【摘要】：高校是一個(gè)國(guó)家培養(yǎng)人才的重要基地，幾乎大部分的人才都是經(jīng)由高校培養(yǎng)，所以高校的教育是國(guó)家經(jīng)濟(jì)發(fā)展的前提。今天的教育領(lǐng)域，為了適應(yīng)時(shí)代的要求，自身處在這樣一個(gè)不斷變化和發(fā)展的社會(huì)環(huán)境中，必須不斷的變革，以能夠更好地適應(yīng)社會(huì)的發(fā)展和要求，同時(shí)，高校的輔導(dǎo)員也就必須直接面對(duì)挑戰(zhàn)。近幾年，高效的擴(kuò)招讓大學(xué)生的比例大幅度增加，各種各樣不同的學(xué)生就有各種各樣不同的問(wèn)題，很多的問(wèn)題越來(lái)越嚴(yán)重，已經(jīng)成了社會(huì)廣泛關(guān)注的問(wèn)題，如學(xué)生品格塑造、特殊學(xué)生照顧、學(xué)生惡性習(xí)慣、學(xué)生人際交往等等問(wèn)題。這一工作特點(diǎn)決定了這支隊(duì)伍不僅僅要從事日常事務(wù)性的工作，而且要具有較高水平的素質(zhì)，能面對(duì)學(xué)生在學(xué)習(xí)、健康、心理、成長(zhǎng)、就業(yè)等過(guò)程中出現(xiàn)的各種突發(fā)性和變化性問(wèn)題。僅僅考核高校輔導(dǎo)員的任務(wù)績(jī)效和關(guān)系績(jī)效，只是對(duì)輔導(dǎo)員做一個(gè)靜態(tài)和過(guò)去績(jī)效的考評(píng)，已經(jīng)不足以全方位體現(xiàn)高校輔導(dǎo)員的績(jī)效，而適應(yīng)性績(jī)效考核能夠考核輔導(dǎo)員的動(dòng)態(tài)和未來(lái)績(jī)效，因此，在任務(wù)績(jī)效和關(guān)系績(jī)效考核的基礎(chǔ)上，增加適應(yīng)性績(jī)效考核是十分必要的。 本研究首先論述了高校輔導(dǎo)員適應(yīng)性績(jī)效的特點(diǎn)和當(dāng)前適應(yīng)性績(jī)效考核的現(xiàn)狀，，以適應(yīng)性績(jī)效的八維度結(jié)構(gòu)為指導(dǎo)，借鑒國(guó)內(nèi)外高校輔導(dǎo)員績(jī)效考評(píng)的經(jīng)驗(yàn)，結(jié)合適應(yīng)績(jī)效考核和高校輔導(dǎo)員的崗位特點(diǎn)，構(gòu)建了高校輔導(dǎo)員適應(yīng)性績(jī)效考核體系。提出了高校輔導(dǎo)員適應(yīng)性績(jī)效考核的六維度模型，構(gòu)建了指標(biāo)體系。一級(jí)指標(biāo)主要有應(yīng)急能力、適應(yīng)能力、創(chuàng)新能力、學(xué)習(xí)能力、預(yù)測(cè)能力和壓力處置能力。在每個(gè)一級(jí)指標(biāo)下確定了相關(guān)二級(jí)指標(biāo)。然后用層次分析法構(gòu)建出高校輔導(dǎo)員績(jī)效考評(píng)指標(biāo)的權(quán)重，一級(jí)指標(biāo)的權(quán)重分別是:0.24、0.31、0.05、0.16、0.11、0.13。并且運(yùn)用360度績(jī)效考核法和關(guān)鍵事件法對(duì)考核體系進(jìn)行實(shí)施，編制了高校輔導(dǎo)員績(jī)效考核表和關(guān)鍵事件記錄表。 本研究完善了適應(yīng)性績(jī)效考核和高校輔導(dǎo)員績(jī)效考核理論，構(gòu)建了高校輔導(dǎo)員適應(yīng)性績(jī)效考核指標(biāo)體系，是本研究最大的理論貢獻(xiàn)。
[Abstract]:Colleges and universities are an important base for the training of talents in a country. Almost most of the talents are trained through colleges and universities, so the education of colleges and universities is the prerequisite for the development of national economy. Today's education field, in order to adapt to the requirements of the times, is in such a constantly changing and developing social environment that it must constantly change in order to be able to better adapt to the development and requirements of society, at the same time, College counselors must face the challenge directly. In recent years, the proportion of college students has been greatly increased by the highly efficient expansion of enrollment. A variety of different students have all kinds of different problems, many of which are becoming more and more serious, and have become a widespread concern in society, such as students' character building. Special student care, student bad habits, students interpersonal problems and so on. This work characteristic determines that this team should not only engage in routine work, but also have a high level of quality, and be able to face the students' learning, health, psychology and growth. Employment and other processes appear in a variety of sudden and variable problems. Just assessing the task performance and relationship performance of college counselors is only a static and past performance evaluation of counselors, which is not enough to reflect the overall performance of college counselors. Adaptive performance appraisal can assess the dynamic and future performance of counselors, so it is necessary to increase adaptive performance appraisal on the basis of task performance and relational performance evaluation. This study first discusses the characteristics of college counselors' adaptive performance and the current situation of adaptive performance evaluation. Under the guidance of the eight-dimensional structure of adaptive performance, the author draws lessons from the experience of college counselors' performance evaluation at home and abroad. The adaptive performance appraisal system of college counselors is constructed based on the adaptive performance appraisal and the post characteristics of college counselors. This paper puts forward a six-dimensional model of college counselors' adaptive performance evaluation and constructs an index system. The primary indicators include emergency response, adaptability, innovation, learning, prediction and stress management. The related secondary indicators are determined under each level of indicators. Then the weight of the evaluation index of college counselors' performance is constructed by AHP. The weight of the first class index is 0.240.31 / 0.05 / 0.160.110.13 respectively. And the 360 degree performance appraisal method and the key event method are used to implement the appraisal system, and the college counselors' performance appraisal table and the key event record table are compiled. This study improves the theory of adaptive performance appraisal and college counselors' performance appraisal, and constructs the index system of college counselors' adaptive performance appraisal, which is the biggest theoretical contribution of this study.
【學(xué)位授予單位】：陜西科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G647.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 胡斌紅;;知識(shí)員工的組織認(rèn)同與工作效能研究[J];山西高等學(xué)校社會(huì)科學(xué)學(xué)報(bào);2007年12期

2 龐艷;;人力資源管理視角下的適應(yīng)性績(jī)效研究[J];現(xiàn)代商業(yè);2007年17期

3 龍立榮,方俐洛,凌文輇;組織職業(yè)生涯管理與員工心理與行為的關(guān)系[J];心理學(xué)報(bào);2002年01期

4 劉曉燕;郝春東;陳健芷;崔洪弟;;組織職業(yè)生涯管理對(duì)職業(yè)承諾和工作滿意度的影響——職業(yè)延遲滿足的中介作用分析[J];心理學(xué)報(bào);2007年04期

5 程美華;;勞務(wù)派遣人員在勞動(dòng)統(tǒng)計(jì)中范圍的界定初探[J];浙江統(tǒng)計(jì);2008年07期

6 周文霞;郭桂萍;;自我效能感:概念、理論和應(yīng)用[J];中國(guó)人民大學(xué)學(xué)報(bào);2006年01期

本文編號(hào)：2368706