CC BY
23Для устранения же социального неравенства в новых условиях развития крайне важно:
1. обеспечивать контроль доходов и расходов людей.
2. сглаживать разницу в доходах между самыми низкооплачиваемыми и высокооплачиваемыми слоями населения [4].
3. создавать равный доступ к социальным услугам.
4. вводить механизм справедливой оплаты труда.
Сейчас нужно работать на опережение, используя своевременно весь позитивный потенциал и нейтрализуя возможные риски, главным образом проводить структурные и институциональные реформы, обеспечивающие прочную основу для повышения благосостояния людей как главной цели российской экономики, для поддержания устойчивого роста и конкурентоспособности не только для государства, сколько для как каждого человека.
Правительство стремится разработать и внедрить программы, направленные на улучшение качества жизни всех социальных слоев населения в каждом регионе. Но для достижения высокого качества жизни населения требуются дополнительные решения.
Приоритетным должно быть реформирование системы социального обслуживания с использова-
нием цифровых технологий, позволяющее с оптимизмом смотреть в будущее в свете обеспечения важнейшей стратегической цели - развитие человеческого капитала, достижение принципиально «нового» качества жизни населения.
Литература
1. Горбунова О.Н. Трансформация квалификационных характеристик трудового ресурса в условиях современной экономики // Актуальные инновационные исследования: наука и практика. 2009. № 1. С. 28.
2. Ермакова Е.Р. Социально - экономическое неравенство как следствие несовершенства процессов перераспределения // Национальные интересы: приоритеты и безопасность. 2018. Т. 14. № 7 (364). С. 1235-1250.
3. Кремлев М.Д. Проблемы оценки уровня жизни населения // Вопросы статистики. 2018. № 8.
4. Мананникова О.Н., Потокина С.А., Товмач Л.Н., Черницын Д.В. Проблемы формирования социального неравенства в регионах России в условиях структурно-цифровой трансформации // Современная экономика: проблемы и решения. 2019. № 6 (114). С. 198-213.
5. Тулузакова М.В. Стратегии преодоления социального неравенства как поиск социальной справедливости // Актуальные проблемы современности: наука и общество. 2018. № 3 (20). С. 26-28.
ANALYSIS OF LABOR MARKET NEEDS AND EMPLOYERS REQUIREMENTS FOR FUTURE
ECONOMIC SPECIALISTS
Smachylo V.,
PhD, Associate Professor Khalina V., PhD, Associate Professor Shychenko A.
Master
Kharkiv National University of Civil Engineering and Architecture
ABSTRACT
In the conditions of information inflation and restructuring of the usual world order, acceleration of all socioeconomic processes and transformation of the global perception of reality, it is the change of educational paradigm that is a necessary precondition for adaptation and even survival in complete uncertainty. Education, and in particular higher education, should provide a sense of security, promote the acquisition of skills that can be used differently in any activity, learn and retrain throughout life.
The article presents an in-depth analysis of the needs of employers and their requirements for economic professionals. The most popular skills on the Ukrainian labor market, both universal and professional, have been studied, as well as compared with studies of world trends. Prospects for further development have been identified and what transformations the system of educational services should undergo in this regard to meet the changing demand in the labor market.
Keywords: labor market, employers, universal skills, soft skills, analysis, human resources, educational programs, applicants for higher education, generation theory.
Formulation of the problem. Determining the requirements of employers for the competencies of future employees is an important factor for the formation of human resources and their management [1]. The relevance of studying the realities and prospects of human resources development is due to the growing importance of the role and place of man in all socio-economic processes [2]. In the process of human resources
development, the implementation of disciplines in the educational program plays an important role, which would form program results aimed at mastering universal skills that are in demand in the labor market and necessary for starting your own business (including implementation and development of social entrepreneur-ship as a separate and a specific but promising type of self-employment [3-4]). At the same time, the customer
Sciences of Europe # 64, (2021)_
orientation of the business, which is the main and most effective style of activity today, depends entirely on the universal skills of employees [5]. At the same time, adaptation, as a functional feature of socio-economic systems and personnel of enterprises [6-8], as well as adaptability, as their key feature, are characterized by one of the most important skills of today.
The Analytical Report "Urban Competitiveness Index 2019/2020" [9] identified barriers to doing business that most hinder development in Ukrainian cities. It is pointed out that among the first three obstacles, which are traditionally high taxes and low consumer demand (regardless of size and sector), there is such a problem as the lack of skilled labor. The problem is manifested not only in the quantitative shortage of workers, but also in the qualitative inconsistency with the needs of employers.
Modern economic realities in Ukraine demonstrate the complex problem of staffing business structures in all areas of management, which is caused by many factors, including the mismatch of skills acquired by students of all levels (hard skills prevail), the demands of employers (except hard skills need soft skills). Formal education is aimed mainly at the development of professional competencies that determine the so-called hard skills, while soft skills are given almost no attention. Thus, scientists face a number of problems that need to be addressed immediately, namely: the inconsistency of the competencies of graduates of economic specialties of the Free Economic Zone to the demands of employers in the labor market of the Kharkiv region; low level of professional compliance in terms of soft skills of job seekers to the requirements of employers in the labor market of the Kharkiv region.
At the same time, the direction of solving the problems is to increase the level of compliance of job seekers with the requirements of employers in the labor market of the Kharkiv region by improving (revising) educational programs. To provide practical recommendations in this direction, it is necessary to solve several tasks:
-analyze the requests of employers regarding the competencies of economic professions using job-sites;
-analyze employers' inquiries about the competencies of economic professions through questionnaires (interviews);
-to form a vision of competencies of economic professions through questionnaires and focus groups with applicants for higher education in economic specialties 1-6 years of study;
-to form a vision of the competencies of the professions of economic profile through questionnaires and focus groups with teachers of free economic zones;
-form a vision of the competencies of economic professions by analyzing global trends in the requirements of employers;
-summarize the competencies required for graduates of free economic specialties in the general recommendations for the formation of educational programs.
The inclusion of teachers of economic specialties in the stakeholders is due to the fact that universities must be innovative and progressive centers and offer employers innovations in the professional field. Thus, employers can develop competencies that are outdated and do not correspond to modern trends in economic development to job seekers (graduates of free economic zones).
General research methodology:
1. Expert analysis of job-sites in terms of functional responsibilities, hard and soft skills of economic specialties.
2. Formation of a pool of functional responsibilities, hard and soft skills for further analysis.
3. Detailing and rating of hard and soft skills of economists by interviewing employers.
4. Questionnaires and focus groups with applicants for higher education in economic specialties 1-6 years of study to identify their vision of hard and soft skills.
5. Focus group with freelance teachers to identify their vision of hard and soft skills (interview method).
6. Analysis of global trends in competencies, skills, abilities.
At the first stage of the analysis we will focus on the study of job-sites in Ukraine. This practice is appropriate given the presentation of the results of the study on labor market dynamics by the National Qualifications Agency (NQA) at the forum "Human Capital: A New Agenda", which took place on November 12-13, 2020. The analysis was conducted from 01.10 -31.10.2020 on the sites robota.ua and Work.ua, which are the most popular in our country. It was determined that the number of resumes exceeds the number of vacancies (290.51 thousand against 82.61 thousand); compared to September, there is a declining trend in job search and supply (-18.69% and -9.17%, respectively) [10].
Results of the research. The authors analyzed the most popular job sites in Ukraine - work.ua and rab-ota.ua. According to the analysis of work.ua, we note that most vacancies in Ukraine as a whole as of 25.10.20 belong to working specialties (12%), in second place - sales and procurement (10%), services (9%), retail and administration, management of 6% (Fig. 1).
Figure 1 - The structure of vacancies by category in Ukraine as a whole InKharkiv, according to the same site have the following picture (Fig. 2).
I IT, computers, internet i Construction, architecture Hotel and restaurant business, tourism Mass media, publishing, printing Culture, music, show business I Marketing, advertising, PR Real estate I Security, safety Working specialties, production
Administration, middle management Accounting, audit Design, creativity Beauty, fitness, sports
Logistics, warehouse, foreign economic activity
Medicine, pharmaceuticals
Education, science
Sale, purchase
Retail
Figure 2 - The structure of vacancies by category in Kharkov as a whole
12% are workers, 11% are sales and purchasing, 9% are IT, computers, and 8% are service. Administration, middle management, marketing, advertising and PR at 5%. Accounting and auditing, retail trade - 4% each. Among economic specialties, the distribution is presented as follows (Fig. 3).
Business analys Business assistanBusiness consultantHR superviser HR manager
1% 9% 5% accountant
internet marketer, . planning economist
marketer 0%
6%
recruiter 4%
head of sales ^ department M 2%
sales representa 5%
tender specialist 1%
economist 1%
buyer 4%
cashier 5%
credit expert 1%
Sales Manager 41%
Figure 3 - Distribution of specialties of economic direction
As of October 26, 20, 15 vacancies for economists in Kharkiv were submitted to the work.ua website, which contained requirements for the job seeker. The analysis of requirements to applicants for the profession of "Economist" is presented in table. 1. 50 vacancies in Ukraine were analyzed (excluding the financial and credit sphere).
Methodology of analysis: since vacancies are formed without following the standard form, their content varies; in addition, the same functional responsibil-
ities are described either very broadly or very concretely; vacancy names vary; vacancies reflect the specifics of the field of activity. Therefore, a qualitative analysis was applied to each vacancy, an expert assessment of the functional responsibilities of the economist was conducted, and the formation of the essential workload was carried out. Vacancies also formed the necessary knowledge / skills / requirements, among which, almost all employers noted the presence of experience (91%).
Table 1
Generalization of requirements for applicants for the position of «economist» according to the site work.ua
Functional responsibilities Times /% Necessary knowledge, skills Times /%
Budgeting, execution, control, reporting 15/30 Knowledge of budgeting 8/16
Analysis of economic activity in general and in terms of individual areas (costs, revenues, cost, sole proprietorship, goods and materials, range, cash flow, efficiency, profitability, etc.), including factor analysis 22/44 Knowledge of management accounting 12/24
Preparation of calculation (plan / fact), its analysis, formation of conclusions and recommendations, pricing 16/32 Knowledge of accounting 10/20
Cost / revenue analysis 11/22 Skills of processing large arrays of information 8/16
Maintaining management accounting in general and in terms of areas of activity 17/34 Knowledge of PC MS Office (Excel, Word, Internet) 38/76
Formation, analysis, reporting (management) of cash flows (payment calendar), financial planning / reporting (VAT, balance, P&L) 10/20 Negotiation skills 3/6
Accrual, accounting, calculation, analysis of wages, labor indicators 12/24 Knowledge of 1C 36/72
Understanding the production process 5/10 Prozoro, tender documentation 4/8
Maintaining primary accounting, the ability to draw up primary documents, check their accuracy 16/32 РРО 1/2
Work with contractors on payment, reconciliation of documents, payments, settlements 12/24 BAS 1/2
Work with accounts payable / receivable 11/22 SAP 1/2
Analysis of competitors, suppliers, their range, prices 9/18 Power Quarry 1/2
Ensuring document flow (preparation, control, accounting (contracts, orders, ledgers, etc.)) 9/18 ERP 3/6
Reporting (financial, management, economic) 17/34 Honey 1/2
Personnel accounting 3/6 Power Bi 2/4
Maintaining production accounting 5/10 Knowledge of personnel accounting 2/4
Formation of models and forecasting of indicators 4/8 Business correspondence skills (correspondence) 4/8
Development of motivation indicators and KPI analysis 2/4 Knowledge of financial reporting 5/10
Participation in management accounting automation projects 6/12 Knowledge of statistical reporting 2/4
Formation of economic calculations to substantiate management (including investment) decisions 8/16 Knowledge of English at the upper-intermidiate level and above 2/4
Calculations of business plans of projects; 2/4 Knowledge of financial accounting 4/8
Based on the table. 1 build diagrams of the necessary knowledge and skills (Fig. 4).
Knowledge of budgeting 12
Knowledge of management accounting 24
Knowledge of accounting 20
Knowledge of personnel accounting 4
Knowledge of financial reporting 10
Knowledge of statistical reporting 4
Knowledge of financial accounting | 8
Figure 4 - Analytics of professional knowledge /skills that a graduate of economic specialties should have
(according to the analysis of job-sites)
According to the results of interviews with academic staff related to teaching in the specialties 051 Economics and 076 Entrepreneurship, Trade and Exchange, the following professional knowledge / skills were added to: the necessary knowledge of production accounting; knowledge of business planning; knowledge of project management.
This addition is due to the fact that teachers monitor modern educational programs of the leading free economic zones of Ukraine and foreign universities, as well as the dynamics of development of a particular
specialty. Accordingly, these are the knowledge and skills that a future employer will need. Analysis of application packages for economists (Fig. 5) showed
From the analysis of job-sites we see that 76% of vacancies assume that job seekers will have good skills in working with PC MS Office, and another 72% want future employees to be able to work with 1C. Also prescribed in vacancies are the ability to work in general with ERP, or specifically with BAS, SAP. As an analytical program for economists, employers want Power BI.
Knowledge of PC MS Office (Excel, Word, Internet) 76
Knowledge 1C 72
Prozorro, tender 8
PPO 2
BAS 2
SAP 2
Power Quarry 9 2
ERP 6
MeDOC 2
Power Bi 4
Figure 5 - Analytics on application packages that should be owned by a graduate of economic specialties
(according to the analysis of job-sites)
Sciences of Europe # 64, (2021)_
Teachers are recommended to add Smet to the program packages, because the university has a construction orientation, and Power Point as a basic skill of presenting information.
It should be noted that employers are very limited and generally prescribe soft skills in the requirements for applicants. For example, sociability, stress resistance, etc. The list of soft skills that are most often prescribed by employers is
To form a holistic picture of the competencies that an economist should have, a survey of 31 employers was conducted using a Google questionnaire, which answered a number of questions: programs that an economist should have; basic professional knowledge / skills; soft skills.
presented in Fig. 6.
Negotiation skills 6
Business correspondence skills (correspondence) 8
Knowledge of English at the upper-intermidiate level and above 4
Figure 6 - Analytics on soft skills that a graduate of economic specialties should have (according to the analysis
of job-sites)
The list of questions and answer options was developed by the project participants based on the results of site analysis. Among the software, the basic knowledge of MS Office PCs (Excel, Word, Internet) is 93.5%, which correlates with the all-Ukrainian need
(76%); in the second place of knowledge 1C Enterprise in its various configurations and blocks - 80.6%, which, again, corresponds to the all-Ukrainian trend of 72% (Fig. 7).
Figure 7
Rating of software that should have a graduate of economic specialties, % (according to a survey of employers)
With the results of the survey on basic professional knowledge / skills, the results were obtained, which are shown in Fig. 8.
From this figure we can see that 80.6% of respondents consider knowledge of financial accounting necessary; 74.2% - knowledge of budgeting, knowledge of financial reporting, knowledge of business planning consider this knowledge necessary for graduates of economic specialties; 67.7% of respondents consider
knowledge of management and accounting necessary; 64.5% prefer project management knowledge.
Employers who took part in the survey are partners of KhNUBA, where graduates are employed, or who are directly graduates; also among employers there are organizations which do not have in the staff graduates of economic specialties of KhNUBA; are leaders of the labor market of the Kharkiv region or cooperate with KhNUBA on improvement of educational programs and development of soft skills.
Knowledge of ente rprise accounti ng Knowledge of statistical reporting Knowledge of personnel accounting Project ma nag em ent Knowledge of accounting Knowledge of management accounting Knowledge of business-plan Knowledge o f fina nci a I rep orti ng Knowledge of budgeting Knowledge o f Financi a I a cc ounting
48.4
3SJ
3 ¡5,5
¡5.6 ¡5.6 67.7
0
80.6
10 20 30 40 50 60 70 80 90
Figure 8 - Rating of basic professional knowledge / skills that a graduate of economic specialties should possess
(according to the survey of employers)
According to the analysis of vacancies published on the site work.ua and rabota.ua, as well as the results of interviews with teachers, a pool of soft skills was formed, which are the most necessary for graduates of
economic specialties. Their detailing and prioritization was based on a survey of employers. The results are given in table. 2.
Table 2
The results of a survey of employers on the importance of soft skills
What soft skills are most needed for graduates of economic specialties: 5 points 4 points 3 points 2 points 1 points Weighted assessment
% % % % %
business correspondence skills (correspondence) 67,7 19,4 6,5 6,5 0 4,486
communication skills (negotiation skills) 80,6 9,7 6,5 3,2 0 4,677
foreign language proficiency at the intermediate level 29 25,8 29 12,9 3,2 3,642
time management skills 38,7 38,7 22,6 0 0 4,161
ability to work in a team 80,6 16,1 0 3,2 0 4,738
ability to present the results of work (research) 41,9 41,9 9,7 3,2 3,2 4,158
critical thinking 58,1 25,8 12,9 0 3,2 4,356
leadership 16,1 35,5 32,3 16,1 0 3,516
creativity 41,9 32,3 16,1 9,7 0 4,064
The results of soft skills rating are shown in Fig. 9.
leadership
foreign language proficiency at the
intermediate level
creativity
ability to present the results of work (research)
time management skills
3,516
3,642
4,064
4,158 4,161
critical thinking 9 4 356
business correspondence skills ■
(correspondence) "ft 4 486
communication skills (negotiation
skills) "ft 4 677
ability to work in a team
U N
4,738
Figure 9 - Rating of soft skills for economic specialties (according to the survey of employers), points
As for soft skills, the most necessary are the ability to work in a team (4,738 points), communication skills (negotiation skills) (4,677 points), business correspondence skills (correspondence) (4,486 points) and critical thinking (4,356 points).
According to the results of the survey of applicants for economic specialties, we have the following picture (Fig. 10-12, Table 3).
Knowledge of enterprise accounting Knowledge of statistical reporting Knowledge of personnel accounting Project management Knowledge of accounting Knowledge of management accounting Knowledge of business-plan Knowledge of financial reporting Knowledge of budgeting Knowledge of financial accounting
■ 33,3
■ 26,7
■ 53,3
■ 53,3
53,3
60
0
10
20
30
40
53,3 50 60
■ 80
73,3
70
80
90
100
Figure 10 - Rating of basic professional knowledge / skills that a graduate of economic specialties should
possess, % (according to the survey of students)
7
Figure 11 - Rating of software that should have a graduate of economic specialties, % (according to the survey
of applicants)
Table 3
Results of the survey of applicants on the importance of soft skills)
What soft skills are most needed for graduates of economic specialties: 5 points 4 points 3 points 2 points 1 points Weighted assessment
% % % % %
business correspondence skills (correspondence) 26,7 26,7 26,7 20 0 3,604
communication skills (negotiation skills) 73,3 20 0 0 6,7 4,465
foreign language proficiency at the intermediate level 60 26,7 6,7 6,7 0 4,403
time management skills 33,3 53,3 13,3 0 0 4,196
ability to work in a team 80 13,3 0 6,7 0 4,666
ability to present the results of work (research) 46,7 33,3 6,7 6,7 6,7 4,069
critical thinking 66,7 13,3 13,3 0 6,7 4,333
leadership 66,7 20 13,3 0 0 4,534
creativity 60,0 26,7 6,7 6,7 0 4,403
Comparing the results of the survey of employers and applicants who are currently studying, it should be noted differences in the top of their needs and leadership
foreign language proficiency at the intermediate level creativity
ability to present the results of work (research)
time management skills critical thinking
business correspondence skills (correspondence) communication skills (negotiation skills)
ability to work in a team
Figure 12 - Rating of soft skills for economic specialties (according to the survey of higher education), points
expectations
3,604
ft 4,46 5
ft 4,403
4,196
ft 4,666
4,069
ft 4, 333
ft 4,53 4
ft 4,403
Thus, in relation to basic professional knowledge / skills, a comparative analysis is shown in Fig. 13.
Basic professional knowledge employers students
Knowledge of financial accounting (ft 80,6 53,3
Knowledge of budgeting 74,2 60
Knowledge of financial reporting 74,2 53,3
Knowledge of business-plan 74,2 If' 86,7
Knowledge of management accounting 67,7 73 ,3
Knowledge of accounting 67,7 53,3
Project management (¡jü 80
Figure 13
Comparison of top basic professional knowledge / skills according to surveys of employers and applicants
Regarding soft skills, the comparison of their significance and importance from the point of view of employers and applicants differs significantly (Fig. 14).
creativity
leadership
critical thinking
4,064
4,356
ability to present the results of work (research)
ability to work in a team
1, 734
time management skills
foreign language proficiency at the intermediate level
communication skills (negotiation skills)
business correspondence skills (correspondence)
4,738
4,161
1,403
3,642
0,8
4,677
4,486
0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5 ■ Weighted assessment po6oTogaB^ ■ Weighted assessment 3go6yBani Figure 14 - Comparison of top soft skills by surveys employers and applicants
Today's applicants for higher education, who according to the theory of generations belong to generation Z (iGen, generation of founders), will enter the labor market en masse in the near future. This fact must be taken into account when analyzing the results of a survey of employers and applicants on the basic skills that a modern worker should have. The fact is that modern "sons-in-law" have radically different features of individual consciousness and social mentality.
Pew Research Center President Michael Smoke says that the unique thing about Generation Z is that all technological advances have been a part of their lives since birth. Therefore, to some extent, the representatives of the generation of founders have technical skills that make up the digital competence of hard skills.
Google [12] records in the "zeta" all those born after 1993. Jeremy Finch and Tessa Weggert believe that Generation Z are people born between 1998 and 2008. William Strauss and Neil Howe begin counting Generation Z from the 2000s. According to Sarah Jib, Z is everyone who was born in the second half of the 90's [13]. Ukrainian scientists refer to this generation as those born in 2003-2023 [14].
Despite the lack of staff in Ukraine, it is quite difficult for this generation to find work. The so-called "ageism" (discrimination of a person on the basis of his / her age, common in both formal and informal spheres of society [15]) is widespread among employers and they do not take into account a number of advantages
of this generation (high level of responsibility, literacy, focus on results, etc.).
The advantage of "zets" is their multitasking, but the disadvantage is that they can not focus for a long time on something alone. It is important for them to set clear goals, flexibility of working hours, career development, in which they value not so much the amount of income as the promotion itself. Equally important for them is motivation and the ability to be a brand themselves. Nowadays, it is important for employers to take into account the differences of generations in order to use the strengths of each of them. Recruiters should also consider these features when building an EVP (Employer Value Proposition) [16].
Based on the above, the new educational paradigm for the new generation should be based on its features, namely: the ability to quickly receive and process any information; ability to think creatively; ability to draw conclusions independently; ability to quickly change views; ability to multitask; ability to easily learn; desire to benefit others; desire to learn something new; rejection of dogmatic judgments and a certain uncontrolla-bility; desire for security; striving to achieve high social goals. All these features of the new generation make us look for non-standard approaches in education and knowledge transfer [17].
During the impact of exogenous changes, especially if this impact is strong and requires an immediate response and transformation of the conditions of activity, in addition to the presence of professional skills, which are usually more firmly established, a certain list
of skills needed to adapt. We would like to draw attention to another paradoxical feature of crises and times of global transformations in general, which is probably inherent in the current level of development of society - the acceleration of social transformations over time, ie, as mentioned earlier, most forecasts of global ecosystem trends for the next 10-20 years, thanks to rapid transformations have come true today. This also applies to the training of professionals with a certain set of competencies and skills (Fig. 15).
The crisis caused by the pandemic has accelerated all expert and futuristic forecasts for at least 5 years. This also applies to the training of professionals with a certain set of competencies and skills. This infographic (Fig. 15) visualizes the acceleration of the transition from one state, which is the majority of professionals in various fields now to another, the acquisition of which is approaching very rapidly.
We are talking about the transformation from erudite competists (whose training has just begun to establish modern freelancers) to universal competists, who are able to easily function in the virtual world and coexist harmoniously with artificial intelligence, giving it all routine work and leaving creativity. According to experts [19], artificial intelligence will continue to automate technical skills and stimulate demand for soft skills such as creativity, communication and empathy, so the humanities will become necessary again. At the same time, the need to change the ideology of education in the direction of training such specialists may serve as an explication of the issue.
Figure 15 - Acceleration of the dynamics of change due to the crisis component [18]
Thus, the labor market is already renewing generations, and hence the transformation of human resources. Erudite Competitors (millennials) are replaced by job seekers from the generation of "sons-in-law" and form a cohort of so-called universal Competists or universals. And they will benefit because they have some of the innate skills that will be needed soon.
The authors of this study analyzed some of the largest studies conducted over the past 5 years to predict the further development of skills and their demand among employers (Table 4).
Table 4
The main studies of skills development and demand among employers from 2015 to 2020..
Research Year The competencies of the employees who were singled out as crucial
World Economic Forum 2020 creativity communication critical thinking collaboration
The World Bank 2015 cognitive skills self-organization resilience teamwork desire to learn
CSR Development Center 2016 ability to work in a team sociability analytical thinking ability to learn quickly flexibility responsibility emotional intelligence
LinkedIn 2020 creativity conviction cooperation adaptability emotional intelligence
Microsoft 2016 oratory and communication skills creating presentations project management high level of organization
SkillsYou Need constantly time management emotion management self development communication teamwork negotiating leadership skills
The need to develop soft skills has been substantiated by many studies. For example, according to research conducted at Harvard and Stanford Universities, career growth is provided by 15% hard skills, and 85% - soft skills. The World Bank's Skills for Modern Ukraine study (2015) showed that there is a significant demand in Ukraine for developed cognitive skills, self-organization, resilience, teamwork and a desire to learn [20]. In recent years, this list has not undergone significant changes. Thus, according to a study conducted by the Center for CSR Development in July-August 2016, the greatest demand among Ukrainian employers are the following skills: teamwork, sociability, analytical
thinking, ability to learn quickly, flexibility, responsibility, initiative, literate writing and oral language, emotional intelligence. However, in the perspective of 2030, according to the same respondents, the greatest demand will be critical thinking and a project approach to solving problems [21]. According to the results of the World Forum 2020, the list of basic skills until 2025. creates the concept of 4K: creativity, critical thinking, communication, cooperation. It should be emphasized that according to all the presented studies, the leading position is occupied by sociability and ability to work in a team, which fully correlates with the results of the study conducted by the authors of this article. And this trend continues for five years and, despite
changes in methods and techniques over the past year, ie the transition to remote mode, remains in favor, complicated by the possibility of implementation due to lack of personal communication.
However, the authors of this study concluded that the accumulation of such skills provides an acquisition of integrated soft skill - adaptability to change, which will provide a painless transition from one equilibrium to another with the least significant losses and greatest benefits [22]. At the same time, adaptability is not just the ability to adapt to the situation and circumstances, but rather the search for new opportunities provided by the changed environment and new conditions of operation, benefit and improvement of their own condition through transformation. That is, changes in the socioeconomic system and its existing facilities must be synchronized to achieve a balance that must be sustainable, as turbulence increases and leaves almost no time for rest [23].
It should also be noted that communication and teamwork skills are not sufficiently developed in the generation of "sons-in-law", which can significantly affect their adaptation to working conditions after graduation and will require movement "to meet" employers, ie in some cases special and individual working conditions of "zetas" taking into account the level of their socialization.
Generation Z is considered the future of the world economy. By 2021, this generation will be the largest consumer group in the world. In the United States, Europe and the BRICS, they will account for up to 40% of consumers and 10% in the rest of the world [16]. The advantage of this generation is their ability to perform several tasks simultaneously (multitasking), but the disadvantage is that they can not long focus on one thing. For them, it is important to set clear goals, flexibility of working hours, career development, in which they value not so much the amount of income as the promotion itself. So, no less important for them is the motivation and ability to be a brand themselves. Nowadays, it is important for employers to take into account the differences of generations in order to use the strengths of each of them. Recruiters should also consider these features when building an EVP (Employer Value Proposition) [14].
These features are crucial factors in the formation of human resources not only of an individual enterprise [2], but also the country as a whole. What will require the establishment of basic skills during training and should be taken into account when compiling educational programs at different levels of higher education. Today, the formation of universal skills (soft skills) is a mandatory criterion in assessing the quality of educational programs and one of the conditions for accreditation and the possibility of further implementation of programs.
The transformation of socio-economic systems, which is now taking place at an accelerated pace, requires an even faster restructuring of the educational system so that it not only meets modern requirements, but is one step ahead. The Davos Economic Forum generated a number of key points, among which J. Ma's
views on key vectors of development (4E) are important: E - education; E-entrepreneurship; E - electronic infrastructure; E - e-government [25].
To date, there is a striking gap between the needs of the labor market, higher education seekers and the content of educational programs that must meet state-approved standards of higher education. However, it is the needs that are the basis for future learning goals. Therefore, it is important to apply an approach to the development of educational programs based on the concept of singularity and holism, ie covering the views of all stakeholders involved in the educational program. This makes it possible to bridge the gaps between generations and gaps in understanding and shaping educational needs [26].
This situation arises due to the lack of competitive, transparent and personal mechanisms for selecting the most worthy candidates for positions, which is the biggest challenge in forming a successful company with prospects for growth and development in the markets of Ukraine and the world. Therefore, recruitment is a priority in addressing the issues that underlie the problematic and strategic challenges in the competitiveness and investment attractiveness of SMEs, the development of markets and the construction of new customer bases.
It is quite difficult for business leaders to select highly qualified specialists capable of solving modern challenges in this coordinate system. Therefore, local authorities can help business by supporting a project aimed at interactive interaction between free economic zones and business. The best solution is to create a platform for professional and managerial fights, where employers will be able to clearly see the qualities and unique capabilities of the winners of the fights. Management duel is a unique technology aimed at developing negotiation skills, understanding the situation, the situation, the correct assessment of the individual qualities of the interlocutor, making strategically important management decisions that help achieve the desired result. Management duel is an intellectual game. In public martial arts, two people try to prove their superiority over each other, seek to resolve the conflict, find an effective management solution to the situation. The participants of the match have a dialogue for a limited time, the reason for which is any problematic management situation.
The solution of this problem corresponds to the State strategy of regional development (item 2.1. Development of human capital) and regional strategy of development (1.3. Creation of accessible and qualitative initial and average and integrated in the European space competitive higher education).
Conclusions and prospects for further research. Thus, a large-scale study of the needs of the labor market and the requirements of employers to future employees of the economic direction revealed the following main results:
-Employers are very limited and generally prescribe soft skills in the requirements for applicants. For example, sociability, stress resistance.
-80.6% of respondents consider knowledge of financial accounting necessary, 74.2% - knowledge of budgeting, knowledge of financial reporting,
Sciences of Europe # 64, (2021)_
knowledge of business planning consider this knowledge necessary for graduates of economic specialties, 67.7% of respondents consider knowledge of management and accounting necessary , 64.5% prefer knowledge of project management.
-required soft skills are the ability to work in a team (4,738 points), communication skills (negotiation skills) (4,677 points), business correspondence skills (correspondence) (4,486 points) and critical thinking (4,356 points), which correlates with the research of the most competent in this matter of world organizations;
-beginning in 2020, representatives of Generation Z enter the labor market, which have features different from the existing representatives of other generations, which form human resources today, and require other management approaches, as well as taking into account their mentality for effective work;
-formation of universal skills, as well as professional ones, should be formed during training, so the program results should include mastering these skills.
All of this research is based on surveys of key stakeholders in university education programs at all levels of higher education and is gradually being implemented during their implementation, as well as recommended for dissemination and adaptation.
References
1. Kalinichenko L., Smachylo, V., Khalina, V. Realities and Perspectives for Human Resources Development of the Construction Sector. Economics. Ecology. Socium. 2019. № 3. P. 56-66.
2. Смачило В. В., Халша В. Ю. Диференщащя методiв управлшпя кадровим потенщалом тдпри-емства / В. В. Смачило, В. Ю. Халша // Сощальна економжа. 2018. Вип. 56. С. 222-232.
3. Смачило В.В., Халша В.Ю. Сощальне щдп-риемництво як штегративний шструмент сталого розвитку Украши: европейський досвщ. 1нфрастру-ктура ринку. 2017. №6. С. 76-82.
4. Smachylo V., Khalina V., Khilnitskaya Ye. Development of the social entrepreneurship in Ukraine as an innovative form of the business. Маркетинг i менеджмент шновацш. 2018. №1. С. 235-246.
5. Халша В.Ю., Васильева Т.С. Клiентоорiен-тованють як нова парадигма ведения бiзнесу. Еко-номжа та держава. №9. 2018. С. 75-78.
6. Колмакова О.М., Смачило В.В. Адаптащя системи збалансованих показнишв для ощнюванпя дiяльностi пращвнишв транспортних тдприемств. Вюник економши транспорту i промисловосп № 33, 2011. С. 191-94.
7. Халша В.Ю. Концептуальний базис адаптивного розвитку екосистем. Збiрник наукових праць Державного ушверситету шфраструктури та техно-логш. Випуск 46. 2019. С. 118-124.
8. Smachylo V., Khalina V., Kolmakova O., Ustilovska A. Adaptation of Enterprises to Continuous Socio-Economic Changes in a Region. SHS Web of Conferences 67, 06047 (2019) NTI-UkrSURT 2019 URL: https://cutt.ly/XkcYEVD.
9. Аналггичнии звгг «1ндекс конкурентоспро-можиостi мют 2019/2020». URL: http://www.ier.com.ua/files/Projects/2020/MCI/report s1/MCI_2019-2020_Part%201_UKR.pdf.
10. Нацiональним агентством квалiфiкацiй (НАК) на форумi "Людський капiтал: новий порядок денний"
11. Бумери, мшешали, поколiния Z - хто це? Розбираемось у теори https://life.pravda.com.ua/society/2020/02/9/239843/
12.Wikipedia — Google [Електронний ресурс]. — Режим доступу: — https://uk.wikipedia.org/wiki/Google.
13. Marketing Media Review (2018), Generation theory: how brands reach the X, Y, Z generation', available at: https://mmr.ua/show/teoriya_pokoleniy (Accessed 5 Descember 2019).
14.Денисенко М. П., Давиденко Н. В. Теорiя поколшь та який И вплив на сучасний бiзнес http://www.economy.in.ua/pdf/1_2020/10.pdf.
15.Wikipedia (2019), «Strauss-Howe generational theory», available at: https://en.wikipedia.org/wiki/ Strauss%E2%80%93Howe_generational_theory (Accessed 29 November 2019).
16. Денисенко М., Мельник А., Шацька З., Бу-дякова О. Мiжнародний досвiд регулювання бiз-несу / М. Денисенко, А. Мельник, З. Шацька, О. Бу-дякова // Дослiджения та шновацп: Збiрник наукових статей. — Видавництво Юнони, Нью-Йорк, США. — 2019. — 200 с. — С. 55—58.— Режим доступу: http://conferencii.com/files/ archive/2019$02.pdf.
17.Халша В.Ю., Чорний Ю.А. Виховання ака-демiчноi доброчесносп у вищiй школi: европейський досвщ та тенденцй' розвитку // Розвиток освгт-ньоi системи: европейський вектор : матерiали II Мiжнародноi науково-методичноi конференцп / ХНУБА. Харшв : ФОП Панов А.М, 2019. 196 с.
18. Гайд з формування внутршньо1' полiтики громадсько1' оргашзацп / Л. Калiнiченко, О. Колмакова, В. Смачило, А. Устшовська, В. Халша. - Х. : ФОП Панов А. М., 2020. - 114 с.
19. The Top 10 Workplace Trends For 2020 / https://www.linkedin.com/pulse/top-10-workplace-trends-2020-dan-schawbel/.
20.Skills for a Modern Ukraine. Overview URL: http://www.ipq.org.ua/upload/files/files/03_Novyny/2 015.11.17_Skills_for_Modern_Ukraine/WB%20EN% 2012%20pt.pdf
21. Зшченко А.Г., Сапришна М.А. Навички для Украши 2030: погляд бiзнесу. Кшв, 2016. 36 с.
22. Khalina V., Smachylo V., Butskyi V., Ustilovska A. (2020) Formation of the newest educational paradigm under influence of global exogenous factors. Almanahul SWorld Issue. №4, Pp.188-192 (дата звернення 13.11.2020).
23. Халiна В.Ю., Буцький В.О., Устiловська А.С. Унiверсальнi навички: вимога сучасностi та потреба роботодавщв. «Органiзацiйно-методологi-чне забезпечення пiдготовки фахiвцiв: тенденцй, проблеми та шляхи i\ вирiшения (з нагоди 90-рiччя ХНАДУ)»: Збiрник наукових праць за матерiалами Всеукраi'нськоi науково-методичноi iнтернет - кон-ференц^' з проблем вищо1' освгти i науки (18 листопада 2020 р.). Харшв, ХНАДУ, 2020. С. 127-130. URL:http://dl.khadi.kharkov.ua/course/view.php?id=1 540.
24. Смачило В. В. Квштесенщя та понятшно-семантичний аналiз соцiaльноекономiчно! категорй' «кадровий потенцiал тдприемства». Мехашзм ре-гулювання eKOHOMiKH, 2016, № 3. С. 53-65.
25.Смачило В.В., Халша В.Ю., Наливайко Т.Л. Щодо необхiдностi розвитку soft skills в межах освь тнiх програм унiверситетiв // Розвиток освггньо! си-стеми: европейський вектор: мaтерiaли II Мiжнaро-дно! науково-методично! конференцп / ХНУБА. Харк1в: ФОП Панов А.М. - 2019. - С. 172-175.
26. Халша В.Ю., Сироватський О.А. Сучасний шдхвд до формулювання результапв навчання. «Оргашзацшно-методолопчне забезпечення шдго-
товки фах1вщв: тенденцп, проблемы та шляхи !х ви-ршення (з нагоди 90-р1ччя ХНАДУ)»: Зб1рник нау-кових праць за матер1алами Всеукра!нсько! нау-ково-методично! штернет - конференцп з проблем вищо! освгти i науки (18 листопада 2020 р.). Харшв, ХНАДУ, 2020. С. 28-31.
URL:http://dl.khadi.kharkov.ua/course/view.php?id=1 540.
27. Смачило В.В., Шумшо О.С., Попова СВ. Управлшня персоналом тдприемств кр1зь призму теори поколшь. Ефективна економжа. № 3, 2020. URL
http://www.economy.nayka.com.ua/pdf/3_2020/71 .pd f.
БЮДЖЕТ ЯК 1НСТРУМЕНТ ЕКОНОМ1ЧНОГО ЗРОСТАННЯ
Чугунов 1.Я.
завгдувач кафедри фтанав, доктор економ1чних наук, професор, заслужений дгяч науки i техтки Украти Кшвський нацюнальний торговельно-економiчний ymiверситет
Apicmoe Ю.Ю. аспiрант кафедри фтанав Кшвський нацюнальний торговельно-економiчний унiверситет
BUDGET AS A TOOL OF ECONOMIC GROWTH
Chugunov I.,
Kyiv National University of Trade and Economics, Head of the Department of Finance, Doctor of Economics, Professor, Honored Worker of Science and Technology of Ukraine
Aristov Yu.
Kyiv National University of Trade and Economics, postgraduate student of the Department of Finance
АНОТАЦ1Я
У статп розкрито економ1чну суттсть бюджету. яку можна представити у якосп шструменту сощально-економ1чного розвитку кра!ни, що передбачае використання сукупносп ввдповщних фшансових заходав, метода, важел1в, мехатзм1в, спрямованих на рацональне та ефективне формування, розподш i використання бю-джетних ресурав у ввдповщносп з метою забезпечення макроекономчно! р1вноваги та сприяння економ1чному зростанню.. Визначено, що бюджетна система як складова публ1чних фшанав гармошзуе штереси дер-жави, мюцевого самоуправлшня та вщображае систему економ1чних вщносин, !! значення та роль визна-чаеться державними функщями та завданнями. Показано, що бюджет е вагомою складовою системи фь нансового регулювання економ1ки, його збалансованють, оптимальнють е одтею з основних умов економь чного зростання. Доцшьним е тдвищення стшкосп бюджетно! системи кра!ни, використання сукупносп шституцшних бюджетних механ1зм1в з урахуванням тенденцш розвитку свгтово! економ1ки та особливос-тей вичизняно! системи бюджетного регулювання; залежно ввд поставлено! мети, бюджетна политика направлена на досягнення макроеконом1чно! стабшзацп, стимулювання збалансованого економ1чного розвитку. Мехашзм реал1зацИ' бюджетно! полгтики кра!ни передбачае використання сукупносп вщповвдних бюджетних шструменпв, як1 значним чином впливають на темпи економ1чного зростання.
ABSTRACT
The article reveals the economic essence of the budget, which can be presented as a tool for socio-economic development of the country, which involves the use of a set of appropriate financial measures, methods, levers, mechanisms aimed at rational and efficient formation, allocation and use of budget resources in accordance with macroeconomic balance and economic growth. It is determined that the budget system as a component of public finances harmonizes the interests of the state, local government and reflects the system of economic relations, its importance and role is determined by state functions and tasks. It is shown that the budget is an important component of the system of financial regulation of the economy, its balance, optimality is one of the main conditions for economic growth. It is advisable to increase the stability of the budget system of the country, the use of a set of institutional budgetary mechanisms, taking into account trends in the world economy and the peculiarities of the domestic system of budget regulation; depending on the goal, fiscal policy is aimed at achieving macroeconomic stabilization, stimulating balanced economic development. The mechanism for implementing the country's fiscal
