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1.
李静 《阜阳师范学院学报(社会科学版)》2008,(1):171-173
职业生涯规划是人力资源管理的方法之一,高校图书馆员的职业生涯是关系到图书馆事业可持续发展的关键问题。本文介绍了职业生涯的概念,论述了高校图书馆馆员进行职业生涯规划的意义,具体分析了图书馆员职业生涯各阶段的特点,并提出了馆员进行职业生涯规划的具体措施。旨在为促进新时期高校图书馆可持续发展提供有效途径。 相似文献
2.
高职院校图书馆员职业生涯规划与管理 总被引：1，自引：0，他引：1
职业生涯规划与管理是人力资源管理的重要内容。高职院校图书馆员职业生涯规划与管理是进一步开发图书馆人力资源,做到人职和谐的有效途径。运用现代职业生涯理论进行图书馆个人与组织的职业生涯规划与管理,无论对图书馆还是对图书馆员都具有十分重要的意义。 相似文献
3.
《佳木斯教育学院学报》2016,(12)
近年来,随着图书馆的事业的发展,图书馆员遇到了诸多影响事业发展的因素,正是这些变化因素对图书馆员提出了职业生涯管理的新要求,为我国高校图书馆员的管理提供了一种新的管理与方法。高校图书馆员的职业生涯关系到图书馆事业可持续发展的关键问题。因此,本文将针对如何研究高校图书馆员的职业生涯管理进行分析。 相似文献
4.
高校图书馆员职业生涯管理的瓶颈及对策 总被引：1，自引：0，他引：1
徐玉红 《河南科技学院学报》2010,(3):115-118
当今高校图书馆员职业生涯中存在着诸如＂围城现象＂、＂职业高原现象＂、＂职业倦怠现象＂等诸多问题,而职业生涯管理是组织和个人解决职业生涯问题的最有效途径。通过对高校图书馆员职业生涯管理发展的瓶颈进行客观系统的分析,可以找出解决这些问题的对策,从而实现高校图书馆和馆员的和谐发展,有助于高校图书馆组织目标和馆员个人职业生涯目标的实现。 相似文献
5.
高校图书馆员职业生涯发展的心理学理论和思考 总被引：4，自引：0，他引：4
谢传梅 《贵州教育学院学报》2007,23(1):101-104
从职业生涯的心理学理论出发,分析高校图书馆员职业生涯中存在的主要问题,最后指出职业生涯的心理学理论对图书馆进行职业生涯开发与管理的启示。 相似文献
6.
陈勇华 《中国科教创新导刊》2012,(5):255-255
高职院校图书馆员需要对其职业的发展进行探讨和研究,本文通过对高职院校图书馆存在问题的思考,从而论述高职院校图书馆员需要职业生涯规划的必要性,通过对职业生涯相关定义的分析,得出职业生涯规划必须从组织和个人两方面着手。通过对组织如何创造一个适合员工发展的工作环境和馆员如何从自身方面努力,来更好的设计自己的职业生涯规划,从而促进整个图书馆事业的和谐发展。 相似文献
7.
冯忠红 《赤峰学院学报(自然科学版)》2009,25(6):142-143
高校图书馆的服务功能决定了对图书馆馆员的情绪管理及教育的重要性.把握图书馆员情绪管理的基本内容及其影响图书馆员情绪的内、外部因素,是实现情绪管理的基础;对馆员进行情绪教育,并纳入可持续发展规划、建立有效情绪疏导机制是实现人性化管理的关键. 相似文献
8.
职业生涯设计：图书馆人力资源管理新突破 总被引：1，自引：0，他引：1
杜存迁 《中小学图书情报世界》2007,(12):25-27
当今社会,职业生涯设计已经成为一门专门学问。图书馆员是图书馆事业发展的主体,良好的职业生涯设计对馆员的个体发展和整个图书馆事业的进步具有重要的意义。本文结合数字时代背景下对馆员的素质要求以及人力资源管理、职业生涯理论,从组织管理角度探讨图书馆员的职业生涯设计。 相似文献
9.
本文分析了高校图书馆员职业高原问题及其成因,从职业生涯设计的角度出发,提出了高校图书馆员自我职业生涯设计的策略. 相似文献
10.
大学生职业生涯规划现状令人担忧,体验教育正是解决此问题的一剂良药.本文从大学生职业生涯规划现状出发,分析其原因,阐述了体验教育的特点以及对职业生涯规划的重要影响,最终提出对高校体验教育与大学生职业生涯规划全程实施的建议,对高校的管理、改革工作具有一定的借鉴意义. 相似文献
11.
?Between rationality and politics?: autobiographical portraits of adult education programme planning
Scott McLean 《International Journal of Lifelong Education》2013,32(6):493-505
Using the author's experience as the coordinator of the Canadian Agriculture Lifetime Leadership programme as a case study, this article provides an interpretive essay about programme planning in adult education. Two conceptual frameworks are used to structure narratives of the programme planning process. The first asserts that programme planning is the rational application of a six-step decision-making model. The second claims that programme planning is the political negotiation of personal and organizational interests. Through two autobiographical narratives, this article explores how technical-rational and political models of programme planning further our understanding of adult education practises. In addition to contributing a detailed case study to the literature on programme planning, the article speaks to contemporary empirical and normative debates in adult education. 相似文献
12.
以C语言的特点为基础,阐述了C程序设计中常见的错误及C程序调试的方法和步骤。由于运用不同的语言编程具有一定的相似性,特别是在程序调试阶段都要遵循科学的方法和步骤。所述观点对其他语言程序的编写和调试也有一定的参考意义。 相似文献
13.
《Contemporary educational psychology》1998,23(2):132-148
The results of two evaluation studies with respect to a programme for enhancing inductive reasoning ability of third grade students are presented. The programme is a classroom version of the German programme ‘Denktraining für Kinder 1’ (Cognitive training for children; Klauer, 1989). In the first formative evaluation study, two experimental groups with 30 students in total and one control group with 9 students were involved. Observations during the lessons, and teachers' reports showed that teachers were able to implement the programme. Both experimental groups significantly outperformed the control group on a posttest immediately after the programme and on a follow-up test 3 1/2 months later. Further analyses of the data revealed tentative evidence of the superiority of a direct teaching method. In the second summative evaluation study, the same programme was applied to a larger sample (experimental groups: n = 99 in total; and control groups: n = 232 in total) of third grade students. On the basis of Study 1, the programme instructions were slightly changed. The experimental groups scored significantly higher on a posttest three months after completion of the programme. 相似文献
14.
Heather Geddes 《Emotional and Behavioural Difficulties》2013,18(1):102-103
Preschoolers with autism face a number of challenges in integrating into different community activities owing to behavioural, communication and emotional concerns. Since the year 2009, the Hong Kong Heep Hong Society has developed a training programme for enhancing community participation among individuals with autism. The current project reports findings of a qualitative study of special education teachers’ perceptions concerning a range of issues with regard to the programme. Semi-structured one-to-one interviews were conducted to gather information from eight teachers who used the community participation programme. The results indicated that teachers perceived the programme as a useful tool for promoting community participation among preschoolers with autism. However, participants pointed out a number of barriers to implementing the programme effectively. The participants suggested ways to improve the quality of community participation programmes. Implications for teachers and other professionals are discussed. 相似文献
15.
This study focuses on the discourse of an intercontinental on-line Master’s programme in adult learning, using English as
the lingua franca of the programme and involving four collaborating universities in Sweden, South Africa, Canada and Australia.
The programme is highly interactive, emphasising communication between students. Taking the variation in participation as
the point of departure, a discourse analysis aiming at analysing the contingencies contributing to the pattern of communication
in the programme was undertaken. Data consist of a variety of texts on-line web-documents, written notes, and narratives that
participants wrote about their lives related to participation in the programme. The use of English as the lingua franca contributed
to a mistake anxiety, which for some students was hampering their communication in the programme. Aspects of the material
world such as the vast differences in the efforts and costs for participating in the programme were also highly interrelated
to the shaping of socio-culturally situated identities among the students and thereby contributing to the variation in frequency
in participation. The results show that the official discourse of the programme as a text, with its emphasis on equity, change
and development, gets subordinated to the discourses produced and reproduced by the students in the programme as a discursive
practice and social practice. The students’ accounts reveal that there are fragments of an alternative discourse emerging,
based on mutual concern and friendship, which might suggest a potential for changing the communicative patterns in the programme. 相似文献
16.
H. H. Fairchild 《Learning, Media and Technology》1984,10(3):161-183
Utilising the scientific literatures on race relations and television effects, a dramatic science fiction pilot programme was created. The programme, Star Crusaders, depicted an interracial team of young adults cooperating in an equal status relationship in pursuit of a common goal: the end of inter‐group hostilities on other planets. The production of the programme encountered a number of difficulties in articulating the theory‐based conceptualisation: a limited budget, the inability to cast characters in a true equal status relationship, and problems in obtaining full cooperation among writers, producers, and directors in articulating the concept as a videotape production. The evaluation of the programme considered the methodological complexities of communication effects research, and reports the results of three studies. The first study conducted a content analysis of the pro‐social and inter‐racial content of the programme. The second investigation examined the perceptions of 104 university undergraduates concerning programme content. The third study examined the effects of the programme in a field experiment utilising 948 elementary and junior high school students as subjects. Findings are discussed in terms of educational television's potential for positively impacting social attitudes and behaviours. 相似文献
17.
The paper presents the approach to complex training of managers and faculty staff for system modernisation of Russian engineering education. As a methodological basis of design and implementation of the faculty development programme, the CDIO (Conceive-Design-Implement-Operate) Approach was chosen due to compliance of its concept to the purposes and tasks of engineering education development in Russia. The authors describe the structure, the content and implementation technology of the programme designed by Tomsk Polytechnic University and Skolkovo Institute of Science and Technology with the assistance of Chalmers University of Technology and KTH Royal Institute of Technology and other members of the CDIO Initiative. The programme evaluation based on the questionnaire results showed that the programme content is relevant, has high practical value and high level of novelty for all categories of participants. Therefore, the CDIO approach was recommended for implementation to improve various elements of the engineering programme such as learning outcomes, content and structure, teaching, learning and assessment methods. Besides, the feedback results obtained through programme participants’ survey contribute to identification of problems preventing development of engineering education in Russia and thus serve as milestones for further development of the programme. 相似文献
18.
退耕还林自1999年开展以来,引起了国际社会和国内各界的广泛关注和极大兴趣。作为一项国家投入大、政策性强、操作难度大、群众参与度高的国家特大型生态建设工程,其特点决定了必须加强对退耕还林工程管理人员和技术人员及农民群众的培训工作。搞好退耕还林培训必须加强组织领导、制定长远规划、建立培训体系、完善培训内容、注重信息反馈。 相似文献
19.
Jo Cahill Jan Bowyer Catherine Rendell Angela Hammond Sharon Korek 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):272-286
Background: Within Higher Education in the United Kingdom (UK), programme leaders are under increased pressure to be more productive and are expected to undertake a complex range of demanding activities. However, perceptions of the role through the lens of the programme leader have not been explored sufficiently. Clearly, a university’s ability to enhance and sustain improvement in programme delivery depends largely upon its ability to nurture and foster professional learning, most notably at a programme level. The need for a review of programme leader training and support was reinforced through the experience of facilitators at programme leader workshops at one Higher Education Institution in the UK. Critically, these workshops highlighted a need to review and enhance the preparation and on-going training and support available to programme leaders.Aim: The overall aim of this study was to explore the role of the programme leader, in order to gain an in-depth understanding of what the role involves and a detailed appreciation of the knowledge and skills required to discharge the role effectively and efficiently. Such insight would inform the review of the provision of initial and on-going training and support workshops for new and experienced programme leaders. Indeed, the ultimate aim was to drive improvements in programme leader performance.Method: A qualitative design was selected to allow the complexity of the programme leader role to be explored and captured. A purposeful sample (n = 25) was recruited from a range of newly appointed and experienced undergraduate and postgraduate programme leaders and associate deans with academic quality assurance and learning and teaching expertise across seven schools in one post-1992 university in England. In total, four semi-structured focus group interviews were conducted. A modified version of the data analysis method advocated by Chenitz and Swanson was employed to examine the data.Findings: Four dynamic, interrelated conceptual categories form the basis of the emergent findings. These are Operational Diversity, which addresses the different duties carried out by participants, highlighting certain tensions in their ability to meet the demands placed upon them; Interaction with Others, which identifies the diverse range of stakeholders that shape and impact on the multifaceted programme leader role and highlights the importance of collaborative working; Mechanisms of Support, which describes the training and personal development experience of the participants and the extent to which it matches their needs; and Required Knowledge and Skills, which considers the need for initial and on-going training to enable programme leaders to meet the demands of this role.Conclusion: Examination has revealed that within an ever-changing Higher Education sector in the UK, the role of a programme leader is not without challenge as most have to deal with complex academic, pastoral, moral, administrative and pragmatic decisions on a daily basis. Moving forward must involve bespoke preparation and on-going training and support. Specific emphasis should be placed on opportunities for self-reflection, debriefing and the sharing of experiences with peers. At the heart of on-going training and support should be the strategic engagement of students, professional staff and other key personnel from services offered across a university. 相似文献
20.
A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental paradigmatic shift after the revisions; (2) the Swedish programme has been heavily influenced by political agenda and national curriculum guidelines, while the Chinese one gives considerable attention to the opinions from the preschool circle; (3) the discussion of programme revision revolved around the diverse views of quality preschool education and teacher education; and (4) a strong relationship between the institutional/organisational features identified and the programme orientations was found. The empirical data suggested teacher educators’ professional views of quality preschool education and organisational/institutional characteristics are critical to the curriculum decision-making in the specific contexts. 相似文献