涉林专业毕业生职业技能、职业匹配及职业能力研究
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摘要
基于南京林业大学25位毕业生的BEI访谈结果显示,影响成功和失败的因素包括重要技能和个性特征,其中共同的重要技能为:沟通能力、专业知识。对比优秀绩效者与普通绩效者发现,在影响成功的重要技能上,两者没有显著差异;在影响失败的重要技能上,两者有明显差异;在影响成功和失败的个性特征上,优秀绩效者与普通绩效者均有显著差异。因此,建议:设法培养和提升大学生的沟通技能;重视开发大学生的专业技能、应变能力、学习能力、团队合作、谈判技巧;关注大学生个性成长。来自438份有效样本统计结果,大学课程中,对工作的关联性和对职业能力的贡献大小,依次为计算机专业类、外语、管理类、经济类;职业能力主要是工作后的学习内容,即岗位知识与技能。
Twenty-five Nanjing Forestry University graduates were interviewed with behavioral event interviews(BEI)to determine the influencing factors of success and failure, including important skills and personality traits.Commonly reported important general skills were: communication skills and professional knowledge. Excellent performance and average performance comparisons between graduates found that there were no differences between the two groups concerning their skills influencing success, but significant differences were witnessed concerning their skills influencing failure. Concerning the influence of personality on both success and failure, there were significant differences detected between excellent performance group and average performance group. Therefore, we recommended to try to cultivate and improve students' communication skills; develop their professional skills, adaptability, learning ability, team work ability and negotiation skills and focus on their personality development.According to 438 valid statistical results, the ranking of university curriculum/courses on the basis of relevance to current work and contribution to professional competence was: Information Technology, Foreign Language, Management and Economics. Their professional competence through learning after work is to learn job-related knowledge and skills.
Twenty-five Nanjing Forestry University graduates were interviewed with behavioral event interviews(BEI)to determine the influencing factors of success and failure, including important skills and personality traits.Commonly reported important general skills were: communication skills and professional knowledge. Excellent performance and average performance comparisons between graduates found that there were no differences between the two groups concerning their skills influencing success, but significant differences were witnessed concerning their skills influencing failure. Concerning the influence of personality on both success and failure, there were significant differences detected between excellent performance group and average performance group. Therefore, we recommended to try to cultivate and improve students' communication skills; develop their professional skills, adaptability, learning ability, team work ability and negotiation skills and focus on their personality development.According to 438 valid statistical results, the ranking of university curriculum/courses on the basis of relevance to current work and contribution to professional competence was: Information Technology, Foreign Language, Management and Economics. Their professional competence through learning after work is to learn job-related knowledge and skills.
引文
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Jason D.Shaw,Michelle K.Duffy,Eric M.Stark.Interdependence and Preference for Group Work:Main and Congruence Effects on the Satisfaction and Performance of Group Members[J].Journal of Management.2000,26(2):259~279
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Miller.Char.and James G.Lewis.A contested past.Forestry education in the United States,1898-1998[J].Journal of forestry.1999,97(9):38~43
Mika Rekola.Global outlook on forest education(GOFRE)-Final Report[R].2016.04
V.Alaric Sample,R.Patrick Bixler,Maureen H.McDonough,Steven H.Bullard,and Mary M.Snieckus.The promise and performance of Forestry education in the United States:Results of a survey of forestry employers,graduates,and educators[J].Journal of Forestry.2015,113(6):528~537
Standiford.Richard.B.Distance Education and New Models for Forestry Education[J].Journal of Forestry.2015.113(6):557~560
李颖,刘善仕,翁赛珠.大学生就业能力对就业质量的影响[J].高教探索,2005(2):91~93
刘扬.大学专业与工作匹配研究:基于大学毕业生就业调查的实证分析[J].清华大学教育研究,2010(6):82~88
宋国学,谢晋宇.可雇佣性教育模式:理论述评与实践应用[J].比较教育研究,2008(2):62~66,81
翁清雄,席酉民.企业员工职业成长研究:量表编制和效度检[J].管理评论,2011,23(10):132-143
翁清雄.自我职业生涯管理对职业决策质量的作用机制[J].管理评论,2010,22(1):82~93
周明建,侍水生,蒋建军.人-岗匹配与工作态度:自我效能感的中介作用[J].工业工程与管理.2011(5):123~129
Alos,E Horizon.Understanding Employability[R].Employability Support Unit.The natic Work shop,1999 Bundesministeriums für Wissenschaft und Forschung(BMWF).Berichtüber die Maβnahman der Umstzung der Bologna-Zielein?sterreich[R].Bundesminist erium für Wissenschaft und Forschung.2010-2012:20
Carnevale,A P,Gainer,L J,Meltzer,A S.Work place Basics[M].San Francisco,C A:Jossey-Bass,1990
Edwards,J R.Person-job Fit:A Conceptual Integration,Literature Review and Methodological Critique[J].International Review of Industrial Organizational Psychology,1991(6):283~357
EHEA.Making the Most of Our Potential:Consolidating the European Higher Education Area.Bucharest Commuique[J].EHEA Ministerial Conference.Bucharest,2012(4):26~27
Ghulam R Nabi,David Bagley.Graduate’s Perceptions of Transferable Prsonal Skills and Future Career Preparation in the UK[J].Career Development international,1998(1):31~39
Hugh Guthrie.Competence and competency-based training:What the literature says[R].National Centre For Vocational Education Research(NCVER),2009,06
Jason D.Shaw,Michelle K.Duffy,Eric M.Stark.Interdependence and Preference for Group Work:Main and Congruence Effects on the Satisfaction and Performance of Group Members[J].Journal of Management.2000,26(2):259~279
John Robst.Education and job match:The Relatedness of College Major and Work[J].Education Review.2007,26(4):397~407
Miller.Char.and James G.Lewis.A contested past.Forestry education in the United States,1898-1998[J].Journal of forestry.1999,97(9):38~43
Mika Rekola.Global outlook on forest education(GOFRE)-Final Report[R].2016.04
V.Alaric Sample,R.Patrick Bixler,Maureen H.McDonough,Steven H.Bullard,and Mary M.Snieckus.The promise and performance of Forestry education in the United States:Results of a survey of forestry employers,graduates,and educators[J].Journal of Forestry.2015,113(6):528~537
Standiford.Richard.B.Distance Education and New Models for Forestry Education[J].Journal of Forestry.2015.113(6):557~560
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