「績效」是指對應職位的工作職責所達到的階段性結果及其過程中可評價的行為表現。
「績效管理」是指管理者與員工之間就目標與如何實現目標所形成共識的基礎，透過激勵和幫助員工取得優異績效從而實現組織目標的管理方法。
「績效管理」的目的在於藉由激發員工的工作熱情和提高員工的能力和素質，以達到改善公司績效的效果。
2011年8月6日 星期六
2011年8月4日 星期四
資料導向決策在K-12層級學校之應用
Data-driven decision making in K-12 schools
"Information is the key to holding schools accountable for improved performance every year among every student group. Data is our best management tool. I often say that what gets measured, gets done. If we know the contours of the problem, and who is affected, we can put forward a solution. Teachers can adjust lesson plans. Administrators can evaluate curricula. Data can inform decision-making. Thanks to No Child Left Behind, we're no longer flying blind." - Margaret Spellings, U. S. Secretary of Education.
The need for better decision making in our nation's schools has grown in tandem with the rise in standards-based reform and performance accountability systems. "After years of exhorting and cajoling schools to improve, policymakers have decided to get tough" (National Education Association, Teaching and Learning Team, July 2000). Under the requirements of the No Child Left Behind legislation, school districts are required to test students, collect performance data and use that data to identify strengths and weaknesses in their educational system. Schools that do not demonstrate adequate yearly progress (AYP) will be identified as needing improvement and subject to immediate interventions. Most often educators talk about the punitive uses of data to improve instruction. Since the passage of No Child Left Behind legislation, Washington state's educators have consistently heard that poor scores on state or national tests equal failure, and persistent failure equals intervention. Few educators or educational leaders seem to be able to articulate how they might use data in a more positive or effective way to improve teaching and learning. The use of data in education remains an elusive concept and skill, yet the path to using data in making decisions is not out of reach or difficult to implement.
"Information is the key to holding schools accountable for improved performance every year among every student group. Data is our best management tool. I often say that what gets measured, gets done. If we know the contours of the problem, and who is affected, we can put forward a solution. Teachers can adjust lesson plans. Administrators can evaluate curricula. Data can inform decision-making. Thanks to No Child Left Behind, we're no longer flying blind." - Margaret Spellings, U. S. Secretary of Education.
The need for better decision making in our nation's schools has grown in tandem with the rise in standards-based reform and performance accountability systems. "After years of exhorting and cajoling schools to improve, policymakers have decided to get tough" (National Education Association, Teaching and Learning Team, July 2000). Under the requirements of the No Child Left Behind legislation, school districts are required to test students, collect performance data and use that data to identify strengths and weaknesses in their educational system. Schools that do not demonstrate adequate yearly progress (AYP) will be identified as needing improvement and subject to immediate interventions. Most often educators talk about the punitive uses of data to improve instruction. Since the passage of No Child Left Behind legislation, Washington state's educators have consistently heard that poor scores on state or national tests equal failure, and persistent failure equals intervention. Few educators or educational leaders seem to be able to articulate how they might use data in a more positive or effective way to improve teaching and learning. The use of data in education remains an elusive concept and skill, yet the path to using data in making decisions is not out of reach or difficult to implement.
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