Transformation of pedagogical conditions into factors in the development of initiative in the work collective

Abstract

Introduction.The problem of determining the pedagogical conditions and factors, as well as their correlation for the formation of initiative among the stuff is one of the urgent directions in the modern approach to personnel management. This issue is relevant in the possibility of applying it to the development of the initiative among the staff members.Materials and Methods. The main methods were the analysis of literature on the problem under study from different areas of scientific research, scientific articles on the topic of research, as well as generalization and systematization of the data obtained. The analysis of the relationship and interconnections of these concepts is carried out.Results.A comparative analysis of the terms "condition" and "factor" in various fields of knowledge has been carried out. It was found that there is no clear division between the concepts; in many studies, these concepts are identical. At the same time, differences were identified in the definitions of these concepts in philosophy, pedagogy and psychology. In the context of the problem of the formation of initiative in the work collective, it was determined that conditions and factors can transform into each other. A visual scheme was proposed for transforming conditions into factors through the assessment procedure and conscious actions to change conditions. A visual scheme was proposed for transforming conditions into factors through the assessment procedure and conscious actions to change conditions. The question of the specifics of the relationships between the concepts of conditions and factors, as applied to a specific team, remains open. The latter result means that it is necessary to conduct research in a specific work collective working for specific purposes.Discussions and Conclusions.The paper presents conclusions about the differences between the terms "condition" and "factors", presents the relationship of these concepts, conclusions about the possible mechanisms for the transition from one concept to another in the study of the development of initiative in the work collective, the dynamics of transformation of conditions into factors of successful pedagogical activity, as well as , a consolidated form of control of the dynamics of changes in specific conditions, important for the formation of initiative in the work collective, and their transformation into factors is proposed. As a result, a variant of the classification of the conditions for the development of initiative in the work collective is presented.