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The contents in the work of personnel specialist differ in organizations from one field to another. It continues to evolve with an emergence of new technologies and business methods, as well as with structural changes in the economy, both at a global and national level. However, the existing professional regulations of particular professions in Latvia has not been changed for almost 10 years, while the economy as well as the workforce appears to have changed. The aim of the paper is to illustrate what currently forms the contents of work of personnel specialist in Latvia. To achieve this, a study on trends in the work of personnel specialists has been conducted with an informative support of Latvian Association for People Management. The topics of daily activities and tasks, as well as individual features of personnel in various fields, including building, banking, manufacturing, IT, retail company, and public service companies have been included in the study. Overall, 18 personnel specialists from public and private sectors were interviewed. The results show that the classical model of human resource management is still popular, although some of the industries have adapted many or most of the cutting-edge approaches in the field, including flexible jobs and continuous employee support. Therefore, it is advised to update the existing documentation, including the professional regulation and university curricula, to meet the needs of the contemporary companies employing personnel specialists.
The strengthening of professional identity (PI) of teachers of higher education institutions (HEI) is one of the ways to improve the quality of educational process. Performance of professional role(s) can be identified as the key component of PI. The contemporary university teacher performs many professional roles: she/he is a lecturer, researcher, supervisor of students’ research works, expert, and so on. Multi-role activity of a teacher is considered as a characteristic feature of the profession by the colleagues in Latvia, Russia and other countries. This research is based on the data obtained during the implementation of the Project ‘Professional Identity of Contemporary Pedagogue’ in 2014–2016 by the researchers from Riga (Latvia) and Smolensk (Russia). In the realization of the project, the six-component structural model of the content of HEI teacher’s PI was created and the survey was carried out using the questionnaire ‘HEI Teachers’ Professional Identity’ developed by the project participants. Overall, a total of 198 teachers were surveyed in Riga and Smolensk. The aim of this article was to analyze and compare the data obtained for the PI component ‘Professional Roles’ in the samples of HEI teachers of both the countries. The data were analysed using statistical methods. The results showed that teachers of both the countries perform their professional roles at a high level. Overall, the answers of teachers of the two countries were well agreed. However, some peculiarities in the data of Riga and Smolensk were observed, and some problems of PI of HEI teachers were identified, which require attention of executives of the education reform and teachers.
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