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    題名: 大學校院人事室成員對三百六十度回饋績效評估意見之研究
    其他題名: A study of personnel staffs' opinions of 360-degree feedback performance appraisal in university
    作者: 戴瑀珊;Dai, Yu-shan
    貢獻者: 淡江大學教育政策與領導研究所碩士班
    張家宜;Chang, Flora Chia-i
    關鍵詞: 三百六十度回饋;績效評估;人事室成員;360-degree feedback;performance appraisal;personnel staffs
    日期: 2005
    上傳時間: 2010-01-11 00:20:33 (UTC+8)
    摘要: 本研究旨在探討大學校院人事室成員對三百六十度回饋應用於行政人員績效評估之意見,以作為未來高等教育機構引進三百六十度回饋於行政人員績效評估制度及後續相關研究之參考。本研究之研究方法採用文獻分析法與問卷調查法,參酌部分相關問卷量表,自編發展調查問卷,問卷內涵包括「評估來源」、「公平性」、「有效性」、「困難與限制」以及「接受性」五大構面。並以大學校院人事室成員為研究對象,共發出250份問卷,回收有效問卷161份,有效率為64.4%。調查所蒐集之資料經描述分析、t檢定及單因子變異數分析後,獲致以下結論:
    一、大學校院人事室成員對三百六十度回饋績效評估之現況看法
    (一)大學校院人事室成員對三百六十度回饋績效評估持正向肯定看法。各構
    面依平均數值的高低排序為「公平性」、「困難與限制」、「接受性」、「有效性」以及「評估來源」。
    (二)對「主管評估」之評估來源的認同度最高,對「部屬評估」的認同度最低
    (三)能認同三百六十度回饋績效評估是一種公平的方法
    (四)對三百六十度回饋所帶來之正向效益持正面認同,對影響與改變成員間
    關係方面,持較為保留的態度
    (五)「人情壓力作祟」與「組織文化不支持」是人事室成員認為未來實施三百六
    十度回饋可能遭遇困難中之前兩名
    (六)人事室成員對三百六十度回饋績效評估具正向持肯定之接受程度
    二、不同性別、年資的個人背景變項對三百六十度回饋績效評估看法有顯著差異
    三、不同學校類型、性質的環境變項對三百六十度回饋績效評估看法有顯著差異
    The purpose of this study is to explore the personnel staffs’ opinions of 360-degree feedback performance appraisal in university, in order to provide guidance for universities that will implement 360-degree feedback performance appraisal in the future and for further research. This study employed literature analysis and a survey questionnaire. The research instrument is a self-designed questionnaire and the questionnaire include five major parts: “Evaluation Sources”, “Fairness”, “Usefulness”, “Difficulties and Problems”, and “Acceptance”. The subjects were 250 personnel staffs in university. A total of 161 valid questionnaires were retrieved, and a retrieval rate of 64.4%. All data was analyzed by descriptive analysis, Chi-square test and one-way ANOVA.
    The major findings are as follows:
    1. Personnel staffs’ opinions of 360-degree feedback performance appraisal in university
    (1)Personnel staffs have positive view of 360-degree feedback performance appraisal. Five major parts sorted by average scores are “Fairness”, “Difficulties and Problems”, “Acceptance”, “Usefulness”, and “Evaluation Sources”.
    (2)With all evaluation sources, personnel staffs has the highest identification with “Supervisor Appraisals”, has the lowest identification with “Subordinate Appraisals ”.
    (3)Personnel staffs have positive view of 360-degree feedback as a fair performance appraisal.
    (4)Personnel staffs have positive view of 360-degree feedback’s great benefit ,but hold reserve in influence of member relation .
    (5)With all difficulties and problems, personnel staffs has the highest identification with the“Pressure of human Sympathy and Favoritism”and “Unsupported Organizational Culture”.
    (6)Personnel staffs have positive view of 360-degree feedback performance appraisal in “Acceptance” part.
    2.Personnel staffs of different gender and seniority have significant different opinions of 360-degree feedback performance appraisal.
    3.Personnel staffs of different school types and character have significant different opinions of 360-degree feedback performance appraisal.
    顯示於類別:[教育政策與領導研究所] 學位論文

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