基于胜任力模型的人力资源管理专业人才培养模式构建

人才培养模式决定着人才培养的规格和质量,人力资源管理作为应用性较强的专业,应该以人力资源管理者在实际工作中的胜任能力为依据,建立人才培养模式。借鉴国内外学者的研究成果,确定了人力资源管理者胜任力模型,从培养目标、课程体系、教学方法和实践环节四个方面,构建了以提高学生人力资源管理胜任力为核心的培养模式。     

基于胜任力的高职人力资源管理实践教学研究——以广东外语艺术职业学院为例

胜任力是驱动员工表现卓越绩效的综合素质。高职人力资源管理专业实践教学在专业认知、实践教学目标设计、实践教学实施过程均存在着不同程度的问题。广东外语艺术职业学院从人力资源管理人员胜任力模型出发,关注企业需求动向、基于胜任力模型进行实践教学设计、完善实践教学评价体系、搭建自主实践平台,开展基于胜任力的人力资源管理实践教学行动。     

Becoming a White antiracist counselor: A framework of identity development

In this constructivist grounded theory study, 12 White mental health counselors committed to antiracism were interviewed to explore their professional identity development. The emergent theoretical model of antiracist counseling identity development is a multifaceted lifelong developmental process that manifests through personal and professional experiences and is enacted within antiracist actions.     

胜任特征在高校医学人才评价中的应用

初步研究胜任特征相关理论及目前医学人才评价的现状与问题,探索将胜任特征评价模式引入医学人才评价领域的方法,为高等医学院校准确预测并且有效地选拔、培养、考核医学人才等工作提供科学依据。     

油田开发系统班组长胜任力模型的构建

本研究通过文献调研、问卷调查以及行为事件访谈的方法,建立了《油田开发系统班组长胜任力量表》。并用SPSS17.0进行探索性因素分析,构建了油田开发系统班组长胜任力模型。本研究的结论表明:油田开发系统班组长胜任力模型中包括九个因子,分别是责任与忠诚意识、道德与行为表率、管理执行能力、团队建设与人际沟通能力、员工利益代表、自我情绪控制、业绩、专业知识与技能、其他个体特征。     

企业情报竞争力评价模型研究

基于情报竞争力的广义定义,构建包含情报资源、情报能力、情报效果3个方面的企业情报竞争力评价指标体系;选取模糊综合评价、主成分TOPSIS、灰色关联分析等单一评价模型对情报竞争力进行评价;对单一评价模型结果进行Kendall协和系数相容性检验;对相容模型结果运用平均值模型、漂移度模型以及合作博弈模型进行组合评价,并进行Spearsman等级相关系数一致性检验,输出最佳结果;并运用K-means方法进行聚类分析。     

军工企业研发人员胜任特征要素研究

通过文献分析方法初步获取研发胜任特征要素,通过行为事件访谈法补充研发胜任特征要素,通过问卷调查获取数据,并采用因子分析方法提炼出个人品质、工作能力、团队精神、学识水平、成就动机等5项胜任特征要素.这些要素是军工企业进行研发岗位工作分析、招聘、培训与开发、绩效管理等工作的基础.     

基于SEM的大学生村官胜任力影响因素研究

在对20位大学生村官进行关键事件访谈的基础上,提出了大学生村官胜任力的因素概念模型。然后基于重庆市315位大学生村官的调查数据,通过建立结构方程模型验证了概念模型的合理性。研究表明:大学生村官的胜任力模型包括基本综合能力、沟通管理能力、学习创新能力3个维度16项指标。在胜任力与大学生村官绩效的关系方面,认为大学生村官的基本综合素质对任务管理绩效具有较强积极的影响;学习创新能力对任务管理绩效的积极影响相对较弱;沟通管理能力通过关系管理绩效对任务管理绩效产生积极作用。     

西游记人物性格之职场研究

《西游记》是明代小说家吴承恩的经典之作,他为我们虚构了一个神魔的世界,唐僧师徒四人在全书中都是起着主导作用。凡是典型人物都有典型性格,而每一个典型性格都是一种文化符号,西游记中唐僧师徒的性格自然可做中国文化的典型解析。     

Information literacy instruction in four Vietnamese university libraries

This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.