Introduction. The relevance of the work is determined by the need to improve the effectiveness and efficiency of innovative projects in the national innovation system and the real economy.

The hypothesis of the work is the assumption that the formation and practical application of emotional intelligence against the background of self-actualization of personality in an innovative project can lead to an increase in the effectiveness and efficiency of innovative projects.

The problem of the work is to describe the mechanism of formation and practical application of emotional intelligence against the background of self-actualization of the innovator’s personality in an innovative project.

The purpose of the work is to teach emotional leadership in innovative and educational projects.

To achieve the goal set in the work, the following tasks are solved:

- description of the concept and essence of emotional leadership in innovative and educational projects;

- description of the specifics of formation and the use of emotional intelligence in innovative projects;

- discussion of the mechanism of the influence of emotional leadership on the effectiveness and efficiency of innovative projects.

The object of the work is emotional leadership in innovative and educational projects.

The subject of the article is methods of emotional leadership in innovative and educational projects.

One of the most productive methods of theoretical and empirical research methods is the analysis of scientific literary sources. Within the framework of the topic of this article, such an analysis showed the following.

In the 1990s, Daniel Goleman began developing the concepts and methods of using emotional intelligence in production systems [1, p. 2]. The scientist believes that emotional leadership and personnel management based on the active use of emotional intelligence are possible [2, p. 2].Russian scientists are investigating the concept, functions and structure of emotional intelligence [3, pp. 762-765]. Experts are studying models and tools for the development of emotional intelligence [4, pp. 53-61]. Analysts are interested in the problem of changes in the field of emotional intelligence caused by the formation of artificial intelligence [5, pp. 235-240]. A scientist from Nizhny Novgorod explores the features of using emotional intelligence in managing project teams [6, pp. 230-232]. Experts note the presence of dynamics and changes in the emotional intelligence of students in the process of studying the discipline of the same name [7, pp. 50-53]. A university lecturer from Moscow studies the problems of scientific development and the applied use of emotional intelligence in the real economy and the social sphere [8, pp. 56-68]. The scientist considers the importance of emotional intelligence in the development of social scenarios, taking into account the possibility of digitalization in the field of emotional intelligence [9, pp. 554-561]. Experts, in the interests of the possibility of testing emotional intelligence, form methods for such testing in Russian [10]. Scientists working in the field of linguistics study the impact of expressive emotional speech on emotional intelligence [11, pp. 91-93]. Experts suggest using an interdisciplinary approach in the study of emotional intelligence [12, pp. 209-218]. Analysts suggest using multi- and unimodal methods in the analysis of human emotions [13, pp. 130-135]. Glushchenko V.V. in his textbook on management (Management: System Foundations, published in 1998) noted the possibilities of using emotions in management. For example, it was noted that excitement can generate the activity of the company’s employees [14, pp. 154-158]. At the beginning of the 21st century, scientists are forming the paradigm of intelligent (SMART) management [15, p. 26]. In their famous book on personality theory, Larry Hjell and Joseph Ziegler described the unfinished works of Abraham Maslow in the field of personality self-actualization, including the features of the psycho-physical state of a person’s self-actualized personality [16, pp. 514-520]. Glushchenko V.V. He notes the possibility of developing students’ emotional intelligence in the implementation of educational projects, in particular in the IT field [17, pp. 15-17]. Shatskaya V.I. considers autotraining in his works as a way of effective human management within the framework of personal self-management [18, pp. 118-122]. Teachers Malykhin A.V. and Bekbergenova A.A. describe key techniques for managing the emotional state of a student (auto-training, meditation, relaxation) [19, pp. 515-519]. [20, pp. 84-86]. I.A. Chesnokova. explores the specifics of ensuring the psychological stability of the individual, preventing professional burnout of employees based on the use of self-training techniques, relaxing (relaxation) techniques [20, pp. 84-86]. Glushchenko V. V. develops the theoretical foundations of teamwork and methods of strategic management of project teams based on his personal practical experience of participating in megaprojects [21, pp. 272-287]. Glushchenko V.V. develops a systematic approach in the theory of technological structures. In his works, it was proved that 22 technological structures in the history of scientific and technological progress of mankind can be distinguished [22, pp. 39-41].

Viktor Frankl believes that the meaning of a person’s life can be found in the work of this person. Viktor Frankl believed that the loss of the meaning of life can lead to neuroses and other negative states. At the same time, human existential needs find their expression in creativity [23, p. 2]. Lebedev A.V., Ivutina E.P. study the relationship between types of intelligence and personality types of university students [24, p. 40-51]. Tregubova M.V. explores the need to intensify the analysis of the brain organization and structure of the emotional area of people’s lives, taking into account their reflection in human cognitive activity and the provisions of the theory of inventive problem solving (TRIZ) [25, pp. 48-52]. Kirillova N.P., Vladimirov I.Yu. analyze the effectiveness of the influence of emotions on the possibility of overcoming standardized decisions and stereotypes of work behavior (fixity) [26, pp. 145-151]. Sofronova A.Yu. studies the ultimate experiences of a person as part of his practical experience and professional self-awareness of an employee [27, pp. 484-486]. Glushchenko V.V. develops methods of neuroinnovatics during the description of social development management systems for employees of innovatively active organizations [28, pp. 92-94]. The analysis of literary sources confirms the relevance of this article.

Method. By emotional leadership in innovative and educational projects, we will understand a project management style that is based on the high emotional intelligence (EQ) of the project team leader, their empathy, and their ability to influence the emotional and moral climate within the project team. This influence of the leader is based on understanding and managing the feelings of both their own and those of other members of the project team.

The content and key principles of emotional leadership encompass the following aspects of the project team’s activities:

1) the leader’s focus on the emotional state of the project team members (the leader pays special attention to such aspects of the project team’s work as the emotional state, motivation and involvement of team members);

2) shaping the direction and intensity of the emotional state of the supervisor (and other members of the project team) in such a way that it ensures the achievement of the goals and objectives of the project;

3) emotional contagion: the emotional state of the project team leader is transmitted by this leader to all other members of the project team)..

The objects of emotional leadership in projects are:

- when implementing innovative projects, the subject of emotional leadership is the head of the innovation project team;

- In the implementation of educational projects, emotional leadership is ensured by the teacher, who acts as a mentor to the project team.

Based on this, the emotional leadership of the project team leader leads to the following positive results:

First, emotional leadership improves the coordination of actions and the consistency of work among the project team members;

Second, it enhances the effectiveness of group and interpersonal communication between the leader and the project team members.

Forecasts show that in the period of the new 22nd technological order, innovations will become almost constant. At the same time, the main organizational form of innovation activity will be an innovation project. Let’s transform the provisions of V. Frankl’s theory about the meaning and importance of the meaning of human life to the specifics of innovative project activity. In relation to the conditions of an innovative project, following Viktor Frankl, we will assume that the meaning of any person’s life gets its meaning and embodiment in the following ways:

- participation in labor and, in particular, in innovative project activities (creation of creative values);

- deep emotional states and contacts within the framework of participation in teamwork (values of experience);

- resilience to failure, relationships of collaborative creativity and communication during the implementation of innovative projects, solving emerging theoretical and practical problems (values of attitude).

The logic of the impact of emotional intelligence on the effectiveness of scientific and innovative project activities can be described by the following logical chain: a controlled emotion of a person of a certain orientation and intensity (emotional intelligence) -a person’s psycho-physical condition -a person’s action (the nature of a person’s action, the intensity of a person’s action)-the effectiveness and efficiency of the actions of the participant of the innovation project (person).

When studying emotional intelligence, it is additionally recommended to take into account three key areas through which a participant in an innovation project (a person) fills his daily and working life with certain content. Such key areas of innovative project activity include: the professional and activity sphere, the social and communicative sphere; the personal and semantic sphere.

As you know, the formation of project teams is carried out based on such requirements:

- all team members should share the goals and objectives of the project;

- the total competence of all members of the project team should ensure the solution of the entire set of technical problems of the project.;

- personal characteristics and interpersonal relationships should ensure that the project team can work effectively together.;

- interpersonal communications should be effective enough to ensure well-coordinated collaboration and mutual learning among the members of the innovative project team.

An additional positive quality of the project team members can be considered their ability to: balance negative and positive emotions in the team; the ability to listen to other team members; the ability to act as a good conversationalist for other members of the innovative project team.

Thus, the ability to understand colleagues, understanding the mindset of colleagues, predicting their actions and feelings are the basis for the success of the project team. The development of these skills in project activities can be described as components of the process of developing emotional intelligence. The development of emotional intelligence is possible both in the course of educational projects during the student years, and in real innovative projects.

In this paper, we will take into account that psychologists can distinguish four structural elements (parts) of emotional intelligence. Let’s consider these parts of the emotional intelligence of participants in innovative project activities.

The first part of the emotional intelligence of an innovation project participant is their awareness of their own emotions. This part of emotional intelligence finds its expression in the ability of a project team member to describe, identify and correctly name his emotion, as well as determine the degree (level) of emotion intensity.

It is customary to classify employee emotions [25, pp. 48-52]. With this approach, the levels of emotional intensity in the psychology of innovative project activity can be divided into three groups:

- weak and moderate emotions reflecting background experiences in which the participant of the innovation project is in full control of his behavior and thoughts.

- high levels of emotions (pronounced fear of failure, joy of achievement, strong anger, etc.), when the emotions of a member of the project group (team) significantly determine behavior, facial expressions, communication and managerial decision-making; the behavior of a member of the project group is reflexive; there is an isotonic reaction to incoming control actions;

- super-intense emotions and affects (rage, panic, ecstasy), in which there is an extreme state (tension) of the nervous system of the project participant, with such a level of emotion, the ability of a team member to self-control and critical thinking may sharply decrease. The behavior of a member of the project team is non-reflective; there may be a violation of the isotonic reaction of a group member on the control effects exerted on it. A. Maslow defined super-intense (super-strong) emotions as “extreme experiences” that lead to changes in the personality of a participant in an innovative project.

In addition, it should be borne in mind that the intensity of emotions of innovation participants may be related to other concepts from the field of organizational behavior of innovation project participants.

For an emotion, its valence means that each emotion that arises is characterized by its own sign: positive emotions (satisfaction, joy of achievement); negative emotions (dissatisfaction, fear of failure); neutral emotions, for example, when a project goes according to plan. At the same time, the intensity of an emotion does not characterize what kind of emotion it is in terms of content or consequences (for example, good or bad), but how loud this emotion sounds at the moment of the project implementation.

The term “emotional granularity” refers to the ability of a particular member of the project team to accurately identify, describe and name the personal feelings that arise in him during the implementation of the project. Project team members self-diagnose and become aware of their emotional state with high granularity. For example, such team members understand that they are simply: “annoyed” by the conditions or problems of the project (medium intensity); “furious” (high intensity) due to the situation in the project (and not just feel a certain “general negativity”).

In this regard, emotional granularity can be considered as the basis and starting point for using emotional intelligence in innovative projects.

An important role in the awareness of emotions by a team member is played by the external and internal environment (it can be the environment of a real innovation or educational project). If a team member (student) participates in the work of a project innovation team with an open organizational culture, when the members of such a team have the opportunity to show their real emotions, then such a team member (student) is more emotionally aware than the participant (student) who is part of a project team with a closed organizational culture (in which it is impossible or not accepted to show their emotions).

The second part of the emotional intelligence structure of a project team member is related to their understanding of the emotions of other members of the project team. This understanding of the emotions of one’s colleagues in an innovative project team is based on awareness of one’s own emotions. This part of emotional intelligence is related to the fact that a specific team member (person) perceives, diagnoses, and evaluates the feelings of other project team members by analogy, projecting his own experience onto others within the framework of the principle: “I understand how this project team member feels, because I know that in such a project, I am experiencing the professional situation myself.”

The third structural element of emotional intelligence includes the ability of a project team member to correctly disclose and express their emotions. The upgraded (developed) emotional intelligence of a member of the project team makes it possible to tactfully (environmentally) express their emotions without hiding them. The “pumping” of such a skill (learning such a skill) can be carried out within the framework of interpersonal communications between members of the project team (students participating in educational projects).

The fourth part of the emotional intelligence of a member of an innovative project team is his ability to manage his own and others’ emotions, for example, as part of the formation of a certain moral atmosphere of an innovative project. At the same time, it is considered an axiom that you can learn to manage the emotions of other team members only based on experience, when a team member (a person) has learned to manage his own emotions.

The analysis carried out in this work shows that the fifth element of emotional intelligence can be identified. This fifth element of emotional intelligence consists in the ability of a project participant to correctly and constructively use the emotions of other team members to effectively and/or effectively solve the actual tasks of the project. This should take into account: certain situations in the project; the goals and objectives of the project activity stage; the emotional states of the rest of the team members; forecasting the emotional impact of one team member on other members of this project team (including the likelihood of leaving the field of reflex and isotonic states) and more.  Members of the project team can and should learn this in the process of joint innovation activities.

Additionally, John D. Mayer and Peter Salovey, psychologists from the United States, described a new type of intelligence in 1990. They called this new type of intelligence “emotional intelligence (EQ).” This type of intelligence provides an emotional perception of the information coming to the participant of the innovation project. Using emotional intelligence (EQ), a participant in an innovative project is able to make more successful design decisions. Therefore, it is important to study and explore such a topic as EQ properties, their description and practical use in innovative project activities. With this approach, people who form and manage the work of innovative project teams should take into account not only the competencies (knowledge and skills), personality type, and behavior style, but also the emotional intelligence (social skills) of the project team member.

In this context, emotional intelligence (EQ) of a participant in an innovation project (innovator) can be described as the ability of a member of an innovative project team (person) to recognize and identify other people’s and their own emotions; diagnose and predict the actions of other participants and stakeholders in an innovation project; understand the motivation and actions of others; the ability to practically apply knowledge about emotions and intentions of the counterparty to solve specific problems and practical tasks of the innovation project.

In relation to innovative projects, emotional intelligence can be considered against the background of two possible states of a project team member, namely the usual (routine) state and the state of self-actualization of a project team member. In this paper, we will proceed from the fact that a member of an innovative project team can move from a routine (normal) state to a state of self-actualization if it is necessary to solve an important task or project problem (if it cannot be solved while in a routine state). The transition of a project team member from a routine state to a state of self-actualization is possible as a result of: exertion of moral and intellectual forces; application of autotraining techniques and others.

Abraham Maslow, a well-known scientist from the USA, considered the specifics of the state of human self-actualization in his works in the field of personnel motivation. The specific features of the state of self-actualization, the factors of self-actualization of the participant of the project team are reflected in the famous book [19, pp. 514-520]. Based on these data, it is possible to create a descriptive model of the self-actualized personality of a member of an innovative project team. Such a self-actualized state of personality of a participant in an innovative project team can be described as follows:

- increased clarity of perception of the surrounding reality (abstraction from hopes and fears), which helps to more clearly understand the conditions, goals, objectives and results of innovative projects;

- acceptance of the image of the project, the project team members, including themselves, the elements of nature and the anthropogenic environment of the innovative project;

- simplicity, naturalness and spontaneity in the behavior of the project team and in business communication with the participants and stakeholders of the project;

- increased focus on the problem, the solution of which the self-actualized members of the project team consider their mission in this period, which increases the speed of finding the right innovative solution.;

- the importance of a certain abstraction, the inviolability of inner life, which contributes to the generation of innovative ideas;

- freshness of perception of reality (lack of standardization, narrow-minded view of the problem), which expands the possibilities for generating fundamentally new (pioneering) ideas;

- extreme (peak) experiences in the creative process, which is fraught with overexertion and professional “burnout”;

-recognition by a self-actualized member of the public interest team and the desire to improve the anthropogenic environment surrounding the reality of the innovative project;

- deep interpersonal relationships, including between the members of the innovative project team;

- the democratic nature of behavior and business communication between self-actualized members of the project team;

- differentiation of means and goals by a self-actualized member of the project team, which contributes to solving the problems of an innovative project; creativity and more.

Entering a state of self-actualization of a member of the project team during an innovative project can be achieved using, in particular, volitional efforts, meditation, and self-training techniques [19, pp. 515-519].

Neuroinnovatics was proposed to be called a set of methods for managing innovation activities using neurotechnologies. It is proposed to consider the following methods as structural elements of neuroinnovatics: self-actualization of members of innovative project teams; conducting organizational-activity and project-activity games; developing and using emotional intelligence in the work of project teams; conducting collective idea generation; developing and using intuition within the framework of expert methods; developing and using artificial intelligence in projects and others [28, C. 92-94].

Within the framework of neuroinnovatics, the principle of optimal orientation and intensity of the emotional state of a project team member can be formulated, which states: a project team member must use emotional intelligence in order to be in an optimal (best in terms of work efficiency) emotional state (low level of emotions and high intensity of emotions interfere with effective work).

Discussion. Participation in innovative projects is connected with creativity. By creativity in innovative projects, we will mean the implementation of a certain set of technical, scientific, technological, legal and economic roles in the course of joint activities. Generally speaking, the creativity of a project team member can be understood as the ability of a team member to integrate knowledge elements from various fields into new combinations that were not previously known.As a result of creative actions, new ones appear: objects of innovative projects (goods and services); new projects are formed (plans and methods of project implementation) and much more.

The leader and the participant of the project team need constant monitoring and analysis of their actions, search for the most effective management techniques, analysis of the emotional state of the team members. The development and practical use of emotional intelligence in innovative projects can correct the behavior and self-esteem of project team members. The key to this method of self-learning is self-awareness and creativity. An effective leader, a member of the project team, aimed at the success of the project, must constantly work on themselves (including the development of emotional intelligence) [14, pp. 154-158].

In the course of innovative projects, the intelligence and intellectual potential of the project participant (human) are realized and commercialized. As already noted, Lebedev A.V., Ivutina E.P. investigate the interaction of types of intelligence with personality types of students studying in higher educational institutions of our country [24, pp. 40-51]. At the same time, as you know, Charles Spearman created a two-factor model of human intelligence abroad. This model includes: the g-factor (general factor), which (in his opinion) describes the general mental energy (the basis of all intellectual activity); s-factors (special factors of intelligence), which are the basis for success in certain narrow fields of activity of a given person. Taking into account such a factor as emotional intelligence (EQ) allows us to talk about a new, three-factor model of intelligence.

At the same time, as already noted, Daniel Goleman proposed a four-factor model of emotional intelligence itself: self-awareness; self-regulation; empathy (social consciousness and empathy); social skills (social relationship management). As already noted, the analysis conducted in this article shows that it is possible to describe the fifth element of emotional intelligence (managing emotions in the interests of achieving the goals and objectives of the project). Such a structural element of emotional intelligence forms the ability of a team member to correctly and constructively use emotions to solve urgent problems. This can be learned in the course of managing the emotions of the project team members.

The analysis shows that emotional states of low (background) and medium intensity can be considered the most promising for the development of management methods using emotional intelligence in innovative projects. The greatest effect in the field of emotional intelligence can be obtained when the transition of the participant of an innovative project from the area of low intensity of emotions to the area of medium intensity of emotions is ensured. At the same time, a state of moderate intensity of emotions can be considered as a necessary condition for the self-actualization of a member of an innovative project team. As for states with high intensity of emotions, in this case, the task of emotional intelligence can be considered to reduce the level of intensity of emotions to medium intensity. Prolonged retention of high intensity of emotions can be considered in emotional intelligence as a source of risks (in particular, risks that are destructive to the project team) and the risk of professional burnout of the members of the project innovation team.

Therefore, one of the directions for the development and use of emotional intelligence in innovative project activities can be considered the use of emotional intelligence to minimize the likelihood of project participants going into states of super-strong emotions.  Recall that from the point of view of management theory, super-strong emotions (affect) generate non-reflective states of employees, which are characterized by a violation of the isotonicity (proportionality) of the reactions of project participants to the controlling influences of leaders and managers.

Additionally, in the process of developing (leveling) and practical use of emotional intelligence, it is recommended to take into account that the emotional intelligence considered in this paper refers to “soft professional skills. These kinds of skills can and should be developed and trained (upgraded) to achieve effective interaction with people (members of the project team). Mastering the skill of managing your own emotions and the emotions of other project team members allows you to: quickly understand the essence of the project problem; use the appropriate management technique in a particular situation; ensure maximum results in the project.

Additionally, it is recommended to take into account that within the framework of the bureaucratic management paradigm, many managers are unable or unwilling to consider their emotions when working on projects. Proponents of the bureaucratic management paradigm reject emotions as an annoying nuisance, an unwanted intrusion into the business world. In contrast to this approach, within the framework of the paradigm of participatory management, emotional intelligence can not only be recognized, but also considered an effective way to increase the effectiveness of innovative project activities.

The management textbook, published in 1996 and 1998, noted that human feelings (in particular, those of participants in an innovation project) can be beneficial and can be used to increase the effectiveness of business performance [14, pp. 154-158]. The analysis shows that the emotions of the leader or participants of innovative projects can be included in the project management mechanism as its structural elements. Let’s describe the specifics of the elements of the project management mechanism related to emotional intelligence (or neurotechnologies of project management-neuroinnovatics).

The excitement of the project team members stimulates their activity and thus contributes to the speedy achievement of the project goals.

The empathy of the project team members reduces the resistance of the human environment, makes project management humane, and increases the teamwork of the project team members.

The interest of the project team members helps to detect a problem in the project (team) at the early stages of its development, move forward, and minimize the negative consequences of work failures.

The curiosity of the team members helps to detect problems earlier, which consist in finding new opportunities and design solutions, and to master new areas of project activity.

Confidence psychologically strengthens the leader and participants of an innovative project, adds solidity and grace to their efforts.

Improving the effectiveness of project teams can be provided by emotional states that generate such qualities of a leader and participants in innovative project teams.

A team member’s sense of confidence can transform into his commitment, which allows him to search for new opportunities for the project within the initial conditions and search for new combinations and solutions to the problem that arises in the project.

Perseverance as a volitional mental property of a person is the ability of a team member to achieve their goals despite their own fatigue and (or) the resistance of the external environment. This personality trait can be generated by a feeling of dissatisfaction or a desire for something (to achieve a certain result in a project).

Learning how to effectively manage your own and others’ emotions, how to use and build your strength correctly is a difficult task.

To do this, a member of the project team needs to study their emotions and themselves, not be afraid to express their feelings, seek to establish close personal relationships with others, calmly accept their failures and learn from them, and form a realistic self-esteem.

Self-observation and self-exploration play an important role in emotional intelligence. Project team members who want to use their emotions and their energy effectively should:

1) use your emotions to find ways to solve problems with minimal effort, time, and resources;

2) realistically assess the level of intensity of their emotions, rationally allocate their available forces and resources;

3) analyze your emotions in order to identify and eliminate all psychological barriers that prevent the growth of your reserve of strength.;

4) control the intensity of your emotions in order to overcome stress and difficulties, and avoid affective (non-reflective) states when working on a project.

Project team members are encouraged to identify stress, which is usually accompanied by a feeling of internal pressure with mental symptoms such as difficulty breathing and increased muscle tension, and changes in the nature of brain activity. At the same time, it should be taken into account that stress affects team members in two ways: on the one hand, under the influence of stress, project participants become more vulnerable, and on the other hand, stress stimulates their increased activity in the project. Due to the fact that stress is an organism’s reaction to high-intensity emotions, stress needs to be managed within the framework of emotional intelligence. At the same time, it is necessary to prevent the appearance of panic states, states of affect.

For those project participants who manage stress more successfully than others within the framework of their emotional intelligence, the following features are characteristic:

1) such project participants are able to postpone work and solving the project problem until they manage to reduce the intensity of emotions to an average level and are able to cope with the emotion, use this emotion in work and creativity;

2) such members of the project team can specifically relax in order to rest the body and mind from physical and mental stress, regulate the intensity of emotions, and gather strength to successfully combat stress;

3) these project team members are able to review (form a common view) events within the framework of the project and their lives, while not losing their broad perspective and not concentrating on the small details of the studied project situation;

4) such team members are characterized by adequate planning and intervention in the situation so as not to let the stress consume them;

5) such project participants meet problems and are ready to deal with difficulties, project problems or unpleasant events;

6) these members of the project team really assess their capabilities and do not allow themselves to overexert themselves;

7) such employees do not allow themselves to enter into a state of depression, but seek to determine the cause of the problem in order to take up its solution later.;

8) project team members belonging to this category are capable of losing their popularity in the interests of the cause;

9) team members from this group do not force themselves to follow extremely rigid plans that are difficult for them to implement;

10) such team members actively limit their level of involvement in the direct implementation of solutions.

The analysis shows that some of the above characteristics of project participants who possess emotional intelligence methods represent a lifestyle, and some of these features can be attributed to skills in solving the project’s tasks and problems. At the same time, the most important thing is the ability of a member of the project team to clearly and objectively assess their emotions, the requirements of project work and creatively approach problem solving. Such abilities of project participants should be combined with a rational allocation of their time in project activities.

Time management can also be considered a structural element of emotional intelligence in such a way as to reduce or increase the intensity of emotions during certain operations.

The techniques of analysis, management and effective use of personal time are described, in particular, in [14, pp. 154-158].

To ensure positive management of the emotions of other project participants, a prerequisite is the ability to win over other team members and people from the external environment. For this purpose, such recommendations can be used (sincere interest in colleagues, be a good listener, smile, and more). These recommendations were formulated and published back in the 1930s by Dale Carnegie (six ways to win people over, nine rules for influencing people, and more) [14, pp. 154-158].

When studying and analyzing the risks associated with the development and practical application of emotional intelligence in innovative project work, it is recommended to take into account and use the developments of V. Frome, in particular, we are talking about such concepts as existential vacuum, noogenic neurosis, logotherapy, paradoxical intention, dereflexia.

An existential vacuum is understood as a state of emptiness and meaninglessness of the work performed, which occurs when a member of the project team loses his bearings in this innovative project or in life in general. We will agree to call this risk the risk of professional burnout if it is associated with the loss of professional guidance and meaning, overstrain of the physical and moral strength of a member of the project team, a series of personal or collective failures in the project.

Let’s agree that the term “noogenic neurosis” should be understood as a special type of mental disorder of a member of the project team, generated not by biological (or psychological) injuries, but by his spiritual crisis and frustration of his will to make sense (awareness of his inability to solve the problems of the project and others).

By logotherapy within the framework of emotional intelligence in an innovative project, we will mean helping another member of the project team realize their responsibility for the results of the project and find their own personal meaning within the framework of this project and teamwork.

Within the framework of emotional intelligence, paradoxical intention can also be used in an innovative project. This is a method of emotion management based on the fact that a team member is invited to desire or strengthen something that he is terrified of (for example, failing in a project or being scared of an incorrect design decision) in order to reduce anxiety that prevents a team member from working effectively and harmoniously in a project.

Dereflexion can also be considered a method of emotional intelligence in an innovative project. The essence of dereflexion is to shift the excessive attention of a team member from himself to the current tasks of the project (business) or to another member of the project team to ensure well-coordinated teamwork in an innovative project.

These methods can be considered methods of risk management for the development and use of emotional intelligence in teams of participants in innovative projects.

In general, the materials of this article suggest that the emotional intelligence of a member of the project team includes the following abilities and abilities: to assess their emotional state; to assess the emotional state of other project participants; to manage the intensity of emotions of their own and colleagues on the project; the ability to direct their emotions and those of colleagues to solve the tasks and problems of the project; to synthesize motivation for oneself and others; the ability to persistently strive to achieve a goal, despite problems; the ability to restrain impulses and delay getting satisfaction; the ability to control one’s moods (not to let fear, suffering, or dissatisfaction deprive oneself of the ability to think); the ability to empathize (empathy) with other team members; the ability to hope for effective problem solving and achievement of the goals of an innovative project.

Since a real project and an educational innovation project have many common elements, the materials of this article can be useful both in the implementation of real projects and in the implementation of educational projects with an emphasis on the development of emotional intelligence of participants in such projects.

In general, we can say that emotional intelligence, methods of its use, methods of risk management of the use of emotional intelligence can be attributed to neurotechnologies in the management of innovative project activities, neuroinnovatics.

Conclusion. The article discusses the concept, content and risks of emotional intelligence in innovative projects. The elements and ways of developing emotional intelligence in the framework of innovative projects are discussed. The paper describes techniques that allow members of project teams to control the intensity of their emotions in order to optimize their emotional state in the workflow.

The work transformed the provisions of V. Frankl’s theory about the meaning and importance of the meaning of any person’s life in relation to the features of innovative project activity. It is noted that the participant of the project activity achieves an understanding of his life in the processes: participation in innovative project activities (creation of creative values); the emergence of emotional states and contacts (values of experience); teamwork (values of relationship).

The article describes the logical chain of the influence of emotional intelligence on the effectiveness of scientific and innovative project activities: a controlled emotion of a person of a certain orientation and intensity (emotional intelligence) -the psycho-physical state of a person -human action (the nature of a person’s action, the intensity of a person’s action)-the effectiveness and efficiency of the actions of the participant of the innovation project (person).

Within the framework of emotional intelligence (as part of neuroinnovatics), the principle of optimal orientation and intensity of the emotional state of a project team member was described, which states: a member of the project team should be able to use his emotional intelligence to ensure that the team and himself are in an optimal (best in terms of work efficiency) emotional state (low level of emotions and high intensity of emotions interfere with effective work).

The article considers the risks of using emotional intelligence associated with the emergence of an existential vacuum among the project participants; noogenic neurosis, paradoxical intention, and dereflexia. The possibility of logotherapy within the framework of using emotional intelligence in an innovative project is being studied.

The areas of further work on the topic of this article include: research on the elements of emotional intelligence; research on emotion management methods within the framework of emotional intelligence; research on the impact of emotional intelligence on the productivity and effectiveness of project teams, etc.

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