Abstract:

Energy saving technologies offer increased and manifold economic benefits. Therefore, the solution of the problem of saving energy both external and internal (personal) is important for every human being. The readi-ness of people to save energy is developing chaotically and does not always comply with the ways of saving human resources implemented by state and society. We conducted an exploratory study that shows that a significant number of corporate employees do not have a level of readiness high enough to save energy, which justifies the need for special training of employees. The purpose of this paper is to identify the characteristics of a person ready to save energy and to develop a model of life-long learning aimed at the development of these characteristics.

With the help of questionnaires, ranking methods and the content of readiness to save energy was deter-mined. To model the educational process for the development of this readiness specified components (a target component, a content component, a procedural component, and controlling and analytical component) were singled out.

The study revealed the generalized properties of the concept “employee readiness to save energy”. They are: knowledge about energy resources and the possibilities of saving them, personal experience of energy sav-ing; a moral position that defines man's relationship with the environment; and the experience of regulation of relations with each other and with the environment. It was shown that the development of readiness to save energy develops not only in the course of formal education, but also in human self-development activities, such as when a person takes complementary, informal education and in his social life: in the family, in com-munication with friends, colleagues and different social groups. Thus, the spontaneous development of readiness to save energy is combined with a controlled educational process.

As a result, a model of the educational process designed to develop readiness of employees to save energy based on a modular interdisciplinary competence was created. Different interpretations of the model were described taking into account the specific characteristics of the education process for undergraduates, gra-duates, post-graduates and employees. We developed a scheme of process management for the training of corporate employees in energy saving, that was implemented for ten years. The statistics for the programme implementation are shown for the employees of the enterprises of an industrial region of the Russian Federa-tion (using the example of Chelyabinsk region). The method of reduced form coefficients was used to ana-lyze over 18 programmes on the basis of the above factors, allowing us to trace the growth of the number of programmes and to forecast the future development of the continuing education of employees.

Keywords:

Energy saving, readiness, knowledge, personal experience, moral attitude, continuous education, model, educational process, interdisciplinary organization.