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USE OF INNOVATIVE TRAINING METHODS IN TEACHING MANAGEMENT SUBJECTS
S. I. Chernomorchenko A. A. Chernyshev
The aim of this work is to identify the impact of innovative teaching methods on the improvement of future specialistsэ training in the field of management. The metaphoric business games and case study were considered to be the most productive according to the results of testing. They help trainees in forming new approaches to managerial problem solving. The research can be the basis for further research on improving the education of students and future managers, and identifying methods and techniques for improving the social activity of future specialists.
Key words: innovative technologies, metaphorical game, case study, index of activity satisfaction.
It is fair to say that modern education should be based not so much on academic subjects, as on methods of thinking and activities. In the teaching process, it is important to develop students’ abilities, such as creative activity, creative thinking, and the ability to adapt fast to the changing needs of the market. Modern innovative developments in teaching students have been largely dictated by the use of interactive methods, because according to the standard, the teacher must conduct at least twenty percent of class exercises in every subject in an interactive form. Therefore, the key place in the modern teaching system is to be taken by innovative methods of training specialists, who will shape and implement innovative policy in future. Unfortunately, innovations in educational activities, such as the use of new knowledge, techniques, approaches, and technologies to obtain the result in the form of educational services enjoying the social and market demand [1], are not always actively applied in the educational environment, which affects the quality of education. Application of innovations ensures the formation and development of the so called universal skills in learners: the ability to take decisions, problem solving skills, etc. [2]. The use of innovative teaching methods is largely determined by the specificity of the subjects being taught, and their choice is based on how suitable they are to a particular pedagogical situation [3]. Especially noteworthy are the active and interactive teaching models, based on the interaction between the teacher and the student, taking into account the principles of individualization, flexibility, context-based approach, and development of cooperation. The functions of the teacher and the student change accordingly: now the teacher is a consultant-coordinator, not just performing the inform / control functions - and the students, accordingly, have more opportunities for independent selection of the ways to learn the material studied [3].
An effective method of forming and developing professional and social competences allowing the involvement of absolutely the entire student audience in work is a metaphorical business game [4]. A specific feature of this kind of a business game is the use of various metaphors, which analogize the problems of the real situation and the current problems most often faced by specialists in the
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management field. The use of metaphorical material in classes through involvement in a communication process, facilitates the students’ ability to reveal different ways of solving the particular management problem, and intensifies the creative abilities of the business game’s participants. While conducting such interactive forms of work with learners, the teacher must be able to identify the individual personal and professional qualities of the students, in order to help in solving the complicated problems arising in the metaphorical game. This form of work allows teaching students to give reasons for their opinion, to introduce an idea, and to learn the culture of discussion and dispute, which is undoubtedly related with organization of the communication process [4]. Our practice of conducting such metaphorical games in several branches of the Tyumen University has shown that the students involved in such classes are distinguished by skills of self-improvement of their cognitive and emotional spheres, which is essential both for a future specialist and an ethical personality. In connection with this, the use of a metaphorical game, primarily characterized by the stimulation of an active response to problem situations faced by the specialist and those in the process of professional activities, seems quite justified. In our opinion, this kind of work forms the students’ adequate attitude to modern culture in the wider sense. Methods of accumulating social experience and perception of the social sphere, which are certain to influence the level of their social maturity as a whole in future, are also developed. Our work experience shows that the metaphorical games, primarily based on the communication process, raise the participants’ creative activity considerably, promote emergence of the desire to acquire new knowledge, help to solve rather complicated challenges of modern management, and help to simulate the process of taking management decisions on the organization of efficient activities, and to develop proposals for improvement of the mechanism of providing services to the population.
We carried out the experimental work with the first year students majoring in management of Tyumen State University in 2012-2014. 88 students of the branches of Tyumen State University participated in the experiment, 44 of them making the control group and 44 making the experimental group. The students of the control and experimental groups had the same performance level. In the control group, use was made of the traditional methods of teaching management subjects, while in the experimental group, use was made of systematic task-oriented teaching with active use of metaphorical games in practical classes. After a year of experimental work, it was found out that 33% of students of the experimental group had moved to a higher level of satisfaction with the profession (the satisfaction index changed from 0.34 to 0.54 according to Professor
N.V. Kuzmina’s methodology). In the case of traditional teaching, only 27% of students of the control group showed a change in the level of satisfaction with the profession (from 0.34 to 0.4). It was also identified that the students in the experimental group also showed a higher level of qualitative performance: 52% compared to 37.5% of the control group [4].
Thus, we can conclude that metaphorical games are important in teaching management subjects, as their target-focused nature helps to form creatively thinking specialists, with a high index of satisfaction with the profession. This is necessary both for improvement of the quality of the education process, and for the
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development of society as a whole. In our opinion, it is important that this technology promotes the formation of not just a creatively thinking professional, but a conscientious responsible personality that will be able to properly assess and overcome the difficulties arising in the solution of a certain management problems in the future. Information exchange and cooperation have a positive impact on all three components of creativity: competence, the ability to think creatively, and motivation.
The performed research shows that the issues of the way to build the educational process in a university in the most effective manner in terms of organization and methods are relevant. Owing to the creative use of active technologies, the learning process becomes more interesting and efficient. Innovative activities in education are to be focused on the improvement of the quality of education, and the creation of new creative educational technologies, raising the teachers’ professional level, the competitiveness of universities and graduates.
References
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2. Черноморченко С. И. Использование инновационных технологий в переподготовке муниципальных служащих // Вестник ЛГУ им. А.С. Пушкина. Т. 3. Педагогика. - СПб.: ЛГУ им. А.С. Пушкина, 2012. - № 1. - С. 141-146.
3. Черноморченко С. И. Роль инновационных технологий в формировании творческой активности студентов направления «Менеджмент» // Инновации в науке: материалы X международной заочной научно-практической конференции (22 мая 2012 года) / под ред. Я. А. Полонского. - Новосибирск, изд-во «СибАК», 2012. - С. 89-97.
4. Черноморченко С. И. Инновационные методы работы преподавателя-куратора студенческой группы в высшем учебном заведении // Вестник ЛГУ им. А.С. Пушкина. -Т. 3. Педагогика. - СПб.: ЛГУ им. А.С. Пушкина, 2013. - № 4. - С. 107-117.
Translated from Russian by Znanije Central Translastions Bureas
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