Second, performance coaching should achieve the usual state of the ditch by maintaining a psychological contract.
The psychological contract usually exists in the organization's personal heart in the form of psychological expectation. As a subjective perception, different people will have different forms and strengths, which are subjective and uncertain. Moreover, because of its two-way and dynamic characteristics, it will change with the changes in the work environment, employee mentality, and social atmosphere.
Organizational managers are often the best and preferred way to understand and grasp the psychological state of their members and their expectations of the organization. Therefore, organizations must be committed to managing communication improvements and strengthen communication to maintain a psychological contract between teachers and schools.
Through communication, we can understand the multi-faceted, multi-level and multi-changing needs of teachers, understand the different stages of teachers, and the different levels of expectations, so that the psychological contracts that are not clear will be gradually clarified, and the teachers' psychology will be grasped in a timely manner in continuous interaction. Change, correct and adjust the psychological contract.
School administrators at all levels should strengthen communication awareness, continuously learn and improve communication skills, and improve their own quality and management level; school organizations should do more homework and work harder to improve and improve the communication mechanism within the organization, and maximize the development.
A variety of communication methods to clear the various communication channels. Only in this way can we deeply understand the teachers' expectations and suggestions for the school, understand the teachers' various needs, and thus establish a stable psychological contract relationship to ensure the smooth implementation of performance management and the improvement of school organizational performance.
Third, the implementation of performance coaching is based on the characteristics of the teacher's psychological contract stage.
Understanding and mastering the characteristics of teachers' psychological contracts in different occupational stages is an important factor throughout the implementation of performance guidance. Among the teachers' psychological contracts in different occupational stages, the relatively high requirement for the performance of the coaching effect is the teacher's career maintenance stage, and it is also the most direct stage of the comprehensive implementation and evaluation of the performance plan.
In the process of performance implementation counseling, deviations may occur due to subjective and objective reasons. Teachers should be communicated with teachers at this stage in a timely manner. Especially when the organization's situation changes significantly, communication can alleviate the psychological burden of teachers and reduce negatives.
Influences. School administrators should promptly examine the degree of realization of psychological contracts and appropriately adjust the psychological contract between teachers and schools.
Even if the teacher's psychological contract is in a relatively stable period, school administrators and teachers should maintain communication according to real-time situations, so that both parties can understand each other's changes in their expectations and make appropriate adjustments to reduce the occurrence of information asymmetry.
The fourth section mobilizes the positive role of the psychological contract to promote performance feedback application
A scientific and reasonable teacher performance management system, whether it is a system.