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随着知识经济时代的到来,知识型员工成为企业发展的核心要素,其需求特征表现在对薪酬福利、职业成长规划、社会尊重和自我实现、满足幸福感及企业人文关怀的需求上。基于马斯洛需要层次理论、舒尔茨人力资本理论、麦格雷戈Y理论3种激励理论,可以从物质激励、工作激励、成长激励、社会心理激励4个方面,建立适用于知识型员工的激励模式。 相似文献
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知识经济时代,人力资源日益成为组织的战略资源,对员工的开发激励也逐步上升到战略管理的高度。因此需要从一个新的视角去关注和审视企业的薪酬体系。薪酬是人力资源中激励的最核心要素,是企业管理水平的一个重要标志,是企业吸引人才、留住人才和激励人才的最基本的手段。作为决定化工企业生存发展的技术员工,尤其应该受到关注。本文在阐述薪酬体系发展与未来趋势的基础上,结合某化工有限公司技术员工薪酬体系存在的问题,设计一套操作易行的薪酬体系,以期对该公司吸引人才、留住人才,提高人力资源管理水平有所裨益。 相似文献
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公司薪酬体系是人力资源管理中重要的组成部分,一个好的薪酬体系有利于激励员工,提高员工工作的积极性,对企业的发展起到至关重要的作用,本文以A公司为例,对该公司薪酬体系进行优化设计,希望对其他企业实施薪酬管理起到借鉴作用. 相似文献
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薪酬管理是企业人力资源管理的重点和难点,如何运用好薪酬这一杠杆有效激励单位员工,提高绩效考核效率对于现代企业来说至关重要。国有企业由于受长期计划经济的影响,市场化程度还不高,薪酬管理还存在一系列比较突出的问题,深化薪酬体制改革、完善体制、机制和相关配套措施,对提高国有企业薪酬管理水平,提高国有企业生产效率具有积极意义。 相似文献
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企业薪酬的战略规划和模式直接影响着企业员工的积极性,影响着企业活力的本源。薪酬作为人力资源管理中战略性激励机制的焦点之一,是员工为企业工作所追求的个人目标和工作动机产生的源泉,是决定企业战略性激励有效性的关键变量。企业之间的竞争就是人才的竞争,而企业只有实行与企业战略相吻合的薪酬制度,才能充分激励和释放出员工的能力,从根本上增强企业活力。 相似文献
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我国高校教师薪酬激励制度价值取向的变迁 总被引：1，自引：0，他引：1
新中国成立以来我国高校教师薪酬激励制度几经变迁,其原因和当时的政治、经济、文化、教育制度相关,反映出高校教师薪酬激励制度的不同价值取向。20世纪80年代以前,计划经济体制下的高校教师薪酬激励制度以平均分配为价值取向;20世纪80年代后期,市场经济体制形成了以效率为价值取向的高校教师薪酬激励制度;进入21世纪,知识经济时代的高校教师薪酬激励制度应以学术创新为价值取向。 相似文献
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知识经济时代是人才竞争的时代,人才是现代化企业发展的动力源泉.当前对于大部分企业来说,影响其发展的主要“绊脚石”就是人力资源管理问题,即如何选人、用人和激励人.因而现代企业要想赢得市场竞争力,当务之急就是建立健全人事激励制度.本文主要围绕企业人力资源的薪酬管理问题展开探讨. 相似文献
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高校激励型整体薪酬模式的设计研究 总被引：43，自引：0，他引：43
比较分析现行人事分配制度中的高校薪酬模式,提出建立一种与国际流行的宽带薪酬制度接轨的三元结构的激励型整体薪酬模式,并阐述了激励型整体薪酬模式设计的基本原则和基本思路。 相似文献
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试论钢铁企业销售人员激励型薪酬模式 总被引：1，自引：0，他引：1
本文通过分析钢铁企业销售人员现有的薪酬模式的优缺点,设计了一种激励型的薪酬模式。该薪酬模式全面、公平、灵活,能充分激励和发挥销售人员的业务潜能。 相似文献
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Justin B. Leaf Jeremy A. Leaf Aditt Alcalay Alyne Kassardjian Kathleen Tsuji Stephanie Dale 《Exceptionality》2016,24(2):109-122
This study compared most-to-least prompting to flexible prompt fading for teaching four children with an autism spectrum disorder various expressive tasks. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures with most-to-least prompting and six pictures with flexible prompt fading. The researchers evaluated effectiveness, maintenance, efficiency, and performance across both prompting conditions and across all participants. Results indicated that both prompting procedures were effective across all four participants. Results also indicated that flexible prompt fading led to a higher percentage of independent correct responding during teaching trials. For three of the participants, flexible prompt fading was also a more efficient procedure. Results were mixed in terms of maintenance across the four participants. 相似文献
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《Early education and development》2013,24(1):20-31
This study evaluated the use of simultaneous prompting with instructive feedback. Children were taught to receptively identify rebus symbols. Information regarding the classification of the symbols was provided as instructive feedback during praise statements. Five 3-year-old children with disabilities participated, and a multiple probe design across sets of behaviors was used to evaluate the simultaneous prompting strategy and instructive feedback. The results indicate that (a) the simultaneous prompting strategy was used reliably, (b) all children learned to identify all symbols that were taught, (c) children acquired second and third sets of stimuli more rapidly than they did the first set, (d) some of the children acquired the classification information presented through instructive feedback, and (e) generalization across stimulus size occurred for all the children (three) for whom it was assessed. Issues for further research with simultaneous prompting and instructive feedback are presented. 相似文献
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李永鑫 《宁波教育学院学报》2004,6(3):15-17
中小学教师继续教育过程中存在着政府的政策法规不完善、培训效果不佳、培训机构条件不能满足教师学习需求等问题,要用现代激励理论来激励中小学教师参加继续教育,完善中小学教师继续教育"政策激励、导向激励、引力激励"的激励机制。 相似文献
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初中生感知的促进数学探究性理解的教学设计因素有4个,即"数学探究性理解的知识背景和脚手架的教学方法因子"、"数学探究性理解的发散思维因子"、"建构性的学习情景因子"和"数学探究性理解的支持性条件因子",能较好地解释初中生感知的促进数学探究性理解的教学设计因素的心理结构.促进数学探究性理解的教学设计因素及各因子在年级和性别变量上均不存在显著的差异,在学校变量上存在极其显著的差异. 相似文献
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A regression design was used to test the unique and interactive effects of self-efficacy beliefs and metacognitive prompting on solving mental multiplication problems while controlling for mathematical background knowledge and problem complexity. Problem-solving accuracy, response time, and efficiency (i.e. the ratio of problems solved correctly to time) were measured. Students completed a mathematical background inventory and then assessed their self-efficacy for mental multiplication accuracy. Before solving a series of multiplication problems, participants were randomly assigned to either a prompting or control group. We tested the motivational efficiency hypothesis, which predicted that motivational beliefs, such as self-efficacy and attributions to metacognitive strategy use are related to more efficient problem solving. Findings suggested that self-efficacy and metacognitive prompting increased problem-solving performance and efficiency separately through activation of reflection and strategy knowledge. Educational implications and future research are suggested. 相似文献
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Most psychological interventions have to be administered repeatedly to be effective, but what is the optimal frequency? The answer will depend on how quickly the effects build up and wear off between intervention prompts. We investigated these temporal dynamics in a popular self-regulation intervention: implementation intentions. We combined a novel intervention design with objective high-resolution data of students’ learning success during 40 days of preparation for an exam. Students (n = 223) received intervention prompts on half of the days, alternating between 2 and 3 consecutive days of prompting and no-prompting. These students outperformed a no-prompt control group (n = 116) in the final exam (d = 0.21). However, the beneficial effect of prompting on learning success increased over consecutive days of prompting and decreased when prompting was discontinued. These results suggest that the beneficial effects of self-regulation prompts on learning success are highly volatile and might benefit from regular repetitions. 相似文献
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占里侗族和谐发展的教育实现方式及其启示 总被引：1，自引：0，他引：1
人与自然、人与人、人与社会、人与自身的和谐发展是人类社会的共同追求,教育在促进这四个维度的和谐发展中应当扮演着重要的角色。占里侗族的日常生活教育采取行之有效的独特方式实现了全方位的和谐发展,它为我们思考教育如何通过促进人的和谐发展,进而实现与自然、与社会的和谐发展提供了很好的启示。 相似文献
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A community-based prompting intervention for safety belt promotion was field tested at two parking lots on a large university campus. The intervention involved a coed displaying a flash card that read, “Please buckle up —I care” to unbuckled drivers of vehicles exiting the parking lots. If the driver buckled up, the “flasher” flipped the card over and displayed the message, “Thank you for buckling up.” Drivers who were already wearing a shoulder belt when exiting the parking lot were shown only the “thank you” side of the flash card. Simultaneous ABAB paradigms over a 4-week period demonstrated functional control of safety belt use at each parking lot by this prompting intervention. A total of 1,260 flashing episodes occurred and overall compliance with the buckle-up request was 25%. Important issues for follow-up research are discussed, especially the need for further study of the post-intervention, residual effect of prompting that was observed. 相似文献
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Thomas H. Reynolds Curtis Jay Bonk 《Educational technology research and development : ETR & D》1996,44(3):83-97
Recent research into composing processes has focused on instructional intervention strategies that promote effective composition practices within computerized writing environments. The field of computers and composition has benefitted both from advances in computing tools and developments in learning theory. The innovative computer tool discussed in this paper uses the macro-command language of a full-featured word processor to enact strategic support designed to help writers with their written work. From a theoretical standpoint, this tool created a writing environment based on Vygotskian theory of mediated learning and was grounded in an instructional strategy known as “procedural facilitation.” To evaluate the effectiveness of this computerprompting tool, a second macro application was used to log student keystrokes, thereby tracking student writing development, revisionary practices, and keystroke reactions to the prompting partner. Students using the prompting tool enacted divergent and convergent thinking assistance that appeared at the bottom of their computer screens while the system saved a process record of their keystrokes. Procedures for creating macro-driven prompting programs and keystroke-logging devices are discussed. Additionally, a catalog of prompts and summary of keystroke-mapping benefits are provided. Finally, our research using the macro-driven prompting partner and keystroke-register tool is detailed. 相似文献