Evaluation of Human Resources Using Development Performance Management (DPM): A Study among Schools in Taiwan

By Chen, Yin-Che | International Journal of Management, December 2011 | Go to article overview
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Evaluation of Human Resources Using Development Performance Management (DPM): A Study among Schools in Taiwan

Chen, Yin-Che, International Journal of Management

This study aims to understand human resource development at elementary schools in Taiwan region and to analyze conditions, problems, and obstacles to development in order to assess the feasibility of applying Development Performance Management (DPM) systems. In this study 610 principals of public elementary schools in Taiwan completed a questionnaire measure of the extent to which they were using the Development Performance Management system in their schools. The conclusions from empirical quantitative data are as follows: the professional development of teachers at public elementary schools in Taiwan is falling short of expectations; there remain serious problems and obstacles to human resources development in education personnel at elementary schools; establishing a DPM system for elementary schools is highly feasible; factors which impact the application of DPM systems remain to be examined. Finally from the principles 'perspective, the gender, length of service in education, and length of service as a principal were the key variables to determine the successful application of DPM in schools.


The establishment of organizational human resources management systems originated in talent recruiting, followed by performance management and the alteration of human quality. The former is a necessary condition for maintaining ties to good human resources, while the latter is a sufficient condition for maintaining ties to good human resources. Many organizations and institutions around Taiwan remain conservative. Human resource systems remain mired in traditional operating models of bureaucratic organizational frameworks, particularly in the case of public elementary schools.

The development of teachers in Taiwanese elementary schools originated from traditional normal universities (now education universities). However, the developmental models followed by education universities often contradict human resources practices in elementary schools. First, there are structural problems. The organization, courses, and operating models of education universities do not differ significantly from those of typical universities. Departments and teachers are divided according to different fields of academic expertise, and graduates have individual areas of specialization. However, aside for a small number of subjects, elementary schools continue to operate with teachers having responsibility for teaching all subjects to their respective classes. This type of structural impediment has caused areas of specialization and teacher expertise to be left in the cold, exerting a negative impact on campus culture and the professional development of teachers.

Essentially, beginning from the teacher development stage, teachers should never stop learning and performing research. More importantly, the professional development and education training of teachers should be mutually complimentary with their subjects of expertise and career development. However, relevant studies from Hsinchu Educational Computer Center (2008) has shown that, although the proportion of teachers holding master's degrees has now reached 30%, there is not a high degree of correlation between the professional development of teachers and the organizational effectiveness of schools (Liang, 1998). This phenomenon shows that there remain significant obstacles to organizational reform and the improvement of professional teacher quality in the basic dimensions of schools. Further analysis indicates that the formation and reasons behind many obstacles come from the lack of an adequate human resources development framework for school organizations and the lack of good promotion strategies. Teacher career development objectives and organization effectiveness objectives cannot be effectively integrated to improve the quality of human resources in schools.

Basically, researchers have attempted to integrate theory and practice in searching for feasible solutions for human resources management, leading to the introduction of research projects related to "Application of Development Performance Management Systems in Education Human Resources Development.

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