Marina R. Ilakavichys

The discourse on personnel management within the Russian Ministry of Internal Affairs simultaneously presents the concepts of "professional culture" and "corporate culture," embodying different concepts for organizing value-based, educational practices. Insufficient reflection on the ontology of both concepts hinders the full implementation of the overarching goal of managers and HR departments–the moral and psychological support of the internal affairs agencies. This study aims to identify the essence of the activities defined by these concepts, reveal the potential of these concepts, and assess the risks of their implementation. It draws on the philosophy of tradition, a humanitarian-anthropological approach, and adult education theory, embodying the principle of system, fractal theory, and the potential of the service team. The study utilized theoretical and methodological analyses of scholarly works in the fields of cultural studies, sociology of labor, anthropology of professions, and vocational education, as well as genetic and comparative methods, synthesis, analogy, and content analysis. It has been found that the full performance of police duties requires long-term personal and professional development, which emphasizes the need for professional education, including the assimilation of national cultural values. This determines the potential for its development: only an employee who has taken on the values of other-dominance and loyalty to the people and homeland can endure the burdens and hardships of service. The reality described by the concept of developing a corporate culture is based on an economically centric model of social existence and presupposes horizontal professional mobility, that is a sequence of assimilation of company norms and values by an employee, commitment to a particular organization, and loyalty to its management. Developing a corporate culture as a goal can be justified by the need to correct the professional behavior of employees in a specific department. Its potential lies in the availability of algorithms and techniques, tested by Western specialists, for developing and implementing values and rules of behavior that determine the success of an enterprise. Risks in both cases include a formalistic approach, a lack of andragogical competence among authorized persons, and insufficient efforts to actualize the educational potential of the service team. The author identifies the potential and risks of implementing these concepts, as well as the essence of these phenomena, and presents the results of their historical, genetic, and comparative analysis. The research findings can be used as a basis for selecting conceptual foundations for designing human resources work.

The socio-economic conditions of post-industrial society determine the instability of the labor market, which affects the growing demand for short-term vocational training. Similar programs are implemented by formal education organizations in areas suffering from personnel hunger. These include professions of high social significance – paramedical personnel, ordinary and junior commanding officers of internal affairs bodies, etc. The problem of designing vocational training for such individuals is the need for scientifically based optimization of the learning process in accordance with the idea expressed by Yu.K. Babansky, that is, achieving the maximum possible learning results in the field of knowledge, skills and values of the profession while spending the necessary and sufficient resources. The purpose of this article is to describe a variant of its solution based on humanitarian-anthropological methodology. The author analyzed the theory and practice of designing short-term vocational training in Russia and abroad, and identified the main trends in their development. The chosen methodology makes it possible to determine the main way to optimize the short-term educational process using the example of training persons first recruited to serve in the internal affairs bodies of the Russian Federation. It implements the idea of an event-based topic as a syncretic construct of educational content, which combines the knowledge and emotional-value components of information new to students. Eventfulness reduces the time of its assimilation due to the emergence of impressions from culturally consistent norms of professional activity, their comprehension on the basis of existing experience and self-determination. The sequence of stages of designing short-term vocational training is presented. The diagnostic stage is aimed at collecting and analyzing data that is significant for the teaching staff to formulate ideas about both the collective and individual subjects of future educational interaction. The stage of structuring the content of education involves the creation of event supports – authentic service situations of choosing actions based on the values of the profession. At the third stage, specific methods and forms of presenting event supports are selected. Selection criteria: dialogicity, reflexive potential. The final stage involves the creation of a final educational product (mini-text, diagram, algorithm, action formula on the topic of the lesson), which will serve as a support for updating new knowledge. The difficulties of implementing the proposed design option include the presence of andragogical competence. The prospect of the study is to identify ways to optimize vocational training on other methodological grounds, using other methods of transforming content, mechanisms for combining them with andragogical didactic methods.

This article describes the general cultural practices of informal education for multi-age communities as a significant resource to bridge the gap of cultural continuity and building social understanding in contemporary Russian society.