【作者】 张浩；

【导师】 张宁俊；

【作者基本信息】 西南财经大学 ， 人力资源管理， 2011， 硕士

【副题名】基于西南财经大学的探索性研究

【摘要】 如何科学地评价教师的工作绩效是高校人才管理的重要内容之一。自古以来,教师作为最受人尊敬的职业之一,受到了学生和家长的评价,但是教师评价的制度,却是在新中国成立以后,在现代教育体制逐渐形成的过程中才得以形成和发展。最近几年,高校进行了一系列聘任制度和分配制度的改革,其中心原则是按需设岗、公开招聘、公平竞争、择优聘任、按劳分配、优劳优酬。实现这些改革目标都需要一个科学合理、公平公正的评价模式作为前提。传统的评价模式一直都面临着一个难以克服的问题,高校教师的工作绩效难以仅仅通过简单的“结果”来衡量。特别是对于教师教学工作的评价,很难有一个合理的结果作为标准,而胜任素质的提出和发展为高校教师评价研究提出了新的思路。上个世纪90年代,随着经济的发展和管理理念的逐步更新,胜任素质理论也被引入到了中国,成为了人力资源管理领域的研究热点,胜任素质模型也在部分企业及政府组织的管理实践中得到了应用。将胜任素质模型作为人力资源管理各项职能的基础,可以有效推动招聘、选拔、培训、职业发展、绩效评价和薪酬管理等工作水平的提高,从而全面提升组织的竞争力。目前,国内有关胜任素质模型的研究多集中于企业管理领域,党政机关中也有不少研究,而在教育领域的研究还不多,关于高校教师的胜任素质研究更少。高校作为人才培养的摇篮,承担着教书育人、知识创新、服务社会等多项任务；教师作为高校最重要的资源,其素质高低将对高校的教学质量、科研成果、服务能力产生巨大影响。因此,将胜任素质的思想运用于高校的人力资源管理领域,具有十分重要的理论和实践意义。当前,国内重点高校都定位于研究型或者教学研究型大学,在教师的选拔和评价上普遍更加注重教师科研能力与科研成果,而教学能力的考察和提升则没有得到同等的重视,特别是对于本科生的教学能力。本科学习作为培养高等应用型人才的重要阶段,也是研究型人才打下学科基础的重要阶段,对高校教师的能力素质有着特殊的要求。对教师本科教学胜任素质进行有针对性的研究,是十分有必要的。笔者在文献梳理中未见到有学者按照不同的培养阶段对高校教师的胜任素质进行研究,因此本研究主要为探索性研究。本文以有本科教学任务的高校教师为调研对象,从胜任素质和绩效评价的基本原理出发,研究高校教师本科教学的胜任素质的构成要素,进而构建高校教师本科教学胜任素质模型。在此基础上与前人的相关研究作比较,比较不同研究研究结果的差异,探索本研究以及前人研究中研究方法和研究过程可能存在的瑕疵、造成原因及其改进方法。此外,本研究还力图通过比较找到本科教学与研究生培养对教师素质要求的关键性差异。本文的研究可以进一步丰富高校人力资源管理理论,为教师的招聘甄选、工作评价、培训发展、薪酬管理、职业生涯规划以及提高学生满意度等工作提供理论指导,并对提高教师本科教学能力水平、改善高校教学质量、激励教师自我学习等产生积极的影响。本研究使用了理论研究与实证研究相结合的研究方法。理论研究部分主要是对相关文献的学习和总结。在实证研究阶段,本研究采用行为事件访谈法和半结构访谈法相结合的方式收集胜任素质特征,通过两次问卷调查获得-手数据,并采用比较均值分析、因子分析、相关分析等统计方法处理数据,进而构建高校教师本科教学胜任素质模型。最后,本研究采用比较分析的方法探讨了本研究与前人研究成果的差异及其原因。通过理论回顾、实证研究和比较分析,本研究得出以下结论：1、高校教师本科教学胜任素质模型共有7个素质维度和两个素质层次。7个素质维度分别是：教学能力、关爱学生、管理能力、职业素养、个人特质、成就动机和专业能力。两个层次分为基准胜任素质和鉴别胜任素质。其中基准胜任素质包括理论联系实际、教学知识和方法、尊重他人、帮助他人、计划和条理性、师德师风、诚实正直、责任心、专业功底9个素质；鉴别胜任素质包括引导培养学生、影响和感染力、换位思考、鼓励他人、组织协调能力、接受挑战、倾听和反馈、自我完善、学生成就导向9个素质。本研究通过因子分析证明7维度模型的结构良好,通过比较均值分析得到的素质层次显著。2、研究方法、调研对象以及研究过程将对研究结果产生影响。影响模型有效性的主要因素不在于模型的构建方式,而在于研究方法选择是否恰当,研究过程控制是否严谨。采用问卷法识别胜任素质特征时,采用“您认为下列素质对于高校教师的重要程度如何”的提问方式调查教师获取基准胜任素质更为客观和全面,采用“下列素质某位教师的符合程度如何”的提问方式调查学生获取鉴别胜任素质有更好的效果。胜任素质模型有划分素质层次的必要性,模型的胜任素质项目不能过多和过于宽泛,应具备关键性和鉴别性。3、高校教师本科教学以及广义的高校教师的共有基准胜任素质主要有6项,分别是责任心、诚实正直、帮助学生(他人)、尊重他人、专业功底、理论联系实际；共有鉴别素质主要有4项,分别是自我完善、(引导)培养学生、接受挑战、感召和影响力。本科教学的素质要求更加强调教师鼓励他人、倾听和反馈、换位思考等几项胜任素质。结合研究结论,本研究对高校师资队伍建设提出了7点建议：(1)重视本科教学对于教师素质的要求；(2)设计更为合理甄选标准和方式,从多角度考察教师素质；(3)培训和提高教师的本科教学能力；(4)帮助教师制定合理的职业生涯发展规划；(5)制定公平合理的评价体系；(6)薪酬体系设计增加胜任素质的评价因素；(7)加强师生沟通,听取学生反馈。本研究的主要创新之处在于,目前还没有学者按照不同的培养阶段对高校教师的胜任素质进行研究,本研究是对高校教师本科教学胜任素质模型构建的一次探索和尝试。另外,本研究与前人的研究做了比较分析,对研究研究方法、调研对象和研究过程对研究结果的影响进行了总结,对将来相关研究如何选择合适的研究方法和调研对象具有一定的参考价值。本研究的不足在于：(1)样本选择上,本研究只选择了西南财经大学的教师作为研究对象,样本覆盖面不足,这将在一定程度上影响调研结果的效度,进而对研究的结论产生影响。(2)调研对象上,本研究在访谈阶段选取教师为调研对象,在问卷调研阶段选取本科学生为调研对象。在与前人研究成果比较时发现,问卷调查阶段采用不同的提问方式对教师和学生同时调研能够取得更好的调研数据。(3)研究方法上,本研究在数据处理阶段采用了比较均值分析、相关分析、因子分析。本文选择了因子累计解释量超过60%来解释了7因子模型的结构效度,没有使用结构方程模型和回归分析等方法进行进一步检验。(4)此外,由于硕士学位论文研究篇幅的限制,本研究没有对胜任素质模型在高校本科教学中的应用做深入探讨。本研究进一步研究方向在于：(1)在已有的胜任素质模型的基础上,结合高校人力资源管理的实际情况,探索如何有效地将素质模型应用到高校人才管理的各个方面,提升高校的人才管理水平。(2)由于胜任素质研究的应用性大于其理论性,尽管它在实践领域已经得到了大量的应用,但是至今还缺乏大量的实验研究,胜任素质模型的构建方法也备受争议。如果研究方法不科学,其研究成果将对组织的管理工作产生误导,其应用越广泛深入,对组织的伤害越大。因此,本研究认为素质模型构建的各主要研究方法应该形成一个规范的要求,以对研究过程进行的严格的控制。(3)如何提模型的信度和效度也是胜任素质模型研究的一个有价值的研究方向。更多还原

【Abstract】 How to scientifically. evaluate the performance of teachers is an important part of talent management of university. The traditional evaluation model has been faced with an insurmountable problem that university teachers’ performance is difficult to be measured only by simple "results". Especially for the evaluation of teaching, it is difficult to find reasonable "results" as the standard. The development of competency theory puts forward new ideas for the evaluation of university teachers.From1990s, with development of management concepts, competency theory had been introduced to China. It quickly became the research field of human resource management. At present, the relevant researches of competency modeling focus on corporations and government organizations, not many researches in education field, and the researches on university teachers are even less. At present, Chinese key universities mainly position as the research oriented or teaching&research oriented universities, so the selection and evaluation of teachers generally pay more attention on teachers’ research capability and research achievements, but teaching capability is not given the equal attention, especially for undergraduate teaching capability. As an important stage of training practical talents, undergraduate teaching is also the important stage of training academic talents. It has special requirements of university teachers’ ability and quality. So it is very necessary to research the university teachers’ competency on undergraduate teaching.This study firstly reviewed the relevant concepts of competency, and then reviewed the development process and current situation of the researches on teacher competency both home and abroad, then come to the research direction of this study. This study investigated the requirements of university teachers’ competency on undergraduate teaching, and constructed the competency model. Meanwhile, this study also compared this competency model with other competency model of university teachers in the previous related researches to explore the influences of different research methods, survey objects and research process on the competency modeling and their reasons. In addition, this study compared this competency model with another university teachers’ competency model in previous study to identify the differences, and to explore the key competency requirements of university teachers on undergraduate teaching.Through the theoretical review, the empirical research and the comparative analysis, the study concluded that:1. The university teachers’ competency model on undergraduate teaching has a total of7competency dimensions and2competency levels.7competency dimensions are: Teaching ability, Care for student, Management ability, Professionalism, Personal characteristic, Achievement motivation, Professional ability.2competency levels are threshold competency level and differentiating competency level. Threshold competency level includes9competencies, which are theory with practice, education knowledge and teaching methods, respect others, concern and help students, planed and ordered, serve as role models, integrity personality, responsibility, solid professional foundation. Differentiating competency level also includes9competencies, which are guiding students, influence and appeal, empathy, encouraging others, organization and coordination capacity, accepting challenge, listening&feedback, self-improvement, student achievement orientation.2. Research methods, survey objects and research process will influence the results. The main factor affecting model validity is not the way of constructing the model, but if the research methods or the process control is strict and appropriate or not. When adopting questionnaires to identify the competencies, using "How do you think the importance of the following qualities for the university teachers" to survey the teachers could get more objective and comprehensive result of the threshold competencies; using "How do you think the degree of certain university teacher meet the following qualities" to survey the students could get better results of the differentiating competencies. It is necessary to divide competency model into levels. The number of competencies should not be too much; and the concept of competency items can not be too broad, it should have the key and authenticity.3. The university teachers’ competency model on undergraduate teaching and the university teachers’ competency model have6common threshold competencies, they are responsibility, honest and integrity, concern and help students, respect others, professional foundation, and theory with practice; they also have4common differentiating competencies, they are self-improvement, cultivating (guiding) students, accepting challenge, appeal and influence. The requirements of undergraduate teaching more emphasize teachers’ competencies on encouraging others, listening&feedback and empathy.The main innovation of this study is that there is no research on university teachers’ competency model with different stages of higher education at present, this study is an exploratory of competency modeling of university teachers on undergraduate teaching. In addition, this study compared with previous studies, and analyzed the impact of research methods, survey objects and research process on the on the results. It has some reference value for future researches on how to select appropriate research methods and research objects.更多还原