中国基层党政领导干部的工作绩效结构

本研究旨在系统探讨党政领导干部工作绩效的结构。通过对94名党政领导干部的深度访谈，共收集到评估自我、下属和上级工作绩效的项目222个，并由2674名被试进行评定。经探索性因素和二阶因素分析，评定自我和下属工作绩效的结构相同。均为任务指向和个人品质两个维度，评定上级工作绩效时却出现了四个维度，但仍然可以划分为任务指向和个人素质两大类。而且，对个人素质和任务指向的重视程度在评定自我工作绩效时相同，在评定下属工作绩效时更重视任务指向特点，而评定上级工作绩效时则更看重个人素质。本研究的结果与西方关于工作绩效的“任务一关系绩效”模型存在明显的差异。文中从中西方文化差异的角度对结果进行了讨论，并提出了进一步研究的设想。     

高等职业院校教师工作绩效结构模型的实证研究

依据工作绩效的相关研究理论,构建了高等职业院校（以下简称高职院校）教师工作绩效的理论模型,利用专家访谈、问卷调查法收集数据,进行探索性因素分析和验证性结构分析,得出结论：高职院校教师工作绩效模型具有多维结构,由任务绩效、关系绩效和适应性绩效构成。任务绩效主要包含工作职责、教学效能、实践教学设计及社会服务;关系绩效包含师生关系、团队协作及企业关系维系;适应性绩效包含持续学习、压力调适、实践技能适应。     

中学教师关系绩效结构研究

通过文献综述、访谈和开放式问卷调查,编制了适合中国文化背景的中学教师关系绩效评价量表。对173份有效问卷的探索性因素分析表明：中学教师关系绩效呈现清晰的四因素结构模型,即职业道德、自我发展与创新、和谐互助和组织认同。为了进一步验证此模型是否是最优模型及中学教师关系绩效评价量表的信度和效度,对413份有效问卷进行验证性因素分析,结果证实了四维结构模型的合理性,该量表具有较好的信度和效度。     

基于解释结构模型的大学生课堂学习绩效影响因素分析

通过利用解释结构模型法（Interpretative Structural Modeling）对影响大学生课堂学习绩效的因素进行分析和研究,构建了大学生课堂学习绩效影响因素模型,并提出了改进大学生课堂学习绩效的一些措施,为以后的学者和教师的进一步研究提供理论依据和借鉴.     

微贷客户经理工作绩效五维度结构模型之构建

随着微贷在创造就业机会、解决民生问题中日益发挥的重要作用,并为银行微贷客户经理的绩效评估和绩效管理工作提供正确依据,构建一套科学、合理的微贷客户经理工作绩效结构模型,就势在必行。本文在借鉴学界工作绩效模型的研究成果基础上,通过对股份制商业银行微贷客户经理工作绩效结构的深入思考,探索性地提出了符合其工作特殊性的微贷客户经理五维度工作绩效模型。     

农村基础教育信息化EEE模型的构建与解析

系统建模是深入解析系统结构、分析系统特征及揭示系统发展规律的重要途径和方法.本文依据教育信息化绩效理论、教育信息化影响因素说和教育信息化发展阶段论,通过确立模型平面结构、确定模型空间结构、确认模型层级结构一系列过程,构建出具有三维框架、四个层级、五种属性的农村基础教育信息化EEE模型,并对其进行解析.经专家评审法检验,EEE模型与农村基础教育信息化系统有较高的拟合程度,可以依据该模型对农村基础教育信息化发展水平进行绩效评估.     

高校辅导员工作绩效考评体系的构建

本文就高校辅导员工作绩效的现实意义进行系统的论述,通过对高校辅导员工作绩效构建体系的个体、环境和机会、激励和技能三大影响因素的分析,形成一个刚性的政策,柔性的手段为特征的辅导员工作绩效考评体系,构建出一个公平、公正、全面、合理的辅导员工作绩效的考评体系。     

H公司TSR绩效改进的优化策略研究

通过有效的绩效分析与绩效改进,有助于TSR迅速提高绩效,提高保险电销团队与保险电销中心的核心竞争力和利润。选取H公司为研究个案,构建保险电销中心TSR的绩效分析与改进模型,从绩效分析与绩效改进的实施基础培育,绩效分析、绩效改进计划的制定与实施,绩效改进评估四个阶段,探讨H公司TSR绩效改进的优化对策,以降低成本、减少客户流失、提高保险电销中心竞争力,为H公司TSR绩效分析、绩效改进提供参考。     

大学组织绩效评价模型研究

由于大学属于非营利性组织,传统的会计核算不能全面反映大学组织绩效的全貌。本文运用结构方程模型构建了基于平衡计分卡的组织绩效评价模型,该模型主要由员工满意度、教学科研绩效、社会满意度、财务绩效四个维度构成,以中部六省211工程大学为样本对模型进行了验证,并验证了组织绩效的四个维度之间的因果关系。结果表明,员工满意度对教学科研绩效有显著的正向影响,教学科研绩效对社会满意度有显著的正向影响,社会满意度对财务绩效有显著的正向影响,说明本研究设计的组织绩效平衡模式能较全面衡量大学组织绩效。此外,员工满意度对社会满意度有显著的正向影响作用,为大学提高组织绩效提供了路径。     

数字经济背景下员工工作投入对工作绩效的影响——心理资本的中介作用

基于数字经济的时代背景,以我国互联网企业346名员工为样本,采用结构方程模型和多层回归分析的方法,探讨员工工作投入对工作绩效四个维度(任务绩效、关系绩效、创新绩效和学习绩效)的影响,并揭示心理资本的中介作用,以此丰富和细化工作投入对工作绩效的内在影响机制,同时,为互联网企业的人力资源管理实践提供理论指导。研究结果表明：工作投入对任务绩效、关系绩效、创新绩效和学习绩效均具有正向影响;心理资本在上述关系中均具有中介作用。     

Is It An Interesting Job,And Will I Persist,Perform, And Be More Content? A Quasi‐Experimental Investigation

The influence of interest on job completion time, ordinary and worthy job performance, and job satisfaction is investigated following the provision of job‐related prior knowledge. This quasiexperimental posttest research compared studies of low‐ and high‐value jobs. In Study 1, participants (n = 75) completed a dressing job (low value). In Study 2, participants (n = 71) completed a computer job (high value). Interest in the low‐value job was found to trigger significant job performance and job satisfaction, but no significant impact was noted on job completion time. However, worthy job performance (in which performance is evaluated by total cost spent to acquire desired output) of the lowvalue job was nonsignificant and inverse to job performance. Interest in the highvalue job was seen to significantly affect job completion time and job satisfaction, but not job performance. In contrast to Study 1, worthy job performance was consistent with job performance and seen as significant. The results are discussed, and further research studies are recommended.     

Beliefs about Schooled Knowledge: Domain Specific or Domain General?

This study explored the domain specificity of students' beliefs about academic knowledge in three related studies. Using a four-factor model as an initial framework, a series of domain-specific items about mathematics and history was developed. In Study I, these items were administered to 182 undergraduates, and the psychometric properties and underlying factor structure were examined via exploratory factor analysis. In Study II, the modified instrument, the Domain-Specific Beliefs Questionnaire (DSBQ), was administered to 633 students and a confirmatory factor analysis was conducted. A subsample of participants' responses on the DSBQ was also compared to responses on Schommer's epistemological questionnaire. Study III involved a second confirmatory factor analysis using data from a new sample (n = 523). Those data were examined for potential gender differences. Overall, the results of this investigation suggested that students possess certain domain-specific beliefs about knowledge in mathematics and history. Further, a significant moderate relationship between the DSBQ and Schommer's questionnaire provided some evidence of domain-generality in undergraduates' epistemological beliefs.     

绩效分析的模型与方法

绩效分析是教学设计的前端分析,旨在明确绩效问题、找出原因,从而确定适当的绩效改进方案。吉尔伯特绩效矩阵以及梅杰和珮普绩效分析模型分别从不同的层面和高度对绩效问题进行分析,配合使用这两个模型可以从宏观到微观一步步地锁定绩效问题,明确原因,为管理层的正确决策提供科学依据。     

Factors associated with employment success among youths with learning disabilities

This follow-up study examines the employment success of young adults with learning and other mild disabilities. The study questioned the employee with disabilities, his or her parents, and the employer on a number of vocationally related items. A four-factor model is advanced to explain job success. The factors include job match and accommodation, social acceptance, work attitude, and special services. Participants in a total of 41 job situations were queried with 38 completed triads (employee with mild disability, employer, family). The method of constant comparative analysis was used to analyze the data. Although an aggregate of the four factors correlated significantly (p less than .01), job match proved to have the most significant (p less than .01) relationship with the outcome variable. The results are interpreted in light of the need to deliver and understand the types of supported employment services for adults with mild disabilities.     

A comparison of the factor structure of the WISC-R for blacks and whites

Scaled scores of the 10 mandatory WISC-R subtests were factor analyzed for separate groups of black (N = 430) and white (N = 274) public school students. Two-, three- and four-factor solutions were examined using the iterated principal factor method. The factorial solutions were compared using coefficients of congruence, and each solution was compared to the standardization sample. Coefficients of congruence between the black and white first factor were .96, second factor .99, and third factor .74. Congruency between Kaufman's results and each racial group was also quite high, suggesting that the WISC-R measures the same theoretical abilities.     

Performance Indicators and Quality Review in Australian Universities

This paper examines the relationship between sets of quantitative performance and diversity indicators and the qualitative banding of Australian universities made by the Committee for Quality Assurance in Higher Education. Using factor analysis, three performance factors (Traditional Research University Performance, Teaching Performance and Competitive Research Performance) and four diversity factors (Size, Equity, Student Staff Ratios and Access) were obtained. Strong association was found between quality ranking and composite measures of performance. When factor‐based composite measures were used, quality rankings were significantly correlated with Traditional Research University Performance, Teaching Performance and Size, and negatively with Equity.     

Development of the child care worker job stress inventory

After a series of instrument development studies, a mail survey was conducted with 196 randomly selected family day care providers (FDCPs) and child care center workers (CCCWs) residing in the state of Maryland (response rates were 76.6% and 70.5%, respectively). Embedded in the instrument were three job stress scales, specific to child care workers, measuring job demands, job control, and job resources. Extensive psychometric testing of the three 17-item instruments demonstrated several areas of strength. The job demands scale, because of its breadth of stressors covered, fared slightly worse on indicators of reliability (alpha = 0.77; mean interitem correlation [MIC] = 0.17; item-to-total correlations [ITCs] = 0.14 to 0.49) than did job control (alpha = 0.88; MIC = 0.31; ITCs = 0.26 to 0.69) and job resources (alpha = 0.89; MIC = 0.35; ITCs = 0.32 to 0.70). Known groups validity was demonstrated through a conceptually meaningful pattern of differences between FDCPs and CCCWs. Construct validity for all three scales was demonstrated by a pattern of stronger correlations with conceptually similar versus dissimilar instruments. Average correlations with similar versus dissimilar instruments were: job demands, 0.54 versus 0.24; job control, 0.74 versus 0.30; and job resources, −0.53 versus 0.30. Similar to the reliability analysis, results of factor analysis were stronger for job control and job resources than for job demands.     

Language at work: children's gendered interpretations of occupational titles

A large literature has shown that children's beliefs and aspirations about occupations reflect cultural gender stereotypes. One channel that may create or sustain occupational stereotypes is language. Two studies were designed to examine whether children interpret occupational titles as gender specific or gender neutral. In Study 1, children (6- to 11-year-olds, N = 64) were asked directly if various job titles could be used for both men and women doing the job. In Study 2, children (6- to 10-year-olds, N = 51) were shown pictures of men and women engaged in job activities and asked which one(s) showed someone who could be called a(n)__. Titles were linguistically unmarked for gender (e.g., doctor), strongly marked (e.g., policeman), or weakly marked (e.g., postmaster). Marked titles were given in masculine and feminine forms. Findings reinforced past work showing that marked titles are exclusionary, revealed that some children harbor confusions about even unmarked titles, and demonstrated the mediating role of individual differences in attitudes. Implications for the changing lexicon and for educational programs are discussed.     

Analysing and training task analysis

Hierarchical Task Analysis (HTA) is used particularly in the context of instructional development. This paper involves two exploratory studies concerning the difficulties of those learning to perform HTA (Study 1) and how these might be overcome (Study 2). In Study 1 seventeen students were provided with declarative training in the major features of HTA and were then asked to analyse the task of making a cup of tea (task 1) or of painting a door (task 2). HTAs were analysed in terms of five HTA criteria (hierarchical representation, logical decomposition rule, logical equivalence, specification of plans and the P × C rule) and four other error categories (task boundaries incorrect, cognitive goals omitted, operations described as activities rather than goals, and lack of versatility of the analysis in terms of encompassing task variation). Errors occurred with respect to all HTA criteria and other error categories suggesting that carrying out HTA is itself a complex cognitive task. This together with an analysis of questionnaire responses concerning self-reported difficulties and strategies suggested that the tendency to use an action-oriented representation of the task being analysed might be one cause of poor performance. Study 2 investigated the effectiveness of three instructional conditions at improving analysts' performance at HTA: procedure training which specified eight main goals in carrying out HTA, criteria training which involved understanding and practice at using or recognising the five HTA criteria and types of error, and combined criteria/procedure training. Performance at HTA improved in both conditions that involved criteria training.     

Got tools? Concept map

The International Society for Performance Improvement's journal Performance Improvement has invited readers to submit Human Performance Technology (HPT) tools for publication. These can include ready‐to‐use job aids or tools and templates used to facilitate gap analysis, process flow mapping, performance consulting, instructional design, e‐learning, on‐the‐job training, solution design, and performance measurement and evaluation, to name few. We're looking for a variety of instruments that are consistent with the principles of HPT, have broad appeal, and are applicable to a variety of workplace situations. In all cases, tools should focus on adding value to individual, team, or organizational performance. Our first submission is a Concept Map submitted by Aaron U. Bolin.