In the rapidly changing technology in the global world and rising expansion of Asia, our postindustrial civilization to survive must make a shift towards emphasis on creativity and empathy and human ability to adapt to changes to meet the challenges of new consumption based on values and the infuse of values into economy. To flourish and develop the organizations must give way to inventiveness, empathy and meaning. That means that psychological knowledge and skills are crucial in the process in innovation creation, transfer and adaptation as Poland is characterized by low level of innovativeness should take it into account. Psychology, and especially psychology of organization and innovation, offer models and practical suggestions to make innovativeness processes more successful. Nevertheless, as the research results indicate, there are still psychological barriers in the process of innovation which should be broken by treating psychology as a partner for innovative process problem solving and psychologists themselves should be determined to play important crucial role with their knowledge and skills.

The article is concerned with analysis of situation of knowledge — in very broad sense — in the society which becomes the „vireal” — what means the synthesis of reality and virtual world with its mighty tools, which creates a completly new contexts for functioning of knowledge, science and all symbolic activities in our world. Knowledge, according to this model is not a thing but constant dynamic process, the flow between the state of chaos as the lack of clear questions and clear answers and the state of order: with clear questions and clear answers. Chaos is defined not only as disorder but as the potential source of possible orders (knowledge). There is a kind of recycling of knowledge and all symbolic structures in the sense that smaller fragments of order are pulled out of the „chaos” and „reused” in new symbolic constructions. Chaos has creative and motivating potential, so the culture open to chaos and tolerating it is perhaps more dynamic and inventive. There is analogy between chaos in this sense and the virtual sphere of the world. Internet with its extension is the vast reservoir of knowledge, information, ideas — chaotic as it is, but in positive sense, as giving possibility of creating new and complex orders, serving for human purposes in daily life. Today, the Internet and digital tools revolutionize the very idea of knowledge and are sweeping out the old institutions and forms of creating information, knowledge, science. The aim of the text is to show what are the new instruments for this creation and development of knowledge in culture of „new knowledge”, and what personal attitudes and competitions are required for creating knowledge in vireal world.

The article presents the relations between culture, economic growth and innovation. Some values, norms and attitudes are connected with economic growth while the others are connected with its lack. The article shows the values and norms that can be regarded as cultural factors of economic growth. Cultural factors connected with predictability such as effective time management and trust in social system favoured industrialization. Economic growth is connected with the following elements of culture: religion that praise people accumulating wealth (pharisaic religion), belief in the individual and freedom of action, tightness (norms are imposed tightly), and belief that wealth is something that does not exist yet. Other values such as acceptance of competition, saving money and work ethic are also very important. Some values are important for discipline and production (work ethic) and are components of tight, bureaucratic cultures with low equifinality. On the other hand, other values (independence, freedom of action) are important for creativity, which seems to be crucial when planning production. These values are components of flexible cultures. Creativity is the feature of flexible cultures with high equifinality. The factors of innovation are both in tight and flexible cultures. Organization connecting these both cultures is metaflexible and does not accept neither excessive flexibility (chaos) nor excessive tightness (excessive bureaucracy).

The aim of the present paper is to describe psychological research perspectives of religiosity and its connections with attitudes towards innovativeness. Primarily, innovativeness will be treated as a social variable. With references to Peter Drucker works it will be defined as innovation processes which are determined by individual and organizational acting factors as e.g. consciousness of purpose, obstinacy and persistence, operating from a sense of a larger purpose. These processes can be the target of individual and organizational learning and development. The first part of the article justifies that religion being a significant reference point in a modern society demands more research. Moreover, a broad discussion on this subject can be characterized as an unsystematic, simplified and ideologically engaged. In the second part of the article author presents his own model of an innovativeness process within organization which consists of four sub-processes: invention, motivation, cognition and communication. The model includes psychological factors which regulate innovativeness processes and can be treated as a proposition for testing and further empirical research. The author indicates the correlation of this factors with religiosity. Third part of the article is a review of psychological research results and theoretical models which can be consulted during research on religiosity and its relation with innovativeness. The paper shows also lack of consensus on how religiosity as a psychological phenomenon determines human organizational and particularly innovative behavior. The author’s hope is that model and ideas presented in the paper will prompt psychological research of religious impact into innovation practices in modern organizations and organized social life.

The paper concerns innovativeness competence as a meta‑competence in innovative organization per analogia to the core competence concept. The authors made an attempt to construct a theoretical model of systemic organizational variables and individual factors building innovativeness competence. In explanations they use the concept of learning organization and underline the meaning of the processes of strategic management as well as knowledge management to create proinnovative behaviors.

From times, when one can observe a social division of work, new considerations regarding human efficiency and the control of relations in the sphere of the employer‑ -worker begin. This period can be divided into few stages, where working ways changed in revolutionary manner. Discovering the following milestones of the mentioned changes it is worth pointing out the accompanying innovative solutions with regards to human management. The below article presents an evolution of thoughts regarding organization of human work starting from period of nomads, through agricultural and industrial revolution, and finishing on predicted solutions of the forthcoming post‑organization (post‑managing) era.

There are a lot of questions concerning virtual team being at one hand an innovation result and on the other hand a tool for its creation. The aim of the paper is to outline the problem of virtual team in the context of effectiveness. The paper is especially focused on organizational and psychological aspects that facilitate or disturb achieving the level of effectiveness and simultaneously make the innovation dynamism.

Web 2.0, driven by a Net Generation which is, more than ever, quick, mobile, in search of openess and authenticity, has brought to surface up to now unparralled collaborative possibilities. These new tools and this desire for more engagement and a stronger contribution are forcing companies to face new competitive principles — opening up, sharing, peering and global action — thereby deeply transforming traditional business models. In the current context of the world economic crisis, the potential of organisations to innovate and thereby stimulate their human resources will be a key success factor. First of all within, by re‑attributing to men and women their position at the heart of the organisation and by acknowledging the end of vertical integration. But organisations will also need to open up in order to integrate dispersed competencies. And that is where they will faced with a major paradigm shift. It is also in this way that they will be able to regenerate a long‑lost trust, by involving the full range of stake holders. „Wikinomy” is therefore the new economy as a result of this new and unprecendeted sharing desire. It is the economy of the committed individual, who is the main driving force behind his own development. An individual who finds a new dimension for himself within a redesigned community which defies rigid structures of ages past. The new business leaders will emerge according to their potential to adapt.

Master Erasmus Mundus on Work, Organizational and Personnel Psychology (WOP‑P) was created by five European universities that act in accordance with innovative solutions of European Union and ENOP Association. Master WOP‑P is not only an innovative, but also a proinnovative program that forms attitudes and proinnovative sensibility of the students. The innovativeness of WOP‑P students is developed thanks to the four main characteristics of the Master: Firstly, the teaching is based on competences. A very important element of the whole program is a „meta‑course” — an orientation course when students understand the importance of developing new innovative attitudes and of competences that are to be acquired during the whole study program. Students learn how to prepare the professional portfolio in response to changes and demands of the global world where there is a need for competences, flexibility and creativity. Secondly, the proinnovative character of Master WOP‑P is reflected in the scientist‑practitioner model that is applied to the master’s program. Students are enlightened on the need to build bridges between the „theoretical” academic world and „practical” world of organizations. Moreover, during the master program, the intercultural cooperation and obligatory international exchange of students and teaching staff is encouraged in form of a three‑month exchange period and a two‑week joint intensive learning unit (Winterschool). Another important aspect of the stimulation of innovativeness is the use of new technologies — both as tools used for studying (creation of the Virtual Aula for WOP-P students and scholars), and as the way of applying them in psychologist’s practice (i.e. innovative use of Internet in personnel management) that respond to the needs of the global world. The results of the WOP-P studies is the openness to a new patterns of work, breaking the barriers and stereotypes, knowledge about new and creative solutions, development of new competences that are necessary in the global world, such as flexibility, readiness for changes, sensitivity and capabilities for an international dialogue. After finishing this program psychologists are oriented on creating innovations that help, among others, in innovation transfer, breaking the resistance to acquiring innovations by organizations.

Technological development, which can be observed over the last years, has changed forms and methods of distance learning to a large extent. An opportunity of bidirectional communication plus contact with audience and an opportunity to verify knowledge and skills learnt have contributed substantially to a new form of education called e‑learning. The field of e‑learning has been developing dynamically as it is a very convenient form, which is attractive in use and transfer of knowledge based not only on text information but on multimedia as well. This form of learning has got many advantages, still a number of disadvantages or drawbacks can be listed. This is, among others, a lack of opportunities for complete interaction among students participating in this process of education, which is particularly visible in relations observed unconsciously during the group work in the real background of the classroom. Difficulties derived from limitations of e‑learning and its traditional techniques are mainly noticeable in art education, which depends largely on a master‑student relation. It seems that an implementation of virtual reality in didactics might be a technical solution to disadvantages mentioned earlier. This form permits to use visual and verbal techniques of communication. Virtual reality used in education enables teachers to catch and keep young people’s attention and gives an opportunity for support in active learning. Implementation of virtual environments can change more a style of learning than activities in the frame of formal structure in the classroom. The present paper describes techniques and methods of virtual reality that may be implemented in art education.