Features of value-motivational and cognitive components of readiness-for-change competence in managers

Statement of the problem. In the context of global threats and uncertainty, readiness for change becomes not only an important personal characteristic and competence of a manager, but also a key factor in the successful implementation of organizational changes and in the competitiveness of an enterprise [Naumtseva, 2016, Lukhmanova, 2019]. The accomplished nature of all components of this competence: value-motivational, cognitive, emotionalvolitional, behavioral and reflexive - is a necessary resource for the introduction of reforms and innovations, or for the successful adaptation of an enterprise in a constantly changing socio-economic context. In this regard, the set of important competence characteristics of a modern manager includes the ability and readiness to use innovative approaches and technologies, both in organizing their own individual style of activity and in optimizing all areas of the enterprise’s activity [Kirillov, 2015]. Such abilities as part of managerial competence are formed due to the cognitive and motivational-semantic aspect within the framework of the newly formed structure, readiness for change. Therefore, it is important to consider the essence of these components and rationalize their impact on the effectiveness of changes, both intrapersonal and organizational. The purpose of the article is to specify the behavioral indicators of the formation of the value-motivational and cognitive aspects of readiness for change and to discuss the features of the value-motivational and cognitive components of the readiness-for-change competence among managers. The theoretical and methodological basis of the study is the general psychological theory of set (D.N. Uznadze), subject-activity approach (S.L. Rubinshtein, B.G. Ananiev, V.A. Krutetsky, K.K. Platonov, etc.), competence-based approach (Yu.G. Tatur, I.A. Zimnyaya, A.V. Khutorskoy, etc.), integrative approach (M.I. Faerman), competence-based approach in managing innovative changes (T.A. Terekhova), innovative approach (L.A. Zhuravlev), psychological readiness for innovation (S.R. Yagolkovsky, O.V. Sovetova, M.I. Kiloshenko, E.V. Ivanova, V.E. Klochko, O.M. Krasnoryadtseva), and works devoted to psychological problems and mechanisms of formation of readiness for activity (M.I. Dyachenko, L.A. Kandybovich, R.D. Sanzhaeva, O.V. Makhova). The study involved 150 employees of a group of companies in the IT/Telecom sphere in Krasnoyarsk. The California Personality Inventory (CPI) and the Schwartz personal values questionnaire were used for assessment. Statistical data processing included a comparison of samples and an analysis of the interdependence of characteristics. Research results. The main results of the study are the obtained characteristics of the formation of the valuemotivational and cognitive components of the readiness-for-change competence in the following categories: top management, middle management, and specialists. It is noted that in order to develop the readiness-for-change competence, managers need to work with such values as stimulation and independence, which activate the internal motivation of creativity and the desire for novelty both at the personal level and at the level of the corporate environment. The cognitive component is quite well developed in specialists, middle-level managers, and top managers. This indicates, on the one hand, that talent acquisition is performed in accordance with the established requirements for the position, and on the other hand, that the professional competences are developed in the process of performing work tasks. However, for middle-level managers and top managers, the flexibility scale (Fx) requires development, while this is not necessary for specialists as part of their regulated activities. Conclusion. One of the psychological and pedagogical prerequisites for the development of the readinessfor- change competence in managers is the development and implementation of a corporate training program that would stimulate development of the individual components of the readiness-for-change competence and the competence as a whole.