PERSONNEL AND INNOVATION MANAGEMENT, BASED ON THE USE OF EDUCATIONAL TECHNOLOGIES
( Pp. 77-81)

The quick growth of human capital (HC) share in the national wealth, as well as the influence of education and innovation on the development of countries, makes it very important to identify the relationship between these factors [1-3]. At the same time, the estimates of human capital are complicated by so-called «external effects» or «externalities» [4, 5]. The dependence received earlier [6] that the contribution of specialists to the country's GDP exponentially depends on the number of study years (educational exponent) makes it possible to consider the mutual influence of the above factors and the causes of externalities emergence. The evaluations (using the formula of the educational exponent) of the income share received by educational innovators as part of the total innovation income have been done. It is shown that the contribution to the country's GDP in the process of HC growth greatly exceeds the income from investments in HC that is explained by external effects. The hypothetical models of income distribution from the innovations and the functions of specialists in advanced technologies, explaining the emergence of externalities, are built. With the help of the educational exponent, the model of the synergetic activity of specialists is proposed and the possibilities of eliminating the problems arising in this case are considered. It is shown that in the modern global market, the key function of highly qualified specialists is the ability to attract knowledge and technology from foreign sources on the basis of cooperation and communication processes and to ensure the implementation of the results obtained in a global scale. The result of the development and training of personnel is limited only by the observed factors of productivity growth. The greater part of the positive effect turns into a strategic innovation potential of the system interaction of innovative services market participants. The work demonstrates the possibilities of applying the educational exponent model to the assessment of the abilities for increasing the labor personnel productivity and represents the initial steps in this area. It seems that it is necessary to examine in more details the issues raised in the work to improve the methods of effective innovation activity and to verify the formulated hypothetical models. It is also important to trace the system conformity of the proposed models to practical recommendations on the formation of innovative culture in organizations. The obtained results can be used, first of all, in the sphere of forecasting, strategic planning, and also for the formation of a corporate culture. The existing methods for assessing the payback of training in companies can be improved by taking into account additional results of innovations. The practical results can also be achieved by modernizing existing active group learning technologies and quantifying of the effects obtained. The modern methods of training are largely aimed at the primacy of students in the classroom, what forms the skills of anti-team work. The obtained results demonstrate that the cooperative work of specialists is in many times more effective. Accordingly, the society and the education system are faced by the challenge of changing the educational culture. This is especially important in connection with the fact that when entering the economy of knowledge, other possibilities for increasing the productivity of labor in countries are being exhausted. The value of this work is that it is focusedtowards the interests of forming the knowledge economy and opens up opportunities for increasing the productivity of intellectual labor and human capital. The work can be used by specialists who practically form human capital, both in individual corporations and in the scale of the country.

Olga S.P., Viktor D.O., Schennikova E.S., (2017), PERSONNEL AND INNOVATION MANAGEMENT, BASED ON THE USE OF EDUCATIONAL TECHNOLOGIES. Economic Problems and Legal Practice, 2 => 77-81.

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human capital, personnel management, external effects, education, active learning, innovation, GDP.