Keyword: «professional culture of a police officer»

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.