How to implement humanistic management in colleges and universities
First, the basic connotation of humanistic management in colleges and universities
People-oriented management thought originated in the West in 1930s, and was effectively applied to enterprise management in 1960s and 1970s. It can be said that humanistic management thought is a revolution of modern enterprise management thought and management concept. It refers to any organized activity of human society, which analyzes problems from the perspective of human nature, takes "human" as the center of management thought, attaches importance to the role of human social and psychological factors in management, and manages according to the basic situation of human nature.
"People-oriented management in colleges and universities" is based on the fundamental guiding ideology of caring for, respecting, inspiring, liberating and developing people, taking "people" as the core of school management activities and the most important resource of the school, taking school teachers as the main body of management, and maximizing moving enthusiasm, initiative and creativity.
Through this non-authoritative management mode, the managers' school-running ideas and goals are subtly transformed into the sense of ownership and self-discipline of each member of the school, and the value of the school's prosperity and development is integrated with the life value of each member. Thus, the organizational consciousness will be transformed into the conscious action of all members, and the state of not needing to be restricted by power and system will be achieved.
"People-oriented management in colleges and universities" can also be understood from three angles:
1. Manager level. The management ideas of university leaders should adhere to "putting morality first" and "putting people first", and create an open, positive, democratic and relaxed environment and an atmosphere of active thinking and free exploration;
2. Teacher level. "People-oriented" means "teacher-oriented" at the teacher level. Teachers' autonomy, enthusiasm and creativity should be fully mobilized to truly become the masters of school management.
3. At the student level. Every faculty member should respect his own personality, "student-oriented", based on promoting students' all-round personal development, and attach importance to the cultivation and care of students' national spirit, scientific spirit and humanistic spirit.
Second, the practical significance of implementing people-oriented management in colleges and universities
Suhomlinski believes: "There is a deep-rooted need in people's hearts, that is, they want to feel that they are a discoverer, researcher and explorer." Nowadays, post-70s and post-80s colleges and universities have become the main force of teachers, while students are young people born after 90s. With the younger generation paying more attention to respect for people, more and more colleges and universities are constantly exploring and implementing people-oriented management.
The significance of people-oriented management lies in taking people as an important resource in organizational activities, scientifically arranging the most suitable work according to comprehensive conditions such as people's abilities, specialties, interests and psychological conditions, fully considering people's growth and value in work, and fully mobilizing and exerting people's work enthusiasm, initiative and creativity.
The implementation of people-oriented management in the process of university management is to change from standardizing the teaching and learning behavior of teachers and students based on system management and unifying the rigid management of incentive management of test scores to the combination of system management and people-oriented management to stimulate and motivate teachers and students to teach and learn creatively.
In order to make the goal of the school become the common goal of all the staff, it is necessary to let the staff related to the goal participate in the process of setting the goal, so that the staff can truly feel that they are the masters of the school, and the development of the school is closely related to the actual interests of individuals. This kind of full participation not only makes everyone clear about their responsibility to achieve the goal, but more importantly, it produces enthusiasm and centripetal force to achieve the goal.
The difficulty of humanistic management in colleges and universities lies in that we can't and shouldn't simply deny institutional management and advocate anarchy. On the premise of adhering to the essence of institutional management in colleges and universities, we should try our best to open up a relaxed activity space for the creative activities of faculty and students. On the premise of encouraging and supporting teachers and students' innovative spirit and bold attempts, we should try our best to find possible negligence in inquiry activities in time and take corresponding measures to reduce its negative impact, so as to achieve the effect of letting go without dying and living without chaos.
Third, colleges and universities to implement effective ways of people-oriented management
In recent years, "people-oriented management" has been highly praised by school administrators and has become the main trend of current school education management. However, the author also finds that many colleges and universities separate "people-oriented management" from "system management" in management practice, and think that "people-oriented management" means "harmonious development", while system management means "rigid thinking", "anachronism" and "pronoun", which is contrary to the educational purpose. Either people-oriented management is respected and institutional factors are ignored, or institutional management is implemented and humanistic care is ignored. However, effective management should be the harmonious vibration of people-oriented management and system management, which embodies people-oriented management thought in the process of system management. The author believes that as a university administrator, people-oriented management can be implemented from the following aspects.
1. Establish a complete university management mechanism.
The fundamental point of humanistic management is to highlight the incentive function of system management, and a sound system is the dependence and foothold of humanistic management. The management mechanism should pay special attention to the construction of "horse racing mechanism". The application of "horse racing mechanism" in colleges and universities is conducive to talents to stand out and form a talent group with reasonable structure and excellent quality in colleges and universities.
School leaders should try their best to introduce a fair competition mechanism, give faculty the power of two-way choice, let them seek jobs with ability and integrity, seek development with quality, seek benefits with contribution, and strive to appoint people on their merits, fully embodying the employment mechanism of "those who are competent, those who are inferior and those who are mediocre", so that each faculty can develop in the competition. For young teachers, it is necessary to build a platform, bear the burden, guide the way, and "force" them to quickly improve their professional ability in education and teaching to meet the needs of school work.
At the same time, the management mechanism should pay attention to the perfection of "restraint mechanism", which includes institutional norms and ethical norms. The former is a school rule and a tangible mandatory constraint; The latter is mainly self-restraint and public opinion restraint, which is an invisible constraint.
System norms are a powerful guarantee for the daily operation and management of colleges and universities, so that all faculty and staff can clearly know the job requirements, so that people at all levels can not only contact and cooperate with each other, but also restrict each other, perform their duties and show their abilities. At the same time, we should be good at positive guidance through public opinion, cultivate the self-discipline and self-control ability of teachers and students, and standardize campus management in a two-pronged manner.
2. Create a relaxed and harmonious campus atmosphere
Campus atmosphere includes two aspects, one is supporting environment, and the other is interpersonal relationship. The construction of campus supporting environment should be conducive to the education and study of teachers and students, and the supporting facilities in dormitory area, entertainment and leisure area and teaching area should be complete. Conditional colleges and universities can also set up psychological counseling rooms to pay attention to the mental health of faculty and students and conduct psychological counseling on a regular basis.
In addition, we should arrange the needy people, especially the marriageable people who have no housing, set up work-study centers to help the needy students get income other than scholarships, and implement a strict inspection system for non-school personnel entering and leaving the campus to ensure the safety of teachers and students.
Interpersonal relationship will affect people's physical and mental health, personal behavior, work efficiency and even organizational affinity and cohesion. Therefore, good interpersonal relationship is the basis of implementing people-oriented management. To create a harmonious interpersonal environment, we need to establish the concept of mutual respect and equality for all, and the leaders of colleges and universities need to care for talents and tolerate others.
We should promote the construction of an open school spirit, encourage active exchange of ideas and academic discussions, severely punish acts that maliciously undermine interpersonal harmony, and carry forward Chinese traditional virtues such as "respect, equality, gratitude, tolerance and trust". Through daily publicity, education and communication, we should start from within individuals and form an overall atmosphere. At the same time, managers should establish a sense of service, focus on solving teachers' and students' difficulties, pay attention to teachers' and students' difficulties, organically combine career, principles and feelings, take career as the basis, principles as the criterion and feelings as the link, and unite all teachers and students.
3. Implement democratic management
The 17th National Congress of the Communist Party of China put forward that "the democratic system should be improved, democratic forms should be enriched, democratic channels should be broadened, democratic elections, democratic decision-making, democratic management and democratic supervision should be implemented according to law, and people's right to know, participate, express and supervise should be guaranteed".
Democratic management embodies "people-oriented", so another effective way to implement humanistic management in colleges and universities is to strengthen democratic management. Democratic management is a management concept that has changed from "controlling people" to "people-oriented". Through full participation and equal dialogue, people's joint efforts have been condensed. University administrators should establish communication channels, listen to the opinions and suggestions of teachers and students with an open mind, accept the supervision of teachers and students, get involved in understanding and communication in time when they are dissatisfied, and take the initiative to feed back the handling opinions or investigation results to complainants, so as to avoid the growth and expansion of negative emotions to the maximum extent.
The realization of democratic management can start with hardware, with leading group, working system, special office, first responsible person, internal public column and external public column, special notebook, suggestion box, report phone, supervision group and a set of standardized files.
The so-called management, to put it bluntly, means knowing people and making good use of them, and making good use depends on whether managers are tolerant or not. As a university administrator, in democratic management, we should tolerate people who are better than ourselves and avoid "opening a shop in Wu Dalang"; Second, we should tolerate people who have shortcomings but are strong and enterprising. People who are not rich enough are not perfect. Managers should distinguish between personality and shortcomings, psychological problems and ideological problems.
Third, we should tolerate those who dare to raise objections. It is because of such people that we can hear different voices. Fourth, we should tolerate those who have made "mistakes" but are willing to improve. The so-called everyone makes mistakes, and knowing mistakes can make a lot of progress. Sometimes mistakes are not caused by motivation, but often by thoughtlessness. Therefore, accommodating them and giving them opportunities for promotion are virtually an education and publicity for other teachers.
The "soft power" of humanistic management includes the "hard foundation" of institutional management, and the "hard surface" of institutional management includes the "soft power" of humanistic management. They permeate each other and all aim at promoting human development. The fundamental point of humanistic management lies in highlighting the incentive function of institutional management, and the reliance point of institutional management lies in highlighting the main role of humanistic management. Only on the basis of people-oriented and mutual system can we promote the harmonious effect of people-oriented management and system management and build a harmonious campus.
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Implementing credit system management and cultivating teachers' teaching ability
First, the applicable object
All full-time teachers, teaching assistants, full-time counselors and other personnel who undertake the teaching tasks of our college. Those who go out for further study, visit the school, participate in temporary training, take maternity leave, travel for half a year or more with the approval of the school are not required to obtain credits for teaching ability training in that year.
Second, the credit appraisal method
Relevant teaching and training has clear credits, which shall be determined according to its provisions. If there is no clear credits, it shall be determined according to the following rules:
1. On-campus teaching lectures: recognized every half day 1 credit.
2. Off-campus teaching and training (excluding the round-trip and registration date on the road): 1 day is regarded as 1 credit, and 0.5 credit will be added for each additional day, and the accumulated days of a single off-campus training will not exceed 6 points at most after conversion.
3. Participate in open classes, seminars, observation classes, etc. On campus, 0.5 points each time, with a maximum of 2 points in the whole year.
4. Teachers participate in online learning of "education and teaching" or "teacher education" courses such as China University's large-scale open online courses, Tang Xue Online, Wisdom Tree, Super Star Erya, Yin Xue Online, Chinese massive open online courses, and Good University Online. Those who pass the exam will be awarded 8 credits for each course.
Third, the annual assessment of credit requirements
In principle, different annual assessment credit requirements are set according to the teacher's entry time and professional title. Among them, new teachers refer to teachers who have been in school for less than one year, and their assessment year is from the year they entered school to the end of the following year. New teachers must complete the online and offline training requirements arranged by the school and pass the school assessment; Other types of teachers are assessed according to the natural year; New teachers with teaching experience in colleges and universities can refer to the corresponding title categories for assessment.
Note: Key teaching supervision refers to the personnel who supervise according to the Implementation Measures for Key Supervision Mechanism of Classroom Teaching in Guilin University of Technology.
Fourth, this year's training work plan
(A) this year's training theme
This year is the theme year of ideological and political teaching and training of the course "Virtuous people moisten things quietly". Teachers' teaching development center and its sub-centers should make training plans around the ideological and political construction of courses and actively carry out relevant training. All personnel who undertake the teaching tasks of our college should get at least 1 credit for ideological and political training courses.
(2) Time node
Due to the year-end assessment, all training tasks should be completed before 65438+February 10. Training credits obtained after February 65438 10 will be included in the next year. Teachers who participate in off-campus training shall be subject to the signing date of the training certificate.
(3) the training plan of the teaching development center for school teachers
1. online training: 20xx online training in spring semester is based on the "National Network Training Center for College Teachers", every 5 hours 1 credit (the hours of different courses can be accumulated). Curriculum categories include teachers' professional qualities (including teachers' morality, teaching norms, etc.). ), professional adaptation and development, policies and theories, teaching skills and methods, teaching reform and research hot topics (including ideological and political courses and blended teaching). Teachers can log in through the website of the School Teachers' Teaching Development Center-"Teachers' Online School".
2. Offline training: The school will organize several special trainings, and the specific arrangements will be announced separately.
3. Description of special circumstances: New teachers who joined the post after September 20xx 1 should complete the online and offline training tasks in accordance with the Notice on Launching the Teaching and Training for New Teachers in Autumn Term of 20xx (No.91of Guangxi Institute of Technology). Those who have not participated in the ideological and political training of the course should by-elect relevant online courses or participate in relevant training in schools and colleges, and get at least 1 credit for ideological and political training; If the offline training in the fall semester of 20xx is absent due to leave and other reasons, resulting in 32 credits not being completed, you should take the initiative to participate in various trainings organized by the school or college this year to obtain qualified credits.
(D) Teacher Teaching Development Sub-center (secondary college) work requirements
1. According to the Notice on Establishing Teachers' Teaching Development Sub-centers (Education Administration of Guangxi Institute of Technology [300 xx]002), each sub-center shall organize at least two teaching seminars, teaching salons or teaching workshops every semester; Carry out no less than 1 public demonstration class teaching activities every semester, or invite domestic and foreign experts to carry out no less than 1 teaching innovation lecture hall activities every year. This year, each sub-center should carry out at least 1 training in combination with the theme of "curriculum ideological and political education". Encourage each sub-center to enjoy high-level and distinctive training activities for the whole school.
2. Each sub-center is requested to work out this year's work plan for teachers' teaching development according to the actual situation of the unit, and send the electronic version to jsfz@glut.edu.cn before March 3 1. The paper version shall be submitted to the Teacher Teaching Development Section of the Teacher Teaching Development Center after being signed and sealed by the leaders in charge.
Verb (abbreviation of verb) credit registration and audit
1. Teachers participate in the teaching training organized by the Teachers' Teaching Development Center of the school, and the training is directly recognized by the Teachers' Teaching Development Center.
2. Teachers who participate in the teaching training organized by the Teachers' Teaching Development Sub-center (secondary college) shall be reported to the Teachers' Teaching Development Center for the record in advance by the Sub-center (secondary college), and relevant certification materials shall be provided after the training, which shall be verified by the Teachers' Teaching Development Center.
3. After the training, self-trained or expatriate personnel will provide graduation certificates, training notices and other relevant supporting materials to the sub-center for examination and registration.
4. After the registration of the sub-center, an annual summary of teachers' teaching ability training credits in this unit will be formed and submitted to the school teachers' teaching development center before 65438+February 10.
Other matters of intransitive verbs
For other unfinished matters, please contact the Teacher Teaching Development Section of the Teacher Teaching Development Center.