The Study of Core Competencies of Personnel Executives in Taipei Municipal Elementary Schools

• Main Authors: HSUEH JU-CHUN, 薛如君
• Other Authors: 孫本初
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/99163797446604459557

碩士 === 中國文化大學 === 政治學研究所碩士在職專班 === 95 === The purpose of this research is to investigate school faculties’ understanding toward personnel executives’ core competencies and importance, in hoping to find out the gap between personnel executives’ core competencies and performance, thus provide both reference to future human resource management and to aid personnel executives in future training. The structure of this research was established by researching related academic papers, and by questionnaire survey. Survey questionnaire were distributed in all 141 elementary schools in Taipei City. Survey subjects, including school principals, teachers, administrators, were selected using Stratified Simple Random Sampling method. Of 756 distributed questionnaires, 662 copies were returned, 593 copies were valid. The questionnaires were analyzed through descriptive statistics, t test, one-way ANOVA, and Post hoc comparative method, and Pearson product-moment correlation. The results are as follows: 1. School faculties agree that all seven aspects of personnel executives’ core competencies are important. The hierarchy of these seven aspects is --“the executors of personnel policies, laws and regulations” being the highest, followed by “the catalysts of harmonious industrial relationship between employer and employee,” “the strategic partners of the execution department,” “the promoters of knowledge management,” “the counselors of employees’ career development,” “the human resource specialists,” and “the pilots of life-long learning” as the lowest. 2. School faculties hold positive opinion toward personnel executives’ performance in all seven aspects of core competencies. However, the survey pointed out that school faculties believed the performance of personnel executives in all seven aspects of core competencies was lower than those of importance. It appears that there is still room left for improvement in the role of personnel executives and their required core competencies. In all seven aspects of core competencies, the best-performed aspect is “the executors of personnel policies, laws and regulations,” followed by “the promoters of knowledge management,” “the catalysts of harmonious industrial relationship between employer and employee,” “the strategic partners of the execution department,” “the human resource specialists,” and “the counselors of employees’ career development.” Whereas “the pilots of life-long learning” comes as the least well-performed. 3. School faculties of different age groups and of different school sizes hold similar opinion over the importance of the seven aspects of personnel executives’ core competencies both as a whole and respectively. 4. School faculties of different education backgrounds hold similar opinion toward the performance of the seven aspects of personnel executives’ core competencies both as a whole and respectively. 5. There is a significant discrepancy in the opinion toward the performance of the seven aspects of personnel executives’ core competencies under the variable of school faculties of different job descriptions. 6. In conclusion to this research, the main dimensions the personnel executives should enforce to facilitate their core competencies are in the order of “the ability to negotiate,” ”the skill to handle crisis,” ”conflict management capability,” ”consulting guidance ability,” ”the capability in building trust,” ”problem solving skills,” and 23 other following abilities.