在高校高质量发展背景下,实验技术人才队伍已成为高校人才培养和科技创新的关键力量,然而其业务支撑能力与高校发展需求仍有显著差距。通过剖析实验技术人才队伍现存的晋升障碍、考核松散、培训缺乏、管理多头及激励匮乏等问题,并参考...在高校高质量发展背景下,实验技术人才队伍已成为高校人才培养和科技创新的关键力量,然而其业务支撑能力与高校发展需求仍有显著差距。通过剖析实验技术人才队伍现存的晋升障碍、考核松散、培训缺乏、管理多头及激励匮乏等问题,并参考部分高校的有效经验,提出以自我决定理论为指导、以提升业务支撑能力为核心、以满足“自主”、“胜任”和“归属”三方面需求为激励手段的实验技术人才队伍建设体系,以保障队伍可持续优质发展,契合高校创新人才培育之需,赋能高校科研实践创新,助力高校高质量发展进阶。In the context of high-quality development in higher education institutions (HEIs), laboratory technical talent team have emerged as a pivotal force in talent cultivation and scientific innovation. However, their professional support capacity still falls significantly short of institutional development demands. This study identifies systemic challenges within laboratory technical teams, including barriers to career advancement, lax performance evaluation mechanisms, inadequate training opportunities, fragmented management structures, and insufficient motivational incentives. Guided by Self-Determination Theory (SDT) and drawing on best practices from leading HEIs, we propose a comprehensive capacity-building framework. Centered on enhancing operational support competencies, this framework strategically addresses three core psychological needs—autonomy, competence, and relatedness—through targeted motivational interventions. The proposed system aims to foster sustainable excellence in team development, align with HEIs’ strategic requirements for innovative talent cultivation, empower research-driven practical innovation, and ultimately contribute to the advancement of high-quality development in higher education.展开更多
文摘在高校高质量发展背景下,实验技术人才队伍已成为高校人才培养和科技创新的关键力量,然而其业务支撑能力与高校发展需求仍有显著差距。通过剖析实验技术人才队伍现存的晋升障碍、考核松散、培训缺乏、管理多头及激励匮乏等问题,并参考部分高校的有效经验,提出以自我决定理论为指导、以提升业务支撑能力为核心、以满足“自主”、“胜任”和“归属”三方面需求为激励手段的实验技术人才队伍建设体系,以保障队伍可持续优质发展,契合高校创新人才培育之需,赋能高校科研实践创新,助力高校高质量发展进阶。In the context of high-quality development in higher education institutions (HEIs), laboratory technical talent team have emerged as a pivotal force in talent cultivation and scientific innovation. However, their professional support capacity still falls significantly short of institutional development demands. This study identifies systemic challenges within laboratory technical teams, including barriers to career advancement, lax performance evaluation mechanisms, inadequate training opportunities, fragmented management structures, and insufficient motivational incentives. Guided by Self-Determination Theory (SDT) and drawing on best practices from leading HEIs, we propose a comprehensive capacity-building framework. Centered on enhancing operational support competencies, this framework strategically addresses three core psychological needs—autonomy, competence, and relatedness—through targeted motivational interventions. The proposed system aims to foster sustainable excellence in team development, align with HEIs’ strategic requirements for innovative talent cultivation, empower research-driven practical innovation, and ultimately contribute to the advancement of high-quality development in higher education.
