高校辅导员胜任力模型研究

发布时间：2018-02-16 21:08

本文关键词： 高校辅导员胜任力胜任力模型　出处：《首都经济贸易大学》2009年硕士论文　论文类型：学位论文

【摘要】： 本文以高校辅导员为研究对象,学习借鉴了有关胜任力理论研究和实践经验的成果,通过使用行为事件访谈、开放性问卷调查、统计分析和归纳等研究方法,设计开发出了《高校辅导员胜任力调查问卷》。选取北京市六所高校的240名辅导员进行调查,问卷的信度和效度较好。本文利用了SPSS AMOS(Analysis of Moment Structure)软件进行验证性因子分析,构建了高校辅导员胜任力模型。高校辅导员胜任力模型由五个纬度四十三个胜任力要项构成。五个纬度分别是:政治和理论素养、人格素养、工作品质、辅导学生的能力和发展自己和学生的能力。五个纬度下的四十三个胜任力要项分别是: (1)政治理论素养:政治素养、思想道德修养、了解学生所学专业、专业知识、理论修养、知识储备; (2)人格素养:有个人魅力、人文素养、正直、诚信、自我尊重、善解人意、亲和力、综合素质; (3)工作品质:公平公正、奉献精神、关爱学生、主动性、原则性、有耐心、吃苦耐劳、细心、爱心、宽容、热情、责任感; (4)辅导学生的能力:理解和尊重学生、创新能力、心理辅导能力、言语表达能力、沟通能力、善于倾听、观察能力、捕捉信息的能力、调研能力、合作、组织管理与协调能力; (5)发展自己和学生的能力:生活体验、反省认知能力、自我控制、发展他人的能力、自主学习、识人用人能力; 本文构建了高校辅导员胜任力模型,并在此基础上研究了高校辅导员的实际胜任力水平。结果表明:高校辅导员在实际工作中处于较高的胜任力水平;51岁以上年龄段、硕士学历、工作在8年以上的高校辅导员的胜任力水平较高;而不同性别、有无培训经历、是否为专职等对高校辅导员的胜任力水平影响不大。本文的研究结论对高校辅导员的教育和专业化发展提供了实证研究的依据,对高校辅导员的招募选拔、培训开发、绩效管理和薪酬管理具有重要的应用价值。
[Abstract]:This paper takes college counselors as the research object, studies and draws lessons from the theoretical research and practical experience of competency, and through the use of behavioral event interviews, open questionnaires, statistical analysis and induction and other research methods. The questionnaire of college counselors' competence was designed and developed. 240 counselors from six universities in Beijing were selected to conduct the survey. The reliability and validity of the questionnaire were good. In this paper, the SPSS AMOS(Analysis of Moment structure software is used for confirmatory factor analysis. The competency model of college counselors is constructed. The competency model of college counselors is composed of 43 competency items in five latitudes. The five latitudes are: political and theoretical accomplishment, personality accomplishment, work quality, etc. Tutoring students' abilities and developing themselves and students' abilities. 43 competency items at five latitudes are:. (1) political theory literacy: political accomplishment, ideological and moral accomplishment, understanding students' major, professional knowledge, theoretical accomplishment, knowledge reserve; Personality accomplishment: have personal charm, humanities accomplishment, integrity, honesty, self-respect, understanding, affinity, comprehensive quality; Work quality: fair and just, dedication, caring for students, initiative, principle, patience, hard work, care, love, tolerance, enthusiasm, sense of responsibility; (4) the ability of tutoring students: understanding and respecting students, innovation ability, psychological guidance ability, verbal expression ability, communication ability, good listening ability, observing ability, ability of capturing information, research ability, cooperation, organization, management and coordination ability; (5) to develop the abilities of oneself and students: life experience, introspection, cognitive ability, self-control, development of others' ability, independent study, ability of knowing and employing people; In this paper, the competency model of college counselors is constructed, and on this basis, the practical competence level of college counselors is studied. The results show that college counselors are in a higher competence level than 51 years old in practical work. Master's degree, work in more than 8 years of college counselors' competence level is higher; and different gender, whether there is training experience, whether full-time or not has little influence on the competence level of college counselors. The conclusion of this paper provides an empirical basis for the education and professional development of college counselors, and has an important application value for the recruitment, selection, training and development, performance management and salary management of college counselors.
【学位授予单位】：首都经济贸易大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G641

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