System Design and Enlightenment of Kindergarten Principal Training in Hong Kong SAR: The Perspective of Leader Development
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摘要: 国际上关于个体层面领导发展的基本框架包括经验与学习、技能、人格和自我发展等四个维度。香港在幼儿园园长培训的制度设计方面，体现出基于人格和技能的园长专业素质设定、基于经验和学习的“拟任—初入职—在职园长”培训体系和基于自我发展的园长参与式培训形式等特点。为保证园长培训制度的顺利进行，香港还建立了基于可持续发展的园长培训支持系统。以上特点为内地建立科学合理的园长培训制度，提高园长培训质量提供了启示。Abstract: The basic international framework for leader development at the individual level includes four dimensions: experience and learning, skills, personality and self-development. In terms of the system design of principal training in Hong Kong, the characteristics include professional quality setting of principal based on personality and skills, the training system of "proposed appointment - initial entry - in-service principal" based on experience and learning, and the participatory training form of principal based on self-development. In order to ensure the smooth progress of the principal training system, Hong Kong has also established a principal training support system based on a sustainable development. The characteristics above provide enlightenment for the establishment of a scientific and reasonable principal training system in the mainland and improve the quality of principal training.
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Key words:
- Principal training /
- Training system /
- Leader development
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表 1 个体层面领导发展框架
个体层面 内容 人格 责任心；
职务层次越低，对人格的要求会更平等。技能 特定的经验类型会激发领导者的技能发展；
具有特殊技能虽然能获得高级职务，但相等条件下，依然要考虑个人的能力、个性和动机；
高水平领导的六项创造性问题解决的能力：一般性问题解决、计划和执行、方法建构、方法评价、方法抉择、元认知过程；
级别越高的领导者，其技能要求越高；
有效的领导力是将智慧和创造力融为一体；
身份、元认知、自我管理过程是将知识结构和信息处理能力与领导力技能结合的关键。经验和学习 领导者先前的工作经验，以及之前担任的相关职务；
领导者自身在青少年期的经验以及得自家庭的影响；
领导者的经验水平决定了他能学到多少。自我发展 工作定向、目标定向、职业发展定向；
组织结构（如人力资源实践）、团队结构（如导师类型）。
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