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Relevance of the research topic. The study of the issue of information management at an innovation–oriented enterprise in the context of improving adaptive personnel management programs is conditioned by the lack of a single approach to the implementation of the algorithm of this process. Formulation of the problem. In practice, the information management system of domestic innovation–oriented enterprises often turns out to be outdated and ineffective in modern socio– economic conditions. Globalization, the formation of entrepreneurial network organizational and production systems, the complexity of intellectualized communications are the main factors of modernizing the management of an innovatively oriented enterprise in information management, which have not yet been sufficiently researched. This issue in the context of improving adaptive personnel management programs determines the relevance of the research topic. Setting the purpose and objectives of the study – to investigate information management at an innovation–oriented enterprise in the context of improving adaptive personnel management programs. Research method or methodology. The article uses the following methods: monographic, graphic, analysis and synthesis, systematization. Presentation of the main material (research results). The directions of informatization make it possible to optimize management processes, ensure the effective use of human resources, and provide the consumer with quality goods and services. With the aim of forming a powerful personnel information management system, it is proposed to improve the personnel management information support subsystem of an innovatively oriented enterprise in the context of improving adaptive personnel management programs. Field of application of results. The research results can be used in the practical activities of innovatively oriented enterprises to improve adaptive personnel management programs. Conclusions on the article. The factors of successful implementation of the information system are: participation of management; compliance with the implementation plan; managers’ understanding of project goals and requirements; implementation by specialists of an innovatively oriented enterprise with a focus on the client; the quality of the information system and decision–making teams; reengineering of business processes regarding implementation; availability of a production strategy at an innovatively oriented enterprise. Advantages of implementing an information system: obtaining reliable and operational information about the activities of all divisions of the enterprise responsible for personnel; increasing the level of efficiency of personnel management; reduction of working time spent on work operations; increasing the effectiveness of work due to its rational organization.

Relevance of the research topic. The study of the issue of information management at an innovation–oriented enterprise in the context of improving adaptive personnel management programs is conditioned by the lack of a single approach to the implementation of the algorithm of this process. Formulation of the problem. In practice, the information management system of domestic innovation–oriented enterprises often turns out to be outdated and ineffective in modern socio– economic conditions. Globalization, the formation of entrepreneurial network organizational and production systems, the complexity of intellectualized communications are the main factors of modernizing the management of an innovatively oriented enterprise in information management, which have not yet been sufficiently researched. This issue in the context of improving adaptive personnel management programs determines the relevance of the research topic. Setting the purpose and objectives of the study – to investigate information management at an innovation–oriented enterprise in the context of improving adaptive personnel management programs. Research method or methodology. The article uses the following methods: monographic, graphic, analysis and synthesis, systematization. Presentation of the main material (research results). The directions of informatization make it possible to optimize management processes, ensure the effective use of human resources, and provide the consumer with quality goods and services. With the aim of forming a powerful personnel information management system, it is proposed to improve the personnel management information support subsystem of an innovatively oriented enterprise in the context of improving adaptive personnel management programs. Field of application of results. The research results can be used in the practical activities of innovatively oriented enterprises to improve adaptive personnel management programs. Conclusions on the article. The factors of successful implementation of the information system are: participation of management; compliance with the implementation plan; managers’ understanding of project goals and requirements; implementation by specialists of an innovatively oriented enterprise with a focus on the client; the quality of the information system and decision–making teams; reengineering of business processes regarding implementation; availability of a production strategy at an innovatively oriented enterprise. Advantages of implementing an information system: obtaining reliable and operational information about the activities of all divisions of the enterprise responsible for personnel; increasing the level of efficiency of personnel management; reduction of working time spent on work operations; increasing the effectiveness of work due to its rational organization.

Modern conditions require the development of a critical person who is ready for productive interaction with the outside world, is able to objectively assess their own achievements in the learning process, comprehend successes and difficulties, analyze new qualities, capable of self-improvement and self-development. This necessitates the organization of students reflective activities is an important component of the educational process. The experiment was attended by 90 second-year Dentistry Faculty students with a normative term of study, including 50 respondents and 40 students of the control group. The method of studying reflexive abilities was based on the use of teacher assessment and self-assessment of students of their educational and cognitive activities on the following structural components: awareness of the learning outcome of the initial goal, self-analysis and self-assessment of individual activities and activities within the study group. Each component was evaluated on a five-point scale. Teachers were used the method of reflexive polylogue. The probability of the difference between the groups was determined using Student's t test. The problem of necessity of the organization of reflective activity of students was considered in the article in educational and cognitive process as an important condition for the development of their personality. The ways and principles of organization of reflective activity of future doctors in the process of formation of their professional readiness are revealed. We offer examples of exercises aimed at developing the reflective skills of future doctors in the learning process for further professional activity. Methodical recommendations on the organization of reflective activity of students with application of the offered techniques are resulted. It was determined that the high level of development of reflexive skills in students was 3.4±0.7 points which is the key to productive learning. It is through reflection that the

Modern conditions require the development of a critical person who is ready for productive interaction with the outside world, is able to objectively assess their own achievements in the learning process, comprehend successes and difficulties, analyze new qualities, capable of self-improvement and self-development. This necessitates the organization of students reflective activities is an important component of the educational process. The experiment was attended by 90 second-year Dentistry Faculty students with a normative term of study, including 50 respondents and 40 students of the control group. The method of studying reflexive abilities was based on the use of teacher assessment and self-assessment of students of their educational and cognitive activities on the following structural components: awareness of the learning outcome of the initial goal, self-analysis and self-assessment of individual activities and activities within the study group. Each component was evaluated on a five-point scale. Teachers were used the method of reflexive polylogue. The probability of the difference between the groups was determined using Student's t test. The problem of necessity of the organization of reflective activity of students was considered in the article in educational and cognitive process as an important condition for the development of their personality. The ways and principles of organization of reflective activity of future doctors in the process of formation of their professional readiness are revealed. We offer examples of exercises aimed at developing the reflective skills of future doctors in the learning process for further professional activity. Methodical recommendations on the organization of reflective activity of students with application of the offered techniques are resulted. It was determined that the high level of development of reflexive skills in students was 3.4±0.7 points which is the key to productive learning. It is through reflection that the

Modern conditions require the development of a critical person who is ready for productive interaction with the outside world, is able to objectively assess their own achievements in the learning process, comprehend successes and difficulties, analyze new qualities, capable of self-improvement and self-development. This necessitates the organization of students reflective activities is an important component of the educational process. The experiment was attended by 90 second-year Dentistry Faculty students with a normative term of study, including 50 respondents and 40 students of the control group. The method of studying reflexive abilities was based on the use of teacher assessment and self-assessment of students of their educational and cognitive activities on the following structural components: awareness of the learning outcome of the initial goal, self-analysis and self-assessment of individual activities and activities within the study group. Each component was evaluated on a five-point scale. Teachers were used the method of reflexive polylogue. The probability of the difference between the groups was determined using Student's t test. The problem of necessity of the organization of reflective activity of students was considered in the article in educational and cognitive process as an important condition for the development of their personality. The ways and principles of organization of reflective activity of future doctors in the process of formation of their professional readiness are revealed. We offer examples of exercises aimed at developing the reflective skills of future doctors in the learning process for further professional activity. Methodical recommendations on the organization of reflective activity of students with application of the offered techniques are resulted. It was determined that the high level of development of reflexive skills in students was 3.4±0.7 points which is the key to productive learning. It is through reflection that the

Modern conditions require the development of a critical person who is ready for productive interaction with the outside world, is able to objectively assess their own achievements in the learning process, comprehend successes and difficulties, analyze new qualities, capable of self-improvement and self-development. This necessitates the organization of students reflective activities is an important component of the educational process. The experiment was attended by 90 second-year Dentistry Faculty students with a normative term of study, including 50 respondents and 40 students of the control group. The method of studying reflexive abilities was based on the use of teacher assessment and self-assessment of students of their educational and cognitive activities on the following structural components: awareness of the learning outcome of the initial goal, self-analysis and self-assessment of individual activities and activities within the study group. Each component was evaluated on a five-point scale. Teachers were used the method of reflexive polylogue. The probability of the difference between the groups was determined using Student's t test. The problem of necessity of the organization of reflective activity of students was considered in the article in educational and cognitive process as an important condition for the development of their personality. The ways and principles of organization of reflective activity of future doctors in the process of formation of their professional readiness are revealed. We offer examples of exercises aimed at developing the reflective skills of future doctors in the learning process for further professional activity. Methodical recommendations on the organization of reflective activity of students with application of the offered techniques are resulted. It was determined that the high level of development of reflexive skills in students was 3.4±0.7 points which is the key to productive learning. It is through reflection that the

Modern conditions require the development of a critical person who is ready for productive interaction with the outside world, is able to objectively assess their own achievements in the learning process, comprehend successes and difficulties, analyze new qualities, capable of self-improvement and self-development. This necessitates the organization of students reflective activities is an important component of the educational process. The experiment was attended by 90 second-year Dentistry Faculty students with a normative term of study, including 50 respondents and 40 students of the control group. The method of studying reflexive abilities was based on the use of teacher assessment and self-assessment of students of their educational and cognitive activities on the following structural components: awareness of the learning outcome of the initial goal, self-analysis and self-assessment of individual activities and activities within the study group. Each component was evaluated on a five-point scale. Teachers were used the method of reflexive polylogue. The probability of the difference between the groups was determined using Student's t test. The problem of necessity of the organization of reflective activity of students was considered in the article in educational and cognitive process as an important condition for the development of their personality. The ways and principles of organization of reflective activity of future doctors in the process of formation of their professional readiness are revealed. We offer examples of exercises aimed at developing the reflective skills of future doctors in the learning process for further professional activity. Methodical recommendations on the organization of reflective activity of students with application of the offered techniques are resulted. It was determined that the high level of development of reflexive skills in students was 3.4±0.7 points which is the key to productive learning. It is through reflection that the

Modern conditions require the development of a critical person who is ready for productive interaction with the outside world, is able to objectively assess their own achievements in the learning process, comprehend successes and difficulties, analyze new qualities, capable of self-improvement and self-development. This necessitates the organization of students reflective activities is an important component of the educational process. The experiment was attended by 90 second-year Dentistry Faculty students with a normative term of study, including 50 respondents and 40 students of the control group. The method of studying reflexive abilities was based on the use of teacher assessment and self-assessment of students of their educational and cognitive activities on the following structural components: awareness of the learning outcome of the initial goal, self-analysis and self-assessment of individual activities and activities within the study group. Each component was evaluated on a five-point scale. Teachers were used the method of reflexive polylogue. The probability of the difference between the groups was determined using Student's t test. The problem of necessity of the organization of reflective activity of students was considered in the article in educational and cognitive process as an important condition for the development of their personality. The ways and principles of organization of reflective activity of future doctors in the process of formation of their professional readiness are revealed. We offer examples of exercises aimed at developing the reflective skills of future doctors in the learning process for further professional activity. Methodical recommendations on the organization of reflective activity of students with application of the offered techniques are resulted. It was determined that the high level of development of reflexive skills in students was 3.4±0.7 points which is the key to productive learning. It is through reflection that the

Modern conditions require the development of a critical person who is ready for productive interaction with the outside world, is able to objectively assess their own achievements in the learning process, comprehend successes and difficulties, analyze new qualities, capable of self-improvement and self-development. This necessitates the organization of students reflective activities is an important component of the educational process. The experiment was attended by 90 second-year Dentistry Faculty students with a normative term of study, including 50 respondents and 40 students of the control group. The method of studying reflexive abilities was based on the use of teacher assessment and self-assessment of students of their educational and cognitive activities on the following structural components: awareness of the learning outcome of the initial goal, self-analysis and self-assessment of individual activities and activities within the study group. Each component was evaluated on a five-point scale. Teachers were used the method of reflexive polylogue. The probability of the difference between the groups was determined using Student's t test. The problem of necessity of the organization of reflective activity of students was considered in the article in educational and cognitive process as an important condition for the development of their personality. The ways and principles of organization of reflective activity of future doctors in the process of formation of their professional readiness are revealed. We offer examples of exercises aimed at developing the reflective skills of future doctors in the learning process for further professional activity. Methodical recommendations on the organization of reflective activity of students with application of the offered techniques are resulted. It was determined that the high level of development of reflexive skills in students was 3.4±0.7 points which is the key to productive learning. It is through reflection that the