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过去的15年里,发达国家的公共事业管理,尤其教育管理发生了很大变化。公共部门逐渐采用了私立部门的一些管理原则和方法,如引入绩效管理。英格兰小学绩效管理始于20世纪80年代撒切尔政府在全国公立教育系统内启动的一项针对学校管理和课程的改革,2000年绩效管理终以法令形式确立下来。目标设定理论被广泛应用于英格兰小学绩效管理目标的设置。在应用这一理论设置绩效管理目标时需要从理论上对以下三个问题作出探讨:在设置目标时是以结果为导向,还是以过程为导向,或是二者兼顾;考虑英格兰小学的实际情况,“难实现的或有挑战性的目标能激励人们取得更好绩效”这一原则能在多大程度上适用;当面临不确定的管理环境时,目标设定理论的适用性有多大。实践中,在确定绩效考评的考评内容,可考评内容以及考评主体时可能面临一些困难,并且还可能产生无效考评结果。
In the past 15 years, great changes have taken place in the management of public utilities in developed countries, especially in education and administration. The public sector has gradually adopted some of the management principles and methods of the private sector, such as the introduction of performance management. England primary school performance management began in the 1980s The Thatcher government launched in the national public education system for a school management and curriculum reform, performance management in 2000 to finalize the form of decree. Goal setting theory is widely used in the setting of primary school performance management goals in England. In applying this theory to set performance management goals, there are three theoretical questions that need to be explored: whether results are goal-oriented or process-oriented, or both; and considering the actual situation in English primary schools , “Difficult or challenging goals inspire people to achieve better performance.” To what extent can the principle be applied; and how adaptable is the theory of targeting in the face of an uncertain management environment. In practice, some difficulties may be encountered in determining the content of the performance appraisal, the content of the appraisal and the subject of appraisal, and the appraisal result may also be invalid.