Innovative capacity of a personality is one of the most important constituents of human capital assets. The development of innovation activity in a personality is impossible without the goals, values and motives of self-fulfillment. Nowadays both a modern researcher and a practicing psychologist take a particular interest in personal traits' developmental level and peculiarities of the value-motivational moments in groups with various degrees of expressiveness. Particularly, a practicing psychologist works out and manages psycho-technology of the value-motivational personality sphere for effective selffulfillment in society. The study of the value-motivational features of young students with various degrees of innovativeness was conducted. The article considers re-examinations to an analysis and a research of the value-motivational features of the individual innovativeness activity. The paper also presents a comparative and empirical analysis of the above-mentioned characteristics of young students. The recent data on a personal and gender-based value-motivational sphere and an innovativeness demonstration were presented in terms of the specified research policies and ground results.The results of the study are of particular interest for practicing psychologists who can broaden the sphere of personal value-motivational structure investigation and determine the basic ways of psychocorrective work in effective human capital assets development. The diagnosis of the value-motivational innovative activity and the elaboration of the personal developmental programmes are the fundamental basis for the innovative personality potential improvement and self-fulfillment in professional career.

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The ongoing changes in the modern world - represented with nano-, bio-, info- and cognitive technological development - requires a certain skill set, mastering of which is necessary for any professional and above all - a STEM-specialist. Thus, alongside the technological advancement, leading global corporations seek to employ candidates exhibiting particular soft-skills, among which leadership and emotional intellect are in especially high demand. The purpose of the article is to formulate a comprehensive STEM portfolio, consisting of soft, emotional and leadership skills (SELS). Consequently, a new method of developing leadership skills in the STEM educational process is offered. As opposed to traditional methods of management, the new approach is based on the principle of emotional intellect, thus allowing to influence employees on a level that engages them personally, hence more effectively. The offered methodology is applicable in both educational and corporal spheres of professional STEM activity.

Background. Our empirical research and analysis revealed characteristics of the axiological orientation of students' personalities. Objective.We identified the principal types of orientation, dominant values, and attitudes of the personality in the motivational-needs sphere through a variety of validated and reliable techniques and methods. Design We understand the axiological orientation of the personality as a relatively stable set of values, motivations, needs, and moral structures produced through the lens of actions, in and through various spheres of social life, which describes complex system of a person's perception of him-/herself, his or her perceptions of others, and his or her attitude towards work and other activities. Results. The results of the empirical research demonstrate that a set of axiological, motivational, and need characteristics form pragmatic-professional, social-communicative, or individual-egoistic types of axiological orientation of the personality, which in turn describe the subject's attitude to the surrounding external reality and to him/herself. The pragmatic-professional type of person is dominated by values such as work, results, money, and process. The least attractive value to this type appears to be power. Respondents with a social-communicative type of axiological orientation have altruism, result and money as their main personal values. Values such as egocentrism, power, money, and freedom are a distinguishing mark of those with the individual-egoistic axiological orientation. Conclusion. This study also addresses how and through what patterns and mechanisms the axiological orientation of students' personalities is expressed, which could enable professionals to develop educational programs aimed at harmonizing and aligning societal values and the individual's attitudes.

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