大学教师心理契约的结构及其动态变化
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摘要
心理契约是与经济契约相对应的一种隐含的、非正式的、未公开说明的相互期望和理解,它包括成就需要、工作安全感、职业培训、补偿和职业发展等。对管理者而言,有效利用心理契约进行管理,将有利于坚守以人为本的管理理念,实现契约化管理和人性化管理的有效结合。心理契约具有动态本质,大学教师心理契约的动态变化研究,旨在优化大学人力资源管理、提升教师承诺水平和促进大学组织与教师二者关系的良性互动,正成为当前人力资源管理的新课题。
本文在回顾相关文献基础上,研究了心理契约的研究现状、大学教师心理契约的研究现状及存在的问题,研究围绕四条主线展开,即建立“大学教师心理契约动态量表”、大学教师心理契约的现状与特征、大学教师心理契约的变动及量化分析和教师与大学组织双重视角下心理契约的实证研究。首先,在多次预试数据基础上,验证了我国大学教师心理契约三维结构构想,证明我国大学教师心理契约应包括规范责任、发展责任和人际责任。经过信度、效度检验、探索性因子分析和验证性因子分析,开发出一套“大学教师心理契约变动量表”,将心理契约的研究由静态层面拓展到动态层面。其次,在正式施测基础上,采用相关分析、方差分析、聚类分析和回归分析,考察了我国大学教师心理契约的现状及特征。再次,在Schalk和Robert基于极限观点的心理契约变动形式研究的基础上,尝试对大学教师的心理契约变动进行定量研究,证明大学教师心理契约存在三种基本变动形式即平衡、调整和转变,探索出以聚类分析为基础的心理契约变动的临界极限值的测算方法。最后,从教师和管理者两个视角,采用独立样本T检验和配对样本T检验方法,确定双方心理契约中已达成的相互责任基础上,考察了“学校责任履行程度的认知差”和“教师责任履行程度的认知差”及对心理契约的影响,发现无论是教师还是学校的管理者对自身责任的履行普遍存在高估问题,这种认知偏差与教师责任的调整关系密切,这一研究使对双向视角下心理契约一致性的研究内容更为完善。
避免心理契约偏离正常轨道的办法就是对心理契约的形成和维护的监控,并形成相应的心理契约管理策略。本研究在心理契约极限量化研究基础上,测算相应的警情值,建立心理契约预警控制模型,为预防大学教师心理契约失衡提供可操作性的工具;提出投资式管理、参与式管理和利诱式管理的策略,以提高双方心理契约的契合度;提出基于职业生涯阶段理论的大学教师心理契约的管理对策,以实现其心理契约的良性循环。
At the period of economy transfer,faculty's value view and social psychology is changing. It is needed increasingly that the voice of democracy and cooperate in human management.Phychological contracts is just the carrier to express faculty's demand.As a kind of unwritten contrat,phychological contracts ,with latent and affective and affirmatory characteristic,hold people oriented administrant concept and act the integrate of contract and humanistic management.What's more, it is endowed with three tasks: optimizing university human resource management; to upgrading faculty's affirmatory level and expediting the relationship between organization and faculty benign intermodulation.Nowsdays, psychological contract is becoming a new question for discussion in human resource management field.
On the base of reviewing correlative literature,the thesis summarize the researchful condiction about psychological contracts and faculty's psychological contracts.Aiming at the four feeble tache in presently research, four masterstroke are outspreaded in this thesis,that is to establish "faculty's psychological contracts change questionnaire",to analyze faculty's psychological contracts actuality and characteristic, to quantitative discuss faculty's phychological contracts change and to demonstration the consistency of faculty and organization phychological contracts.
Firstly, on the base of preexperimentation, the conceivition of psychological contract three dimensionality frame is validated. It is indicated that there is normative obligation,developmental obligation and relation obligation in faculty's psychological contracts.Basing on the reliability and availability validate,factor and validatory analysis,we exploitured "faculty's phychological contracts dynamic questionare",which developed the research of psychological contract from static state to dynamic.
Secondly,basing on formal investigation,the thesis discuss faculty and university organization psychological contracts actuality and interaction through the analysis of correlation, ANOVA, K-means cluster and regression. It is reported that the psychological contracts of common investment high scored high in expection,endurance,faculty's revision level and organization trust and indentification,which embodied a kind of positive relationship and suggested it is significant to construct common investment high phychological contracts.
Thirdly,this thesis made a quantitative research for the forms of faculty's pshchological contracts chang basing on the view of phychological contracts change limit of Schalk and Robert. It is reported that there are such three kinds of basic changing forms as balance,revision and transformation in faculty's pshchological contracts.Furtherly,through K-means cluster, it is surved that faculty's psychological contracts three changing forms critical limit.Which developed the research of psychological contracts from qualitative to quantitative and offered a kind of tool to grasp faculty's psychological contracts dynamic.
Lastly, viewing from faculty and supervisior,this thesis discussed the mutual obligation that is recognized commonly and review the cognitive difference of school and faculty obligation fulfillment as well as its effect on mutual psychological contracts. Which made the research of phychological contracts coherence from two sides more comprehensive.
In conclusion, the way to avoid psychological contracts departure normal orbit is to supervise the formation and maintenance of faculty's psychological contracts as well as construct management strategy. At the end of the thesis, it surved the warning signal of psychological contracts' change and establish a model of early warning and control. At the same time,in order to advance mutual fit about psychological contracts,such management policy is put forward as take sensibility as root,take lead as key,and take development as guarantee. It also analyzed faculty's psychological contracts characteristic based on career stage theory.Some management plicy aiming at dirrerent career stage is put forward to achieve benign circle of faculty's psychological contracts.
本文在回顾相关文献基础上,研究了心理契约的研究现状、大学教师心理契约的研究现状及存在的问题,研究围绕四条主线展开,即建立“大学教师心理契约动态量表”、大学教师心理契约的现状与特征、大学教师心理契约的变动及量化分析和教师与大学组织双重视角下心理契约的实证研究。首先,在多次预试数据基础上,验证了我国大学教师心理契约三维结构构想,证明我国大学教师心理契约应包括规范责任、发展责任和人际责任。经过信度、效度检验、探索性因子分析和验证性因子分析,开发出一套“大学教师心理契约变动量表”,将心理契约的研究由静态层面拓展到动态层面。其次,在正式施测基础上,采用相关分析、方差分析、聚类分析和回归分析,考察了我国大学教师心理契约的现状及特征。再次,在Schalk和Robert基于极限观点的心理契约变动形式研究的基础上,尝试对大学教师的心理契约变动进行定量研究,证明大学教师心理契约存在三种基本变动形式即平衡、调整和转变,探索出以聚类分析为基础的心理契约变动的临界极限值的测算方法。最后,从教师和管理者两个视角,采用独立样本T检验和配对样本T检验方法,确定双方心理契约中已达成的相互责任基础上,考察了“学校责任履行程度的认知差”和“教师责任履行程度的认知差”及对心理契约的影响,发现无论是教师还是学校的管理者对自身责任的履行普遍存在高估问题,这种认知偏差与教师责任的调整关系密切,这一研究使对双向视角下心理契约一致性的研究内容更为完善。
避免心理契约偏离正常轨道的办法就是对心理契约的形成和维护的监控,并形成相应的心理契约管理策略。本研究在心理契约极限量化研究基础上,测算相应的警情值,建立心理契约预警控制模型,为预防大学教师心理契约失衡提供可操作性的工具;提出投资式管理、参与式管理和利诱式管理的策略,以提高双方心理契约的契合度;提出基于职业生涯阶段理论的大学教师心理契约的管理对策,以实现其心理契约的良性循环。
At the period of economy transfer,faculty's value view and social psychology is changing. It is needed increasingly that the voice of democracy and cooperate in human management.Phychological contracts is just the carrier to express faculty's demand.As a kind of unwritten contrat,phychological contracts ,with latent and affective and affirmatory characteristic,hold people oriented administrant concept and act the integrate of contract and humanistic management.What's more, it is endowed with three tasks: optimizing university human resource management; to upgrading faculty's affirmatory level and expediting the relationship between organization and faculty benign intermodulation.Nowsdays, psychological contract is becoming a new question for discussion in human resource management field.
On the base of reviewing correlative literature,the thesis summarize the researchful condiction about psychological contracts and faculty's psychological contracts.Aiming at the four feeble tache in presently research, four masterstroke are outspreaded in this thesis,that is to establish "faculty's psychological contracts change questionnaire",to analyze faculty's psychological contracts actuality and characteristic, to quantitative discuss faculty's phychological contracts change and to demonstration the consistency of faculty and organization phychological contracts.
Firstly, on the base of preexperimentation, the conceivition of psychological contract three dimensionality frame is validated. It is indicated that there is normative obligation,developmental obligation and relation obligation in faculty's psychological contracts.Basing on the reliability and availability validate,factor and validatory analysis,we exploitured "faculty's phychological contracts dynamic questionare",which developed the research of psychological contract from static state to dynamic.
Secondly,basing on formal investigation,the thesis discuss faculty and university organization psychological contracts actuality and interaction through the analysis of correlation, ANOVA, K-means cluster and regression. It is reported that the psychological contracts of common investment high scored high in expection,endurance,faculty's revision level and organization trust and indentification,which embodied a kind of positive relationship and suggested it is significant to construct common investment high phychological contracts.
Thirdly,this thesis made a quantitative research for the forms of faculty's pshchological contracts chang basing on the view of phychological contracts change limit of Schalk and Robert. It is reported that there are such three kinds of basic changing forms as balance,revision and transformation in faculty's pshchological contracts.Furtherly,through K-means cluster, it is surved that faculty's psychological contracts three changing forms critical limit.Which developed the research of psychological contracts from qualitative to quantitative and offered a kind of tool to grasp faculty's psychological contracts dynamic.
Lastly, viewing from faculty and supervisior,this thesis discussed the mutual obligation that is recognized commonly and review the cognitive difference of school and faculty obligation fulfillment as well as its effect on mutual psychological contracts. Which made the research of phychological contracts coherence from two sides more comprehensive.
In conclusion, the way to avoid psychological contracts departure normal orbit is to supervise the formation and maintenance of faculty's psychological contracts as well as construct management strategy. At the end of the thesis, it surved the warning signal of psychological contracts' change and establish a model of early warning and control. At the same time,in order to advance mutual fit about psychological contracts,such management policy is put forward as take sensibility as root,take lead as key,and take development as guarantee. It also analyzed faculty's psychological contracts characteristic based on career stage theory.Some management plicy aiming at dirrerent career stage is put forward to achieve benign circle of faculty's psychological contracts.
引文
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