(1) is the basis of improving the core competitiveness of colleges and universities. Performance appraisal originates from enterprise human resource management, which is an important part of enterprise human resource management, but its application in the evaluation of university teachers in China is still in the exploratory stage. In order to promote the development of human resources in colleges and universities, promote the transformation from traditional personnel management to modern human resources management, effectively revitalize college resources, optimize the allocation of college resources, and improve the core competitiveness of colleges and universities, it is imperative to establish and implement a set of performance index system to measure the efficiency and benefit of running schools. The performance of colleges and universities has also become the evaluation standard of government funding, university evaluation, university ranking, university enrollment and other important activities.
(2) It is the embodiment of people-oriented concept in colleges and universities. The key to the survival and development of colleges and universities is the construction of teaching, scientific research and management teams, and the construction of teachers is the premise to realize teaching, scientific research and management in colleges and universities. Modern human resource management emphasizes "people-oriented", properly guides and controls people's thoughts, psychology and behavior, and gives full play to people's subjective initiative to achieve organizational goals. According to the theory of human resource management, the purpose of performance appraisal in colleges and universities mainly lies in the development of teachers, a human resource. While establishing an effective incentive mechanism, we should further analyze our own factors and environmental factors in order to seek higher personal and organizational performance [1].
(3) Performance appraisal in colleges and universities is a dynamic process. Performance appraisal in colleges and universities is the most important resource for people-oriented management activities and organizations. The dynamic management of college teachers aims to maximize the development of teachers' internal motivation. It evaluates and measures teachers' work behavior and work effect through systematic methods and principles, and it is an important activity for colleges and universities to implement effective management communication. Its ultimate goal is to tap the greatest potential of college teachers, improve the core competitiveness of colleges and universities, improve the management level of colleges and universities, improve teachers' satisfaction and future accomplishment while achieving the development goals of the school, and finally realize the "win-win" of the development of the school and individuals. That is to combine teachers' personal goals with organizational goals to achieve the purpose of improving organizational performance.
Second, the problems in the performance appraisal of college teachers
(1) The performance appraisal standard is not clear. Because it is difficult to measure the work of college teachers effectively, it is impossible to formulate an objective evaluation standard for the performance evaluation of college teachers, and it can only be measured by a limited number of intuitive indicators. Among the existing performance evaluation indicators, college teachers are usually evaluated from five aspects: morality, ability, diligence, performance and honesty. There are many university administrators who don't understand the performance management system of the school and their own performance, and the school doesn't let the assessed administrators fully participate in the performance appraisal. The results of performance appraisal are no longer related to salary increase and bonus. Some colleges and universities did not establish a good performance management system at the beginning of the year, but applied it according to the existing performance appraisal methods, without paying attention to its applicability, or when designing their own performance appraisal methods, schools did not deeply study the characteristics and needs of various departments, and even ignored internal communication, which made performance appraisal difficult to implement.
(2) The setting of assessment cycle is unreasonable. At present, the performance evaluation of colleges and universities in China is mostly once a year, but in fact, from the perspective of performance indicators, different performance indicators need different evaluation cycles. For task performance indicators, a short evaluation period may be required. Because in a relatively short period of time, the appraiser has a clear record and impression of the appraiser's work effect in these aspects. If the appraisal is carried out until the end of the year, it can only rely on subjective impression. At the same time, it is necessary to evaluate the effect of the work and give feedback in time, which is conducive to improving the work in time and improving work efficiency. For situational performance indicators, it is suitable for assessment in a relatively long period of time, because some indicators are relatively stable and it takes a long time to draw conclusions.
(3) The evaluation system is difficult to quantify. It is unrealistic to quantify all management activities in practical work. Modern performance evaluation adopts statistical analysis and computer technology, and constantly improves the efficiency and effect of performance evaluation through quantitative means to control subjectivity and increase observability, comparability and comprehensiveness. If the assessment only stays in personal subjective impression or language expression, this impression or language information carrier form not only limits the appraiser's ability to grasp and analyze the examinee, but also increases the difficulty of synthesis and comparison.
(4) The existence of evaluation error. Performance appraisal is a complex comprehensive management activity, which is bound to be restricted by social system, economic development, scientific and technological level, law and cultural ethics. Because the basic link of assessment depends on people to operate and judge, the values, analysis, judgment and emotions held by the assessed are subjective, and the time for direct contact between the assessed and the assessed manager is limited, so it is difficult to accurately grasp all the characteristics of the assessed manager, and it is obviously very difficult for the assessed to make a comprehensive and accurate judgment based on limited observation, which makes it impossible to completely eliminate the influence of the assessed subjective factors in this process. Generally speaking, political constraints and social ethics constraints are more prominent in China's performance appraisal [2].
(5) The concept of performance appraisal lacks due humanistic care. For a long time, traditional personnel management has been implemented in Chinese universities. In order to encourage teachers to work hard and better accomplish the tasks assigned by the school, colleges and universities often implement "reward and punishment evaluation", that is, those who meet the target requirements will be rewarded, and those who fail to meet the target requirements will be punished [3]. In practice, this kind of "reward and punishment evaluation" often fails to play the expected role. Modern human resource management regards human development as an important goal of organizational development. Only when employees develop better can they be better organized.
(6) The credibility of performance appraisal results is not high. At present, the performance evaluation of college teachers in China only depends on the completion of some quantitative indicators, but does not pay attention to the credibility of these quantitative indicators. There is no doubt that scientific research achievements are an important aspect of performance evaluation of university teachers, and there is nothing wrong with using quantitative indicators in performance evaluation. The problem lies in the limitation of using quantitative indicators, which requires that the credibility, practical significance and role of these quantitative indicators must be fully considered in performance evaluation.
(7) Performance appraisal is arbitrary. This is mainly manifested in the fact that many standards of performance appraisal are easily influenced by subjective factors. At present, most of the teaching quality evaluation indicators of college teachers' performance evaluation are the characteristics of teachers' teaching behavior. Although these evaluation criteria can be used to measure whether a teacher's teaching behavior meets certain requirements to a certain extent, due to the lack of some indicators reflecting students' original situation and progress, this method can not well reflect a teacher's actual work effectiveness.
Third, the construction path of university teachers' performance evaluation system
(1) Strengthen communication before assessment, and clarify the purpose of assessment. Performance appraisal is a work involving a wide range. In the process of assessment implementation, everyone in the organization has assessment tasks, and they have to fill out forms and score. In order to ensure that all employees can take performance appraisal seriously, it is necessary to make adequate planning and publicity. Do a good job in organizing and mobilizing before the assessment, so that teachers can have a deeper understanding of the seriousness and importance of performance assessment. At the same time, we must seriously train examiners, ask them to have a deep understanding of the assessment content, and train them in evaluation skills, which is a very important performance management process in itself. In the process of performance appraisal, we should pay attention to increasing the transparency and openness of the appraisal work to avoid the distrust of teachers. Pay attention to improving the enthusiasm of teachers to participate in the assessment and eliminate the wrong understanding of performance assessment. Performance appraisal is only a means for an organization to achieve its goals, not an end. If managers only want to control teachers with performance appraisal and lack the management concept of "people-oriented", the real purpose of appraisal will not be achieved. The purpose of assessment is to strengthen the construction of teachers, correctly evaluate each teacher's work performance, initiative and creativity in his post, promote the faculty of the whole school to continuously improve their political and professional quality and work performance, earnestly perform their duties, and provide a basis for the implementation of personnel management policies.
(2) Performance appraisal should reflect the people-oriented university concept. Modern human resource management emphasizes people-oriented and regards human development as an important goal of organizational development. However, there are similarities and differences between human resources management in colleges and universities and human resources management in enterprises and institutions. On the basis of emphasizing people-oriented, fully tapping people's potential and improving people's work enthusiasm, human resources in colleges and universities have stronger intelligence, autonomy and initiative. College teachers shoulder the heavy responsibility of cultivating talents, and the effectiveness of their work needs a long period to be reflected. Their labor value is mainly reflected in the imparting and innovation of knowledge, and they need greater academic freedom. They are often more loyal to their majors than to a particular school. The performance appraisal of university teachers should be full of humanistic care for teachers' professional development, understand teachers' attention to their professional academic life, ensure that they have a relaxed teaching and research environment, and organically combine teachers' professional development with school development. Humanistic care for teachers' performance evaluation is mainly reflected in the following aspects. ① Pay attention to the future development of teachers; (2) Emphasize the authenticity and accuracy of teacher evaluation; ③ Pay attention to teachers' personal value, ethical value and professional value; ④ Implementing teacher evaluation among colleagues; ⑤ Evaluators pair with teachers to promote the future development of teachers; ⑥ Give full play to the enthusiasm of all teachers; ⑦ Improve the participation consciousness of all teachers; (8) Expanding communication channels; Pet-name ruby evaluation plan is recognized by evaluators and teachers, and both parties have the responsibility to achieve development goals; Attending attention to long-term goals.
(3) Performance appraisal should be dynamic and comprehensive. The value formation of human capital is a dynamic process, and so is the input and output of human capital. Therefore, performance appraisal is also a dynamic appraisal. Dynamic performance appraisal not only pays attention to the final result of people's work behavior, but also pays enough attention to the progress in people's work process. The performance evaluation of human resource management in colleges and universities should fully consider teachers' work behavior and work effectiveness at different stages and fully recognize teachers' staged growth. Psychologist Herzberg has long found that working conditions and environment, salary and safety are "health factors" in people's work, while achievement, sense of responsibility, development and work itself are "incentive factors" in people's work. Paying attention to improving "health factors" can only eliminate people's dissatisfaction with work, and only by making full use of "incentive factors" can people's enthusiasm for work be effectively stimulated [4]. Wayne Cashaw, a famous American human resources expert, said: "For many years, some personnel management experts have been painstakingly looking for a' perfect' performance evaluation method. Unfortunately, such a method does not exist. " [5] From the perspective of human resource management, the assessment of people is far more complicated than the qualification or grade appraisal of products. Because people's behavior is often influenced by many factors, it is difficult for a single performance appraisal to objectively and truly reveal all the information hidden in people's behavior and its results. Dynamic performance evaluation obviously has a broader incentive effect on teachers.
(4) Establish scientific system indicators. Performance evaluation must be based on the characteristics of teachers' work and the actual situation, and the key indicators in the evaluation project should be concretized to enhance operability. Colleges and universities are places for teaching and educating people, and the improvement of teachers' indicators should be carried out from three aspects: quality indicators, performance indicators and teaching indicators. ① Quality indicators. It includes three parts: professional ethics, professional knowledge and professional ability. Professional ethics quality includes professional attitude, professional responsibility, professional discipline, professional style and other indicators; Professional knowledge quality includes professional knowledge, cultural knowledge, educational science knowledge and other indicators; Professional ability includes teaching ability, self-study ability, scientific research ability, innovation ability and evaluation ability. ② Outcome indicators. Mainly to assess the teacher's performance. The achievement indicators mainly include academic papers, academic works, academic topics and scientific and technological projects restricted by intellectual property rights. ③ Teaching indicators. It should be assessed from the teaching process of teachers. Including the clarity of teaching objectives, the scientificity of teaching content, the appropriateness of teaching methods, the integrity of teaching links and the harmony of teacher-student relationship.
(5) Pay attention to the process of performance appraisal. The performance appraisal of college teachers must reflect practicality, and the ultimate goal is to improve the actual performance level of teachers. We should adhere to the principle of paying equal attention to results and processes, and formulate different performance goals and assessment methods according to the different post characteristics of each teacher. The performance appraisal of college teachers should change from the traditional emphasis on assessment to comprehensive performance management. First, make a performance plan. University administrators and teachers need to reach a consensus on teachers' performance expectations, so that teachers can make a commitment to their work goals. Secondly, after making the performance plan, the teachers work according to the plan. Managers guide and supervise teachers' work and adjust performance plans. Third, conduct performance appraisal. University administrators evaluate the completion of teachers' performance goals according to the promotion plan. Fourth, conduct performance feedback. Managers must communicate face to face with teachers. Through the performance feedback interview, teachers can understand the administrators of colleges and universities, their own performance and the places to be improved. At the same time, college teachers are assessed. We should further strengthen the process assessment, organically combine the daily assessment of faculty, special assessment of teachers and year-end assessment, so that the usual assessment and regular assessment will gradually become regular and standardized [6].
(6) Establish an effective evaluation result feedback mechanism. In order to give feedback to the examinee, a scientific feedback mechanism must be established in the performance appraisal of college teachers. In the process of information feedback, the examinee saw his own advantages and disadvantages, and then worked hard to improve his performance, and the performance appraisal achieved the expected purpose. Modern performance appraisal emphasizes communication and development, which is a performance-oriented management idea, and its ultimate goal is to form an inspiring working atmosphere. Colleges and universities should link the results of performance appraisal with other aspects of human resources management such as teachers' continuing training, salary management and career management, and formulate incentive policies. Taking the assessment results as an important basis for the implementation of post employment, emphasizing posts and highlighting achievements, with heavy teaching workload and good teaching effect, it should be fully reflected in the evaluation and employment of professional titles and income distribution, and the income of employees should be closely linked to personal contributions.
As a social department with the nature of government functions, it is difficult for colleges and universities to manage their performance as effectively as private enterprises because of the difficulties in determining performance indicators, evaluating performance and unclear powers and responsibilities. Therefore, while striving to build an effective performance management system, colleges and universities must take into account the "people-oriented" professional ethics education; While strengthening the system construction, we should enhance the enthusiasm of teachers' conscious work [8]. While implementing the performance plan, colleges and universities should incorporate teachers' self-realization and life planning into the overall construction plan, and constantly strengthen the education of collective honor, group identity and individual belonging; While pursuing material treatment and self-realization in life, teachers should also strengthen their professional ethics of loving their posts and being loyal to their careers, and form a comprehensive management system with performance management system as the main axis and teachers' conscious labor as the supplement, thus promoting the overall development of colleges and universities.