I 摘要 随着国家对人才培养质量要求的不断提升，对辅导员队伍建设的要求也在逐 年提高。大学生是国家和民族明天的希望，承担着建设祖国的重大责任，而高校 辅导员是人才培养的中坚力量，在人才培养中起着重要作用，也是大学生在大学 中接触最为密切的人。在新时代背景下，面对这些出生在“00 后”的大学生的不 同特点，如何招聘到符合新时代背景下工作需要的辅导员，如何对辅导员开展针 对性的工作培训，如何对辅导员开展切实有效的考核提拔等问题亟需解决。 本研究通过阅读大量辅导员胜任力相关文献，对高校本科辅导员的工作要求、 胜任力模型研究现状等进行了全面梳理，结合现有研究成果，编制本研究的开放 式调查问卷。以电子科技大学 2016-2019 级在校本科生为调查对象，开展开放式 问卷调查，收集新时代背景下高校本科辅导员的胜任特征词条。参考胜任力词典， 对开放式问卷收集到的词条进行清洗，整理出本研究的胜任特征词条库。然后与 电子科技大学本科辅导员开展访谈，通过将交流内容记录、整理，补充完善胜任 词条库，并在每次访谈结束时，邀请被访谈者在词条库中勾选他们认为重要的辅 导员胜任特征词条。结合现有成熟量表，将前三项研究得到的胜任特征词条进行 整理，编制本研究的胜任力行为问卷，向电子科技大学在职本科辅导员开展调查， 对收集的结果进行统计分析，构建出新时代背景下高校本科辅导员胜任力模型。 笔者构建的新时代背景下高校本科辅导员胜任力模型共有三个维度，由 26 项 胜任特征构成。这三个维度分别是：个性特质，包括乐观开朗、个人魅力、细心、 正直、宽容豁达、亲和力、政治素养、上进心等 8 个胜任特征；知识-能力，包括 学科知识、创新能力、职业技能、自我管理、培养他人、沟通能力、抗压能力、 理论水平、团队领导、学习能力、组织能力、分析能力等 12 个胜任特征；工作品 质，包括爱心、积极主动、耐心、责任心、职业认同、自信心等 6 个胜任特征。 最后，本研究也结合以上相关结论，对新时代背景下高校本科辅导员的招聘 选拔、培训开发、薪酬体系等给出了笔者的建议。 关键词：新时代，高校本科辅导员，胜任力，胜任力模型ABSTRACT II ABSTRACT With the continuous improvement of the national requirements for the quality of personnel training, the requirements for the training of counselor team in the college are also increased year by year. College students are the hope of the country and the nation, and bear the great responsibility of building the motherland. College counselors are the backbone of talent training, play an important role in talent training, and they are also the closest people in the university. In the context of the new era, facing the different characteristics of these college students born after "2000", how to recruit counselors in line with the work needs of the new era, how to carry out targeted work training for counselors, and how to carry out effective assessment and promotion of counselors need to be solved. Based on the literature concerning college counselors' job competency, this thesis makes a comprehensive review on the theory of job requirements and competency model of college counselors. We developed an open-ended questionnaire according to the literature review. Taking the undergraduate students of University of Electronic Science and Technology of China (UESTC) from class 216-2019 as the respondents, we conducted the open-ended survey to collect the job competency terms of college counselors. Further, comparing the terms collected from the survey and the mature competency dictionary, we formed a primary competency feature dictionary of college counselors for this study. Moreover, we conducted semi-structured interviews with the counselors at UESTC and invited them to select what they think are the important competency characteristics in the dictionary. We recorded and sorted out the items of each interview. Finally, combining all the above steps, a formal competency feature dictionary of college counselors was developed. As to the data collection, by using the questionnaire of competency feature dictionary, we surveyed all the undergraduate counselors of UESTC. By analyzing the collected data, the thesis developed the competency model of college counselors in the new era. Under the background of the new era, the competency model of college counselor consists of three dimensions of constructs, including 26 competency characteristics. The three dimensions of constructs are: personality traits, knowledge ability, and work quality. For personality traits, it includes 8 characteristics, which are optimistic andABSTRACT III cheerful, personal charm, carefulness, integrity, tolerance and openness, affinity, political literacy, and self-improvement. For knowledge ability, it includes 12 characteristics, which are discipline knowledge, innovation ability, vocational skills, self-management, cultivating others, communication ability, pressure resistance, theoretical level, team leadership, learning ability, and organization and analytical ability. For work quality it includes 6 characteristics, which are love, initiative, patience, sense of responsibility, professional identity, and self-confidence. Finally, according to the above conclusions, this thesis gives suggestions on the recruitment, training and development, and salary system of college counselors in the new era. Keywords: New Era，College Counselors，Competency, Competency Model目录 IV 目 录 第一章 绪论.....................................................................................................................1 1.1 研究背景.............................................................................................................1 1.2 研究目的和意义.................................................................................................2 1.3 研究的创新点与不足.........................................................................................4 1.4 研究方法.............................................................................................................4 1.5 研究内容.............................................................................................................5 第二章 文献综述.............................................................................................................7 2.1 胜任力的定义和研究方法.................................................................................7 2.1.1 胜任力的定义.........................................................................................7 2.1.2 胜任力的测评方法.................................................................................9 2.2 胜任力模型的概念与应用...............................................................................10 2.2.1 胜任力模型...........................................................................................10 2.2.2 高校辅导员的胜任力模型.................................................................... 11 第三章 研究设计...........................................................................................................13 3.1 高校辅导员的概念界定与工作要求...............................................................13 3.1.1 高校辅导员的概念界定.......................................................................13 3.1.2 高校辅导员的工作要求.......................................................................14 3.2 研究过程...........................................................................................................15 3.2.1 开放式问卷调查...................................................................................15 3.2.2 胜任力词典...........................................................................................17 3.2.3 行为事件访谈.......................................................................................19 3.2.4 辅导员胜任力调查问卷构建...............................................................21 第四章 研究结果...........................................................................................................22 4.1 样本与数据.......................................................................................................22 4.2 信度分析...........................................................................................................24 4.3 效度分析...........................................................................................................25 4.4 结果与分析.......................................................................................................28 4.4.1 以考核优秀为导向的胜任特征...........................................................28 4.4.2 以个人获奖为导向的胜任特征...........................................................31 4.4.3 以学生获奖为导向的胜任特征...........................................................34目录 V 4.4.4 以工作年限为导向的胜任特征...........................................................38 4.5 本章小节...........................................................................................................41 第五章 高校本科辅导员胜任力模型的应用...............................................................45 5.1 高校本科辅导员胜任力模型与高校辅导员的招聘选拔...............................45 5.2 高校本科辅导员胜任力模型与高校辅导员的培训开发...............................46 5.3 高校本科辅导员胜任力模型与高校辅导员的薪酬体系...............................47 第六章 结论与展望.......................................................................................................48 6.1 本研究的结论...................................................................................................48 6.2 研究展望...........................................................................................................49 致 谢.............................................................................................................................50