下面為大家整理一篇優(yōu)秀的essay代寫(xiě)范文- Performance management in British schools，供大家參考學(xué)習(xí)，這篇論文討論了英國(guó)學(xué)校的績(jī)效管理。英國(guó)學(xué)校以?xún)?yōu)質(zhì)的教育聞名世界，其有效管理的核心是績(jī)效管理。學(xué)校制定了績(jī)效管理政策，讓每一位教職工為學(xué)校的發(fā)展做出貢獻(xiàn)，學(xué)校通過(guò)績(jī)效管理促進(jìn)教師的發(fā)展，提高學(xué)校的教學(xué)質(zhì)量和服務(wù)水平，進(jìn)而提高所有學(xué)生的學(xué)業(yè)水平。

英國(guó)essay代寫(xiě)范文

　　Performance management used to be a management mode in the industry and commerce, which is to systematically manage the elements and links that affect the work performance of employees. With the purpose of improving and improving performance, it aims to replace the single performance evaluation with a more effective management system. From the formulation of performance plan to the guidance and evaluation of performance, the entire performance management system emphasizes the management of employee behavior based on performance goals and the sustainable development of the organization. The great success of this management mode has made other industries follow suit. For example, the United States has started to implement GPM, while British primary and secondary schools have also started to implement school performance management. This paper will take Kingsford community school as an example to introduce some effective experience in the implementation of performance management in British schools.

　　

　　Kingsford community school is a secondary school in east London with pupils between the ages of 11 and 16. The school is known for providing quality education, and the core of its effective management is performance management. The school has formulated performance management policies to make every staff member contribute to the development of the school. The school promotes the development of teachers through performance management, improves the teaching quality and service level of the school, and further improves the academic level of all students.

　　

　　School performance management is the process of promoting school development by supporting and improving the work of all staff. In this process, the school consults with each faculty member and group leader to set priorities and goals that are incorporated into the school's overall development plan, and periodically checks the achievement of these goals. Performance management requires everyone to have a belief in the pursuit of excellence. This means that managers should provide appropriate and effective training and development conditions for employees.

　　

　　For teachers, performance management focuses more on the effectiveness of teaching, monitoring and evaluation to improve teaching quality and benefit students, teachers, other employees and school communities. The school adheres to the principle of fairness and equity in the implementation of performance management. The school encourages and supports all employees to realize their potential by setting goals, implementing development plans and receiving performance evaluations.

　　

　　Kingsford community schools assess staff each academic year in the fall. Set goals in September and then have a formal review the following September. This means that assessment and a new round of goal setting may take place at the same time. A mid-term review will be held in February to see if everyone is working towards the target.

　　

　　In Kingsford community school, the school board is responsible for implementing performance management to the principal, who is responsible for implementing the school's performance management policies. The principal assigns the responsibility for the evaluation of the teacher to the school's team leader, who is responsible for no more than six faculty members each. Performance management requires team leaders to discuss and negotiate goals with faculty members, provide them with objective feedback on a regular basis, give them adequate guidance, provide them with opportunities for training and development, and evaluate their performance. When a faculty member meets the salary promotion criteria, his or her performance management evaluation document must include the relevant information and evidence. This shows that principals and group leaders are managers of performance management, and their roles play a crucial role in the effectiveness of performance management. Generally speaking, performance management managers should play the following four roles:

　　

　　Managers and staff will establish a new type of partnership, they have the same goal, the manager's work through the staff to complete, the performance of the manager through the performance of the staff to reflect, so, the improvement of the performance of the staff is the improvement of the performance of the manager, the progress of the staff is the progress of the manager. Performance management makes them really stand on the same boat, sharing risks, benefits, common progress and common development. Given this premise, managers have a responsibility, obligation, and the staff will work tasks and performance target prospective problems such as communication, in the two sides to fully understand and agree with the vision and objectives on the basis of the school, the school's annual target decomposition, and combining the teaching task and characteristics of faculty, make joint staff annual performance targets. In general, managers and faculty should agree on the following questions: what should faculty do? How well should the job be done? When should the work be done? What kind of support, knowledge, skills, and training do faculty members need to get to accomplish these tasks? What kind of support and help can the manager provide for the staff and what obstacles need to be cleared for the staff?

　　

　　After the performance goal is determined, what the manager should do is to help the staff to achieve the goal. In the process of teaching staff to achieve the goal, the manager should do a good job in the instructor, and teaching staff to maintain timely and sincere communication, continue to coach the staff to improve performance. The process of performance coaching is the process of management, in which communication is the key.

　　

　　Performance management is a kind of target management and process management. In order to make the final assessment smooth and satisfactory, the manager must record the details of the performance of the staff at any time, form a performance management document, as the basis of the year-end assessment, to ensure that the performance assessment is justified, fair and just, and there is no accident. The best way to do this is to get out of your office, go into the faculty's workplace and observe and interact with the people involved.

　　

　　At the end of the school year, the manager needs to evaluate the performance of the staff in a comprehensive way. Managers should not only be examiners, but also look at the assessment of staff from the perspective of a third party, as a notary to certify the performance of staff and relevant circumstances.

　　

　　Within 10 days of the evaluation meeting, the evaluator will prepare a written evaluation report, which will record the main points and conclusions of the evaluation, as well as the aspects to be developed by the other party, and indicate the actions to be taken in the annex. The evaluator should give a report written by himself to the assessed. Within 10 days of receiving the report, the assessed can add their own ideas. The school USES the information in the evaluation report to adjust the teacher's salary: if the teacher's performance is satisfactory, the school can increase the teacher's salary by one level. Teachers with outstanding performance can be given two levels of pay, but it must be stated in the evaluation report, including the progress of students. Teachers who want to enter the upper income bracket can apply based on the assessment report. For senior teachers and teachers holding leading positions, the school decides to reward those who meet the reward conditions in terms of income according to the evaluation report.

　　

　　To sum up, performance management is not a one-way management of the President to the staff. It maximizes the role of the team leader as a manager and strengthens the self-management ability of every staff in this process. The key of performance management is the continuous two-way communication between managers and employees. When employees perform well, they should be praised and encouraged in time to expand the positive influence brought by positive behaviors and strengthen the positive performance of employees. Timely and sincerely remind employees of the need for correction and adjustment when they fail to perform well and complete work tasks. It should be noted that communication is not only at the beginning, nor just at the end, but throughout the performance management. Performance coaching also runs through the whole process of performance management. Therefore, if properly implemented, performance management can be an effective management tool, which provides important signals and effective channels for schools to improve and improve teaching quality.