Рубрика
DOI
https://doi.org/10.31429/26190567-23-4-6-26Как цитировать
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Copyright (c) 2023 Людмила Николаевна Захарова, Елена Анатольевна Чуманкина, Людмила Владимировна Удалова
Аннотация
Дан анализ инновационности российской экономики, востребованности креативного работника Индустрией 4.0. Цель исследования состоит в выявлении контекстных и личных барьеров развития и проявления креативности, ее возможностей развития как профессионально важного качества креативного инноватора. Показана связь креативности и инновационности. Впервые креативность с ее характеристиками процессности и интерактивности рассмотрена как социальное действие в системной детерминации на уровнях культуры общества, контекстов развития, личности и организма. На материале социологических исследований показано, что на уровне культуры общества с доминирующими ценностями стабильности и безопасности существует серьезный барьер становления личной креативности и потребности участия в инновациях. Барьер носит не абсолютный характер, поскольку ценности развития присутствуют и могут быть использованы как предикторы инновационного поведения определенной части потенциального и реального персонала компаний. В семейном укладе, организационной культуре школы, колледжа и вуза преобладают клановые и иерархические ценности, являющиеся результатом их трансляции из культуры общества. Однако организационная культура компаний, успешно входящих в новый технологический уклад Индустрии 4.0, и управленческие практики в таких компаниях показывают эффективную роль организационной культуры как посредника между культурой общества, семейным укладом и субъектом труда. Субъект сначала образовательной и затем трудовой деятельности может самостоятельно и (или) при поддержке организационной культуры учебного или трудового контекста на основе понимания востребованности качества креативности занять активную позицию по преодолению барьеров и использованию возможностей развития личной креативности. К первой группе инструментов такой работы относятся рефлексивное осмысление тех контекстных барьеров в становлении креативности, которые характерны для жизненного пути, и их рефлексивное преодоление, включающее образовательную траекторию. Ко второй группе — стимулирование креативности и освоения методов творческого решения задач. Третья группа инструментов развития креативности объединяет поиск или организацию малых групп с инновационной мотивацией, работа в которых облегчает снижение функциональной и статусной фиксированности и позволяет использовать методы группового решения творческих задач. И последняя группа предполагает развитие компетенций по управлению детерминантами психофизиологической природы: работоспособности, стресса, динамики мотивации.
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