《績(jī)效管理實(shí)踐（英語(yǔ)）》教學(xué)大綱

PAGEPAGE22《績(jī)效管理實(shí)踐》(英語(yǔ))教學(xué)大綱課程編號(hào)：052382A課程類型：□通識(shí)教育必修課□通識(shí)教育選修課√專業(yè)必修課□專業(yè)選修課學(xué)科基礎(chǔ)課總學(xué)時(shí)：32講課學(xué)時(shí)：16實(shí)驗(yàn)（上機(jī)）學(xué)時(shí)：16學(xué)分：2適用對(duì)象：（專業(yè)名稱）國(guó)際人力資源管理先修課程：人力資源管理各門(mén)課程、國(guó)際人力資源管理課程簡(jiǎn)介與教學(xué)目標(biāo)（一）課程簡(jiǎn)介本課程系統(tǒng)地闡述企業(yè)績(jī)效管理的理論和方法的學(xué)科，主要介紹績(jī)效管理的基礎(chǔ)理論、績(jī)效計(jì)劃、績(jī)效溝通、績(jī)效評(píng)價(jià)、績(jī)效評(píng)價(jià)主體的選擇與評(píng)價(jià)者培訓(xùn)、績(jī)效評(píng)價(jià)指標(biāo)的選擇、績(jī)效評(píng)價(jià)方法的選擇、績(jī)效評(píng)價(jià)結(jié)果的運(yùn)用以及績(jī)效薪酬等方面的知識(shí)。（二）課程教學(xué)目標(biāo)本課程主要培養(yǎng)學(xué)生將績(jī)效管理理論應(yīng)用于實(shí)踐的能力，采用案例、情景模擬、小組討論等方式，以當(dāng)前績(jī)效管理經(jīng)典公司為模板，將當(dāng)前最新績(jī)效管理模式展示出來(lái)，詮釋實(shí)踐中的績(jī)效管理的具體技術(shù)和操作方法。結(jié)合目前的管理現(xiàn)狀和與時(shí)俱進(jìn)的思想，重點(diǎn)講解的內(nèi)容和方法包括：在課程教授過(guò)程中，輔以案例分析，熱點(diǎn)問(wèn)題討論等形式加強(qiáng)學(xué)生對(duì)知識(shí)點(diǎn)的理解和把握。使學(xué)生具有進(jìn)行績(jī)效設(shè)計(jì)、績(jī)效實(shí)施、績(jī)效溝通、績(jī)效改進(jìn)的基本技能，具有分析和解決組織績(jī)效管理中存在問(wèn)題的初步能力。案例緊貼企業(yè)實(shí)際，使學(xué)生掌握績(jī)效管理的基本技能和專業(yè)技能。此外，將思政融入課程教學(xué)，幫助學(xué)生理解和掌握管理與思想政治工作關(guān)系，提高學(xué)生運(yùn)用基本理論指導(dǎo)生活工作實(shí)踐的能力，樹(shù)立正確的人生觀、價(jià)值觀、道德觀的正確理想信念。課程的目的是使學(xué)生比較系統(tǒng)、全面地掌握績(jī)效管理實(shí)踐的一般規(guī)律、基本理論以及主要的績(jī)效管理方法和工具等，從而能夠突破傳統(tǒng)的思維模式，全面評(píng)估、改進(jìn)、提升績(jī)效管理水平。二、教學(xué)內(nèi)容及其與畢業(yè)要求的對(duì)應(yīng)關(guān)系（一）教學(xué)內(nèi)容的講授安排：精講：績(jī)效管理系統(tǒng)，目標(biāo)管理，關(guān)鍵績(jī)效指標(biāo)的設(shè)定，績(jī)效評(píng)估。粗講：績(jī)效計(jì)劃，績(jī)效管理過(guò)程中的引領(lǐng)與回饋等。選講：有關(guān)績(jī)效管理的理論。難點(diǎn)及重點(diǎn)內(nèi)容講授方法：作業(yè)、案例練習(xí)以及學(xué)生調(diào)查研究。（二）教學(xué)方法和手段指導(dǎo)學(xué)生關(guān)注兩類跨國(guó)公司：財(cái)富世界500強(qiáng)公司尤其這些公司的在華分公司的績(jī)效；有海外分公司的中國(guó)500強(qiáng)企業(yè)的績(jī)效最佳實(shí)踐。引導(dǎo)學(xué)生通過(guò)四種方式獲得以上公司信息：1）通過(guò)媒體報(bào)導(dǎo)獲得信息；2）通過(guò)這些公司自己的網(wǎng)站獲得信息；3）通過(guò)學(xué)界對(duì)這些公司的研究文獻(xiàn)獲得信息；4）通過(guò)自己的社會(huì)關(guān)系獲得信息。3．教師本人在帶領(lǐng)學(xué)生獲得以上信息的同時(shí)，以以上兩類公司為研究對(duì)象，設(shè)計(jì)各種相關(guān)專題案例，指導(dǎo)學(xué)生做好課堂無(wú)領(lǐng)導(dǎo)小組討論，做好課下研究性學(xué)習(xí)。4．為達(dá)到學(xué)習(xí)效果最大化，建議授課教師在課程授課方式方面借鑒英美大學(xué)本科生授課方式。具體可以做如下安排：教師授課時(shí)間和學(xué)生無(wú)領(lǐng)導(dǎo)小組討論、課堂呈現(xiàn)時(shí)間的比例為1：1，學(xué)生課下學(xué)習(xí)以研究性學(xué)習(xí)為主，由授課教師指定研究課題，學(xué)生以團(tuán)隊(duì)為單位對(duì)課題進(jìn)行研究。學(xué)生依照自愿方式組成問(wèn)題解決型團(tuán)隊(duì)，學(xué)生的團(tuán)隊(duì)合作能力是平時(shí)學(xué)生學(xué)業(yè)成績(jī)?cè)u(píng)價(jià)的重要指標(biāo)，所有平時(shí)學(xué)業(yè)成績(jī)均以小組的整體表現(xiàn)給出小組評(píng)價(jià)。在評(píng)價(jià)比例方面，建議平時(shí)的出勤、作業(yè)完成情況、課堂討論/回答問(wèn)題/課堂作業(yè)展現(xiàn)占總分?jǐn)?shù)的60%；期末占40%，采取開(kāi)卷考試，試卷問(wèn)題以研究性、開(kāi)放式問(wèn)題為主或者采取論文方式。這種評(píng)價(jià)方式，在平時(shí)可以培養(yǎng)學(xué)生的開(kāi)放式思維，尤其可以培養(yǎng)學(xué)生的團(tuán)隊(duì)合作能力尤其團(tuán)隊(duì)歸屬感，為學(xué)生未來(lái)就業(yè)做好準(zhǔn)備；期末開(kāi)卷多為研究性開(kāi)放式問(wèn)題，可以培養(yǎng)學(xué)生問(wèn)題研究能力，為未來(lái)就業(yè)做好獨(dú)立管理、獨(dú)立決策做好準(zhǔn)備。5．教學(xué)過(guò)程中需要注意的問(wèn)題：教學(xué)過(guò)程中，建議通過(guò)大量案例研究、討論來(lái)引導(dǎo)學(xué)生對(duì)理論知識(shí)的理解，切莫空談理論，要使學(xué)生看到這是一門(mén)實(shí)踐性很強(qiáng)的課程，而非象牙塔里的枯燥無(wú)味的理論課。同時(shí)，還要注意培養(yǎng)學(xué)生的批判思維、研究性學(xué)習(xí)等就業(yè)能力，為其未來(lái)就業(yè)做好準(zhǔn)備。知識(shí)的傳遞只是本課程目的之一，還有一個(gè)更重要的目的是帶領(lǐng)學(xué)生學(xué)會(huì)做真正的人力資源管理，擁有較強(qiáng)的實(shí)踐能力。（三）考核方式本課程評(píng)價(jià)采用平時(shí)成績(jī)與期末考試成績(jī)兩種方式，平時(shí)成績(jī)占60%；期末成績(jī)占40%。平時(shí)成績(jī)含平時(shí)出勤表現(xiàn)記錄、課堂呈現(xiàn)、小組討論和個(gè)人問(wèn)題回答四部分；期末考試采用開(kāi)卷或者論文方式。（四）學(xué)習(xí)要求學(xué)習(xí)本課程要求在課程學(xué)習(xí)前，學(xué)生已熟練掌握人力資源管理中職位分析、招聘計(jì)劃制作、培訓(xùn)計(jì)劃制作、績(jī)效管理各種工具使用、薪酬設(shè)計(jì)等各模塊的具體實(shí)務(wù)方法，已經(jīng)完成績(jī)效國(guó)際人力資源管理課程學(xué)習(xí)。在課程學(xué)習(xí)過(guò)程中，要求學(xué)生緊密跟隨任課教師的實(shí)務(wù)教授，直到能夠獨(dú)立工作；在課下，要求學(xué)生能夠認(rèn)真完成教師所布置的各項(xiàng)實(shí)務(wù)工作。三、各教學(xué)環(huán)節(jié)學(xué)時(shí)分配以表格方式表現(xiàn)各章節(jié)的學(xué)時(shí)分配，表格如下：（宋體，小四號(hào)字）教學(xué)課時(shí)分配序號(hào)章節(jié)內(nèi)容講課工作坊／頭腦風(fēng)暴／案例研究課堂展現(xiàn)與點(diǎn)評(píng)合計(jì)第一部分：回到基礎(chǔ)1課程介紹0.50.5第二部分:績(jī)效管理計(jì)劃工作2組織的戰(zhàn)略目標(biāo)和年度經(jīng)營(yíng)計(jì)劃0.50.513人力資源盤(pán)點(diǎn)或診斷工作0.50.514組織架構(gòu)相關(guān)優(yōu)化和調(diào)整0.510.525績(jī)效指標(biāo)確定110.52.56考核人設(shè)計(jì)和確定0.510.527考核周期0.50.518績(jī)效合約書(shū)撰寫(xiě)10.50.52第三部分：績(jī)效計(jì)劃執(zhí)行工作9培訓(xùn)的重要性10.512.510監(jiān)管的重要性1.5第四部分：績(jī)效考核工作11績(jī)效考核工作的七個(gè)步驟110.52.512八種考核工具0.510.5213績(jī)效評(píng)估的偏見(jiàn)0.510.5214績(jī)效評(píng)估結(jié)果的應(yīng)用1.50.52第五部分：企業(yè)績(jī)效管理的回顧與改進(jìn)15回顧企業(yè)績(jī)效管理10.51.516企業(yè)績(jī)效工作的提升10.50.5217關(guān)注員工成長(zhǎng)0.510.5218關(guān)注企業(yè)目標(biāo)的實(shí)現(xiàn)0.510.52合計(jì)1312.56.532

四、教學(xué)內(nèi)容第一部分：回到基礎(chǔ)績(jī)效管理的綜述第一節(jié)什么是績(jī)效第二節(jié)什么是績(jī)效管理思政切入點(diǎn)：1．管理與思政的關(guān)系：思想政治工作和管理學(xué)雖然是兩個(gè)自成體系的領(lǐng)域，但它們是有聯(lián)系、有共性的。二者之間的聯(lián)系與共性突出地表現(xiàn)在它們的研究對(duì)象和工作對(duì)象都是人與人的社會(huì)活動(dòng)。教學(xué)重點(diǎn)、難點(diǎn)：績(jī)效和績(jī)效管理的定義課程的考核要求：掌握績(jī)效與績(jī)效管理的定義，績(jī)效管理模式以及在企業(yè)中的應(yīng)用。復(fù)習(xí)思考題：什么是績(jī)效？什么是績(jī)效管理？第二部分效管理計(jì)劃工作第二章組織的戰(zhàn)略目標(biāo)和年度經(jīng)營(yíng)計(jì)劃了解原理總目標(biāo)的設(shè)定年度經(jīng)營(yíng)計(jì)劃的設(shè)定教學(xué)重點(diǎn)、難點(diǎn)：基礎(chǔ)原理，目標(biāo)管理模型，年度經(jīng)營(yíng)計(jì)劃設(shè)計(jì)流程課程的考核要求：掌握目標(biāo)管理程序的原理，目標(biāo)管理模型的應(yīng)用，以及年度經(jīng)營(yíng)計(jì)劃的設(shè)定方法和流程。復(fù)習(xí)思考題：什么是目標(biāo)管理，目標(biāo)管理的步驟是什么？制定年度經(jīng)營(yíng)計(jì)劃的設(shè)定方法和注意的問(wèn)題？第三章人力資源盤(pán)點(diǎn)或診斷工作戰(zhàn)略診斷組織版圖診斷管控關(guān)系的診斷2．組織架構(gòu)的診斷3．部門(mén)職能的診斷4．部門(mén)內(nèi)崗位職責(zé)的診斷人力資源診斷課程思政切入點(diǎn)：通過(guò)對(duì)人力資源的盤(pán)點(diǎn)和診斷工作，掌握事物的規(guī)律性。教學(xué)重點(diǎn)、難點(diǎn)：戰(zhàn)略診斷，組織診斷，人力資源診斷課程的考核要求：人力資源診斷和工作的流程復(fù)習(xí)思考題：組織版圖的診斷都包括哪些方面的內(nèi)容？第四章組織架構(gòu)相關(guān)優(yōu)化與調(diào)整第五章績(jī)效指標(biāo)確定指標(biāo)模型選擇指標(biāo)庫(kù)建設(shè)工作為下一年度從指標(biāo)庫(kù)抽取指標(biāo)課程思政切入點(diǎn)：1.從辯證的角度看待企業(yè)對(duì)于績(jī)效指標(biāo)的確認(rèn)教學(xué)重點(diǎn)、難點(diǎn)：指標(biāo)模型的選擇KPI對(duì)個(gè)人和團(tuán)隊(duì)的不同作用課程的考核要求：要求理解：指標(biāo)模型KPI、BSC各自的特點(diǎn)與聯(lián)系復(fù)習(xí)思考題：請(qǐng)簡(jiǎn)述常見(jiàn)的績(jī)效指標(biāo)模型請(qǐng)簡(jiǎn)述KPI與BSC之間的區(qū)別與聯(lián)系第六章考核人設(shè)計(jì)和確定360度評(píng)估180度評(píng)估90度評(píng)估課程思政切入點(diǎn)：發(fā)掘評(píng)估系統(tǒng)中所蘊(yùn)含的哲學(xué)思想與元素：認(rèn)識(shí)論、方法論、自然辯證法的思路和方法。教學(xué)重點(diǎn)、難點(diǎn)：不同層面的評(píng)估類型課程的考核要求：要求掌握各種評(píng)估的方法復(fù)習(xí)思考題：請(qǐng)簡(jiǎn)述360度評(píng)估所包含的哪些部分內(nèi)容？請(qǐng)簡(jiǎn)述180度評(píng)估所包含的哪些部分內(nèi)容？3.請(qǐng)簡(jiǎn)述90度評(píng)估所包含的哪些部分內(nèi)容？第七章考核周期第八章績(jī)效合約書(shū)的撰寫(xiě)第一節(jié)績(jī)效合約書(shū)的模板教學(xué)重點(diǎn)、難點(diǎn)：績(jī)效和約束的模板所包含的

課程的考核要求：要求掌握1）績(jī)效合約書(shū)每一部分需要撰寫(xiě)的內(nèi)容以及如何撰寫(xiě)完整的績(jī)效合約書(shū)復(fù)習(xí)思考題：1. 撰寫(xiě)一份隨意崗位的績(jī)效合約書(shū)第三部分：績(jī)效計(jì)劃執(zhí)行工作第九章培訓(xùn)的重要性第十章監(jiān)管的重要性課程思政切入點(diǎn)：1．幫助學(xué)生提高運(yùn)用馬克思主義理論分析和解決實(shí)際管理問(wèn)題的能力，提高認(rèn)識(shí)形勢(shì)，明辨是非的能力第四部分：績(jī)效考核工作第十一章績(jī)效評(píng)估的七個(gè)步驟第一節(jié)評(píng)估委員會(huì)第二節(jié)績(jī)效數(shù)據(jù)收集第三節(jié)績(jī)效數(shù)據(jù)分析第四節(jié)績(jī)效評(píng)估的數(shù)據(jù)第五節(jié)績(jī)效考核結(jié)果決策第六節(jié)績(jī)效評(píng)估第七節(jié)績(jī)效考核結(jié)果應(yīng)用教學(xué)重點(diǎn)、難點(diǎn)：1.績(jī)效考核的七個(gè)步驟課程的考核要求：1.要求掌握1）績(jī)效考核的七個(gè)步驟的定義及內(nèi)容復(fù)習(xí)思考題：請(qǐng)簡(jiǎn)述如何進(jìn)行績(jī)效數(shù)據(jù)收集請(qǐng)簡(jiǎn)述績(jī)效考核結(jié)果是如何決策的第十二章八種考核工具考核方法課程思政切入點(diǎn)：從不同企業(yè)的考核方法中，引導(dǎo)學(xué)生樹(shù)立正確的做人做事準(zhǔn)則和堅(jiān)持辯證唯物主義的世界觀與方法觀。教學(xué)重點(diǎn)、難點(diǎn)：考核的幾種方法課程的考核要求：要求理解：考核方法復(fù)習(xí)思考題：1.請(qǐng)簡(jiǎn)述考核的方法第十三章績(jī)效評(píng)估的偏見(jiàn)第一節(jié)

偏見(jiàn)的評(píng)級(jí)第二節(jié)

結(jié)果決策課程思政切入點(diǎn)：對(duì)任何事都要公平公正的對(duì)待，有正確的道德觀，正確的評(píng)價(jià)事物。教學(xué)重點(diǎn)、難點(diǎn)：1．評(píng)級(jí)的指標(biāo)、方法以及定價(jià)器問(wèn)題；2．結(jié)果決策的三種模式課程的考核要求：1.要求理解：1)評(píng)級(jí)的指標(biāo)、方法2)結(jié)果決策的三種模式復(fù)習(xí)思考題：請(qǐng)簡(jiǎn)述評(píng)級(jí)的指標(biāo)、方法如何理解定價(jià)器問(wèn)題請(qǐng)簡(jiǎn)述結(jié)果決策的三種模式第十四章績(jī)效評(píng)估結(jié)果的應(yīng)用第五部分：企業(yè)績(jī)效管理的回顧與改進(jìn)第十五章回顧企業(yè)績(jī)效管理第十六章企業(yè)績(jī)效工作的提升第十七章關(guān)注員工成長(zhǎng)第十八章關(guān)注企業(yè)目標(biāo)的實(shí)現(xiàn)五、考核方式、成績(jī)?cè)u(píng)定（黑體，小四號(hào)字）考核方式：本課程所采用考試方式進(jìn)行考核。成績(jī)?cè)u(píng)定：分?jǐn)?shù)分配比例為：平時(shí)60%，期末40%。主要參考書(shū)目1、書(shū)籍類[1]Haslberger,Armo,etc.,ManagingPerformanceAbroad:ANewModelforUnderstandingExpatriateAdjustment(RoutledgeStudiesinHumanResourceDevelopment)

1stEdition，Routledge,2014[2]\o"GlobalCompensationandBenefits:DevelopingPoliciesforLocalNationals(GlobalHRManagementSeries)"GlobalCompensationandBenefits:DevelopingPoliciesforLocalNationals(GlobalHRManagementSeries)，SocietyForHumanResourceManagement,2009[3]\o"GlobalCompensation:FoundationsandPerspectives(GlobalHRM)"GlobalCompensation:FoundationsandPerspectives(GlobalHRM),Routledge;1edition(September21,2008)，SocietyForHumanResourceManagement,20082、需要及時(shí)關(guān)注的網(wǎng)站、期刊、公共微信號(hào)等網(wǎng)址The

SocietyforHumanResourceManagement

(SHRM),/pages/default.aspx

The

InternationalAssociationforHumanResourceInformationManagement(IHRIM),中國(guó)人力資源開(kāi)發(fā)網(wǎng)：中國(guó)人力資源管理網(wǎng)：等等期刊雜志《財(cái)富》雜志中文：《哈佛商業(yè)評(píng)論》雜志《中國(guó)人力資源開(kāi)發(fā)》HumanResourceManagementJournal,byWiley,/journal/10.1111/(ISSN)1748-8583TheJournalofHumanResources,/journals/journals/jhr.htmlTheInternationalJournalofHumanResourceManagement,/toc/rijh20/current等等公共微信中國(guó)人力資源開(kāi)發(fā)研究會(huì)環(huán)球人力資源智庫(kù)執(zhí)筆人：劉俐伶教研室主任：系教學(xué)主任審核簽名：

《PerformanceManagementPractice》(English)TeachingProgramCoursenumber：052382ACoursetype：□GeneralEducationRequiredSubjects□GeneralEducationElectiveSubjects□Professionalrequiredcourses√□Professionalelectivecourses□BasicsubjectcoursesTotalclasshours:36Lecturehours:Experimental(computer)hours:Credits:2Applicableobject:(professionalname)InternationalHumanResourceManagementPrecourse:humanresourcemanagementcourses,internationalhumanresourcemanagement1Courseintroductionandteachingobjectives（1）CourseintroductionThiscoursesystematicallyexpoundsthetheoryandmethodofenterpriseperformancemanagement,mainlyintroducesthebasictheoryofperformancemanagement,performanceplan,performancecommunication,performanceevaluation,selectionofperformanceevaluationsubjectandevaluatortraining,selectionofperformanceevaluationindex,selectionofperformanceevaluationmethod,applicationofperformanceevaluationresultandperformancesalary.（2）CourseteachingobjectivesThiscoursemainlycultivatesstudents'abilitytoapplyperformancemanagementtheorytopractice.Bymeansofcasestudy,scenariosimulationandgroupdiscussion,thelatestperformancemanagementmodeisdisplayedbasedonthecurrentperformancemanagementclassiccompany,andthespecifictechnologyandoperationmethodofperformancemanagementinpracticeareexplained.Combinedwiththecurrentmanagementsituationandtheideaofkeepingpacewiththetimes,thecontentsandmethodsofthekeyexplanationinclude:inthecourseofteaching,supplementedbycaseanalysis,hotissuesdiscussionandotherformstostrengthenstudents'understandingandgraspofknowledgepoints.Toenablestudentstohavethebasicskillsofperformancedesign,performanceimplementation,performancecommunicationandperformanceimprovement,andthepreliminaryabilitytoanalyzeandsolvetheproblemsexistinginorganizationalperformancemanagement.Thecaseisclosetotherealityoftheenterprise,sothatstudentscanmasterthebasicskillsandprofessionalskillsofperformancemanagement.Inaddition,IntegratingIdeologicalandpoliticaleducationintothecourseteachingcanhelpstudentsunderstandandmastertherelationshipbetweenmanagementandideologicalandpoliticalwork,improvestudents'abilitytousebasictheoriestoguidelifeandworkpractice,andestablishcorrectidealsandbeliefsofcorrectoutlookonlife,valuesandmorality.Thepurposeofthecourseistoenablestudentstosystematicallyandcomprehensivelymasterthegeneralrules,basictheories,mainperformancemanagementmethodsandtoolsofperformancemanagementpractice,soastobreakthroughthetraditionalmodeofthinking,comprehensivelyevaluate,improveandenhancethelevelofperformancemanagement.2、Thecontentofteachingandthecorrespondingrelationshipwithgraduationrequirements（1）Teachingarrangementofteachingcontent:1)Intensive:performancemanagementsystem,targetmanagement,keyperformanceindicatorssetting,performanceevaluation.2)Roughtalk:performanceplan,performancemanagementprocessleadandfeedback,etc.3)Selected:Theoryofperformancemanagement.4)Theteachingmethodsofdifficultpointsandkeycontents:homework,casepracticeandstudentinvestigationandresearch.(2)TeachingmethodsandmeansoneGuidestudentstopayattentiontotwotypesofmultinationalcompanies:FortuneGlobal500companies,especiallytheperformanceoftheirbranchesinChina;PerformancebestpracticesofChina'stop500enterpriseswithoverseasbranches.twoGuidestudentstoobtaintheabovecompanyinformationinfourways:1)Obtaininginformationthroughmediareports;2)Getinformationthroughtheirownwebsites;3)Throughtheacademicresearchliteratureofthesecompaniestoobtaininformation;4)Getinformationthroughone'sownsocialrelations.3.Whileleadingthestudentstoobtaintheaboveinformation,theteachertakestheabovetwokindsofcompaniesastheresearchobjects,designsvariousrelatedspecialcases,andguidesthestudentstodowellinclassleaderlessgroupdiscussionandafterclassresearch-basedlearning.4.Inordertomaximizethelearningeffect,itissuggestedthatteachersshouldlearnfromtheundergraduateteachingmethodsofBritishandAmericanuniversities.Specificarrangementscanbemadeasfollows:theratioofteachers'teachingtimetostudents'leaderlessgroupdiscussionandclassroompresentationtimeis1:1,students'afterclasslearningismainlyresearch-basedlearning,researchtopicsaredesignatedbyteachers,andstudentsstudytopicsasateam.Studentsformproblem-solvingteamsonavoluntarybasis.Students'teamworkabilityisanimportantindicatorofstudents'academicperformance.Allacademicperformanceisevaluatedbytheoverallperformanceofthegroup.Intermsoftheproportionofevaluation,itissuggestedthat60%ofthetotalscoresshouldbebasedontheusualattendance,homeworkcompletion,classdiscussion/answeringquestions/classhomeworkpresentation;Attheendoftheterm,40%ofthestudentstaketheopenbookexamination,andthequestionsintheexaminationpaperaremainlyresearch-basedandopen-endedquestionsorpapers.Thiskindofevaluationmethodcancultivatestudents'openthinking,especiallytheirteamcooperationability,especiallytheirsenseofbelonging,soastopreparefortheirfutureemployment;Mostoftheopeningpapersattheendofthetermareopen-endedresearchquestions,whichcancultivatestudents'problemresearchabilityandprepareforindependentmanagementanddecision-makinginfutureemployment.5.Problemsneedingattentionintheteachingprocess:intheteachingprocess,itissuggestedtoguidethestudentstounderstandthetheoreticalknowledgethroughalargenumberofcasestudiesanddiscussions,insteadofemptytalkabouttheory,sothatstudentscanseethatthisisapracticalcourseratherthanaboringtheoreticalcourseintheIvorytower.Atthesametime,weshouldalsopayattentiontothecultivationofstudents'criticalthinking,research-basedlearningandotheremployability,soastopreparefortheirfutureemployment.Thetransferofknowledgeisonlyoneofthepurposesofthiscourse,andamoreimportantpurposeistoleadstudentstolearntodorealhumanresourcemanagementandhavestrongpracticalability.(3)AssessmentmethodTheevaluationofthiscourseadoptstwoways:usualscoreandfinalexamscore,andtheusualscoreaccountsfor60%;Thefinalgradeis40%.Theusualperformanceincludesattendancerecord,classroompresentation,groupdiscussionandpersonalquestionanswering;Thefinalexamisopenbookorthesis.（4）LearningrequirementsoneLearningthiscourserequiresthatbeforelearningthiscourse,studentshavemasteredthespecificpracticalmethodsofvariousmodulesinhumanresourcemanagement,suchaspositionanalysis,recruitmentplanmaking,trainingplanmaking,useofvariousperformancemanagementtools,salarydesign,etc,twoHascompletedtheperformanceofinternationalhumanresourcemanagementcourses.threeInthecourseoflearning,studentsarerequiredtocloselyfollowthepracticalteachingofteachersuntiltheycanworkindependently;Afterclass,studentsarerequiredtocompletethepracticalworkassignedbyteachers.3ClasshourallocationofeachteachinglinkThedistributionofclasshoursineachchapterisshowninatableasfollows:(Songtypeface,small4)TeachinghoursallocationNumberCharpterTeachWorkshop/brainstorming/casestudyClassroompresentationandcommentsTotalPART1：Basics1Performancemanagement:anoverview0.50.5PART2:PerformancePlanning2GoalSetting0.50.513HRServiceDeliveryInventory/Diagnosticwork0.50.514ImprovementofOrg.structure0.510.525WorkonperformanceIndicator110.52.56Onwhotoassess/assessor0.510.527OnWhentoassessandhowoften0.50.518DraftingofPerformancecontract10.50.52Part3：PerformanceImplementation9importanceofcoaching10.512.510importanceofmonitoring1.5Part4：PerformanceAssessment11SevenStepsofPA110.52.512Eightassessmenttools0.510.5213BiasinPA0.510.5214Applicationofassessmentresults1.50.52Part5：ReviewandImprovementofEnterprisePerformancemanagement15ReviewofenterprisePMwork10.51.516ImprovingofenterprisePMwork10.50.5217Focusonemployeegrowth0.510.5218Focusonenterprisegoalachievement0.510.52合計(jì)1312.56.5324TeachingcontentPartone:backtothebasicsChapteroneSummaryofperformancemanagementSection1whatisperformanceSection2whatisperformancemanagementStartingpointofIdeologicalandPoliticalEducation:Therelationshipbetweenmanagementandideologicalandpoliticalwork:Althoughideologicalandpoliticalworkandmanagementsciencearetwofieldsoftheirownsystem,theyarerelatedandhavesimilarities.Theconnectionandcommonnessbetweenthemareprominentlyshowninthattheirresearchobjectsandworkobjectsarepeopletopeoplesocialactivities.Thekeypointsanddifficultiesofteachingareasfollows：DefinitionofperformanceandperformancemanagementAssessmentrequirementsofthecourse:Masterthedefinitionofperformanceandperformancemanagement,performancemanagementmodeanditsapplicationinenterprises.Reviewquestions:1.Whatisperformance?2.Whatisperformancemanagement?ThesecondpartistheeffectivemanagementplanChapterIIstrategicobjectivesandannualbusinessplanoftheorganizationSection1UnderstandtheprincipleSection2SettingofgeneralobjectivesSection3SettingofannualbusinessplanThekeypointsanddifficultiesofteachingareasfollows：Basicprinciples,targetmanagementmodel,annualbusinessplandesignprocessAssessmentrequirementsofthecourse:Mastertheprincipleoftargetmanagementprocess,theapplicationoftargetmanagementmodel,andthesettingmethodandprocessofannualbusinessplan.Reviewquestions:1.WhatisMBOandwhatarethestepsofMBO?2.Howtosetuptheannualbusinessplanandwhatshouldbepaidattentionto?ChapterIIIhumanresourceinventoryordiagnosisSection1StrategicdiagnosisSection2Organizationlayoutdiagnosis1.Diagnosisofcontrolrelationship2.Diagnosisoforganizationalstructure3.Diagnosisofdepartmentfunctions4.DiagnosisofjobresponsibilitieswithintheDepartmentSection3HumanresourcediagnosisThestartingpointofIdeologicalandpoliticaleducationisasfollows：Throughtheinventoryanddiagnosisofhumanresources,wecangrasptheregularityofthings.ThekeypointsanddifficultiesofteachingareasfollowsStrategydiagnosis,organizationdiagnosisandhumanresourcediagnosisAssessmentrequirementsofthecourse:HumanresourcediagnosisandworkflowReviewquestions:1.Whatarethecontentsoforganizationlayoutdiagnosis?Chapter4optimizationandadjustmentoforganizationalstructureChapter5DeterminationofperformanceindicatorsSection1IndexmodelselectionSection2ConstructionofindexdatabaseSection3ExtractindicatorsfromtheindexlibraryforthenextyearThestartingpointofIdeologicalandpoliticaleducationisasfollows：LookattheconfirmationofperformanceindicatorsfromadialecticalperspectiveThekeypointsanddifficultiesofteachingareasfollows：1.Thechoiceofindexmodel2.DifferenteffectsofKPIonindividualsandteamsAssessmentrequirementsofthecourse:Requiresunderstanding:1）Indexmodel2）CharacteristicsandrelationshipofKPIandBSCReviewquestions:1.Pleasebrieflydescribethecommonperformanceindicatormodels2．PleasebrieflydescribethedifferenceandrelationshipbetweenKPIandBSCChapterVIdesignanddeterminationofassessorsSection1360degreeevaluationSection2180degreeevaluationSection390degreeevaluationThestartingpointofIdeologicalandpoliticaleducationisasfollows：Explorethephilosophicalideasandelementscontainedintheevaluationsystem:epistemology,methodologyanddialecticsofnature.Thekeypointsanddifficultiesofteachingareasfollows：TypesofassessmentatdifferentlevelsAssessmentrequirementsofthecourse:ItisrequiredtomastervariousevaluationmethodsReviewquestions:1．Whatarethepartsofthe360degreeassessment?2.Whatarethepartsofthe180degreeassessment?3.Whatarethepartsofthe90degreeassessment?ChapterVIIassessmentcycleChapter8writingperformancecontractSection1templateofperformancecontractThekeypointsanddifficultiesofteachingareasfollows：PerformanceandconstraintsareincludedinthetemplateAssessmentrequirementsofthecourse:Asktomaster1)WhatshouldbewrittenineachpartoftheperformancecontractandhowtowriteacompleteperformancecontractReviewquestions:1.WriteaperformancecontractforacasualpositionThethirdpart:performanceplanimplementationChapter9theimportanceoftrainingChapter10theimportanceofsupervisionThestartingpointofIdeologicalandpoliticaleducationisasfollows1.HelpstudentsimprovetheirabilitytoanalyzeandsolvepracticalmanagementproblemsbyusingMarxisttheory,andimprovetheirabilitytounderstandthesituationanddistinguishrightfromwrongThefourthpart:performanceappraisalChapter11sevenstepsofperformanceevaluationSection1EvaluationCommitteeSection2performancedatacollectionSection3performancedataanalysisSection4dataofperformanceevaluationSection5decisionmakingofperformanceappraisalresultsSection6performanceevaluationSection7ApplicationofperformanceappraisalresultsThekeypointsanddifficultiesofteachingareasfollows1.SevenstepsofperformanceappraisalAssessmentrequirementsofthecourse:1.Requirements1)DefinitionandcontentofsevenstepsofperformanceappraisalReviewquestions:1.Pleasedescribehowtocollectperformancedata2.PleasegiveabriefaccountofhowtheresultsofperformanceappraisalaredecidedChapter12eightassessmenttoolsSection1AssessmentmethodThestartingpointofIdeologicalandpoliticaleducationisasfollowsFromtheassessmentmethodsofdifferententerprises,weshouldguidestudentstoestablishcorrectprinciplesoflifeandworkandadheretotheworldoutlookandmethodologyofdialecticalmaterialism.Thekeypointsanddifficultiesofteachingareasfollows：SeveralmethodsofexaminationAssessmentrequirementsofthecourse:Requiresunderstanding:AssessmentmethodReviewquestions:1.PleasebrieflydescribetheassessmentmethodChapter13biasofperformanceevaluationSection1ratingofprejudiceSection2ResultdecisionThestartingpointofIdeologicalandpoliticaleducationisasfollowsWeshouldtreateverythingfairlyandfairly,haveacorrectm