A Study On The System Of Teachers’ Performance Of JiangXi Vocational College Of Economy And Finance

As the propelling of the reform of the types of higher education, the higher vocationaleducation is playing a more and more important role in our education industry. The basictask of the higher vocational education is to cultivate skill type talents with high quality inproduction, construction, administration and service and the higher vocational education isvery important in the process of taking human resources and higher education to developour country. The requirements of construction of the national model higher vocationalcolleges and the national key higher vocational colleges both state that we should changefrom paying much attention to scale but paying little attention to construction, fromenlarging scales blindly to strengthening the improving of inner qualities. To strengthenthe improving of inner qualities is to strengthen the construction of special majors, coursesand teachers. This thesis is to reshape the teachers’ performance management system ofJiangxi Economy and Financial Vocational College to discuss the problem of constructionof teams of teachers.At first, a questionnaire was designed to learn the current situation, the problems andthe causes of Jiangxi Vocational College of Finance and Economy. Then the collegestrategy was decomposed into tasks to teachers through SSM, and performances indexrelated with teachers were picked up and they were involved in the performance indexsystem of Jiangxi Vocational College of Finance and Economy. The system included sixone-class index and they were knowledge and skills, teaching work, research work, socialservice, major construction and construction of projects between the college andenterprises. Accordingly, there were24second-class index.Then PDCA cycle was used to manage and deal with the teachers’ performance ofJiangxi Vocational College of Finance and Economy. In phase P, the college strategy wasto be decomposed into teachers’ tasks and the teachers’ performance aims and plans weremade accordingly. In phase D, all tasks of teachers were guided and the process offinishing all tasks was checked and problems met in the process were helped to solve. Inphase C, the objective evaluation on teachers’ performance was done and problems werechecked and analyzed. In phase A, the communication and feedback were done with teachers, good experiences and unsolved problems were put forward, and they were thebasis of next PDCA cycle, thus, the abilities and performances of teachers would beimproved and the college strategy was finally become true.