Performance Dialogs Implemented in a Finnish University

Autor/inn/en	Takala, Marjatta; Keskinen, Soili
Titel	Performance Dialogs Implemented in a Finnish University
Quelle	In: Studies in Higher Education, 39 (2014) 7, S.1170-1184 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.777409
Schlagwörter	Foreign Countries; Feedback (Response); Higher Education; Universities; School Personnel; Questionnaires; Online Surveys; Work Environment; Job Performance; Personnel Evaluation; Empowerment; Qualitative Research; Statistical Analysis; Finland + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Schulpersonal; Fragebogen; Arbeitsmilieu; Work performance; Arbeitsleistung; Personalbeurteilung; Qualitative Forschung; Statistische Analyse; Finnland
Abstract	This article analyses performance dialogs (PDs) in the university context in Finland. These are held annually between employers and employees. The study was carried out to assess the efficacy of this technique. Research methods included an electronic questionnaire over two different years delivered to the whole staff of the Department of Teacher Education. Both qualitative and quantitative methods were used for analysing the data. This research demonstrated that the dialogs were most beneficial to the youngest and less experienced employers as well as administrators. Participants indicated the importance of a trustful atmosphere and the interviewer having the appropriate knowledge of their field. The most common themes discussed in a PD were related to current and immediate work as well the importance of a healthy work climate. The most effective PDs are those which the employee finds meaningful and which have empowering effects. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10