Introduction
Chapter 1 1 The emergence of the school of human relations
1.1 1.1 The concept of man as a factor of production until the school of human relations
1.2 Background of the school of human otnosheniy1.2 Background of the school of human otnosheniy1.2 Background of the school of human relations
Chapter 2 The main representatives of the school of human otnosheniy2 main representatives of the school of human otnosheniy2 main representatives of the school of human relations
2.1 2.1 Abraham Maslow: biography and views
2.2 2.2 Frederick Herzberg: biography and views
Chapter 3 March Looking at the school of human relations today
3.1 Innovations school of human otnosheniy3.1 Innovations school of human otnosheniy3.1 Innovations school of human relations
3.2 Basic Basic kontseptsii3.2 kontseptsii3.2 basic concepts of human relations school
Conclusion
Bibliography
Introduction
The theme of the course work "school of human relations" is very relevant today, and will remain so for a long time.
In today's society, a person is recognized as a major factor of production, therefore, the study of human relations school is relevant even today, as it was the school for the first time began to consider the person as a factor of production, as well as factors affecting human performance, human behavior in the group. That school of human relations is not trying to destroy and suppress the informal groups in the workplace, on the contrary, tried to strengthen the power of the head, making him also the informal leader. The school still continues to exist, confirming the relevance of the course work.
School of human relations and the need to carefully examine each in depth, as it has made to the management science qualitatively new factors of production, not previously recorded, such as lighting, the influence of informal groups, changing modes of work and leisure, and others.
The aim of this work - a deep analysis of the achievements of the school of scientific management, as well as providing biographical information on the most prominent representatives of this school.
Also in the paper are the prerequisites for a school of human relations and the data showing the relationship to the person as a resource of production until the school. These data allow us to see the contrast between the brighter existed at the time of the views and conceptions of the school of human relations, as well as show the depth, relevance and novelty of the research of the school.
Objectives of the course work:
1. Description and analysis of the relationship to the person as a factor of production until the school of human relations and assumptions.
2. Description of the major works of biography and the most well-known representatives of this school.
3. Description and analysis of the major innovations of the school of human relations.
4. Description of the main ideas, views, concepts and theories of the school of human relations.
5. Analysis of the accuracy and value of these theories with a modern point of view.
6. Analysis of the importance and significance of the emergence of the school of human relations
To perform these tasks have been studied in detail some of the most prominent representatives of this school, analyzed and evaluated their work from a modern point of view. It has been studied in relation to the development of social thought of the time factor, analyzed and evaluated all the innovative concepts of the school of human relations, as well as the degree of influence of the school on the current views of scientists and representatives of other schools on a factor of production, as a person. From this it was concluded that the school of human relations - the most advanced and significant school of that time, which has a huge impact on the views of contemporary scholars of management.
Chapter 1: The emergence of the school of human relations
1.1 The concept of man as a factor of production until the school of human otnosheniy1.1 conception of man as a factor of production until the school of human otnosheniy1.1 conception of man as a factor of production until the school of human relations
One of the shortcomings of the school of scientific management and the classical school was the fact that they are not fully aware of the role and importance of the human factor, which, ultimately, is a major element of the effectiveness of the organization.
Scientists and managers of the time the focus focused on the problems of rationalization at work. For example, a school of scientific management. Representatives of the school investigated the actions and movements of the most successful employees, etc., using analysis and logic to discard unwanted movement and action, and give an algorithm of motion, the most effective for this type of activity. The human factor for the representatives of this school had absolutely no meaning, a person is considered not as a person but as a soulless mechanism that performs a consistent, streamlined action. About any interpersonal or intergroup relations is not even mentioned. Not also drew attention to such paradoxes as the fact that an increase in wage workers do not begin to do their jobs more effectively. Or, for example, that workers are isolated from each other and deprived of the opportunity to communicate, no longer in good faith to do their work, and due to the fact that a large part of the day a person spends at work, because of the lack of communication had depression begins.
However, such things nowadays considered obvious and indisputable, at that time were not known, they do not pay any attention. Representatives of the various schools of that time did not consider man as a factor of production, and this is their fundamental error. Because of this, do not take into account important factors such as room lighting, the ability of people to communicate, no analysis of the behavior of people in groups .... When receiving employee for a job, do not take into account his ability to adapt to the conditions of informal groups that occur in the workplace, do not take into account the new sociability the employee, and many other factors.
The man at work was perceived not as a person but as a thoughtless and insensitive performer specific job. Because of this work was not motivated, then the person has no desire to work. This proves the incompleteness and inconsistency of the then existing management schools.
0.1 Background of the School of Human Relations
At the turn of the 20's and 30's began to form preconditions, two decades later led to a qualitatively different situation to manage.
In conditions which began in the years of transition from extensive to intensive farming methods there is a need to find new forms of governance that are more pronounced sociological and psychological bias. The purpose of these methods was to eliminate the production of depersonalized relationships inherent in theories of scientific management and bureaucratic models, and replacing them with the concept of cooperation between workers and employers. Scientific control of the manufacturing process was introduced in order to achieve the economic problems of the enterprise rational and effective methods. But nothing of the kind observed in the area of interpersonal relationships between employers and employees.
The impetus for the emergence and development of the school of human relations was the Hawthorne experiment. He lay in the fact that the Western Electric Company was faced with the fact of lowering productivity pickers relay. Long-term studies (up to an invitation Mayo) did not lead to a satisfactory explanation of the reasons. Then, in 1928, was invited to Mayo, who has put his experiment, originally aiming to find out the impact on the productivity of factors such as the illumination of the working area. Experiments in Hawthorne in total lasted from 1924 to 1936 allocated to the Mayo experimental and control groups were introduced by various conditions: in the experimental group increased illumination and designated the growth of labor productivity in the control group at constant illumination productivity has not grown. At the next stage, the new growth of illumination in the experimental group gave the new growth of labor productivity, but suddenly, and in the control group - at constant illumination - labor productivity has also increased. In the third stage in the experimental group were canceled improve the illumination, and labor productivity continued to grow, and the same happened at this stage and in the control group.
These unexpected results prompted the Mayo modified experiment and spend a few additional studies: now changed not only light, but a much wider range of conditions (room six workers in the private room, the improvement of the wage system, the introduction of additional breaks, two days off each week and etc.). With the introduction of these innovations increased productivity, but when, in the conditions of the experiment, innovation has been canceled, it being somewhat decreased, remained at a level higher than the original.
Mayo suggested that the experiment proves even some variable, and the variable considered the fact of participation workers in the experiment: the awareness of the importance of what is happening, their participation in any event, for attention led to greater integration into the production process and increase productivity labor, even in cases where no objective improvement. Mayo interpreted this as a sign of special feeling sotsiabilnosti - the need to feel "belonging" to a group.
The second line of interpretation was the idea of the existence within the work teams of special informal relationships, which are precisely marked, as was evidenced by the attention to the needs of female workers, to their personal "destiny" in the production process. Mayo concluded that not only the presence, along with the more formal and informal structures in the brigades, but also about the importance of the latter, in particular, the possibility of using it as a factor of influence on a team in the interest of the company. It is no accident then it is on the basis of recommendations from Hawthorne experiments, there was a special doctrine of "human relations", which has turned into the official program management and is now taught as an academic discipline in all business schools.
As for the theoretical value of the Mayo findings, it is getting a new fact - the existence of a small group of two types of structures, opened up broad prospects for research. After the Hawthorne experiments arose the whole direction in the study of small groups, mainly associated with the analysis of each of the two types of group structures, identification of correlative value of each of them in the control group. [1]
Summary of Research
Social relations in the industrial production, can not be regarded as something "alien" worker, preventing its development in human society, that is to consider them only in the aspect of the concept of "alienation." On the contrary, the social life of the worker in the field of large-scale industrial production gets a meaningful structure and the significance of it is in his professional life, and on its basis.
Industrial work - it's always a group activity, excluding the traditional individualistic conception of the work as the "egoist" pursue only their own selfish goals. And those groups in which the social life of the worker takes the most direct way, are "informal" and they determine not only the rhythm of the work of their members, but also to evaluate each of them the whole environment, behavior and character of the performance of production tasks.
The position of the individual worker in the social structure of the enterprise, which characterizes its social prestige and status, it satisfies the need for warranty existence, at least as seriously as the height of wages, but from the point of view of the social life of the workers, it is likely even more important than wages.
The perception of a separate working conditions of their own work, his "well-being" in the production process, many (if not all) of what belongs to the "psychophysics of industrial labor" should be assessed not as a "fact" and as a "symptom" that is, not as an indication of the actual state of the conditions of self-employment, as well as an indication of its individual psychological or social situation in the workplace, and, above all, again in the production team.
The experiment proved that the socio-psychological climate is having a greater impact on performance than many of the technical aspects of the production process. In addition, during the experiment was identified Hawthorne called Hawthorne effect. [2]
Abraham Maslow: biography and views
Harald Abraham Maslow (Abraham Harold Maslow) was born in Brooklyn, New York, in 1908. Maslow was the son of uneducated Jewish parents who had emigrated from Russia. Parents love to see it, the eldest of seven children, was educated.
Initially, go to college, Maslow was going to study law in order to please his father. Two weeks spent at City College in New York, convinced him that he will never become a lawyer. As a youth, Maslow moved to the University of Wisconsin, where he graduated from the official academic course in psychology, a bachelor's degree in 1930 and Master of Arts degree in 1931 and doctorate in 1934. While studying in Wisconsin, he worked with Harry Harlow (Harry Harlow), a famous psychologist, who was then organizing laboratory primates to study the behavior of rhesus monkeys. Maslow's doctoral dissertation was devoted to the study of sexual behavior and dominant in the colony of monkeys!
Shortly before moving to Wisconsin, Maslow married Bertha Goodman. Marriage and study at the University are very important events in the life of Maslow. On this occasion, Maslow said, "Life is not actually started for me until I got married and left for Wisconsin". [3]
After receiving his doctorate he worked with well-known theorist in the field of teaching EL Thorndike at Columbia University in New York. He then moved to Brooklyn College, where he worked for 14 years.
In 1951, Maslow was appointed head of the department of psychology at Brandeis University. Maslow remained in that post until 1961, and then became a professor of psychology there. In 1969, Maslow left Brandeis and began working in a charity fund WP Laughlin in Menlo Park, California.
In 1970, at age 62 Maslow died of a heart attack. [4]
Major views and concepts of Maslow
Maslow suggested that all the needs of birth and presented their concept hierarchy of human motivation in order of priority:
1. The needs of self-expression
2. The needs of recognition and self-expression
3. Needs Facilities and involvement
4. The requirements of security and confidence in the future
5. Physiological needs
The basis of this scheme is the rule that the prevailing needs,
located at the bottom should be more or less satisfied before a person can recognize the existence and needs to be motivated, located at the top, ie, the satisfaction of needs, from the bottom of the hierarchy, making it possible awareness of the needs, located higher in the hierarchy. According to Maslow, this is the main principle underlying the organization of human motivation, and the higher a person can rise in the hierarchy, the more individuality, human qualities and mental health, he will demonstrate.
The key point in the concept of Maslow's hierarchy of needs is that needs are never satisfied by the principle "all or nothing". Requirements overlap, and the person can be simultaneously motivated by two or more levels needs. Maslow made the assumption that the average person meets their needs something like this:
physiological - 85%
safety and protection - 70%
love and belonging - 50%
self-esteem - 40%
self-actualization - 10%.
If the needs of the lower level will no longer be met, the person will come back to this level and will remain there as long as these needs are not adequately met.
Now consider Maslow's hierarchy of needs in more detail:
1. Physiological needs
Physiological needs are directly related to the biological survival of the person and must be met at some minimum level before any higher-level needs will be relevant, that is, a person who fails to meet these basic needs for a long time will not be interested in the needs in senior levels of the hierarchy, as it quickly becomes so dominant that all other needs disappear or fade into the background.
2. The needs of security and protection.
These include the following requirements: the needs of the organization, stability, law and order, predictability of events and freedom from threats such forces as illness, fear and chaos. Thus, these requirements reflect an interest in long-term survival. Preference for reliable operation with a stable high earnings, the creation of savings accounts, purchasing insurance can be regarded as acts partly motivated the search for security. Another manifestation of the need for security and protection you can see when people are faced with real emergencies - such as war, flood, earthquake, riot, civil unrest, etc.
3. The needs of belonging and love.
At this level, people are seeking to establish a relationship of affection with others in your family or in a group. The child wants to live in an atmosphere of love and care, in which all his needs are met, and he gets a lot of affection. Teens seeking to find love in the form of respect and recognition of their independence and self-reliance, to reach for participation in religious, music, sports and other close-knit groups. Young people have a need to love in the form of sexual intimacy, that is unusual experiences with the opposite sex.
Maslow identified two kinds of love in adults: the deficit or D-love, and existential or B-love. The first is based on the deficit needs - it's love, coming out of a desire to get what we do not have, say, self-esteem, sex or society for someone with whom we do not feel alone. This is a selfish love that takes, not gives.
B-love, on the contrary, is based on an awareness of the value of another human, without any desire to change or to use it. This love, according to Maslow, allows a person to grow.
4. The needs of self-esteem.
When our need to love others and be loved by them is quite satisfied, the extent of its influence on the behavior decreases, opening the way for the needs of self-esteem. Maslow divided them into two types: self-respect and respect for others. The first involves concepts such as competence, confidence, independence and freedom. A man needs to know that he is a worthy man, can cope with the challenges and demands made life. Respect for others includes concepts such as prestige, recognition, reputation, status, evaluation and acceptance. This person needs to know that what he is doing, is recognized and valued.
Meeting the needs of self-esteem creates a sense of confidence, dignity and understanding that you are useful and necessary. Maslow suggested that the needs of respect reaches the maximum level and fail to grow in maturity, and then their intensity decreases.
5. Self-actualization needs.
Maslow described self-actualization as a person's desire to become the person he can be. A person who has reached this highest level, is seeking full use of their talents, abilities and potential of the individual, that is, samoaktualizirovatsya - it means to be the person who we can become, to reach the top of our potential. But, according to Maslow, self-actualization is very rare, because many people simply do not see their potential, or do not know it exists or do not understand the benefits of self-improvement. They are prone to doubt and even fear of their abilities, thereby reducing the chance for self-actualization. This phenomenon is called Maslow complex ions. This complex is characterized by a fear of success, which prevents a person to strive for greatness and self-improvement.
The same inhibitory effect on the process of self-actualization has socialization. In other words, people should be "conducive" society in which to reach their fullest human potential.
Another obstacle to self-actualization, Maslow referred to - a strong negative impact that security needs. Children brought up in a safe, friendly environment are more prone to acquiring a healthy understanding of the growth process.
In addition to its hierarchical concept of motivation Maslow identified two categories of global human motives:
· Scarce motives;
· Motives growth.
First designed to meet the conditions of deficit, for example, hunger, cold danger. They are persistent behavioral characteristics. In contrast to the D-motives motives growth (or metaneeds or existential needs, or B motifs) have long-term goals. Their function is to enrich and enhance life experiences. By metaneeds are: integrity, excellence, activity, beauty, goodness, uniqueness, truth, honor, reality, etc.
Central to his concept is the question of motivation. Maslow said that people are motivated to search for personal use, and it makes their lives meaningful and significant. He described the man as "being willing", which rarely reaches a state of complete satisfaction. The complete absence of desires and needs, if it exists, is at best short-lived. If a need is satisfied, another pops up to the surface and directs the attention and effort of man. [5]
The main work of Maslow:
"Religions, Values and vertex experiences" (1964);
"Eupsiheya: Diary" (1965);
"The psychology of science: reconnaissance" (1966);
"Motivation and Personality" (1967);
"Toward a Psychology of Being" (1968);
"New dimensions of human nature" (1971, a collection of articles
published early);
"In memory of Abraham Maslow's" (1972, with the assistance of his wife.)
Chapter 2 The main representatives of the school of human otnosheniyGlava two main representatives of the school of human otnosheniyGlava two main representatives of the school of human relations
0.1 Frederick Herzberg: biography and views
Biography
Frederick Herzberg was born in Lynn (Massachusetts) in 1923 Herzberg attended City College in New York, where he studied history and psychology. When he was a student in the final year, he was having serious financial problems, and he decided to join the U.S. Army. During the service, he was appointed to the newly liberated Dachau concentration camp, and what he saw there influenced his entire academic career. Here's what he wrote:
"Lessons learned from the Second World War (especially strongly shaken me to Dachau concentration camp), has convinced me that the madness seizes society not because it consists of madmen. In every society there are about 15% of the mentally defective for one reason or another people. However, they represent only a fraction of those pathologies that can take possession of any society. When she was an American soldier in 1945 in Dachau, and even more so now, I believe that the madness seizes society when the madness seizes healthy people. In fact, with people officially recognized by madmen or criminals, never have so many problems related to how healthy people who have broken the laws of ethics and common sense. My students I am primarily talking about the contribution they can make to our organization while maintaining the mental health of healthy people. "[6]
At the end of the war Herzberg finished his studies in New York and later, already in the University of Pittsburgh, received a master's and a doctorate. Part of the Doctoral Herzberg was a joint study with John Flanagan quantitative methods. Flanagan developed during World War II method (which he called "the method of critical situations", or "method of the incident") to select those with the desired characteristics in the flight of the Air Force as pilots, gunners and control bombing. On Gerntsberga emergency impressed that Flanagan has focused on "real incidents, the case with the test," and not on some abstract statistical analysis. According to Herzberg, Flanagan's approach encompasses the "something extremely important» (Herzberg, 1993, p. Xiii). Herzberg later spent a year in Pittsburgh Center for Health, where trained graduate students, and wrote a work entitled «Mental Health is Not the Opposite of Mental Illness» («Mental health is not the opposite of mental illness").
In the mid 50's. He became the head of research in Psychological Service of Pittsburgh, a non-profit psychological counseling company. There he held a number of surveys designed to identify installation labor workers, their attitude to work, to work out some principles later work ethic. Its extremely interested in that contradictory information he has received in the course of these interviews. With the financial support of the Buhl Foundation and local industrialists Gerntsberg tried to "create a common classification of problem areas in the confidence of employees to work on the material of the two thousand articles, that is, almost everything that has been published on the subject in the period from 1900 to 1955" [7 ]
Major views and jobs
In 1966 he published the book «Work and the Nature of Man» («Work and Human Nature"), which were considered the first ten stages of the original study. In 1968 his article «One More Time: How Do You Motivate Your Employees?» («How do you encourage your employees?") Appeared on the pages of the Harvard Business Review and has become "the most popular of its publication, which sold in excess of one million copies "The motivational-hygiene theory, together with the ideas of job enrichment have created Gerntsbergu glory scientist (he was made an honorary professor in the Department of Management at the University of Utah) and allowed him to become a consultant to major corporations such as AT & T, ICI, Texas Instruments, British Petroleum and Shell. Habit Herzberg to travel the world and use them to films made it, probably in the first international "guru" in the field of management. Subsequently, Hertzberg wrote: "Overall, I had consultations and workshops in more than thirty countries in 275 different industrial, governmental and social organizations, professional societies, 175 and 100 universities.« The Motivation to Work »and subsequent books and Article let me constantly to keep afloat "[8]
In 1959, under his leadership, studies were conducted to establish the differences in the factors that lead to satisfaction or
dissatisfaction. Based on the responses 200 engineers and accountants, Herzberg concluded that the needs does not increase the motivation to work. They formulated the two-factor model of motivation.
Herzberg found that human satisfaction and dissatisfaction with the actions they are the two poles between which there are state and mood. Depending on the motivation of a person of his mood changed, approaching one of the poles.
As determined by Herzberg, job satisfaction is influenced by two sets of factors:
1. Hygiene factors, which some authors call the factors of "health": the wages, workplace safety and working conditions - light, noise, air, etc., relationships with colleagues and subordinates, rules, schedule and mode of operation, the nature of control from the head of the status.
2. The motivating factors that Herzberg called himself "satisfied" (this name is not common). This group includes such requirements or factors, such as the goal, recognition, responsibility, promotion, work itself, the opportunity for growth. These needs are related to the nature and essence of the work.
The concept of motivation is largely similar to the theory of Maslow's needs.
Herzberg's hygiene factors correspond to the physiological needs, security needs and confidence in the future of Maslow and his motivating factors - the need for higher levels of Maslow. However, their views differ regarding hygiene factors. Maslow considered the hygiene factors as forces influencing the behavior of the person seeking to satisfy their physiological needs. Herzberg also believed that the hygiene factors do not seem to have much influence on human behavior, especially when they are satisfied. The employee begins to pay attention to them if they deviate from the familiar to the employee level.
Herzberg also concludes that wages are not the motivating factor. In order to achieve the motivation, the manager must ensure that there is not only hygienic but also motivating factors.
In practice, the findings of Herzberg led to the creation of programs "enrichment" of labor, which was given a detailed list of hygiene, and especially motivating factors, and proposed by staff to determine the most advantageous factor for them.
Despite the fact that the basic tenets of the theory of Herzberg found wide application in his address were distributed and critical comments. Some authors have pointed out that the same factor can cause the appreciation of the work of one person and the dissatisfaction with the other, and vice versa. Hence the conclusion: what can motivate one person may not motivate another, that is to motivate different people will have different factors. Critics of the theory of Herzberg also noted that motivation is the likely nature and largely depends on the situation. The factors that motivate a person in one situation may not have any effect on him in a different situation. Herzberg's theory does not take into account the effect of the many variables in the situation.
Subsequently, the researchers concluded that the explanation of the mechanism of motivation necessary to take into account a variety of behavioral aspects. This led to the creation of procedural theories of motivation. The basic concept of these criteria is that, along with the needs to take into account how people allocate effort to achieve various goals, and what kind of behavior he chooses. [9]
Chapter 3: A look at the school of human relations in our dniGlava 3 A look at the school of human relations in our dniGlava 3 A look at the school of human relations today
3.1 Innovations school of human otnosheniy3.1 Innovations school of human otnosheniy3.1 Innovations school of human relations
Focus of the school - is the transfer of the center of gravity in the management of the implementation of the tasks on the relationship between people.
The focus of the behavioral school was a person, that is, instead of controlling the work at the center has been put control of the formation of the personnel. For a more successful and competitive development managers had to study man, his psychological characteristics, adaptive capabilities. Human relations first began to study human behavior in a production environment and the dependence of productivity on the moral - psychological state of the artist. Human relations was an attempt to examine each organization as a social system. New approach sought more help in understanding employee self-empowerment through the application of behavioral science concepts to the construction and management of organizations. The main purpose of the school was to improve the effectiveness of organizations by improving the efficiency of its human resources. The main tenet was that the correct application of the science of behavior will always contribute to the effectiveness and the employee and the organization.
Human relations first began to consider the person as one of the main factors of production. The focus of the school of human relations was the man, that is, instead of controlling the work of the head was delivered and the correct management of personnel selection. For a more successful and competitive development managers had to study man, his psychological characteristics, adaptive capabilities. Human relations, began to study human behavior in a production environment and the dependence of productivity on the morale of the performer. The purpose of the supporters of this school was to try to control, acting on a system of social and psychological factors.
Human relations first attempted to apply psychological analysis to the practical problems of production.
Human relations are also studied not just human behavior in the workplace, but also the behavior of the employee in the group. Human relations established a huge number of factors influence the quality and performance of the person that, as a result, has an impact on the production as a whole. Factors such as the illumination mode of the employee, the correct order of modes of sleep and rest to work and many others, are taken into account.
School of Human Relations discussed the behavior of individuals in the group, as well as the influence of informal groups on the behavior of the employee, the production as a whole. Representatives of the school of human relations encouraged to pay serious attention to the change in the structure of informal restructuring of the formal structure of the organization. Formal manager should strive to become and informal leader, winning the affection of people. This - not an easy task, and the "social art." A great place to research scientists, adjacent to the school of human relations, are problems of motivating people in the organization.
The school has sought to eliminate the production of depersonalized relationships inherent in theories of scientific management and bureaucratic models, and replacing them with the concept of cooperation between workers and employers. According to representatives of the school of human relations, if the employee does not perform its duties, it is, first and foremost, wine director.
Representatives of the school of human relations believed that the rationalization of industrial production to a large extent depends on the improvement of social enterprise organization that goes beyond purely material elements, and extending to the ethics and psychology of employees.
Also, representatives of the school of human relations believed that a purely technological aspect of production efficiency, as well as issues of economic income should be viewed through the prism of the relationship of the parties to an industrial organization with a proper human, social factor in the industry. It is important to take into account the fact that human nature is not only biological but also social needs - communication, self-actualization, recognition - and more difficult to satisfy them.
Representatives of the school of human relations believed that if management takes great care of its employees, the employees and the level of satisfaction should increase, which will lead to increased productivity. Representatives of the school recommended the use of techniques of human relations, including more effective action immediate superiors, consultation with workers and providing them with more opportunities of communication at work.
Informal relations in the production process have been recognized for the powerful organizational force capable of boycott or order management or facilitate its setting in life. Therefore, according to representatives of the school of human relations, informal relations in any case should not be allowed to drift, they must learn to manage on the basis of cooperation between workers and management. Thus, the formal organization as it was supported by informal structures, the latter is no longer regarded as flawed, but rather recognized a necessary component of effective activity of the enterprise.
The disadvantages of the school of human relations can be attributed ignoring issues of self-organization and self-management of workers in manufacturing, scientists had clearly overestimated the level of exposure of workers with social and psychological methods. [10]
The basic concept of the school of human relations
1. Conclusions of the founder of the school of human relations, E. Mayo.
1. The development of the working group norms determined more than his physical abilities. All the rules that characterize certain standards of conduct or position of a person, group sanctions are supported. Group norms, in fact, are unwritten rules governing the informal organization.
2. The workers are much more likely to make decisions or as members of groups rather than as individuals: their behavior in most cases is caused by group norms.
3. Of particular importance opinion leaders to achieve the objectives of the group establishing and maintaining group norms. The leader of the group - a man whose work best matches with group norms, that is, people whose behavior is perceived as the most appropriate goals of the group.
On this basis, the manager performs two functions: economic and social. The first is aimed at maximizing the organization's goals, the second --- in the creation and management of labor unions and groups working effectively together.
According to Mayo, any labor organization has a unified and integrated social structure, the main points of which are as follows:
· People are mainly motivated by social needs and feel their individuality through their relationships with other people;
· As a result of the industrial revolution and streamline the work of labor as such has lost much appeal, so one must look for satisfaction in social relationships;
· People are more responsive to social influence groups of people equal to them than to the motives and the measures of control that comes from the leadership;
· The employee responds to the orders of the head, if the manager can meet the social needs of their subordinates and their desire to be understood.
Modern scholars of the school of human relations have made many adjustments to previous concepts, the most important of which are:
* Increased attention to the social needs of the group rights;
* The desire to enrich jobs by dissipating the negative effects of overspecialization;
* Failure to focus on the hierarchy of power and appeal "to the earthiness of control" to "management participation";
* The growing recognition of the informal part of the organization, the role of mindsets workers and informal relations ";
* The development of tools and methods for studying the interaction of formal and informal organization. [11]
2. The main findings of Maslow
Motives of people are generally not economic forces, and have different needs, that may be only partially satisfied indirectly with money. Maslow's recommended to use the methods of human relationships, including more effective action chiefs, consultation with workers and providing them with more opportunities of mutual communication at work.
Maslow suggested that all the needs of birth and presented their concept hierarchy of human motivation in order of priority:
1. The needs of self-expression
2. The needs of recognition and self-expression
3. Needs Facilities and involvement
4. The requirements of security and confidence in the future
5. Physiological needs
The basis of this scheme is the rule that the prevailing needs,
located at the bottom should be more or less satisfied before a person can recognize the existence and needs to be motivated, located at the top, that is, the needs are located at the bottom of the hierarchy, making it possible awareness of the needs, located higher in the hierarchy. According to Maslow, the average person meets their needs something like this:
physiological - 85%
safety and protection - 70%
love and belonging - 50%
self-esteem - 40%
self-actualization - 10%.
General principles
In the range of issues that are considered the school of human relations, included categories such as "power" and "authority", the distinction between them and the informal perception, responsibility delegation of responsibility, and so on. Put forward the idea of harmony between labor and capital, which could be achieved with the right motivation and the interests of all stakeholders. The representatives of this school of thought that the successful management of the manager should abandon the formal interactions with the workers and be a leader, recognized them, and not appointed by higher authorities. The manager must manage according to the situation. The formal leader should strive to become and informal leader, won the "people's affection." This - not an easy task, and the "social art."
Researchers at the school came from the fact that if management takes great care of its employees, the level of doletvorennosti for workers increases, which naturally leads to increased productivity. The purpose of the supporters of this school was to try to control, acting on a system of social and psychological factors.
The main purpose of the school was to improve the effectiveness of organizations by improving the efficiency of its human resources. The main tenet was that the correct application of the science of behavior will always contribute to the effectiveness and the employee and the organization.
A great place to research scientists, adjacent to the school of psychology and human relations, are problems of motivating people in the organization. The motives of human actions are, in general, non-economic forces, as supporters and followers of the school of scientific management, and the different needs that can only be partially satisfied and indirectly through money.
According to Mary P. Follett, representatives of the school of human relations, "the authorities adopted as the subordination of one person to another, offends human feelings and can not be the basis of an effective industrial organization. Democracy - this is the great power that uses each and compensates for imperfect individuals that weaves in the life of society. Leadership does not have a lot of personality, accustomed to rule, leaders are not just born, but also through appropriate training. Genuine leader must not only anticipate the future situation, but also to create it "
Conclusion
In this paper is presented, analyzed and described in detail the school of human relations, as well as the conditions for its occurrence, biographies and key views of the most famous representatives of the school. As part of the development of management as a science, as well as management and psychology, a school of human relations plays a huge role, therefore, the basic principles and concepts of the school must be known and understood by everyone. By studying this school, you also need to know the condition and its main representatives, their biography and basic views. Moreover, by analyzing data on the school of human relations, we should not forget about the premises of its occurrence and the state of management science at the time.
In the first chapter of this course describes the state of management science until the school of human relations. This is done to show the novelty made theories and show the contrast between the then existing schools and the school of human relations. Later in the first chapter the prerequisites of the school. The basic premise, according to modern scholars, was the Hawthorne experiment. Therefore, in the course of this description of the nature of the experiment, and presents the findings made by the representatives of the school of human relations regarding this experiment.
The second chapter presents the biographies and key views of the most famous representatives of the school. This chapter also presents some quotes the most outstanding representatives of the school of human relations, as well as representatives of these proposed schemes, hierarchies, and the main work
In the third chapter summarizes all of the above. The third chapter is the most generalized and informative saturated. This chapter summarizes the key provided and the views across the school of human relations, and not its individual members. Also in this section shows all of the novelty of the proposed theories and concepts concerning the time. This is clearly seen in 3.1 - innovations school of human relations. The third chapter is the most important and significant in this work, as it gives a complete picture of the school of human relations, its basic concepts and principles. It is analyzing this chapter, you can make the most accurate conclusions about the school of human relations, to understand its importance and relevance to the modern management science.
This course work is needed in the study of organizational behavior course, as the school of human relations describes the important factors such as the behavior of individuals in the group, is studying the influence of informal groups on human behavior and work performance.
Subsequently, the writing of this work or study, we can conclude that the school of human relations was the most significant of all scientific fields in management. This school was the most important, valuable and progressive teaching of science in the management of those times. Due to the fact that the school of human relations regards man as the main factor of production, modern society has made a huge leap forward in the field of management, which in turn contributes to the development of science, technology, and increase production. Human relations has laid the foundation for the emergence of more recent and better schools. Undoubtedly, the human relations school has made an enormous contribution to the development of management sciences. This school is the first to use many psychological methods and techniques in management. Thanks to the school of human relations, while taking people to work and to manage them, it was analyzed the mental and psychological health of the person, his behavior in the group. When receiving an employee to work, the future employee began to perform certain tests to determine the level of efficiency, and determine how the employee is suitable for a particular type of activity. Thanks to the school of human relations in management science has used the term motivation, have taken into account the different needs of the person, not previously accounted for, for example, the light level in the room. Representatives of the school of human relations gave a detailed, complete, but at the same time clear classification of human needs, which helps to the management of workers in the process.
Thus, a school of human relations was the most progressive and important school of his time. Thanks to this school, society has made a huge leap forward.
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