外文翻譯--人力資源管理對(duì)于巴基斯坦大學(xué)的老師績(jī)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(duì)于巴基斯坦大學(xué)的老師績(jī)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(guān)系，但是他們主要討論的是發(fā)達(dá)國(guó)家。還有一小部分關(guān)于人力資源管理和雇員表現(xiàn)兩者間關(guān)系的證據(jù)來(lái)自像巴基斯坦這類發(fā)展中國(guó)家是可用的。這個(gè)研究檢查了賠償，提升，績(jī)效評(píng)估這三種人力資源管理與雇員感知的關(guān)系在巴基斯坦大學(xué)的教師的體現(xiàn)。研究結(jié)果表明了賠償，提升，績(jī)效評(píng)估這三種人力資源法與雇員感知是一種良好的關(guān)系，而業(yè)績(jī)?cè)u(píng)估做法對(duì)于雇員

49、感知的表現(xiàn)沒(méi)有顯著的相關(guān)性。巴基斯坦的大學(xué)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(jiǎn)介 </b></p><p>　　許多研究人員已經(jīng)報(bào)道了人力資源管理與組織和雇員表現(xiàn)有積極的關(guān)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(diǎn)和要點(diǎn)已經(jīng)朝向發(fā)達(dá)國(guó)家了。測(cè)試人力資源管理關(guān)聯(lián)性的小型研究在像巴基斯坦一樣的發(fā)展中國(guó)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(guó)家的例子。</p><p>　　現(xiàn)在的研究努力測(cè)試人力資源管理與雇員表現(xiàn)這兩者關(guān)系在發(fā)達(dá)國(guó)家的表現(xiàn)，就像在巴基斯坦大學(xué)老師身上表現(xiàn)的

51、一樣。巴基斯坦是識(shí)字率非常低的國(guó)家之一。除了其他因素，教師表現(xiàn)可以考慮一個(gè)識(shí)字率低的主要原因。到目前為止巴基斯坦沒(méi)有一所大學(xué)被歸類于世界頂部的大學(xué)。巴基斯坦政府也強(qiáng)調(diào)大學(xué)教師在各種倡議下生長(zhǎng)和發(fā)展。在這種情況下找出可以提高巴基斯坦的大學(xué)教師表現(xiàn)的決定因素是很重要的。這個(gè)的客觀研究便利在大學(xué)里的決策者橫跨巴基斯坦跟隨能改善大學(xué)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(yíng)部門大學(xué)的人力資源經(jīng)理，對(duì)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(xué)生的成就，并讓他們學(xué)在其中。</p><p><b>　　3 文獻(xiàn) </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(jié)合雇員表現(xiàn)被檢驗(yàn)。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(guān)系。這些八個(gè)實(shí)踐包括招聘與選拔法，放置法，培訓(xùn)法，賠償法，雇員表現(xiàn)評(píng)估法，提升法，申訴程序，養(yǎng)老金或社會(huì)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(jī)效考核，獎(jiǎng)金，工作設(shè)計(jì)，申訴程序，信息共享，態(tài)度評(píng)估，人力資源管理參與，招聘工夫，員工培訓(xùn)，提升標(biāo)準(zhǔn)。這個(gè)研究檢查了賠償，提升，績(jī)效評(píng)估這三種人力資源管理與雇員感知的關(guān)系。巴基斯坦是一個(gè)人均收入非常低的發(fā)展中國(guó)家，上述的三個(gè)做法對(duì)于在金融

54、收入上有一個(gè)相對(duì)直接影響，對(duì)于一個(gè)個(gè)體的社會(huì)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(bǔ)償和堅(jiān)定的性能兩者關(guān)系時(shí)發(fā)現(xiàn)在兩者之間有著積極的關(guān)系。他認(rèn)為人的資本密集堅(jiān)定的賠償金游戲的一個(gè)關(guān)鍵角色是“吸引，保留技藝高超的雇員”。由于大學(xué)是人的資本

55、密集的組織，所以一所大學(xué)的賠償法在聘請(qǐng)和抓住不放技藝高超的主管教師上有很大幫助。獎(jiǎng)勵(lì)工資計(jì)劃積極，如果結(jié)合像靈活工作設(shè)計(jì)，雇員參與問(wèn)題解決小組，培訓(xùn)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(shí)質(zhì)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(jié)果和企業(yè)財(cái)務(wù)業(yè)績(jī)有一個(gè)統(tǒng)計(jì)重大的關(guān)系(休斯里德，1995)。賠償法和雇員感知表現(xiàn)良好的關(guān)系已被報(bào)道了(Teseema &a

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

57、(惠普)“從內(nèi)促進(jìn)和開(kāi)發(fā)”(Truss, 2001)。Teseema & Soeters (2006) 發(fā)覺(jué)提升法和雇員感知表現(xiàn)的意味深長(zhǎng)的正相關(guān)關(guān)系，然而人力資源結(jié)果被當(dāng)作調(diào)解變量在使用。人力資源管理中包括“從內(nèi)填空缺”被發(fā)現(xiàn)同工作滿意和生活滿意度的價(jià)值分別為0.24(秕谷=<0.001)，0.15(秕谷=<0.001)有積極的關(guān)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(gè)組織更高的表

58、現(xiàn)(Park et al., 2003)。就以上提到文學(xué)和論點(diǎn)為基礎(chǔ)，它可以安全假設(shè)提升法同雇員的表現(xiàn)是有相關(guān)性的。然而這個(gè)關(guān)系需要在巴基斯坦的大學(xué)老師那里得到檢驗(yàn)。</p><p>　　H2：提升做法同巴基斯坦大學(xué)教師感知的表現(xiàn)有著意味深長(zhǎng)并且積極的關(guān)系。</p><p><b>　　3.4績(jī)效評(píng)估法</b></p><p>　　“績(jī)效考核代

59、表，部分地，是工人監(jiān)測(cè)的一個(gè)形式化進(jìn)程，是一個(gè)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(jī)效評(píng)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(dāng)?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(dāng)績(jī)效考核低的時(shí)候這個(gè)也是真的。承諾教育是教師對(duì)績(jī)效評(píng)價(jià)系統(tǒng)的一個(gè)態(tài)度功能。(拉赫曼，2006)。由補(bǔ)充人力資源管理像正式訓(xùn)練，獎(jiǎng)勵(lì)工資，績(jī)效考核使得有更大生產(chǎn)率的影響來(lái)提高績(jī)效考核的可能性(

60、Brown and Heywood,，2005)。就以上提到文學(xué)和論點(diǎn)為基礎(chǔ)，它可以安全假設(shè)績(jī)效評(píng)估做法同雇員的表現(xiàn)是有相關(guān)性的。然而這個(gè)關(guān)系需要在巴基斯坦的大學(xué)老師那里得到檢驗(yàn)。</p><p>　　H3:績(jī)效評(píng)估做法同巴基斯坦大學(xué)教師感知的表現(xiàn)有著意味深長(zhǎng)并且積極的關(guān)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(diào)查問(wèn)卷</b></p><p>　　這個(gè)調(diào)查問(wèn)卷是基于Teseema & Soeters（2006）的調(diào)查問(wèn)卷用來(lái)測(cè)量各種人力資源做法對(duì)于雇員表現(xiàn)的影響。選擇這調(diào)查問(wèn)卷的原因是這個(gè)問(wèn)卷調(diào)查過(guò)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(cè)

62、。調(diào)查問(wèn)卷是由賠償金法(6項(xiàng)目)，提升法(3項(xiàng)目)，績(jī)效評(píng)估法(6項(xiàng)目)這三種人力資源管理和雇員感知表現(xiàn)(4項(xiàng)目)管理組成的。</p><p>　　調(diào)查問(wèn)卷是由研究者在內(nèi)部一致性和其他的措施來(lái)檢驗(yàn)的。根據(jù)Teseema & Soeters (2006)賠償法，提升法，績(jī)效評(píng)估法和感知雇員表現(xiàn)關(guān)于阿爾法的級(jí)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(yīng)被要求用五分

63、制lickert規(guī)模(端點(diǎn):1=強(qiáng)烈反對(duì)，5=非常同意)。</p><p><b>　　4.2參與者</b></p><p>　　參與者包括來(lái)自十二所巴基斯坦名牌大學(xué)的全職大學(xué)老師?？偣灿?15份調(diào)查問(wèn)卷被分發(fā)出去，然而只有94份調(diào)查問(wèn)卷被收回，這些調(diào)查問(wèn)卷做出來(lái)的概率結(jié)果是82%，收集這一個(gè)大小充足的樣本用來(lái)作為結(jié)果分析。</p><p>&

64、lt;b>　　4.3程序</b></p><p>　　通過(guò)親自管理調(diào)查問(wèn)卷獲得了基準(zhǔn)。</p><p><b>　　4.4統(tǒng)計(jì)方法</b></p><p>　　1. 人口統(tǒng)計(jì)頻率表:</p><p>　　人口統(tǒng)計(jì)顯示在一個(gè)人口統(tǒng)計(jì)頻率表中(見(jiàn)表1)。</p><p><b&

65、gt;　　2. 相關(guān)矩陣:</b></p><p>　　相關(guān)矩陣過(guò)去常常用來(lái)確認(rèn)獨(dú)立變量之間存在的關(guān)系，比方用來(lái)確認(rèn)賠償法，提升法，績(jī)效評(píng)估法和因變量雇員感知表現(xiàn)之間的關(guān)系。</p><p><b>　　4.5結(jié)果</b></p><p><b>　　表1:人口統(tǒng)計(jì)</b></p><p&g

66、t;<b>　　n = 94</b></p><p>　　人口統(tǒng)計(jì)不使用在目前研究找出他們同雇員表現(xiàn)的關(guān)系。表1客觀顯示受訪者的組成對(duì)于他們的反應(yīng)和現(xiàn)在研究的結(jié)果有了進(jìn)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(gè)碩士學(xué)位——目前成為一個(gè)大學(xué)教師的最低要求。在目前研究受訪者的婚姻狀況是一個(gè)重要人口統(tǒng)計(jì)，由于有一個(gè)婚姻生活，兒童增加個(gè)體的責(zé)任，大

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

68、4(**)，**.p<0.1)受到發(fā)現(xiàn)價(jià)值(0.38(**),**.p<0.1)的Teseema & Soeters(2006)的支持。巴基斯坦是一個(gè)人均收入非常低發(fā)展中國(guó)家，多數(shù)雇員包括教師地方賠償都在頂部。這些結(jié)果表明那個(gè)賠償金法對(duì)于巴基斯坦的大學(xué)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(xué)教師的表現(xiàn)有著意味深長(zhǎng)并且積極的關(guān)系(0.56(**), **.p<0.1)。Teseema &

69、 Soeters(2006)發(fā)現(xiàn)價(jià)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(gè)有更好的地位和權(quán)力的位置，而且教師感到更多刺激，因?yàn)樘嵘蔡峁┧麄円粋€(gè)對(duì)專業(yè)發(fā)展機(jī)會(huì)。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(xué)的提升法對(duì)于教師的表現(xiàn)有非常大的影響。在績(jī)效評(píng)估法和教師的表現(xiàn)之間的關(guān)系相當(dāng)弱(0.15)。這些發(fā)現(xiàn)物沒(méi)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(xué)對(duì)于教師的績(jī)效評(píng)估沒(méi)有合適的系統(tǒng)。在公共部門大學(xué)是根據(jù)一年后典型機(jī)</p><p><b>　　5 結(jié)論 </b></p><p>　　本研究對(duì)于巴基斯坦的大學(xué)有許多含義。首先績(jī)效評(píng)估法和教師的表現(xiàn)之間的弱相關(guān)性需要及時(shí)處理。如果無(wú)效績(jī)效評(píng)估法存在于大學(xué)中，那么它將很難從教師那里獲得期望輸出。公共部門大學(xué)需要改變典型機(jī)密報(bào)告系統(tǒng)

71、。時(shí)間對(duì)評(píng)價(jià)將減少?gòu)囊荒甑搅鶄€(gè)月，結(jié)果將告訴教師以便他們能改善他們的表現(xiàn)。評(píng)價(jià)系統(tǒng)將通過(guò)被設(shè)計(jì)同提升和賠償金鏈接這么一個(gè)方式，從而使得教師考慮到它的重要。</p><p>　　作為遠(yuǎn)的賠償金法被認(rèn)為他們有直接影響在巴基斯坦的大學(xué)教師的表現(xiàn)。目前巴基斯坦的高等教育統(tǒng)籌委員會(huì)向大學(xué)老師宣布了吸引人的薪水，這是提高教師表現(xiàn)一個(gè)很積極的措施。其余的大學(xué)對(duì)于人力資源管理這最重要的方面將會(huì)特別注意，從而來(lái)提高他們學(xué)校教師的表