Structure of the cognitive-creative learship potential as a basic competence of a future trans-professional

Abstract

With the transition to a project management system, HR departments of various organizations increasingly evaluate the leadership formation qualities for the effective project management. Moreover, not only the ability to communicate, but also certain sensitivity to other professional areas is important: it is assumed that a modern specialist should be a trans-professional. The purpose of this paper is to study the internal structure of cognitive-creative leadership potential. We assume that creative characteristics of a student's personality and their communicative world form specific connections. The study of such connections is able to distinguish the structure of cognitive-creative leadership potential. The emphasis was placed on the cognitive psychosemantics of the methods used: the method of modeling communicative worlds, the method of the psychosemantic graph, the method of «Creative personality type» according to Myers-Briggs, the Scalogram profile of sociability, the SNA method (sociogram). The study involved 78 students of one of the Siberian universities in different areas of training from first and third year (38 female and 40 male). To reduce the chance of receiving «expected and approved» answers, the purpose of the survey for respondents was designated as «a study of the personal characteristics of students to improve the educational process». This formulation was supposed to motivate participants to self-reflection and a more frank description of their inner and outer world. Statistical analysis of the data was made using Statistica 13. The Spearman nonparametric criterion (for analyzing correlation relationships), the multiple regression analysis method (for assessing the influence of the studied variables on student's academic performance) and the principal component analysis (PCA) were applied. According to the PCA, four parameters with the maximum weight were identified: the cognitive complexity of the perception and description of partners (socio-semantic volume of the communicative world); emotionally-positive background of the perception of problems and partners in the communicative world (constructive background), general originality (wording of topics and partners of the communicative world of the personality in the general thesaurus of the sample with minimum frequency of occurrence), and potential psychosemantic flexibility of self-description. These indicators comprehensively reflect the main essential characteristics of the cognitive-creative potential of leadership. The revealed negative correlation of the creative leaders characteristics with academic performance may show that most educational practices of higher education do not have a problematic character that triggers a creative thinking alternative. However, it is significant that in the context of the studied model, students' academic performance makes a small contribution to the cognitive-creative potential of leadership. Thus, the conducted study problematizes the educational circuit: how the existing concepts, forms and methods of education correspond to the tasks of preparing a creative leader and trans-professional who is required by modern changes in the digital post-industrial society.