a more positive attitude towards the innovation than in a situation where it is “launched from above”. Innovation activity means making conscious changes. 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 - Innovative "flows" in education and their evaluation

Innovations as facts Positive component Negative aspects

maintenance of the Unified State Examination

objective criteria comparison

comparison of all images

woolly

schools for re-

Simplification of procedure and results

ry admission to the Unified State Examination is nowhere

universities represented

Selection to universities

(with the exception of

big

the number of elites

nyh institutions

ny) actually

ski perfect

Introduction of new Federal State Educational Standards

zhaniya and direction, technical

educational and cadre

Isolation of new rows of non-

priorities provided

Gain

formal

indicators,

increase

plans, about

gram, father

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

laureate and master's programs in the native system

professional under- (first, second-

cooking horn, third

Convertibility, etc.)

educational activities

services Loss and

Deepening research experi-

patrilineal character of the fatherland

ra of the university educational

education

Organization

onnaya not-

defined-

The introduction of anti-aircraft measures into circulation Crossing the loan Formalization

hyattizations and rewriting of the text

checks,

aspects,

essential

mind-

keys -

attention2

Implementation of inclusive education Provide children Lack of

with disabilities prepared-

for equivalent personnel

training for work in

mass

school with the same

my children

Unsecured

under-

with

side ro-

and

other students

The merger of science and university education

bone formation professional deprofessional

national education - onalization and

large

Initiation of milk science, and wu-

bowls on the starting zovskoy under-

milestones to serious cooking. Pogo-

scientific developments for a grant

2 One student submitted a work with a 98% anti-plagiarism score: there really were no borrowings, instead of “self-assessment”, she wrote - “self-assignment”, “ mental development” was replaced by “development of the medulla”, etc. Not a single mention of scientists (she never read them), no quotes (she has no idea about them)! Everything is pristine in the work...

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

Checking universities for efficiency

inefficiency/inefficiency of effective methods in estimating

procedure for evaluating ke with loss

Identification of their real criteria

Distribution

such

university grades

on all pre-

submitters

This list could go on for quite some time. The main thing that is found in the innovative educational avalanche is the main trends of globalization, commercialization, standardization and modernization. At the present time, it seems that education as a concept is falling into disuse. It is being replaced actively, I would even say, aggressively educational services. At the same time, the following dispositions clearly reveal themselves: universal - unique, accessibility - selectivity, quantity - quality, formalism - content, innovation - tradition. Behind this lie significant modifications of school reality. At the same time, dying, the past "has a habit" to imprint its face on the present. And the present, refusing the binding fetters of the past, often "splashes out the child." When solving the problems of educational innovation, the issues of the speed of changes, their volume, depth, continuity, and, as a result, their logic and expediency, are overlooked. As rightly noted by P.S. Gurevich: “But has anyone had to calculate the losses that the reforms brought, remarkable only for their abortive birth?”

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

On the other hand, the rapid expansion of education is accompanied by a sharp aggravation of the situation in this area. A critical attitude towards the education system is expressed in accusations about the decline in the level of education or its effectiveness. At the stage of disappointment, there is an opinion that the education system does not cope with its task, 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 innovation activity is the ability to see the state of the goals of the educational institution in dynamics. A goal is a direction, therefore achieving a goal involves a constant readiness for change and a response to the need for internal and external changes. You need to get used to the changes, they need to be mastered and “appropriated”. A.F. Balakirev, considering the difficulties of a specialist as a process, singles out the following stages, which are easily detected when introducing innovations:

1) stage of causeless difficulty - a period when an individual experiences difficulty without realizing the cause of its occurrence;

2) the stage of difficulty with a conscious cause - 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 occurs 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 is no “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. 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, accumulated and may lead to the abandonment of further attempts to cope with it. Thus, there is a contradiction. On the one hand, innovative activity, being, in essence, an activity that activates the internal creative potential of a specialist’s personality, can serve an important factor, allowing to prevent

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

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 thus opening the way for specialists to personal self-realization in innovative activity. 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 the activation and further development of his creative potential in innovation.

Literature:

1. Alekseev A., Pigalov A. Business Administration in practice: manager's toolkit. - M.: Technological school of business, 1994. - 136 p.

2. Balakirev A.F. Difficulties of teachers in innovative activity. Abstract dis. for the competition scientist 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, No. 7 (43), 2011. - P. 4-7.

4. Prigogine A.I. Innovations: incentives and obstacles: Social problems of innovation. - M.: Politizdat, 1989. - 271 p.

5. Schneider L.B. Apprenticeship, education and educational services: correlation of 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 lv. Obrazovatel "nye innovacii: roa ^ ne i peda ^ ne / LB. Shnejder // Vestnik ro pedagogike i psihologii Juzhnoj Sibiri. - No. 2. - 2014. - S. 6-18.

© L. B. Schneider, 2014.

© Bulletin of Pedagogy and Psychology of Southern Siberia, 2014. - -

Everything new is born in the struggle with the old. Dialectics teaches this.

Innovation processes are no exception to this rule. Resistance to innovation in an organization can be active and overt, or passive and covert. The manager would prefer open resistance - then he sees and understands why people are unhappy, what they want from him and what should be done to improve the innovation itself. From all this, he can form for himself a program of organizational action. Thus, resistance to innovation can be considered as a peculiar form of organizational behavior of people. Another thing is a passive or, worse, a hidden form of resistance. Everyone seems to agree, nothing seems to raise objections, but innovations are not being implemented, there are no results.

Staff resistance to innovation can be caused primarily by such reasons as uncertainty, a sense of loss and the belief that changes will not bring the expected results.

In addition, the reasons for the resistance of workers to innovations can be conditionally divided into several groups. The first includes economic reasons associated with the potential to lose income or its source. For example, workers employed in manufacturing may believe that innovations in technology and technology will lead to their dismissal, reduction of the working day, intensification of work, deprivation of benefits and privileges.

The second group of reasons causing staff resistance to change is organizational: unwillingness to change the existing system of relations, disrupt the existing alignment of forces, fears for a future career, the fate of an informal organization.

There is also a group social the reasons for the resistance of personnel to innovations. As mentioned earlier, innovators (authors of ideas, projects), organizers who plan and finance the development and implementation of innovations, as well as users who work with innovations, take part in innovation. The actual effect of the implementation of innovations depends on the interest of all participants in the innovation process. Their interests may merge or diverge. Thus, in construction, when a team contract developed into a collective contract, significant changes occurred in the position of middle managers. The former petty guardianship, constant control over the work of the brigade on their part became inappropriate. Strict requirements were imposed on the engineering preparation of production, the organizational mechanism for ensuring work (especially supply), and in a number of cases the middle link painfully met the need to introduce a new method and began to slow down its spread.

The same problem arises with the source of innovation initiative. Employees, management or higher authorities can act as initiators. From the point of view of the effectiveness of implementation, it is better when the initiators and users act in one person. When some shift their functions to others, the results of innovation activity are significantly reduced.

The next - fourth - group of reasons include personal, associated primarily with the psychological characteristics of people. We are talking about the power of habit, inertia, fear of the new, the unknown. Many people find it difficult to perceive a change in the usual course of events, and in the process of change, there inevitably arises the threat of demotion, strengthening the personal power of the leader, fear of losing status, position in the organization, respect in the eyes of management and work mates. A change in the objective position of people affects their interests, hence such an important reason as the resistance of the human factor.

Finally, a fifth large group is distinguished socio-psychological reasons for resistance to innovation, which are characteristic not only for individual members of the enterprise and their groups, but also for the personnel of the organization as a whole. Among these reasons, one can name people's conviction that innovations "will not bring anything good", "the planned changes will not solve problems, but only increase their number", and in addition, dissatisfaction with the methods of implementing changes, their imposition, suddenness; distrust of the initiators of change; the threat of destruction of the existing organizational structure of values; unfavorable moral and psychological climate; the desire to preserve the "old", "good" orders and traditions; the confidence of the majority of the organization's members that the impending changes will take place solely in the interests of the leadership.

Strengthening resistance is largely due to such circumstances as long-term stability of commercial results, ensuring long-term, without additional costs, the satisfactory functioning of the enterprise; insufficient qualifications and high staff turnover; internal staff turnover; unhealthy internal environment; the predominance of authoritarian methods of leadership.

The strength of the resistance of the organization's personnel to the introduction of innovations depends most of all on the degree of destruction of the established life principles, principles and norms, the speed and intensity of the process of change, as well as on the nature and extent of the threat of a change of power.

The following conclusions can be drawn from the review of the causes of personnel resistance to innovations.

1. Resistance to restructuring is an objective phenomenon due to the system's desire to maintain the relative stability of ties. And any innovation in relation to the existing structure of relations is perceived as a destabilizing factor.

2. The resistance of the system to individual innovations should not be viewed only as a negative reaction. Being an objective phenomenon, such resistance creates the necessary prerequisites for a kind of “testing” of a new idea and its refinement in the process of binding to specific conditions.

3. Although the resistance to the introduction of innovations is objective and natural, its source is the subjective element of the system - a person. Since production is a social system, the subjective factor is of decisive importance. A person can play both an organizing and a disorganizing role in the system. The success of establishing and implementing new functions and connections depends on the desire of people to work, their interest, skills and initiative.

If the source of resistance to innovations is the subjective element of the system, then subjective motives should be considered as the motivating cause of this objective phenomenon. First of all, they include the so-called fear of the new. However, this fear has explainable and far from the same reasons for different persons acting as objects or participants in the innovation process. Studies show that several groups of reasons are identified that are important for the personnel of the organization.

In the first place is the fear of material losses. For leaders in one row is the fear of responsibility or loss of existing official status. Sometimes this is associated with the possible liquidation of the position held or the restriction of the rights granted in accordance with it;

in second place is the fear of losing a job;

on the third - the fear of the new, associated with the expectation of an increase in the volume and complexity of work or the level of responsibility;

in fourth place is the fear of their own professional inconsistency with the level (complexity) of new tasks or projected functions;

on the fifth - the fear of losing some moral advantages, authority, status, the ability to make decisions, and finally, the loss of power.

Subjective motives for resistance to the new can also consist of what is sometimes called inertia or conservatism - the unwillingness of any changes that could disrupt the usual, even if ineffective, forms of work, communications, etc. Any change requires at least relative activity, which itself by itself is highly desirable in many cases. Conservatism can manifest itself both passively and in the form of active opposition.

So, the main reasons for the fear of the new are: lack of information, uncertainty and incompetence, professional unpreparedness of personnel for innovations.

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

Innovative activity. Innovation process management. Here are the next guidelines for our reflections.

Characters : innovators, people of the process, people of the environment. Innovators are those who aim to introduce something new. Process people are participants in the activity that must change as a result of innovation. People of the environment - not directly involved in this activity, but exercising their influence on this social organization.

Innovators can be both from the organization itself (most often it is the school administration) and from outside (the leaders of public education bodies, teachers and researchers). People of the environment are both representatives of higher levels of the management hierarchy, and "comrades from the outside" - representatives of the public, various organizations that are not part of the public education system. People of the process are not only teachers, but also schoolchildren, those who are affected by innovation.

Keyword to characterize the speed, effectiveness, features of the innovation process in a given organization - 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, 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 the innovative potential of an organization are material and financial reserves, economic and moral incentives, and the organizational structure, the characteristics of people in the process, the possibilities 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.

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

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

The main characteristics of the foundation are the ability of employees, members of the community for creative activity and the ability of the organization, the community for self-development.

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

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

The real component includes the material resources of the organization, which may affect the innovation: the variety, size and relative position of the premises; availability, diversity, compliance with the goals of innovation of furniture, equipment, information, copying, design equipment, etc.

Of course, the strength-weakness of material reserves is relative. For theatrical innovation in the school, the hall, props, lighting equipment are important; for the intellectual - a rich library, 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 the disposal of these funds. The effectiveness of the use of finance also depends on the way they are included in the innovative work (advance payment, bonus, staged payment).

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

Creativity and ability to be authoritative in a team, in an organization of people; creative aspiration of groups; experience of previous innovative work - these are just some of the strokes 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's focus on the qualities of leaders. According to E.A. Iskanderov, there are four key qualities: compliance status leader scale innovation; personal importance for him guided activities; Leadership 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 gives rise to the trust of employees, members of the group to the leader, manager, without which you cannot develop a radical innovation.

Third block - innovative qualities of the organization itself.

What is the "positive pole" of this bloc? Orientation to the development of the organization, 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 a wide and adequate information exchange between managers and ordinary members of the organization, between the organization and the "people of the environment".

The intraorganizational effectiveness of communications is manifested in the adequacy of mutual expectations in vertical (managerial) and horizontal relations.

The development of "external" communications allows you to connect "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 this innovation process is built and what stage is unfolding at the moment and what kind of innovation is actually 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 the three characteristics of the school creates (does not create) the potential for its development.

First, is the school capable or not identify your problems . The word "reveal", apparently, means whether school leaders, leaders of the pedagogical team are able to study, name, analyze the problems of the school.

Secondly, sensitive whether the school to development opportunities . As a matter of fact, we are talking about whether the school understands and analyzes its innovative potential, which we talked about a page earlier.

Thirdly, is the school able to use this potential, that is, to organize implementation of relevant innovations . As an effective response to school problems.

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

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 (mismatch) of the interests of various groups of the teaching staff (in particular, the administration and teachers), the acceptance (non-acceptance) of the new “people of the environment”.

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

"But can't these tensions, these difficulties, these resistances be regulated, softened"? It is possible, but for this, the organizers of innovations need to take certain steps.

Here are the details of resistance to innovations called by K.M. Ushakov and D.V. Fishbein in the author’s computer course"Change management".

Reasons for resistance : a threat to the perception of oneself as a competent employee, a threat to relationships, the expectation of significant work costs, fear of the unusual, fear of losing, assessing the new as temporary, passing.

Forms of resistance : avoidance of new discussions, demand additional information, demonstration of untimeliness, the requirement "to be closer to life", etc.

Attitude towards initiators changes: allies, opponents, contemplatives.

Negative consequences innovation processes: conflicts, deterioration in the quality of work, the expectation of inadequate remuneration, Doubt in the organizers of innovation, leaving the organization of a valuable employee.

So before the initiator of changes in school life to start acting, it makes sense to carry out serious analytical work. The purpose of such work is a clearer understanding of the problems of the school, preliminary outlines of innovative goals and means for their implementation, that is, the innovations themselves. Goals and the very decision to innovate are more productive when they are not the result of personal creativity, but are born in dialogue, comparison, comparisons of the vision of problems and directions for change with colleagues at work.

But what are the needs of the organization itself, in our case the school, pushing for “immersion” in innovation. As well as at the level of the individual, the range of such forces and needs of an individual teacher is varied.

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

Could this be emulation of other organizations , the causes of which are not recognized at school, are not reflected.

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

The need can also appear in the form of a situation that 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, leaders to provide prestige as part of the image of the organization.

The perception of innovation as a form of the necessary advanced training workers.

The need of the organization may be the prevailing creative aspirations of employees.

Another plot - when innovative needs are present as an inevitable moment reorganization organizations.

The needs of the organization to adequately respond to external circumstances can also be very strong: requests, consumer expectations (in the case of the parents' school) and the need to be successful in competition (an essential moment for the school in terms of new funding and competitions of the National Education Project).

The process of renewal (transformation) of an organization, based on the introduction of innovations in organizational processes, is understood. The relevance of changes and innovations is due to the need to adapt the organization to the requirements of the external and internal environment, to master new knowledge and technologies, which is especially important in the conditions market economy. The amount of knowledge possessed by humanity doubles approximately every five to seven years, and accordingly, the number of new situations that require an adequate solution doubles. This leads to an increase in the importance of change management tasks. Minor adjustments of the main parameters of the organizational environment (structure, tasks, processes, personnel, etc.) are recommended to be carried out in the organization regularly, large ones - once every four to five years. The goal of change is to bring about progressive change to move the organization into a high-performing 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 technologies for solving management problems (automation and computerization), bureaucratization of the management apparatus (increase in management costs). ).

Diagnostic signs that determine the need for changes can be direct and indirect: deterioration or stabilization of the organization's performance indicators, losses in competition, staff passivity, unreasoned protest against any innovations, lack of a procedure for canceling inefficient ones. management decisions, the gap between the formal duties of the staff and their specific work, the high frequency of punishments in the absence of incentives, etc.

Innovations can be divided into 3 groups:

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

Sometimes economic, organizational, legal innovations are united by the concept of "management".

Classification of changes and innovations:

organization of the event:

• planned
• unplanned;

by deadline:

• short-term
• long-term;

in relation to staff:

• increasing the efficiency of the work of the staff;
• 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, passing the stage of approbation, verification;
• direct, realizable without experiments.

By volume:

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

By appointment:

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

Possible positive impacts of innovations:

• cost reduction;
• reduction of 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.

For the successful implementation of the transformation, it is necessary to analyze their causes, objects, positive and negative sides, clearly formulate goals, and only then carry out changes.

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

The reorganization of an enterprise can be carried out in various forms: merger, accession, separation, separation, transformation, reduction, reprofiling. With each of these types, a corresponding restructuring of the management system takes place, which entails changes in the structure, technologies, personnel, organizational culture and other essential parameters of the organization's functioning.

The priority goal of changes and innovations should be considered to be the achievement of better results, the development of advanced means and methods of labor, the elimination of routine operations, and the implementation of progressive changes in the management system.

Change policy of the organization

Change management should be considered in two aspects: tactical and strategic. From a tactical point of view, change management means the ability to carry them out in adequate time, achieve the goals set, reduce resistance to change, and increase the adaptation of employees to them. In a strategic context, change management means incorporating permanent changes into management practices so that they become habitual and expected for all personnel in the organization, and their temporary absence would cause alarm and anxiety. 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 ongoing events, adapt to changes, mitigate their consequences. At the same time, there is a time interval for lagging internal changes in response to external influences, which can lead to a loss of the organization's competitive position.

Proactive (preventive) approach- makes it possible to anticipate events in external environment, get ahead of them and initiate change ourselves. In this case, the manager's role is to bring about constant organizational change to control the very "destiny" of the organization. This approach allows you to radically manage change.

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

The main objects of organizational changes and innovations are:

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

One of the components of the introduction of innovations is the development of a new idea by the organization. The author of the idea must:

• identify the interest of the group in this idea, including the consequences of the innovation for the group, the size of the group, the spread of opinions within the group, etc.;
• develop a strategy for achieving the goal;
• identify alternative strategies;
• finally choose a strategy of action;
• draw up a detailed action plan.

People tend to have a wary-negative attitude towards all changes, since an innovation usually poses a potential threat to habits, ways of thinking, status, etc. There are three types of potential threats in the implementation of innovations:

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

With the 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 constantly looking for opportunities to improve something. Enthusiasts are people who accept the new, regardless of the degree of its development and validity. Rationalists - accept new ideas only after a thorough analysis of their usefulness, an 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 controllers of projects and proposals, but slow down innovation.

Conservatives are people who are critical of everything that is not tested by experience.

Retrogrades are people who automatically reject everything new.

Options for the policy of introducing innovations in the 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 aim of such a policy is to rapidly change the conditions crisis situation, and team members will have to accept changes because of their inevitability.

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

Policy for achieving common goals. Its essence lies in the fact that managers, involving consultants - specialists in the field of management, not only receive the consent of the team to introduce innovations, but also set goals for the introduction of innovations for each member of the organization, determining their responsibility for achieving goals, both personal and all organizations.

Analytical policy. The manager attracts specialist experts who study the problem, collect information, analyze it and develop optimal solutions without involving a 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.