Yuriy Petrushenko

Transformational changes are an integral part of the development of any social process. Such changes require the attention of managers who aim to form a high level of resilience in organizations in various spheres of activity. The readiness of the manager to adapt the managed organizational system to transformations and target high results in the conditions of change is the task of modern managers. The organization's development in the state of modifications requires managers to communicate effectively with personnel and the external environment. Economic and educational spheres of activity, which are closely interconnected, ensure an increase in the population's standard of living. This determines the need for research and implementation of the principles of resilient management in organizations in this field of activity in society. The research subject in work is the analysis of the principles of resilient management in the conditions of transformational transformations of the modern Ukrainian economy and education. The article aims to identify the critical characteristics of the formation of the stability of organizations during transformations in the country's social processes. The tasks of the research are to analyze the features of economic and educational transformations in modern social processes of the country; describe the connection between the economy and education and the influence of these elements of social relations on the formation of an educated Ukrainian society; identify the main principles of implementing resilient management in the economic and educational spheres of the country. The article uses a general scientific method of research: system analysis - to analyze the features of economic and educational transformations in Ukraine and to study the principles of forming the stability of organizations in such conditions. The main results of the work are the generalization of theoretical data on transformational changes in the economy and education as a driving force for improving the lives of the population and the identification of the main principles of forming the resilience of organizations in transitional periods. Conclusions: the analyzed materials of foreign and Ukrainian scientists and the revealed principles of the formation of the stability of organizations during transformational changes are relevant for managers who aim for effective work results during transitional social processes in the economy and education.

The creation of a model of the formation and redistribution of competencies in the "education" - "labor market" system has become particularly relevant, since they are the main stage in the modern qualitative transformation of higher education both at the level of universities and the state as a whole. This approach is crucial for the development of human capital in the labor market and beyond. The purpose of this work is to build a theoretical model of competence formation in the knowledge transfer system from the point of view of education and the labor market. The construction of this theoretical model is due to the need to rethink modern paradigms of higher education, which is a key link in the training of specialists for entering the labor market. This article used the results of the analysis of the definitions of "competence" and "knowledge transfer" in foreign and domestic scientific works. Thus, along with the concept of "competence", which means a set of knowledge, skills that meet the requirements of the workplace, the term "competence" was identified, which is characterized as a process of high-level work performance with the most effective achievement of the organization's goals, which includes the result of training specialists for certain professional spheres. The key point was the combination of the concept of competences and knowledge transfer as a fundamental plane of competence formation and their redistribution into one field of research with the involvement of the sphere of education and the labor market. When constructing the theoretical model, generalized disproved formulations were used regarding the types of competencies, participants, and knowledge transfer in general. The definition of participants in this model is justified, since it is the subjects (stakeholders) of the model that form its basis. So, for example, managers ensure a continuous process of competence formation and possible barriers are eliminated. As a result, a comprehensive system was considered, where knowledge transfer is the main plane of competence formation and redistribution (three interdependent stages) between participants (graduate, entry-level employee, experienced employee and organizer).