激励机制理论在高校教师管理中的应用研究
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摘要
激励机制的构建是人力资源管理的核心问题之一。建立和完善有效、科学合理的激励机制,对于高等学校吸引优秀人才、留住优秀人才、创造良好的竞争环境,并调动教师工作的积极性,激发教师潜在的创造性,以及提高学校的办学质量和办学效益等都具有重要意义。本文在综述激励理论的基础上,特别结合高校中的职业师范类教师的特点,并以对吉林工程技术师范学院的教师所进行的问卷调查统计结果为依据,探讨高校职业师范教师在薪酬制度、竞争机制、职务晋升、成就动机和激励方法等方面存在的问题,分析了产生这些问题的原因,以此为基础,对于在教师管理中如何建立一套科学的、有利于人才培养的激励机制提出了一些切实可行的对策建议。
As the base of personnel training, colleges and universities are important guarantees for implementation of the strategy of developing the country by relying on science and education and building up the strength of the country with talented people. Colleges and universities train professionals in all aspects of industries or comprehensive human resources for the community, and this is very important to the social progress and national development. Higher Education is responsible for the personnel training, scientific research and social services, and the most important and basic task is to train high quality talent. In order to meet the requirements of the development of national education, using the Motivate Mechanism theory in the human resource development and management of colleges and universities, not only can actively adapt to the requirements of market economy, but also be able to deepen the reform of the internal university. Meanwhile, as the dynamic and open system, the necessary management trend of colleges and universities is changing from mandatory hard management to motivation soft management. Teachers are the main part of the innovation education process, so it is essential that whether pass the Motivate Mechanism or not, to develop the human resource of teachers effectively, to attract and retain qualified talent, and to stimulate the work enthusiasm and creativity of teachers.
The motivate mechanisms of managing colleges and universities teachers should be adapted to the current socio-economic development and the need of developing their own higher education. A scientific application of motivate mechanisms theory on the theory base of motivate mechanism and all this laid a solid theoretical basis for the analysis in the report. In the part of application on the motivate mechanism in the management of colleges and universities teachers at home and abroad, it explores the application on the motivate mechanism in the management of colleges and universities teachers in the United States, Japan, Korea, Canada and other countries. For example, as the United States is a federal system of government, its education system carries out decentralization, that state governments, local governments and communities have the right to manage the education and the teachers, therefore the U.S. colleges and universities all consider their own actual situation to formulate the criteria for teachers’work and assessment and the relevant mechanisms and measures to promote teachers’professional development. The management of colleges and universities teachers in Canada gives priority to motivation, such as adjustment of salary, extension of teaching, academic leave, creation of more opportunities to attend academic conference, providing publication opportunities, agreement to lifetime employment and so on. All these actions not only can make teachers to strengthen their self-restraint mechanism, but also can mobilize their enthusiasms to consciously improve their own work and devotion to duty. This report explores the inspiration by these successful experiences, based on the results of the questionnaires conducted in Jilin Teachers’Institute of Engineering and Technology, drawing on the contents of the organizational behavior model, the process-based theory of motivation, from a psychological point of view, analyzes the current problems of the management of university teachers, mainly include low overall salary level, the lack of scientific and rational allocation criteria, the lack of effective competition mechanism and a scientific and rational evaluation system, different degrees of psychological burnout by teachers, a strong achievement motivation being not met, the lack of analysis on the psychological needs and effective motivate method, ignoring the teacher's self-evaluation and so on. The report based on the above analysis, illustrates the demand characteristics of university teachers, and proposes the application responses by motivate mechanism theory in the management of college and university teachers, which mainly includes: (1) To establish a scientific and reasonable remuneration strategy: Adams equity theory thought that fairness is the base for salary system to play its role effectively, and when people believe that rewards are fair they will be satisfied and gain motivation. Therefore, remuneration determines teachers’job satisfaction and work motivation, and the establishment of reasonable remuneration could fully mobilize the enthusiasm and creativity of teachers, and enhance teachers’group cohesion; (2) To establish a scientific and comprehensive evaluation system: Whether the performance evaluation of university teachers is scientific and rational is directly related to the whole reform of university education and teaching. Colleges and universities should establish motivate mechanism to attract and steady talented people, to give an accurate evaluation of each teacher’s job performance, and thus to stimulate teachers’enthusiasm, creativity and potential ability to work; (3) To grasp the characteristics of the psychological needs of teachers: Employers in the different positions and age levels must have different needs. University administrators should persevere in the development, combining with the school's current own situation and the characteristics of teachers’needs, carry out different motivate actions and take timely reforms and adjustment on the motivate mechanism, in order to stimulate teachers more enthusiasm for teaching and continuously improving the quality of school teaching, promoting a faster realization of organizational goals; (4) To optimize the internal environment and to create a fair opportunity to compete: The school should start with the problems which teachers are most concerned, and reform the aspects not scientific and reasonable, build up a variety of rules and regulations to create a fair competitive environment; (5) To reflect the human spirit and to implement human-based motivation: University management should be people oriented, fully embody the human spirit, implement human-based motivation and put the teachers on the proper main position; (6) To organic combine the material motivation and mental motivation while focusing on the spirit of inspiration; (7) To alleviate teachers’psychology burnout; (8) To motivate on demand: In the management of university teachers, the need is the starting point of motivation, the school administrators should take appropriate motivate responses to meet the needs of different levels and to guide and control the behavior of teachers.
As the base of personnel training, colleges and universities are important guarantees for implementation of the strategy of developing the country by relying on science and education and building up the strength of the country with talented people. Colleges and universities train professionals in all aspects of industries or comprehensive human resources for the community, and this is very important to the social progress and national development. Higher Education is responsible for the personnel training, scientific research and social services, and the most important and basic task is to train high quality talent. In order to meet the requirements of the development of national education, using the Motivate Mechanism theory in the human resource development and management of colleges and universities, not only can actively adapt to the requirements of market economy, but also be able to deepen the reform of the internal university. Meanwhile, as the dynamic and open system, the necessary management trend of colleges and universities is changing from mandatory hard management to motivation soft management. Teachers are the main part of the innovation education process, so it is essential that whether pass the Motivate Mechanism or not, to develop the human resource of teachers effectively, to attract and retain qualified talent, and to stimulate the work enthusiasm and creativity of teachers.
The motivate mechanisms of managing colleges and universities teachers should be adapted to the current socio-economic development and the need of developing their own higher education. A scientific application of motivate mechanisms theory on the theory base of motivate mechanism and all this laid a solid theoretical basis for the analysis in the report. In the part of application on the motivate mechanism in the management of colleges and universities teachers at home and abroad, it explores the application on the motivate mechanism in the management of colleges and universities teachers in the United States, Japan, Korea, Canada and other countries. For example, as the United States is a federal system of government, its education system carries out decentralization, that state governments, local governments and communities have the right to manage the education and the teachers, therefore the U.S. colleges and universities all consider their own actual situation to formulate the criteria for teachers’work and assessment and the relevant mechanisms and measures to promote teachers’professional development. The management of colleges and universities teachers in Canada gives priority to motivation, such as adjustment of salary, extension of teaching, academic leave, creation of more opportunities to attend academic conference, providing publication opportunities, agreement to lifetime employment and so on. All these actions not only can make teachers to strengthen their self-restraint mechanism, but also can mobilize their enthusiasms to consciously improve their own work and devotion to duty. This report explores the inspiration by these successful experiences, based on the results of the questionnaires conducted in Jilin Teachers’Institute of Engineering and Technology, drawing on the contents of the organizational behavior model, the process-based theory of motivation, from a psychological point of view, analyzes the current problems of the management of university teachers, mainly include low overall salary level, the lack of scientific and rational allocation criteria, the lack of effective competition mechanism and a scientific and rational evaluation system, different degrees of psychological burnout by teachers, a strong achievement motivation being not met, the lack of analysis on the psychological needs and effective motivate method, ignoring the teacher's self-evaluation and so on. The report based on the above analysis, illustrates the demand characteristics of university teachers, and proposes the application responses by motivate mechanism theory in the management of college and university teachers, which mainly includes: (1) To establish a scientific and reasonable remuneration strategy: Adams equity theory thought that fairness is the base for salary system to play its role effectively, and when people believe that rewards are fair they will be satisfied and gain motivation. Therefore, remuneration determines teachers’job satisfaction and work motivation, and the establishment of reasonable remuneration could fully mobilize the enthusiasm and creativity of teachers, and enhance teachers’group cohesion; (2) To establish a scientific and comprehensive evaluation system: Whether the performance evaluation of university teachers is scientific and rational is directly related to the whole reform of university education and teaching. Colleges and universities should establish motivate mechanism to attract and steady talented people, to give an accurate evaluation of each teacher’s job performance, and thus to stimulate teachers’enthusiasm, creativity and potential ability to work; (3) To grasp the characteristics of the psychological needs of teachers: Employers in the different positions and age levels must have different needs. University administrators should persevere in the development, combining with the school's current own situation and the characteristics of teachers’needs, carry out different motivate actions and take timely reforms and adjustment on the motivate mechanism, in order to stimulate teachers more enthusiasm for teaching and continuously improving the quality of school teaching, promoting a faster realization of organizational goals; (4) To optimize the internal environment and to create a fair opportunity to compete: The school should start with the problems which teachers are most concerned, and reform the aspects not scientific and reasonable, build up a variety of rules and regulations to create a fair competitive environment; (5) To reflect the human spirit and to implement human-based motivation: University management should be people oriented, fully embody the human spirit, implement human-based motivation and put the teachers on the proper main position; (6) To organic combine the material motivation and mental motivation while focusing on the spirit of inspiration; (7) To alleviate teachers’psychology burnout; (8) To motivate on demand: In the management of university teachers, the need is the starting point of motivation, the school administrators should take appropriate motivate responses to meet the needs of different levels and to guide and control the behavior of teachers.
引文
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[2]张志刚.《激励奥秘——调动员工积极性》[M].北京:中国物资出版社,2004
[3]陈伟国.试论高校教师激励机制创新[J].华东经济管理,2001(4).
[4]余慧星.论高校教职工激励机制的建立原则和方法[J].高等农业育,2003(5).
[5]崔继伟等.谈激励在学校管理中的应用[J].大连教育学院学报,2001(2).
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[7]岳敏.高校人才激励机制的构建[J].财经科学,2003(3).
[8]章凯.激励理论新解[J].科学管理研究,2003(2).
[9]曹伟.高校管理中运用激励理论的探讨[J].福建农林大学学报(哲学社会科学版),2002,5(2):87-89.
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[11]李浩仁.论学校管理中的教师激励[J].教学与管理,2002,(12).
[12]约翰·E·特鲁普曼.薪酬方案———如何制定员工激励机制[M].胡零,刘智勇.译.上海:上海交通大学出版社,2002.
[13]艾艳.激励机制在高校教师管理中的应用[J].航海教育研究,2007.01
[14]周三多.管理学[M].北京:高等教育出版社,2002.
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[17]杨鹤.高等学校教师激励机制研究:〔硕士学位论文〕.大连:大连理工大学,2005:2-5
[18]周三多,陈传明,鲁明涨.管理学——原理与方法.上海:复旦大学出版社,2003
[19]徐兆铭.企业绩效与激励机制:战略的观点.北京:中国税务出版社,2006
[20]张洁.论我国高校青年教师激励管理[J].黑龙江高教研究.2007(12)
[21]吴从环.薪酬设计公平为本--对高校薪酬设计的公平化思考[J].中国人力资源开发,2002(9):46-48.
[22]崔雨·浅谈激励在高校人力资源管理中的运用[J]·中国高校师资研究, 2004, (3).
[23]崔继伟等.谈激励在学校管理中的应用[J].大连教育学院学报,2001(2).
[24]胡正友.试论高校人力资源管理中的激励[J].安徽理工大学学报(社会科学版),2003,5(1):58-59.
[25]周芳.对加强高校人才资源管理问题的探讨[J].北京化工大学学报(社会科学版),2006(2):22-25.
[26]汤全起.美国高校师资管理机制探析[J].高等教育研究,2005,(1).
[27]刘少林.加拿大高校教师队伍管理制度管窥[J].外国教育研究,1998,(3).
[28]唐宁.高校人力资源管理若干热点问题的经济分析[J].厦门理工学院学报,2006(1).
[29]李蔓.关于高校教师薪酬制度设计的探讨[J].中国科技信息.2005(23)
[30]张轩远.人性假设讨论及由此引发的企业家激励方式[J].西安科技学院学报,2001(3).
[31]孙永正等编著.管理学[M].北京:清华大学出版社,2003.
[32]岳敏.高校人才激励机制的构建[J].财经科学,2003(3).
[33]吕莉.高校教师工作倦怠与工作满意度和社会支持的关系研究[D].华中科技大学,2005年.
[34]朱永新.高等学校教学管理系统研究[M].南京:江苏教育出版社,1998:8.
[35]胡海涛.高校教师工作压力与工作倦怠的关系研究[D].大连理工大学,2007年.
[36]王瑛.高校创新型教师培养及激励机制的研究:〔硕士学位论文〕.南京农业大学,2002
[37]周开扬.高校教师的激励研究:[硕士学位论文].南京:南京理工大学,2004
[38]吴鹏.高校教师激励约束机制研究:[硕士学位论文〕.青岛:青岛大学,2006
[39]张金华.高等学校教师管理中的激励机制研究:[硕士学位论文〕.吉林:吉林大学,2005
[40]黄兰任.激励因素、激励制度与工作满足之研究—以台中市某国际观光旅馆员工为例:〔硕士学位论文〕.台湾:静宜大学,2003
[41]风笑天.社会调查中的问卷设计.天津:天津人民出版,2002
[42]张蓉.社会调查研究方法.北京:高等教育出版社,2005
[43]王鑫.高校人力资源管理中激励问题研究[D].西北大学,2008.
[44]王会民.我国普通高校教师激励机制及对策研究[D].哈尔滨工程大学,2007年.
[45]王勇明.中国高校教师激励机制实证研究[D].南京农业大学,2007年.
[2]张志刚.《激励奥秘——调动员工积极性》[M].北京:中国物资出版社,2004
[3]陈伟国.试论高校教师激励机制创新[J].华东经济管理,2001(4).
[4]余慧星.论高校教职工激励机制的建立原则和方法[J].高等农业育,2003(5).
[5]崔继伟等.谈激励在学校管理中的应用[J].大连教育学院学报,2001(2).
[6]刘宝珍.论高校管理的激励机制[J].湖北师范学院学报(哲学社会科学版),2004(3).
[7]岳敏.高校人才激励机制的构建[J].财经科学,2003(3).
[8]章凯.激励理论新解[J].科学管理研究,2003(2).
[9]曹伟.高校管理中运用激励理论的探讨[J].福建农林大学学报(哲学社会科学版),2002,5(2):87-89.
[10]张建华.《创新、激励与经济发展》〔M].武汉:华中理工大学出版社,2002
[11]李浩仁.论学校管理中的教师激励[J].教学与管理,2002,(12).
[12]约翰·E·特鲁普曼.薪酬方案———如何制定员工激励机制[M].胡零,刘智勇.译.上海:上海交通大学出版社,2002.
[13]艾艳.激励机制在高校教师管理中的应用[J].航海教育研究,2007.01
[14]周三多.管理学[M].北京:高等教育出版社,2002.
[15]兰邦华.人本管理:以人为本的管理艺术[M].广州:广东经济出版社,2000.
[16]文显新.人本管理[M].北京:中国民航出版社,1999.
[17]杨鹤.高等学校教师激励机制研究:〔硕士学位论文〕.大连:大连理工大学,2005:2-5
[18]周三多,陈传明,鲁明涨.管理学——原理与方法.上海:复旦大学出版社,2003
[19]徐兆铭.企业绩效与激励机制:战略的观点.北京:中国税务出版社,2006
[20]张洁.论我国高校青年教师激励管理[J].黑龙江高教研究.2007(12)
[21]吴从环.薪酬设计公平为本--对高校薪酬设计的公平化思考[J].中国人力资源开发,2002(9):46-48.
[22]崔雨·浅谈激励在高校人力资源管理中的运用[J]·中国高校师资研究, 2004, (3).
[23]崔继伟等.谈激励在学校管理中的应用[J].大连教育学院学报,2001(2).
[24]胡正友.试论高校人力资源管理中的激励[J].安徽理工大学学报(社会科学版),2003,5(1):58-59.
[25]周芳.对加强高校人才资源管理问题的探讨[J].北京化工大学学报(社会科学版),2006(2):22-25.
[26]汤全起.美国高校师资管理机制探析[J].高等教育研究,2005,(1).
[27]刘少林.加拿大高校教师队伍管理制度管窥[J].外国教育研究,1998,(3).
[28]唐宁.高校人力资源管理若干热点问题的经济分析[J].厦门理工学院学报,2006(1).
[29]李蔓.关于高校教师薪酬制度设计的探讨[J].中国科技信息.2005(23)
[30]张轩远.人性假设讨论及由此引发的企业家激励方式[J].西安科技学院学报,2001(3).
[31]孙永正等编著.管理学[M].北京:清华大学出版社,2003.
[32]岳敏.高校人才激励机制的构建[J].财经科学,2003(3).
[33]吕莉.高校教师工作倦怠与工作满意度和社会支持的关系研究[D].华中科技大学,2005年.
[34]朱永新.高等学校教学管理系统研究[M].南京:江苏教育出版社,1998:8.
[35]胡海涛.高校教师工作压力与工作倦怠的关系研究[D].大连理工大学,2007年.
[36]王瑛.高校创新型教师培养及激励机制的研究:〔硕士学位论文〕.南京农业大学,2002
[37]周开扬.高校教师的激励研究:[硕士学位论文].南京:南京理工大学,2004
[38]吴鹏.高校教师激励约束机制研究:[硕士学位论文〕.青岛:青岛大学,2006
[39]张金华.高等学校教师管理中的激励机制研究:[硕士学位论文〕.吉林:吉林大学,2005
[40]黄兰任.激励因素、激励制度与工作满足之研究—以台中市某国际观光旅馆员工为例:〔硕士学位论文〕.台湾:静宜大学,2003
[41]风笑天.社会调查中的问卷设计.天津:天津人民出版,2002
[42]张蓉.社会调查研究方法.北京:高等教育出版社,2005
[43]王鑫.高校人力资源管理中激励问题研究[D].西北大学,2008.
[44]王会民.我国普通高校教师激励机制及对策研究[D].哈尔滨工程大学,2007年.
[45]王勇明.中国高校教师激励机制实证研究[D].南京农业大学,2007年.