Research On The Construction Of Performance Appraisal Index System For Full-Time Teachers In Higher Vocational Colleges Based On Balanced Scorecard

According to the spirit of the Third Plenary Session of the 16 th CPC Central Committee on promoting the reform of the distribution system in public institutions.In 2006,the Ministry of Finance and the Ministry of Personnel jointly issued the document [2006] No.56,"Reform Plan for the Income Distribution System of Staff in Public Institutions",which opened the prelude to the establishment of a performance appraisal wage system in public institutions.Colleges as public institutions,have gradually implemented the salary model of basic salary plus performance salary.Whether for the purpose of making the distribution of performance pay more fair and reasonable,or for the purpose of encouraging performance pay to promote the achievement of the strategic development goals of the university,a comprehensive and complete performance evaluation index system is needed.At present,the performance evaluation index system of university teachers varies among different schools.Due to the lack of an effective performance evaluation index system for university teachers,many universities in China are currently generally facing the problem that the teacher evaluation index system is not scientific and comprehensive,resulting in unreasonable distribution of performance income.The lack of enthusiasm for teachers’ work makes it difficult to ensure the quality of school teaching,and the development strategy of the school is also difficult to obtain a strong boost.This article selects D School of Guangxi Higher Vocational College as the research object,and through literature research,understands the theory and application methods of performance appraisal and balanced scorecard,and combs the domestic and foreign literature on balanced scorecard and university performance appraisal system.Taking D School in Guangxi as an example,this paper introduces the current performance evaluation index system for full-time teachers in the school.Through interviews with front-line full-time teachers in D School,it is understood that there are three problems in the current performance evaluation index system for full-time teachers in the school: first,the weak correlation between individual performance gains and departmental performance gains;Second,Inadequate incentive for personal performance gains;Third,The assessment dimensions are not comprehensive enough;The causes of the problems were analyzed.Taking D School in Guangxi as an example,this paper introduces the current performance evaluation index system for full-time teachers in the school.Through interviews with front-line full-time teachers in D School,it is understood that there are three problems in the current performance evaluation index system for full-time teachers in the school: first,the weak correlation between individual performance gains and departmental performance gains;Second,Inadequate incentive for personal performance gains;Third,The assessment dimension is not comprehensive enough;The causes of the problems were analyzed.Through interviews at the symposium,five primary dimensions(financial,customer,internal operations,learning and growth,and public affairs contributions)of the balanced scorecard assessment for full-time teachers were established,as well as fifteen secondary indicators under the five primary dimensions.The "public affairs contribution" dimension is the fifth dimension added by the author based on the original four dimensions of the balanced scorecard theory,To solve the "free riding" phenomenon between full-time teachers.A questionnaire was conducted to investigate the importance of secondary indicators to the staff,students,parents,and school leaders of School D,and then the specific weights of the five dimensions and fifteen secondary indicators obtained from the questionnaire were given using AHP analytic hierarchy process.Finally,a performance evaluation index system for full-time teachers based on the balanced scorecard was obtained,and the evaluation results of teachers after trial implementation were obtained.In the questionnaire analysis of the evaluation results,it is concluded that the above three problems existing in the old full-time teacher performance evaluation indicator system have been solved.After demonstrating that the new performance appraisal indicator system is superior to the old performance appraisal indicator system,the necessary safeguards for the promotion and implementation of the new performance appraisal indicator system in the entire school are proposed.Taking School D of Guangxi Higher Vocational College as an example,this study aims to provide direct business guidance for the construction of the performance evaluation index system for full-time teachers in colleges and universities.Provide reference methods and ideas for the construction of full-time teacher performance evaluation index systems in other vocational colleges and universities of the same type.