Prerequisites for occurrence: underestimation of the human factor, simplification of ideas about motives human behavior, inherent in the classical school, served as a prerequisite for the emergence at the turn of the 30s. XX century schools of "human relations" or "human behavior".
It is based on the achievements of psychology and sociology (the sciences of human behavior).
Founders of the school of “human relations”: Elton Mayo and Fritz Roethlisberger.
Main representatives.
- Douglas McGregor is a professor at the Massachusetts Institute of Technology School of Industrial Management.
- Chris Argyris is a professor at Yale University.
- Rensis Likert is director of the Institute for Social Research at the University of Michigan.
- A group of sociologists at Harvard University who regularly study problems of "human relations".
main idea School of "human relations" - focus on the employee, and not on his task.
Subject of research schools of "human relations" are:
- communication barriers;
- psychological motives of people's behavior in the production process;
- group norms;
- group relations;
- problems of “conflict and cooperation”;
- informal organization.
The creation of this school is associated with the “Hawthorne experiments.” Research also played an important role in the creation of this direction. Mary Parker Folliet who was one of the first theorists to substantiate the need scientific research psychological aspects of management.
Folliet argued that management theory should be based not on intuitive ideas about human nature and the motives of his behavior, but on the achievements of scientific psychology. She was one of the first to put forward the idea of "worker participation in management" and fought to create an atmosphere of "genuine community of interests."
E. Mayo and F. Roethlisberger argued that the work itself and the “purely physical requirements” for production process are of relatively less importance than the social and psychological position and well-being of the worker in the production process.
Basic provisions of the school of “human relations”.
- Man is a "social being".
- A strict hierarchy of subordination and formalization of organizational processes are incompatible with “human nature.”
- Solving the “human problem” is the business of entrepreneurs.
In place of the formalization of organizational processes and the strict hierarchy of subordination characteristic of the “classical” theory, the concept of “human relations” puts the need for careful consideration of the informal aspects of the organization and the creation of new means of increasing labor productivity. According to the theorists of this school, these include “employee education,” “group decisions,” “parity management,” and “humanization of labor.”
Representatives of the “human relations” school believe that group values are the most an important condition scientific organization of management. They criticize Taylorism, which limits management tasks to stimulating the individual efforts of workers, and substantiate the need to stimulate groups rather than individuals.
Founders of the school of human relations: Mary Parker Follett (1868-1933), Elton Mayo (1880-1949), Douglas McGregor (1906-1964) and schools of behavioral science: Jacob L. Moreno, Kurt Lewin (1890-1947), Abraham Maslow (Maslov, 1908 - 1970).
School of Human Relations (1930-1950) and Behavioral Sciences (1930-present). At the turn of the thirties, preconditions began to form in the United States that later led to a qualitatively different situation in management. In the context of the transition from extensive to intensive management methods, there is a need to search for new forms of management that are more sensitive to the human factor. A certain breakthrough in the field of management was made at the turn of the thirties, which was marked by the emergence of the school of human relations. It is based on the achievements of psychology and sociology (the sciences of human behavior).
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Researchers of this school believed that if management shows more concern for its employees, then the level of satisfaction among employees increases, which naturally leads to increased productivity.
The goal of the supporters of this school was to try to control by influencing a system of socio-psychological factors. The human relations school was an attempt by management to view every organization as social system.
The founder of this school, Elton Mayo, believed that the organization has a single social structure. And the task of management is to, in addition to formal dependencies between members of the organization, develop fruitful informal connections that greatly influence the results of operations. Thus, the formal organization would be complemented by an informal structure, which is regarded as a necessary and essential component of the effective functioning of the organization.
The organization is compared to an iceberg, in the underwater part of which there are various elements informal system, and at the top - the formal aspects of the organization. This emphasizes the priority of this system over officially established relationships in the organization, the deeper determining nature of the socio-psychological characteristics in the organization.
The achievement of Mayo and his followers in the analysis of informal structure was to demonstrate the need to expand the boundaries of organizational analysis beyond the boundaries of the job structure. Kabushkin N.I. Fundamentals of management: textbook. allowance. - M.: New knowledge, 2002.
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The new trend in management science was started by C. Barnard. He devoted his first works to the problems of cooperation human activity. Barnard began his construction of a theoretical model of cooperative systems with the individual as a discrete being. At the same time, each individual does not act alone outside of cooperation and relationships with other people. Individuals are unique, independent and separate, while organizations are cooperative. As independent individuals, people can choose whether or not to join a particular cooperative system.
The preservation of cooperation depends on two conditions: on its effectiveness and on its inherent efficiency. Effectiveness characterizes the achievement of a cooperative goal and is social in nature, while efficiency refers to the satisfaction of individual motives and is personal in nature. The functions of the manager are precisely to ensure the coincidence of the cooperative and individual components of the organization.
Barnard also studied the nature of informal organizations, which he viewed as a kind of self-defense of individuals against the expansion of formal organizations: “By informal organization I mean the totality of personal contacts and interactions, as well as associated groups of people.” The informal organization is very vague and almost structureless. Its main functions include: communication; maintaining cohesion; strengthening the sense of personal identity, self-respect, independence of choice.
Barnard believed that "the individual is always the strategic factor." It is the efforts made by people that constitute energy. social organizations, but they take actions only prompted by incentives.
The central role in cooperative systems belongs, according to Barnard, to managers, whose functions include developing the refined art of decision-making, thinking through the communication system, including the organization chart and the structure of the management personnel.
Researchers from the school of behavioral sciences were the first to provide a scientific substantiation of the role of a person’s motives and needs in his work activity. They considered motives as the main indicator of people's attitude towards work. The structure of motives appears as internal characteristic labor. Positive motivation* - the main factor in the success of the work. In management theory, the study of motivation is a special area. Significant contributions to this area were made by A. Maslow, F. Herzberg, and Douglas McGregor.
Abraham Maslow developed a theory of needs known as the “pyramid of needs.” In accordance with Maslow's teachings, a person has a complex structure of hierarchically located needs, and management in accordance with this should be carried out on the basis of identifying the needs of the worker and using appropriate methods of motivation.
Basic principles of the school of human relations
In the 30s - 50s. XX century In the West, the “neoclassical” school, or “school of human relations,” became widespread. Her distinctive feature is the shift of the center of gravity in management from performing tasks to relationships between people. At the same time, the concept of “economic man” was criticized, which considered material interest to be the main incentive for human activity. Representatives of the school of human relations insisted on the need for analysis psychological activity individual and put forward the position that “a person is the main object of attention.”
Why did the first stage in the development of management science (the first and second schools) give way to the stage of dominance of the theory of “human relations”? The reason lies in the transition to a new stage of production itself, when with the completion of mechanization all the disadvantages of neglecting the human factor were revealed. This stage was reached earlier in American industry. Therefore, it was here that the search for a new management concept began. It is no longer sufficient (and ineffective) to adapt man to machine . Scientific and technological progress has required a change in the role of man in technological process, which caused an objective need for the worker to have a certain idea of the production in which he found himself included. The change in the employee's role has led to the fact that effective management production required taking into account not only the requirements of the “man-machine” system, but also the “person-team” system. It was this circumstance that led to the emergence of the theory of “human relations”, the authors of which argued the need to take into account both psychological factors (climate in the group) and the social claims of workers (in particular, the right to participate in production management, as M. Follett wrote about).
The main achievements of the school of human relations include the following:
1. For the first time, the need for careful attention to the social and group needs of workers was substantiated.
2. Methods for studying the peculiarities of interaction between the formal and informal aspects of an organization’s work are proposed.
3. The role of psychological factors of labor productivity, which have a significant impact on work behavior employee.
Hugo Munsterberg
The emergence of the school of human relations is often associated with the name of Professor E. Mayo at the Harvard Business School, who participated in the famous “Hawthorne Experiment” at the Western Electric Company. The experiment played a huge role in confirming new school, but its emergence is associated with the name of the German psychologist Hugo Münsterberg (1863 - 1916), who moved to the USA in 1892 and taught at the same Harvard University where E. Mayo worked.
It was G. Munsterberg who created the world's first school of industrial psychologists. In his widely acclaimed work “Psychology and Industrial Efficiency,” he formulated the basic principles according to which people should be selected for leadership positions.
Münsterberg was one of the founders of psychotechnics (selection of personnel, their compatibility, testing of abilities). He conducted many experiments and created a number psychological tests, with the help of which he studied the abilities and inclinations of the subjects for various professions, positions, the compatibility of workers with each other, the problems of fatigue, and industrial accidents.
Münsterberg was the first to realize the importance of humanizing the management process, since a manager is obliged to manage, first of all, people, not machines, and not reduce people to appendages of machines.
Mary Parker Follett
Mary Parker Follett (1868 - 1933), who was born in Boston and began her career there, showed great interest in research into the psychological aspects of management. labor activity as a social worker. She studied in England, Austria, USA; studied political science in college.
M. Follett actively studied socio-psychological relationships in small groups, and she did this long before the famous experiments of E. Mayo. In the book "The New State", published in 1920 and brought her wide fame in the world of business and government controlled, she strongly emphasized the importance of studying the sphere of human relations. Follett put forward the idea of harmony between labor and capital, which could be achieved with the right motivation and taking into account the interests of all stakeholders.
Follett's thought was new for its time. Follett's advice was widely used in their work by businessmen who had previously been captivated by Taylor's ideas. Mary's merit is a pioneering attempt to combine three schools of management: scientific management, administrative school and human relations school. Follett defined management as “getting work done with the help of others.” She believed that for successful management, a manager must abandon formal interactions with workers and be a leader recognized by them, and not appointed by higher authorities.
Very important is the concept put forward by Follett of “power with” rather than “power over”, which implies the genuine participation of all employees in the activities of the organization in accordance with their capabilities. At the same time, they are allocated as much power as is necessary to complete the job. Thus, power, according to Follett, becomes a joint action, and not the activity of a minority to force the majority to carry out decisions made without their participation and instead of them.
M. Follett and other representatives of the school of human relations, like many modern management theorists, consider the very participation of employees in management to be the most important motivational factor.
Although Follett lived and worked during the time of classical management, her work is distinguished by behaviorist and even systems approach in management. Unlike Taylor, Follett attached great importance consistency in the actions of all administrative units. “Integration unity” implies the creation of an integral organizational structure, where everyone compound element focused on a common goal.
Elton Mayo
Particular credit for the creation of the theory and practice of human relations, of course, belongs to the American psychologist Elton Mayo. Experiments in Hawthorne (near Chicago) at the enterprises of the Western Electric company lasted from 1927 to 1932 in four stages and have no analogues in the duration and depth of research in the field of management. A staff of scientists processed the experimental data, and the publication of the results took 10 years.
By the beginning of the experiments, the situation at the Western Electric plant was tense: the turnover of qualified workers, decreasing labor productivity. The company's specialists were supporters of Taylor's teachings and studied the influence of various physical factors on production . At the first stage The role of lighting was studied. For this purpose, three independent experiments were organized, during which the research program was constantly changing. In both groups - control and experimental - productivity increased almost equally. In other words, when the lighting in the experimental group improved, performance increased. When it got worse, production still remained high. In the control group, the lighting was not changed, but production nevertheless increased. Conclusion: There is no direct causal relationship between lighting and performance. Apparently, there are other, uncontrollable factors that determine its increase.
At the second stage The Hawthorne experiment studied these same “uncontrollable factors.” To do this, a small group (6 female operators) was placed in an experimental room equipped with instruments for measuring productivity, temperature, humidity, to determine (as they were explained) the influence on labor productivity of factors such as breaks in work, eating before lunch, reduction working hours. The work of each picker was the same and consisted of monotonous operations. They were asked to work at a moderate pace, without trying to overtake each other. Together with them there was a scientist-observer who was supposed to record what was happening and create a friendly atmosphere. The behavior of the observer himself is characteristic. To dispel suspicions about the research allegedly being carried out on the operators, he entered into informal conversations every day, asking people about their family, work, and about them personally.
Scientists introduced a number of innovations - rest breaks, a second breakfast at the expense of the company, and then a shortened working day and week - which increased labor productivity. When they were canceled, productivity did not drop. The researchers expected that such withdrawal would have a strong psychological effect and sharply reduce production. But the hypothesis was not confirmed. It was then concluded that improvements in working conditions were not the main reason for the increase in output. After additional research, it was concluded that productivity is influenced by leadership methods and improved relationships. In addition, the research concluded that the increase in productivity was a consequence of the fact that the girls were aware of their importance in this experiment. They had a job whose purpose they could clearly recognize. Therefore, they completed their tasks faster and better than ever before in their lives.”
At the third stage a broad scientific program was developed, which required 20 thousand interviews. Was collected large volume information about the attitude of employees to the work performed. As a result, the researchers found that the labor productivity and status of each employee in the organization depended on both the employee himself and the work team.
Target fourth stage The experiment was to determine the degree of impact of a financial incentive program based on group labor productivity. Based on the premises of scientific management, scientists hypothesized that those workers who work faster than others and are motivated by the desire to earn more will spur slower ones to increase output. In fact, more dexterous workers tended to slow down their pace of work in order to stay within limits. established by the group. They did not want to be seen as disruptive or as a threat to the well-being of other group members.
The Hawthorne experiment marked a new stage in the development of management science.
1. It was recognized that employee productivity depends not only on technical factors, but also on relationships in the team.
2. It was realized that successful management is possible only if social and psychological factors are taken into account. Satisfying social and psychological needs will contribute to achieving the goals and efficiency of the organization and increasing labor productivity. Based on this, some authors came to conclusions that rejected the essential provisions of Taylorism. For example, supporters of the concept of human relations argued that a precise division of labor and delegation of responsibility is impossible, unnecessary and even harmful. It would be more correct to recognize that a special relationship arose between the workers; they unwittingly formed a close-knit team, essentially an informal group, characterized by mutual assistance and support.
3. It has been experimentally proven that in any organization there are informal groups that arise as a reaction to dissatisfaction with their position in the formal group.
4. Informal groups have been shown to have a major impact on the effectiveness of formal organizations. Informal groups are characterized by resistance to changes that they see as a threat to their existence. Therefore, any leader must be able to work with informal groups; he must strive to become not only a formal leader, but also an informal leader. Skillful creation by management of small, cohesive groups of workers allows them to influence the psychology of people and change their attitude towards work.
Main conclusions of the Hawthorne experiment another formulation (briefly):
- man is a social being;
-rigid formalization of relationships is incompatible with human nature;
- solving employee problems is the businessman’s concern.
As a result of the experiment, the “Hawthorne effect” was revealed - increased attention to the problem under consideration, its novelty and the creation of conditions for conducting the experiment contribute to obtaining the desired result. In fact, the female workers, knowing that they were participating in an experiment, strived to do better. Therefore in practical activities the “Hawthorne effect” must be avoided. However, the “Hawthorne effect” was only one of the factors that influenced labor productivity. It was found that others important factor is a form of control. During the experiment, control over the work on the part of the foremen was reduced; they worked under the supervision of experimenters.
According to Mayo, satisfying social and psychological needs will contribute to achieving the goals and efficiency of the organization and increasing productivity.
E. Mayo called for intensifying the spiritual incentives characteristic of each person, the strongest of which, in his opinion, is a person’s desire for constant communication with his fellow workers. The art of communicating with people, as Mayo noted, should become the main criterion for the selection of administrators, especially at the lower levels of management, starting with the master. Accordingly, it is necessary to change the training of managers and administrators in higher educational institutions. This task is still relevant today, since most managers in our country have a technical education and clearly underestimate the importance of psychological factors in the activities of the organization.
The statement of a major Japanese manager, Akio Morita, is typical: “Many foreigners, visiting our company, are surprised how, using the same technology, the same equipment, and the same raw materials as in Europe and the USA, we achieve more high level quality. They don’t understand that quality comes not from machines, but from people.”
Based on the basic principles of the school of human relations, today the so-called managerial commandments have been developed - instructions, norms, rules of a social and moral nature that a manager must follow in his practical activities. Each company, as a rule, develops its own managerial commandments. For example, managers at General Motors are guided by the following rules:
Be attentive to criticism and improvement suggestions, even if they do not directly matter to you;
Be attentive to other people's opinions, even if they are incorrect; have endless patience;
Be fair, especially towards subordinates;
Be polite, never show irritation;
Be brief;
Always thank your subordinate for Good work;
Do not reprimand a subordinate in the presence of a third person;
Do not do yourself what your subordinates can do, except in cases where it is associated with danger to life;
Selecting and training a subordinate is a more rewarding task than doing the job yourself;
If the actions of employees do not fundamentally disagree with your decisions, give them maximum freedom of action; do not argue over trifles that only make work more difficult;
Do not be afraid of a subordinate who is more capable than you, but be proud of him;
Never exercise your power until all other means have been used, then exercise it to the greatest extent possible;
If your orders turn out to be wrong, admit the mistake;
Always try to give orders in writing to avoid misunderstandings.
The essence of management is the ability to deal with people, says Lee Iacocca ( full name Lido Anthony Iacocca). In his book The Manager's Career, he wrote: “I have met many people who were smarter than me... and yet I left them far behind. Why? It is impossible to achieve success for any long time by attacking people with abuse. You must be able to speak to them frankly and simply.”
The school of human relations appeared at the turn of the 20s and 30s. It was based on the achievements of psychology and sociology, which is why the problem of increasing labor productivity was solved by studying human behavior in the labor process. Scientists realized that by focusing their attention on the individual, they could offer methods for effectively stimulating work.
R. Owen was the first to draw people's attention. He argued that the company spends a lot of time on equipment maintenance (lubrication, repairs, etc.) and cares little about people. Therefore, it is quite reasonable to spend the same time on “care” for people (“living machines”), then, most likely, there will be no need to “repair” people.
E. Mayo is considered to be the founder of the school of human relations. He believed that the previous management methods are entirely aimed at achieving material efficiency, and not at establishing cooperation, while simply showing attention to people has a very large impact on labor productivity.
Among other scientists in this direction, we can highlight M. P. Follett, who made a huge contribution to the theory of leadership.
Representatives of the school of human relations sought to consider each organization as a certain “social system,” which was a new step in the development of management theory.
The starting points of the theory of human relations include:
· people are mainly motivated by social needs and feel their individuality through relationships with other people;
· as a result of the industrial revolution and the rationalization of the process, work itself has largely lost its attractiveness, so people seek satisfaction in relationships with other people;
· people are more responsive to the social influence of a group of peers than to incentives through control emanating from management;
· the employee responds to the manager’s impulse if the manager is considered by the employee as a means of satisfying his needs.
The task of management at this stage was to ensure that, in addition to formal relationships (order-subordination), fruitful informal contacts develop between members of groups (teams). Informal relationships in the process of joint work were recognized as a significant organizational force that promotes/hinders the implementation of corporate goals. Therefore, informal relationships should be managed. If management cares about its employees, then the level of satisfaction should increase, which leads to increased productivity.
Later (40-60s of the 20th century), the ideas of the school of human relations formed the basis of the school of behavioral sciences, whose representatives were A. Maslow, McGregor, Herzberg, etc. Improvement of research methods in the field of sociology and psychology made it possible to study human behavior put it on a scientific basis in the labor process. The basis of the behavioral (behaviourist) approach to management is various aspects of social interaction, which led to the development of the theory and methods of forming a team as a special social community and interpersonal relationships within the organization. Particular importance is attached to management style and its impact on productivity and employee satisfaction with their work.
The founders of this school see the main tasks of management in the organization of personnel management, using the factors of communication, motivation, leadership, as well as maintaining an attitude towards personnel as active human resources. That is, they strive to improve the efficiency of the enterprise by increasing the efficiency of human resources.
Schools of scientific management and administrative management (functional) management were formed without due consideration of the influence of human relations on the effectiveness of activities in the field of production and management. The importance of the human factor in management was limited to such aspects as fair wages, economic incentives and the establishment of formal functional relationships between management employees. Experience has shown that dividing the management process into a number of functions, which together were focused on achieving the management goal, assigning functions to the relevant departments and individual employees did not in itself lead to an increase in labor productivity and did not guarantee the achievement of the enterprise's goals.
The role of a person in an organization, his ability to self-organize, increase labor efficiency by introducing into it creativity or as a result of improving the psychological climate in the organization, they attracted the attention of sociologists and managers. Serious research into this problem has been conducted since the early 1930s. The object of research and organizational practical research and experiments was human behavior in an organization, “human relations”. The names of American sociologists M. P. Follett and E. Mayo are associated with this direction.
It was found that relationships between people in work collectives often contributed more to the growth of labor efficiency than clear organization labor and material incentives. The motives for highly effective work are not so much economic interests, as representatives of previous management schools believed, but the satisfaction of workers with their work, which is based on the socio-psychological climate in the team.
In the works of M. Follet, such issues as power and authority, their delimitation and informal perception, responsibility and delegation of responsibility, and participation of workers in management were considered for the first time. She studied the problem of conflicts in teams, classifying them into dominance, compromise and integration, with the development of appropriate recommendations. M. Follett originally defined management as ensuring that work gets done with the help of other people.
Since the 50s it has grown into a school of behavioral sciences, which is still developing today. Associated with this direction are the names of A. Maslow, who proposed a pyramid of motives for human behavior in an organization, R. Likert, D. McGregor, F. Gretzberg, K. Argyris. Supporters of the so-called behaviorist (behavioral) direction, including the above-mentioned authors and others, proposed their approach to determining motives and the corresponding set of incentives. The development of sociology and psychology made it possible to provide a scientific basis for the study of people’s behavior in work groups.
As K. Argyris showed, increasing pressure and control on the part of managers to increase the productivity of subordinates creates conflict in the management system and employees and does not help prevent low productivity, absenteeism, staff turnover, and loss of interest in work. On the contrary, according to R. Likert, conflict resolution is facilitated by constructive relationships between team members, experience and skills in regulating relationships in the team, and a high degree of mutual trust in the team. Mutual trust, respect, and favorable relationships in the team create a good moral and psychological climate, which has a significant impact on motivating employees to perform highly effective work.
The school of behavioral sciences focused mainly on methods for establishing interpersonal relationships in work groups. Its main goal was to increase the efficiency of organizations by increasing the efficiency of using their human resources. The main postulate was that the application of behavioral science will always improve the productivity of both the individual employee and the organization as a whole. Both the School of Scientific Management and the School of Administrative Management, and behavioral school defended her path as the only and best. However, as science and management practice subsequently proved, changes in the content of work and the participation of workers in enterprise management have positive influence only in some work situations and not for all workers.
School of Human Relations and Behavioral Sciences
Features of the school of human relations. The human relations movement arose in response to the failure on the part of scientific management and the classical school to fully recognize the human factor as a fundamental element of effective organization. The greatest contribution to the development of the school of human relations (1930-1950) was made by two scientists - Mary Parker Follett and Elton Mayo. E. Mayo's experiments opened a new direction in control theory. He found out, that well-designed work procedures and good wages did not always lead to increased productivity. The forces that arose in the course of interaction between people often exceeded the efforts of leaders.
Later research by Abraham Maslow and other psychologists helped to understand the reasons for this phenomenon. The motives for people’s actions, according to Maslow, are mainly not economic forces, but various needs , which can only be partially and indirectly satisfied with money. Based on these findings, the researchers believed that if management showed greater concern for its employees, then satisfaction levels should increase, which would lead to increased productivity. They recommended use human relations management techniques that include more effective supervisors, consultation with employees, and providing them with greater opportunities for mutual communication at work .
Development of behavioral relationships. Among the most prominent figures of the later period of the behavioral direction (from 1950 to the present) are such scientists as K. Argyris, R. Likert, D. McGregor, F. Herzberg. These and other researchers have studied various aspects of social interaction, motivation, the nature of power and authority, leadership, organizational structure, communication in organizations, changes in the content of work and quality of work life.
The new approach sought to provide greater assistance to the employee in understanding his own capabilities through the application of behavioral science concepts to the building and management of organizations. The main goal of the school was to improve the efficiency of the organization by increasing the efficiency of its human resources. Main postulate was that correct application behavioral science will always contribute to improving the effectiveness of both the employee and the organization. However, in some situations this approach turned out to be untenable.
Test
By subject
Management in the field of culture
School of Human Relations
Introduction
1. Founders, supporters and opponents of the school of human relations.
1.1 Douglas McGregor's theory
2. Founders, supporters and opponents of the school of behavioral sciences
2.1 Chester Barnard's theory
3. Practical part
Conclusion
Bibliography
Introduction
The genesis of management represents a successive change of periods in the development of management thought, each of which is characterized by the predominance of certain priorities in the development of man, production and society.
The genesis of management allows, by studying past experience and accumulated knowledge, to evaluate current state, i.e. comparing the past, present and future and seeing management development trends in the future, therefore its study is necessary for effective management.
The relevance of the topic is due to the fact that the study of history is of great importance for all leaders, since we're talking about about the way of thinking, establishing relationships between current events and assessing the possibility of repeating these events in the future. History is like context modern problems. Only turning to history will reveal the true meaning of what is happening, assess the development of the situation and indicate to managers the most promising directions development of the organization.
The purpose of this work is to study the school of human relations and behavioral sciences.
To achieve the goal, it is necessary to solve the following problems:
1. Characteristics of the founders, supporters and opponents of the school of human relations;
2. Study of the theory of Douglas McGregor;
3. Characteristics of the founders, supporters and opponents of the school of behavioral sciences;
4. Study of Chester Barnard's theory;
5. Conducting the practical part.
1. Founders, supporters and opponents of the school of human relations
Sociological and psychological approaches to motivation are closely related to each other, therefore, when systematizing them, we will conditionally single out scientists who paid more attention to the social in the nature of motivation (R. Owen, E. Mayo, M. Follett, D. McGregor, W. Ouchi) and mental - ( A. Maslow, K. Alderfer, D. McClelland, F. Herzberg, V. Vroom, E. Locke, S. Adams).
Understanding the importance of the influence of socio-psychological factors on the growth of labor productivity came to the famous English utopian socialist and manager Robert Owen (1771-1851) long before the 20th century. Working as a director of a number of textile mills in New Lenark (Scotland), Owen from 1800 to 1828. carried out an experiment aimed at humanizing relations between entrepreneurs and workers. Working and living conditions were improved, housing was built and improved, trade in shops for workers was carried out according to affordable prices, schools were opened, measures were taken to alleviate women's and children's labor. Owen, also, earlier than others, understood the importance of moral stimulation of workers. One day he showed up at his factory with three skeins of ribbons - yellow, green and red - and tied red ribbons to the machines of well-performing workers, green - to the machines of workers with an average level of output, and yellow - to the machines of workers who were not performing well. established standards. The workers noticed this immediately and two months later there were red ribbons on all the machines. So, without increasing wages, Owen achieved an increase in labor productivity. Owen summarized his experience in the book “ A New Look on Society, or an Essay on the Principles of the Education of Human Character (1813). One of the founders of the school of human relations in management is Harvard University professor Elton Mayo. The reason for the emergence of this school was a social and psychological experiment conducted by the Mayo group to study the factors influencing the production of workers and to find new methods of intensifying work. Work was performed at the Western Electric plant in Hawthorne, Illinois. In the early 1920s, business at the enterprise was unsatisfactory due to the low productivity of workers. Therefore, in 1926 The administration, together with scientists at Harvard University, began conducting an experiment that lasted almost 8 years. As a result, major discoveries were made, which subsequently led to the emergence of the school of human relations.
Based on the Hawthorne experiments, E. Mayo and his colleagues formulated the doctrine of “human relations”. Its basis is the following principles;
A person is a social being, oriented towards other people and included in the context of group behavior,
A rigid hierarchy and bureaucratic organization of subordination are incompatible with human nature,
Business leaders should be more focused on meeting the needs of people,
Labor productivity will be higher if individual rewards are supported by group and collective rewards, and economic incentives are supported by socio-psychological ones (favorable moral climate, job satisfaction, democratic leadership style).
These conclusions regarding labor motivation were normally different from the main provisions of the classical school (administrative approach) and the school of scientific management (economic approach), since Mayo transferred the main attention to the system of relationships in the team.
American sociologist Mary Parker Follett also made significant contributions to the development of the school of human relations. She was ahead of Mayo and was the first to formulate the idea that the decisive influence on the growth of worker productivity is not material, but mainly social and psychological factors. Folette was one of the first to put forward the idea of “worker participation in management.” An example of worker participation in management is the adoption or decisions on how to carry out a particular order. In her opinion, a “genuine community of interests” should reign at the enterprise. Folette believed that the concept of “economic man” was replaced by the concept of “social man.” If the "economic man", selling his labor, strives to obtain maximum material benefit, then “ social person“Strives for recognition, self-expression, and receiving spiritual rewards.
In later years, the concept of motivation was developed in the tradition of the human relations school by University of Michigan professor Douglas McGregor. In his work “The Human Side of Enterprise” (1960), he outlined his views on issues of leadership, management style, and the behavior of people in organizations. The concept created by McGregor is based on the need to use in practice the achievements of “social science”, which takes into account the nature and behavior of human resources. He develops two models of leadership behavior, calling them Theory X and Theory Y (Figure 2). Theory X is based on the use of coercion and reward methods (carrots and sticks) used by an autocratic leader to impose his will on subordinates (administrative approach to motivation). Theory Y focuses on creating conditions conducive to stimulating employees, providing them with opportunities to maximize initiative, ingenuity and independence in achieving the goals of the organization. Leaders of the democratic style are guided by the main provisions of Theory Y.
Figure 2. Motivational theories
In 1981, American professor William Ouchi put forward Theory Z, as if complementing McGregor's ideas. Ouchi, having studied the Japanese management experience, tried to formulate the best way to manage, including motivation, any organization. The starting point of the Ouchi concept is the position that a person is the basis of any organization and the success of its functioning primarily depends on him. Ideas such as long-term recruitment, group decision-making, individual responsibility, and comprehensive employee care are the basis of Ouchi's concept.
Proponents of the “classical” theory believed that the effectiveness of management is determined by the formal structure of management, coordination and detailed control, strict adherence to discipline, the amount of individual remuneration, narrow specialization of tasks, unity of command, authoritarian management methods, correct selection of personnel and tools, and compliance of people with the structure. Their opponents proved the opposite: the effectiveness of management is determined by the informal structure and, above all, by a small group, the interaction of people and general control, self-discipline and opportunities for creative growth, collective rewards, rejection of narrow specialization and unity of command, democratic leadership style, compliance of the structure with people, and not vice versa.
