外文翻譯--人力資源管理對于巴基斯坦大學的老師績效的影響

1、<p>　　中文3700字,2000單詞，12400英文字符</p><p>　　出處：Shahzad K, Bashir S, Ramay M I. Impact of HR Practices on Perceived Performance of University Teachers in Pakistan[J]. Journal of Economics & Sustainable D

2、evelopment, 2008, 4:302-315.</p><p>　　Impact of HR Practices on Perceived Performance of University Teachers in Pakistan </p><p>　　Khurram Shahzad, Sajid Bashir and Muhammad I Ramay</p>&

3、lt;p>　　1 Abstract</p><p>　　A number of researchers have established the relationship between HR practices and employee performance but they mainly discuss developed countries. Little evidence is available

4、 about relationship between HR practices and employee performance from developing countries like Pakistan. This study examines the relationship between three HR practices i.e. compensation, promotion and performance eval

5、uation and perceived employee performance among university teachers in Pakistan. The results of the stu</p><p>　　2 Introduction</p><p>　　A number of researchers have reported that HR practices a

6、re positively linked with organizational and employee performance (e.g. Guest, 2002; Harley, 2002; Gould-Williams, 2003; Park et al., 2003; Wright et al., 2003; Tessema and Soeters, 2006). The focus and thrust of these s

7、tudies have been towards developed countries. Little research has been done to test the HR-performance link in developing countries like Pakistan. Aycan et al. (2000) termed Pakistan as ‘under-researched’ country in the

8、fie</p><p>　　The present study is an attempt to test the relationship between HR practices and employee performance in a developing country i.e. Pakistan among university teachers. Pakistan is one of the cou

9、ntries where literacy rate is very low. Apart from other factors teacher performance can be considered a major reason for low literary rate. So far none of the Pakistani universities is ranked among top universities of t

10、he world. Government of Pakistan is also emphasizing the growth and development of uni</p><p>　　3 Review of Literature</p><p>　　HR Practices</p><p>　　There are number of HR practice

11、s that could be tested in connection with employee performance. Teseema & Soeters (2006) have studied eight HR practices and their relationship with perceived employee performance. These eight practices include recru

12、itment and selection practices, placement practices, training practices, compensation practices, employee performance evaluation practices, promotion practices, grievance procedure and pension or social security. Huselid

13、 (1995) used eleven HRM practices</p><p>　　Compensation Practices</p><p>　　Frye (2004) examined the relationship between equity based compensation and firm performance and found positive relatio

14、nship between the two. He argued that for human capital intensive firms compensation plays a crucial role in‘a(chǎn)ttracting and retaining highly skilled employees’. As universities are human capital intensive organizations,

15、 compensation practices of a university can be of great help in hiring and keeping hold of highly skilled and competent teachers.</p><p>　　Incentive pay plans positively and substantially affect performance

16、of workers if combined with innovative work practices like ‘flexible job design, employee participation in problem-solving teams, training to provide workers with multiple skills, extensive screening and communication an

17、d employment security’ (Ichniowski et al., 1997). High performance work practices (including compensation) have a statistically significant relationship with employee outcomes and corporate financial performance </p&g

18、t;<p>　　H1: Compensation practices are significantly and positively related with perceived performance of university teachers in Pakistan.</p><p>　　Promotion Practices</p><p>　　Financiall

19、y successful companies like HP (Hewlett-Packard) ‘promote and develop from within’ (Truss, 2001). Teseema & Soeters (2006) found significantly positive correlation between promotion practices and perceived employee p

20、erformance, however HR outcomes was used as mediating variable. HR practices including ‘vacancies filled from within’ have been found positively correlated with work satisfaction and life satisfaction with values 0.24 (P

21、=<0.001) and 0.15 (P=<0.001) respectively (Guest, 2002</p><p>　　On the basis of above mentioned literature and arguments it can be safely assumed that promotion practices are correlated with the perfor

22、mance of employees. However the relationship needs to be tested in university teachers of Pakistan.</p><p>　　H2: Promotion practices are significantly and positively related with perceived performance of uni

23、versity teachers in Pakistan.</p><p>　　Performance Evaluation Practices</p><p>　　‘Performance appraisal represents, in part, a formalized process of worker monitoring and is intended to be a man

24、agement tool to improve the performance and productivity of workers’ (Brown and Heywood, 2005). Employee commitment and productivity can be improved with performance appraisal systems (Brown and Benson, 2003). Appropriat

25、e explanation and supervision of performance lead to higher job satisfaction and professional commitment amongst teachers. This is also true when performance appraisal</p><p>　　H3: Performance evaluation pra

26、ctices are significantly and positively related with perceived performance of university teachers in Pakistan.</p><p>　　Theoretical Model of the Study</p><p>　　4 Methodology</p><p>

27、　　Questionnaire</p><p>　　The questionnaire was based on questionnaire used by Teseema & Soeters (2006) for measuring impact of various HR practices on employee performance. The reason for selecting this

28、questionnaire is that it was used to study the impact of same variables as in present study and was well tested on reliability and validity scales. Questionnaire that was administered consisted of three HR practices whic

29、h are Compensation Practices (6 items), Promotion Practices (3 items) and Performance Evaluation Pract</p><p>　　The questionnaire was well tested by researchers on internal consistency and other measures. Ac

30、cording to Teseema & Soeters (2006) alphas for Compensation Practices, Promotion Practices and Performance Evaluation Practices and Perceived Employee Performance are .82, .74, .73 and .74 respectively. All alphas ra

31、nge between .73 and .82 which is acceptable. The response was required on five point Lickert scales (endpoints: 1 = Strongly disagree, 5 = Strongly agree).</p><p>　　Participants</p><p>　　The par

32、ticipants included full time university teachers from 12 leading universities of Pakistan. A total 115 questionnaires were distributed however 94 were received back making response rate as 82% and a sufficient sample siz

33、e was collected for analysis of results.</p><p><b>　　Procedure</b></p><p>　　Data was acquired through personally administered questionnaire.</p><p>　　Statistical Methods

34、</p><p>　　i. Demographics frequency table: </p><p>　　Demographics are shown in a demographics frequency table (see Table 1). </p><p>　　ii. Correlation Matrix: </p><p>

35、　　Correlation matrix was used to verify existence of relationship between the independent variables i.e. Compensation Practices, Promotion Practices and Performance Evaluation Practices and the dependent variable Perceiv

36、ed Employee Performance.</p><p><b>　　Findings</b></p><p>　　Table 1: Demographics</p><p><b>　　n= 94</b></p><p>　　The demographics are not used in

37、 the present study to find out their relationship with employee performance. The objective of Table 1 is to show composition of respondents to have a better understanding about their response and results for present stud

38、y. Majority of the respondents are male and majority have less than 10 years tenure in their respective organizations. Majority of the respondents hold a masters degree which at present is the minimum requirement to beco

39、me a university teacher. The</p><p>　　Table 2: Correlation Matrix</p><p>　　(**p≤0.01, n=94 SD=standard Deviation, EP=Employee Performance, CP=Compensation Practices, PP=Promotion Practices, PEP=

40、Performance Evaluation Practices)</p><p>　　Discussion</p><p>　　The correlation matrix indicates that Compensation Practices are strongly correlated with teachers’ performance in Pakistani univer

41、sities (0.44(**), **.p<0.1) which is supported by Teseema & Soeters(2006) who found value (0.38(**), **.p<0.1). Pakistan is a developing country with very low per capita income and majority of employees includi

42、ng the teachers place compensation at top. These results indicate that teachers’ performance in the Pakistani universities is greatly affected by Compensation </p><p>　　5 Conclusions</p><p>　　Th

43、is study has a number of implications for Pakistani universities. Firstly the weak correlation between Performance Evaluation Practices and teachers’ performance needs prompt attention. If ineffective performance evaluat

44、ion practices exist in the universities than it would be difficult to gain desired output from the teachers. The public sector universities need to change the typical confidential reporting system. The time period for ev

45、aluation should be reduced from one year to six months and</p><p>　　As far Compensation Practices are concerned they have direct impact on teachers’ performance in Pakistani universities. Currently The Highe

46、r Education Commission in Pakistan has announced attractive salary package for university teachers which is a very positive step to enhance teachers’ performance. The rest of the universities should pay special attention

47、 towards this most important aspect of HR to enhance teachers’ performance. Promotion practices not only help teachers to grow in organizatio</p><p>　　人力資源管理對于巴基斯坦大學的老師績效的影響</p><p><b>　　1摘

48、要</b></p><p>　　許多的研究人員已經(jīng)建立了人力資源管理和雇員表現(xiàn)的關系，但是他們主要討論的是發(fā)達國家。還有一小部分關于人力資源管理和雇員表現(xiàn)兩者間關系的證據(jù)來自像巴基斯坦這類發(fā)展中國家是可用的。這個研究檢查了賠償，提升，績效評估這三種人力資源管理與雇員感知的關系在巴基斯坦大學的教師的體現(xiàn)。研究結果表明了賠償，提升，績效評估這三種人力資源法與雇員感知是一種良好的關系，而業(yè)績評估做法對于雇員

49、感知的表現(xiàn)沒有顯著的相關性。巴基斯坦的大學需要修改賠償做法，確定明確的事業(yè)路徑提高教師的性能。</p><p><b>　　2 簡介 </b></p><p>　　許多研究人員已經(jīng)報道了人力資源管理與組織和雇員表現(xiàn)有積極的關聯(lián)（例如：Guest, 2002; Harley, 2002;Gould-Williams, 2003; Park et al., 2003; W

50、right et al., 2003; Tessema and Soeters, 2006)。這些論文的焦點和要點已經(jīng)朝向發(fā)達國家了。測試人力資源管理關聯(lián)性的小型研究在像巴基斯坦一樣的發(fā)展中國家已經(jīng)做了。Aycan et al. (2000) 把巴基斯坦作為正在研究人力資源管理下的國家的例子。</p><p>　　現(xiàn)在的研究努力測試人力資源管理與雇員表現(xiàn)這兩者關系在發(fā)達國家的表現(xiàn)，就像在巴基斯坦大學老師身上表現(xiàn)的

51、一樣。巴基斯坦是識字率非常低的國家之一。除了其他因素，教師表現(xiàn)可以考慮一個識字率低的主要原因。到目前為止巴基斯坦沒有一所大學被歸類于世界頂部的大學。巴基斯坦政府也強調大學教師在各種倡議下生長和發(fā)展。在這種情況下找出可以提高巴基斯坦的大學教師表現(xiàn)的決定因素是很重要的。這個的客觀研究便利在大學里的決策者橫跨巴基斯坦跟隨能改善大學老師的表現(xiàn)的人力資源管理做法。目前研究可以幫助巴基斯坦公眾和私營部門大學的人力資源經(jīng)理，對于提法和發(fā)展的人力資源管

52、理那就確保了教師的高層表現(xiàn)從而提高學生的成就，并讓他們學在其中。</p><p><b>　　3 文獻 </b></p><p><b>　　3．1人力資源管理</b></p><p>　　有些人力資源管理可以結合雇員表現(xiàn)被檢驗。Teseema & Soeters (2006) 研究了八種人力資源管理和他們同雇員感

53、知表現(xiàn)的關系。這些八個實踐包括招聘與選拔法，放置法，培訓法，賠償法，雇員表現(xiàn)評估法，提升法，申訴程序，養(yǎng)老金或社會保障。休斯里德(1995) 在他的論文用了十一種人力資源管理做法，這些做法是人員甄選，績效考核，獎金，工作設計，申訴程序，信息共享，態(tài)度評估，人力資源管理參與，招聘工夫，員工培訓，提升標準。這個研究檢查了賠償，提升，績效評估這三種人力資源管理與雇員感知的關系。巴基斯坦是一個人均收入非常低的發(fā)展中國家，上述的三個做法對于在金融

54、收入上有一個相對直接影響，對于一個個體的社會地位也可能被視為雇員表現(xiàn)的具有決定因素。這是這些做法被選入本研究的原因。</p><p><b>　　3.2賠償法</b></p><p>　　弗萊(2004)審查公平之間補償和堅定的性能兩者關系時發(fā)現(xiàn)在兩者之間有著積極的關系。他認為人的資本密集堅定的賠償金游戲的一個關鍵角色是“吸引，保留技藝高超的雇員”。由于大學是人的資本

55、密集的組織，所以一所大學的賠償法在聘請和抓住不放技藝高超的主管教師上有很大幫助。獎勵工資計劃積極，如果結合像靈活工作設計，雇員參與問題解決小組，培訓提供工人同多種的技能，廣泛的屏幕和溝通，就業(yè)保這些創(chuàng)新的工作做法就能實質上影響工人的表現(xiàn)(Ichniowski et al.，1997)。高性能工作法(包括賠償)同雇員結果和企業(yè)財務業(yè)績有一個統(tǒng)計重大的關系(休斯里德，1995)。賠償法和雇員感知表現(xiàn)良好的關系已被報道了(Teseema &a

56、mp; Soeters ，2006)。就以上提到文學和論點為基礎，它可以安全假設賠償法同雇員的表現(xiàn)是有相關性的。然而這個關系需要在巴基斯坦的大學老師那里得到檢驗。</p><p>　　H1:賠償做法同巴基斯坦大學教師感知的表現(xiàn)有著意味深長并且積極的關系。</p><p><b>　　3.3提升法</b></p><p>　　經(jīng)濟成功的公司像HP

57、(惠普)“從內促進和開發(fā)”(Truss, 2001)。Teseema & Soeters (2006) 發(fā)覺提升法和雇員感知表現(xiàn)的意味深長的正相關關系，然而人力資源結果被當作調解變量在使用。人力資源管理中包括“從內填空缺”被發(fā)現(xiàn)同工作滿意和生活滿意度的價值分別為0.24(秕谷=<0.001)，0.15(秕谷=<0.001)有積極的關系(Guest，2002)。協(xié)同人力資源系統(tǒng)中(包括值得促銷決策)致使一個組織更高的表

58、現(xiàn)(Park et al., 2003)。就以上提到文學和論點為基礎，它可以安全假設提升法同雇員的表現(xiàn)是有相關性的。然而這個關系需要在巴基斯坦的大學老師那里得到檢驗。</p><p>　　H2：提升做法同巴基斯坦大學教師感知的表現(xiàn)有著意味深長并且積極的關系。</p><p><b>　　3.4績效評估法</b></p><p>　　“績效考核代

59、表，部分地，是工人監(jiān)測的一個形式化進程，是一個改善工人的表現(xiàn)和生產(chǎn)率的管理工具”(布朗，海伍德，2005)。在績效評定制度下，員工的承諾和生產(chǎn)率可以得到改善 (布朗，本森，2003)。適當?shù)慕忉尯捅O(jiān)督的表現(xiàn)致使更高的工作滿意度和專業(yè)承諾除教師以外。當績效考核低的時候這個也是真的。承諾教育是教師對績效評價系統(tǒng)的一個態(tài)度功能。(拉赫曼，2006)。由補充人力資源管理像正式訓練，獎勵工資，績效考核使得有更大生產(chǎn)率的影響來提高績效考核的可能性(

60、Brown and Heywood,，2005)。就以上提到文學和論點為基礎，它可以安全假設績效評估做法同雇員的表現(xiàn)是有相關性的。然而這個關系需要在巴基斯坦的大學老師那里得到檢驗。</p><p>　　H3:績效評估做法同巴基斯坦大學教師感知的表現(xiàn)有著意味深長并且積極的關系。</p><p><b>　　論文的理論模型</b></p><p>

61、<b>　　4 方法論</b></p><p><b>　　4.1調查問卷</b></p><p>　　這個調查問卷是基于Teseema & Soeters（2006）的調查問卷用來測量各種人力資源做法對于雇員表現(xiàn)的影響。選擇這調查問卷的原因是這個問卷調查過去常常用于研究同樣的碰撞變量像在現(xiàn)在的論文中，在可靠性和合法性規(guī)模方面有很好的檢測

62、。調查問卷是由賠償金法(6項目)，提升法(3項目)，績效評估法(6項目)這三種人力資源管理和雇員感知表現(xiàn)(4項目)管理組成的。</p><p>　　調查問卷是由研究者在內部一致性和其他的措施來檢驗的。根據(jù)Teseema & Soeters (2006)賠償法，提升法，績效評估法和感知雇員表現(xiàn)關于阿爾法的級別是.82，.74，.73，.74。所有阿爾法范圍在.73——.82之間是可以接受的。反應被要求用五分

63、制lickert規(guī)模(端點:1=強烈反對，5=非常同意)。</p><p><b>　　4.2參與者</b></p><p>　　參與者包括來自十二所巴基斯坦名牌大學的全職大學老師。總共有115份調查問卷被分發(fā)出去，然而只有94份調查問卷被收回，這些調查問卷做出來的概率結果是82%，收集這一個大小充足的樣本用來作為結果分析。</p><p>&

64、lt;b>　　4.3程序</b></p><p>　　通過親自管理調查問卷獲得了基準。</p><p><b>　　4.4統(tǒng)計方法</b></p><p>　　1. 人口統(tǒng)計頻率表:</p><p>　　人口統(tǒng)計顯示在一個人口統(tǒng)計頻率表中(見表1)。</p><p><b&

65、gt;　　2. 相關矩陣:</b></p><p>　　相關矩陣過去常常用來確認獨立變量之間存在的關系，比方用來確認賠償法，提升法，績效評估法和因變量雇員感知表現(xiàn)之間的關系。</p><p><b>　　4.5結果</b></p><p><b>　　表1:人口統(tǒng)計</b></p><p&g

66、t;<b>　　n = 94</b></p><p>　　人口統(tǒng)計不使用在目前研究找出他們同雇員表現(xiàn)的關系。表1客觀顯示受訪者的組成對于他們的反應和現(xiàn)在研究的結果有了進一步的了解。多數(shù)的受訪者是男性，并且多數(shù)在他們的各自組織有少于10年保有。多數(shù)的受訪者擁有一個碩士學位——目前成為一個大學教師的最低要求。在目前研究受訪者的婚姻狀況是一個重要人口統(tǒng)計，由于有一個婚姻生活，兒童增加個體的責任，大

67、多工作生活沖突情境出現(xiàn)當有一個失調在工作和家庭生活之間。</p><p><b>　　表2: 相關矩陣</b></p><p>　　**P<=0.01, n=94</p><p><b>　　4.5討論</b></p><p>　　相關矩陣表明賠償金法同巴基斯坦的大學教師的表現(xiàn)的強關聯(lián)(0.4

68、4(**)，**.p<0.1)受到發(fā)現(xiàn)價值(0.38(**),**.p<0.1)的Teseema & Soeters(2006)的支持。巴基斯坦是一個人均收入非常低發(fā)展中國家，多數(shù)雇員包括教師地方賠償都在頂部。這些結果表明那個賠償金法對于巴基斯坦的大學教師的表現(xiàn)有著非常大的影響。同樣地，提升做法同巴基斯坦大學教師的表現(xiàn)有著意味深長并且積極的關系(0.56(**), **.p<0.1)。Teseema &

69、 Soeters(2006)發(fā)現(xiàn)價值(0.48(**), **.p<0.1)支持該研究的發(fā)現(xiàn)物。提升不僅提供一個有更好的地位和權力的位置，而且教師感到更多刺激，因為提升也提供他們一個對專業(yè)發(fā)展機會。另一方面提升也意味著更多的金融利益。故巴基斯坦的大學的提升法對于教師的表現(xiàn)有非常大的影響。在績效評估法和教師的表現(xiàn)之間的關系相當弱(0.15)。這些發(fā)現(xiàn)物沒有受到Teseema & Soeters(2006)的支持。這些不一樣的

70、發(fā)現(xiàn)物的原因是，在大部分的巴基斯坦的大學對于教師的績效評估沒有合適的系統(tǒng)。在公共部門大學是根據(jù)一年后典型機</p><p><b>　　5 結論 </b></p><p>　　本研究對于巴基斯坦的大學有許多含義。首先績效評估法和教師的表現(xiàn)之間的弱相關性需要及時處理。如果無效績效評估法存在于大學中，那么它將很難從教師那里獲得期望輸出。公共部門大學需要改變典型機密報告系統(tǒng)

71、。時間對評價將減少從一年到六個月，結果將告訴教師以便他們能改善他們的表現(xiàn)。評價系統(tǒng)將通過被設計同提升和賠償金鏈接這么一個方式，從而使得教師考慮到它的重要。</p><p>　　作為遠的賠償金法被認為他們有直接影響在巴基斯坦的大學教師的表現(xiàn)。目前巴基斯坦的高等教育統(tǒng)籌委員會向大學老師宣布了吸引人的薪水，這是提高教師表現(xiàn)一個很積極的措施。其余的大學對于人力資源管理這最重要的方面將會特別注意，從而來提高他們學校教師的表