【摘要】：教育產(chǎn)業(yè)化是循序漸進(jìn)的過(guò)程,隨著教育產(chǎn)業(yè)化改革的深入,各類(lèi)民辦培訓(xùn)學(xué)校應(yīng)運(yùn)而生,其作為非學(xué)歷教育培訓(xùn)機(jī)構(gòu)在教育市場(chǎng)有著不可或缺的地位。Y民辦培訓(xùn)學(xué)校作為民辦非學(xué)歷教育培訓(xùn)機(jī)構(gòu),自2003年成立以來(lái)由最初的無(wú)人知曉、舉步維艱到如今能在滁州教育市場(chǎng)上有一定的社會(huì)認(rèn)可度,并在很大程度上滿(mǎn)足教育培訓(xùn)多元化、多層次的需求,改變了越來(lái)越多學(xué)習(xí)者的生活�，F(xiàn)如今,“終身學(xué)習(xí)”的理念已經(jīng)深入人心并成為現(xiàn)代人工作生活的一種狀態(tài)。在滁州教育市場(chǎng),龐大的市場(chǎng)需求和較低的行業(yè)進(jìn)入門(mén)檻,使各種培訓(xùn)學(xué)校層出不窮,但能堅(jiān)持下來(lái)并形成一定規(guī)模的并不多見(jiàn)�，F(xiàn)代人力資源管理理論認(rèn)為,人是組織最重要的資源,是組織最有潛力和績(jī)效的投資。鑒于Y民辦培訓(xùn)學(xué)校的辦學(xué)現(xiàn)狀,外聘教師是其師資力量的主體。因此,Y民辦培訓(xùn)學(xué)校自成立之初就把外聘教師作為學(xué)校最重要的資源,認(rèn)為其是學(xué)校發(fā)展的核心力量,也是學(xué)校需要優(yōu)先發(fā)展的資源。外聘教師承擔(dān)了Y民辦培訓(xùn)學(xué)校全部教學(xué)工作,受眾越來(lái)越高、越來(lái)越多樣化的培訓(xùn)需求,使得對(duì)外聘教師的要求越來(lái)越高,Y民辦培訓(xùn)學(xué)校要想在競(jìng)爭(zhēng)日趨激烈的教育培訓(xùn)市場(chǎng)謀得一席之地,就需要建立一支素質(zhì)優(yōu)良、職稱(chēng)結(jié)構(gòu)合理的外聘教師隊(duì)伍。Y民辦培訓(xùn)學(xué)校正努力加強(qiáng)對(duì)外聘教師的管理,外聘教師的激勵(lì)成為Y民辦培訓(xùn)學(xué)校外聘教師管理的重中之重。本論文著眼于將MBA所學(xué)的激勵(lì)理論結(jié)合Y民辦培訓(xùn)學(xué)校外聘教師激勵(lì)實(shí)踐中的認(rèn)知和體會(huì),擇出“需求層次理論”、“雙因素理論”、“成就需要理論”、“期望理論”、“公平理論”等激勵(lì)理論,通過(guò)對(duì)Y民辦培訓(xùn)學(xué)校的辦學(xué)現(xiàn)狀、外聘教師激勵(lì)現(xiàn)狀的調(diào)研,發(fā)現(xiàn)Y民辦培訓(xùn)學(xué)校外聘教師激勵(lì)存在的問(wèn)題及產(chǎn)生的原因,找到Y(jié)民辦培訓(xùn)學(xué)�，F(xiàn)行的針對(duì)外聘教師激勵(lì)的不足,從而結(jié)合Y民辦培訓(xùn)學(xué)校外聘教師的特點(diǎn)與需求尋找到切實(shí)有效激發(fā)出外聘教師內(nèi)在驅(qū)動(dòng)力的激勵(lì)辦法,并從薪酬激勵(lì)、工作激勵(lì)、培訓(xùn)激勵(lì)和參與激勵(lì)等方面對(duì)其激勵(lì)方式進(jìn)行改進(jìn),穩(wěn)定外聘教師隊(duì)伍,保持Y民辦培訓(xùn)學(xué)校在滁州教育培訓(xùn)市場(chǎng)的優(yōu)勢(shì)地位。通過(guò)對(duì)Y民辦培訓(xùn)學(xué)校外聘教師激勵(lì)研究,探索激勵(lì)在Y民辦培訓(xùn)學(xué)校外聘教師成長(zhǎng)中的積極作用,進(jìn)一步推進(jìn)Y民辦培訓(xùn)學(xué)校外聘教師隊(duì)伍的動(dòng)態(tài)管理,對(duì)于解決其他民辦培訓(xùn)機(jī)構(gòu)外聘教師激勵(lì)問(wèn)題也有一定的借鑒意義。當(dāng)然,如何有效激勵(lì)外聘教師是Y民辦培訓(xùn)學(xué)校乃至各個(gè)民營(yíng)辦學(xué)機(jī)構(gòu)人力資源管理工作的難點(diǎn)之一,對(duì)Y民辦培訓(xùn)學(xué)校外聘教師激勵(lì)的改進(jìn)對(duì)策也是一項(xiàng)復(fù)雜而艱巨的工作,Y民辦培訓(xùn)學(xué)校外聘教師激勵(lì)的改進(jìn)對(duì)策現(xiàn)實(shí)效果如何,還需要通過(guò)實(shí)踐檢驗(yàn),故本論文的研究難免有不足之處。
[Abstract]:The industrialization of education is a gradual process. With the deepening of the reform of education industrialization, all kinds of private training schools emerge as the times require. As a non diploma education and training institution, it has an indispensable position in the education market..Y private training school, as a non-governmental non diploma education and training machine, has been known by the first nobody since its founding in 2003. It is difficult to have a certain degree of social recognition in the education market in Chuzhou, and to a large extent, to meet the diversified needs of education and training, and to change the life of more and more learners. Now, the concept of "lifelong learning" has been deeply rooted in the people's mind and became a state of modern people's work and life. In Chuzhou, teaching is a state. The market, the huge market demand and the lower industry enter the threshold, make all kinds of training schools emerge in endlessly, but it is not common to adhere to a certain scale. Modern human resource management theory believes that people are the most important resources of organization, the most potential and performance of the investment. In view of the current situation of running schools in Y private training schools The external teachers are the main body of their teachers. Therefore, the Y private training school has taken the external teachers as the most important resources of the school at the beginning of its founding. It is considered as the core strength of the school development and the resource that the school needs to develop first. The external teachers have undertaken all the teaching work of the private training schools in the Y, and the audience is increasingly high and more and more popular. The demand of diversified training makes the demands of foreign teachers become more and more high. In order to get a place in the increasingly competitive education and training market, Y private training schools need to establish a team of foreign teachers with excellent quality and reasonable title structure,.Y private training school is trying to strengthen the management of foreign teachers and external teachers. The incentive has become the most important part of the management of the external teachers of Y private training schools. This paper aims to combine the motivation theory of MBA with the cognition and experience of the external teachers in Y private training schools, and choose "the theory of demand level", "double factor theory", "achievement needs theory", "expectation theory", "fair theory". Through the investigation of the current status of Y private training schools and the current situation of external teachers' incentive, the author finds out the problems and causes of external teachers' incentive in private training schools in Y, and finds out the shortcomings of the current teachers in Y private training schools, so as to combine the characteristics and needs of the external teachers of the private training schools in Y. In order to find out the incentive measures to effectively stimulate the internal driving force of external teachers, and improve the incentive mode from salary incentive, work incentive, training incentive and participation incentive, we can stabilize the external teachers' team and maintain the advantage of Y private training school in Chuzhou education and training market. Through the Y private training school, The active role of motivation in the growth of external teachers in Y private training schools is explored, and the dynamic management of the external teachers' team of Y private training schools is further promoted. It also has certain reference significance for solving the external teachers' incentive problems of other private training institutions. Of course, how to effectively motivate external teachers is Y private training. One of the difficulties in the human resource management of the training schools and even the private run schools is also a complex and arduous task for the improvement of the external teachers of the Y private training schools. How to improve the practical effects of the improvement countermeasures for the external teachers of the private training schools in the private training schools must be tested through practice, so the research of this paper is unavoidable. There are some inadequacies.
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G522.72

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 于海波;加強(qiáng)外聘教師管理之我見(jiàn)[J];職教通訊;2000年04期

2 胡漢波;淺談外聘教師的管理[J];中國(guó)職業(yè)技術(shù)教育;2001年03期

3 宋麗麗,羅燕琪,孫海峰;談外聘教師對(duì)促進(jìn)高校發(fā)展的意義[J];四川教育學(xué)院學(xué)報(bào);2004年05期

4 楊彥如;嚴(yán)新新;;應(yīng)重視和優(yōu)化外聘教師的管理[J];北京教育(高教版);2006年03期

5 朱鵬云;;努力提高外聘教師的教學(xué)質(zhì)量[J];衛(wèi)生職業(yè)教育;2006年17期

6 李懷;王世陽(yáng);陳紅俊;;獨(dú)立學(xué)院加強(qiáng)外聘教師管理的思考[J];陜西教育(高教版);2007年11期

7 高尚;;獨(dú)立學(xué)院外聘教師管理探析[J];邵陽(yáng)學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2007年05期

8 沈飚;;淺議外聘教師管理[J];科技經(jīng)濟(jì)市場(chǎng);2007年08期

9 高尚;;獨(dú)立學(xué)院外聘教師管理探析[J];湖南科技學(xué)院學(xué)報(bào);2007年11期

10 馬潤(rùn)萍;;高職院校外聘教師的教學(xué)現(xiàn)狀分析[J];吉林省教育學(xué)院學(xué)報(bào)(學(xué)科版);2008年06期

相關(guān)會(huì)議論文 前2條

1 陳于晴;;對(duì)外聘教師管理的若干思考[A];福建師大福清分校2003年會(huì)議論文匯編[C];2003年

2 馮敏華;;工學(xué)結(jié)合模式中高職院校外聘教師教學(xué)質(zhì)量保證的探索與實(shí)踐[A];2008年浙江省醫(yī)學(xué)教育學(xué)術(shù)年會(huì)論文匯編[C];2008年

相關(guān)重要報(bào)紙文章 前2條

1 本報(bào)記者 王輝 朗朗;外聘教師游走在社保制度邊緣[N];中國(guó)勞動(dòng)保障報(bào);2009年

2 韓鵬;職業(yè)類(lèi)學(xué)�！巴馄附處煛币訌�(qiáng)管理[N];安徽日?qǐng)?bào);2001年

相關(guān)碩士學(xué)位論文 前10條

1 王萍萍;論高職院校外聘教師管理[D];四川師范大學(xué);2009年

2 景建平;獨(dú)立學(xué)院外聘教師管理問(wèn)題研究[D];新疆農(nóng)業(yè)大學(xué);2012年

3 邢亞楠;論地方本科院校外聘教師管理及其制度建設(shè)[D];湖北大學(xué);2014年

4 楊靜靜;新疆石河子職業(yè)技術(shù)學(xué)院外聘教師績(jī)效管理問(wèn)題及對(duì)策研究[D];石河子大學(xué);2015年

5 鄒園丁;中等職業(yè)學(xué)校外聘教師管理問(wèn)題研究[D];江西農(nóng)業(yè)大學(xué);2015年

6 沈際;Y民辦培訓(xùn)學(xué)校外聘教師激勵(lì)研究[D];安徽大學(xué);2015年

7 陳玉;成都市中等職業(yè)學(xué)校外聘教師管理問(wèn)題及對(duì)策研究[D];四川師范大學(xué);2010年

8 劉清堂;職業(yè)院校外聘教師的道德風(fēng)險(xiǎn)問(wèn)題分析及策略防范[D];山東大學(xué);2007年

9 高麗坤;高職院校外聘教師管理研究[D];西北師范大學(xué);2013年

10 汪慧蕙;高職院校外聘教師教學(xué)質(zhì)量保證研究[D];湖南農(nóng)業(yè)大學(xué);2007年

，

本文編號(hào)：2168388