Basic principles of the school of human relations management. School of human relations and its main representatives. Quantitative School of Management

Prerequisites for occurrence: underestimation human factor, simplification of ideas about the motives of human behavior, inherent in the classical school, served as a prerequisite for the emergence at the turn of the 30s. 20th 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 "human relations" school: Elton Mayo and Fritz Roethlisberger.

main representatives.

Douglas McGregor is Professor of Industrial Management at the Massachusetts Institute of Technology.
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 deal with "human relations" issues.

Main idea schools of "human relations" - to focus on the worker, and not on his task.

Subject of research the 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". Important role studies also played a role in the creation of this direction. Mary Parker Folliet, who was one of the first theorists to justify the need scientific research psychological aspects of management.

Folliet argued that management theory should be based not on intuitive ideas about the nature of man 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 "participation of workers 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" to the production process are relatively less important than the social and psychological position and well-being of the worker in the production process.

The main provisions of the school of "human relations".

Man is a "social being".
Strict hierarchy of subordination, formalization organizational processes incompatible with human nature.
The solution of the "problem of man" is the business of entrepreneurs.

In place of the formalization of organizational processes, a 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, the creation of new means of increasing labor productivity. According to the theorists of this school, these include "education of employees", "group decisions", "parity management" and "humanization of work".

Representatives of the "human relations" school believe that group values are the most important condition for the scientific organization of management. They criticize Taylorism, which limits the tasks of management by stimulating the individual efforts of workers, justify the need to stimulate not individuals, but groups.

Representatives classical(administrative) schools have developed principles, recommendations and rules for managing the organization without taking into account the individual characteristics of employees. Such an interpretation of the place of man in production could not lead to a unity of interests between entrepreneurs and workers. The theory of human relations is aimed at increasing attention to people. It provides knowledge about how people interact and respond to different situations in an effort to satisfy their needs. Unlike the classical school, which built models of the organization, this school tried to build models of employee behavior.

Prominent representatives of the school: E. Mayo, M. Follett, A. Maslow. The theory of human relations arose on the basis of a generalization of the results of experiments with groups of workers at the factories of the Western Electric company in the city of Hawthorne, which lasted 13 years (1927-1939).

The "Hawthorne Experiments" marked the beginning of:

numerous studies of relationships in organizations;

accounting for psychological phenomena in groups;

identifying motivation to work in interpersonal relationships;

studying the role of a certain person and a small group in an organization;

determining ways to provide psychological impact on the employee.

The scientific basis for the school of human relations was psychology, sociology, and the so-called behavioral sciences.

Mayo argued that the productivity of workers depends not only on working conditions, material incentives and actions of the administration, but also on the psychological climate among workers.

Representatives of this school questioned a number of provisions of the administrative school. For example, the maximum division of labor, which in practice led to the impoverishment of the content of labor, as well as coordination through the hierarchy. They believed that the direction of power only from the top down is not effective. In this regard, coordination through commissions was proposed. In a new way, they approached the principle of delegation of authority. It was viewed as a two-way process. The lower levels of the organization must delegate up the functions of administration and coordination of activities, and the upper levels - down the right to make decisions within their production functions.

The main provisions of the school of human relations:

people are mainly motivated by social needs and feel their own individuality through their relationships with other people;

as a result industrial revolution work has lost its attractiveness, so a person must seek satisfaction in social relationships;

people are more responsive to the social influence of a group of peers than to incentives and control measures coming from management;

the employee responds to the orders of the head if the head can satisfy the social needs of his subordinates.

The School of Human Relations made the following amendments to the previous management concepts:

increasing attention to social needs person;

improving jobs by reducing the negative effects of over-specialization;

abandoning the emphasis on the hierarchy of power and calling for the participation of workers in management;

increasing acceptance of informal relationships.

The School of Human Relations emphasized the collective. Therefore, by the beginning of the 1950s. in addition to it, behavioral concepts have been formed aimed at studying and developing the individual capabilities and abilities of individual workers.

Behavioral Sciences psychology and sociology have made the study of human behavior in the workplace strictly scientific.

Representatives of this trend: D. McGregor, F. Herzberg, P. Drucker, R. Likert.

The school of behavioral science has departed significantly from the school of human relations, focusing primarily on methods for establishing interpersonal relationships, motivation, leadership, communication in an organization, on studying and creating conditions for the fullest realization of the abilities and potential of each employee.

Within the framework of this school, the theories of Hee KMcGregor are interesting, in which he presented two main approaches to the organization of management.

Theory X is characterized by the following view of man. Average person:

naturally lazy, he tries to avoid work;

unambitious, does not like responsibility;

indifferent to the problems of the organization;

naturally resists change;

is aimed at extracting material benefits;

gullible, not too smart, lack of initiative, prefers to be led.

This view of man is reflected in the policy of "carrot and stick", in the tactics of control, in the procedures and methods that make it possible to tell people what they should do, determine if they do it, and apply rewards and punishments.

According to McGregor, people are not at all like that by nature and they have the opposite qualities. Therefore, managers need to be guided by another theory, which he called the theory of Y.

The main provisions of Theory Y:

people are not naturally passive and do not oppose the goals of the organization. They become so as a result of working in the organization;

people strive for results, they are able to generate ideas, take responsibility and direct their behavior to achieve the goals of the organization;

the responsibility of management is to help people realize and develop these human qualities.

In theory Y much attention is paid to the nature of relationships, creating an environment conducive to maximizing initiative and ingenuity. In doing so, the emphasis is not on external control but on the self-control that occurs when an employee perceives the goals of the company as his own.

Contributions of the School of Human Relations and the School of Behavioral Sciences to Management Theory.

Application of methods of managing interpersonal relationships to improve the productivity of workers.

The application of the sciences of human behavior to the management and formation of an organization so that each worker can be fully utilized according to his potential.

The theory of employee motivation. Coordination of the interests of labor and capital through motivation.

The concept of management and leadership styles.

As in earlier theories, the representatives of these schools advocated "the only best way" to solve managerial problems. His main postulate was that the correct application of the science of human behavior will always increase the efficiency of both the individual employee and the organization as a whole. However, as it turned out later, such techniques as changing the content of work and the participation of employees in the management of the enterprise are effective only in certain situations. Despite many important positive results, this approach sometimes failed in situations that differed from those explored by its founders.

There is, in essence, a manifestation of the doctrine social person, which was put forward by the school of human relations that emerged in the United States, which replaced Taylorism. This school spread its ideas throughout the capitalist world. Japan did not remain outside their influence (see).

The transfer of the center of gravity in management from tasks to a person is the main distinguishing characteristic of the school of human relations, which originated in modern management in the 20-30s. The founder of this school is Elton Mayo (1880-1949). Basic-

Drucker was very critical of the ideas of the Human Relations School and of Mayo in particular. He called behavioral ideas psychological despotism and believed that the main task of management is to make people productive. Drucker believed that a manager should be concerned with achieving the economic goals of the organization and with customers, and not with creating joy for workers. Although at the same time he believed that relationships at work should be built on the basis of mutual respect.

A certain breakthrough in the field of management, marked by the emergence of the "school of human relations" (behavioral school), was made at the turn of the 30s. It is based on the achievements of psychology and sociology (the sciences of human behavior). Therefore, within this teaching,

E. Mayo is considered to be the founder of the "school of human relations". He found that the worker group is a social system that has its own control systems. By influencing such a system in a certain way, it is possible to improve, as E. Mayo believed then, the results of labor.

No less popular in the school of "human relations" and the teachings of D. McGregor (1960). His theory (X and 7) is based on the following characteristics of workers

School of Human Relations (neoclassical school)

In the early 1940s, the school of human relations was seriously enriched by the famous theory of motivation of Abraham Maslow, who formulated the postulate that needs are hierarchical in nature. At first, people seek to satisfy a low level of needs, then they move on to a higher one. This hierarchy includes a) physiological needs (food, drink, shelter) b) the need for security c) social needs d) the need for recognition e) the need for self-expression. Maslow's hierarchy of needs was the first to explain why the same motivation system can have different effects on a person at different times (depending on the degree of satisfaction at that moment of her hierarchical needs).

The second direction that arose in the 1950s at the junction of managerial sociology, psychology, cultural studies and studies of the school of human relations is behaviorism, or the school of behavioral sciences. If the basis of the research of the school of management science is the regularities of management that can be quantified, then for the school of behavioral science, the qualitative parameters of management, assessed on the basis of sociological surveys and expert observations, are central. During the first two decades, scholars from each of the directions regularly came out with mutual criticism, competing for the right to be considered representatives of the leading school of modern management. Both directions alternately visited the peak of popularity. In the 1950s, due to the lack of a serious computer base and the weakness of the mathematical training of most managers, behaviorism was popular.

The exacerbation of the social situation during the Great Depression and the economic recession in the late 1930s made the need for a serious analysis of the interaction between labor and capital at the forefront. The study of the problems of social partnership, labor motivation, building relationships between people in an organization was taken up by representatives of the school of human relations.

What is the reason for the emergence of the school of human relations in management

Which of the representatives of the school of human relations do you know

Approaches based on the identification of different schools. In the first half of the 20th century, 4 schools developed, which significantly influenced the development of managerial thought. The most staunch adherents of each of these directions (the school of scientific management, the classical school, the schools of human relations and the behavioral sciences) believed at one time that they had managed to find the key to the most effective achievement of the goals of the organization. More recent research and unsuccessful attempts to apply the theoretical findings of schools in practice have shown that many answers to management questions were only partially correct in limited situations. And yet, each of these schools has made significant and tangible contributions to the field. Even the most progressive modern organizations still use certain concepts, principles and techniques developed within these schools.

Whatever degree of automation is applied, there will always be a need for human operators. Three disciplines of ergonomics are engaged in the optimization of the work of people in production - the science of human capabilities, the school of human relations, which studies the needs of workers, and operational research, which brings its pragmatic engineering approach to the issue of optimization. Ergonomics and team relationships are beyond the scope of this book, so we will only cover their basic principles.

The third breakthrough in managerial thought, comparable in significance to the first two and often referred to as neoclassical, was the birth of the human relations school at the turn of the 1930s. In the 1940s and 60s, this direction was continued by the development of the theory of organizations as social systems, but by its nature it was nothing more than the use of the achievements of psychology and sociology - the sciences of human behavior - in management. In Soviet theory and practice, nothing but. this did not cause a harsh rebuff to the intrigues of the bourgeois / ideology in the field of establishing human relations, and the attempts of some of our scientists to appeal to reason only led to the defeat of sociology and

MOVEMENT FOR HUMAN RELATIONS. Two scientists - Mary Parker Follett and Elton Mayo can be called the greatest authorities in the development of the school of human relations in management. It was Miss Follett who was the first

Due to the influence of the human relations school, the use of employee participation in organizational change management is highly recommended. As Paul Lawrence notes, managers and staff tend to view lower-level personnel or others affected by these changes as having little or no value in the decision-making process. Of course it isn't. When collecting information, one cannot ignore the practical experience of grassroots leaders who will be directly affected by the changes. When introducing innovations, we must strive to involve workers in decision-making regarding these innovations. It will also help overcome the tendency of some staff members or leaders to get so caught up in the technical aspects of innovation that they forget about human values. As we have emphasized in the previous chapters on groups and managers, it is not appropriate in all situations to use a high degree of participation of workers in decision-making. Greiner defines three ways of distributing power between different levels organizations (Fig. 18.5.).

Mayo Elnon (1880-1949) - American psychologist, founder of the school of human relations in management. The essence of the concept of M. the work itself, the production process are of less importance for working thinking than its social. and psychological situation at work. According to M., the main task of management - to put at the service of social. and psychological motives of activity, the ability of employees to group creativity, the main motive for effective work is the atmosphere in the team, good relationships. The main ideas of M. are as follows: a) a rigid hierarchy of subordination and bureaucratic organization are incompatible with the nature of man and his freedom; b) industry leaders should focus more on people than on products - this contributes to social. the stability of society, the satisfaction of the individual with his work. He proclaimed the principle of replacing individual impacts with group ones, economics. - socio-psychological (favorable morale, job satisfaction, democratic leadership style). He laid the foundations for the concept of "humanization of labor", "education of employees", "group decisions". From 1927 to 1932, he conducted a large series of experiments to study the causes of turnover and low productivity of personnel at a number of electrical enterprises in the city of Hawthorne ("Hawthorne experiments"), which laid the foundation for the study of informal groups. M. and his staff were the first to consider the manufacturing enterprise as a social. system.

A great contribution to the development of the school of "human relations" was made in the 40-60s, when behavioral scientists

The growth of social tension at a number of large industrial enterprises during the Great Depression served as an impetus for the emergence of a new direction in management science. Apart from purely economic reasons social conflicts partly provoked by the rigid, impersonal nature of the general principles of management, developed by the classics and widely used in production. In an effort to overcome these shortcomings of classical theory, the proponents of the neoclassical school (or school of human relations) focused on the study of interpersonal relations in the production process, shifting the focus from general and universal principles of management to the development of principles of relations between people and an assessment of their interdependence and the effectiveness of the organization. The neoclassical school was most developed in the 1930s-50s in the works of such scientists and researchers as M. Follet, E. Mayo, O. Sheldon, C. Bernard, X. Munsterberg, A. Mas-low and others.

Mary Parker Follet and Elton Mayo are the most iconic figures in the development of the human relations school of management. One of Follet's basic assertions is that maintaining a formal hierarchical distinction between managers and employees makes partnership difficult and can hinder management effectiveness. The functions of managers are most effectively performed by people who can be considered leaders by other employees for their knowledge and abilities. Mayo's famous experiments, and especially the discovery of the so-called Hawthorne effect, refuted the classical school of management's assertion that the only incentive to increase productivity could be material incentives and better working conditions.

The second stage (30s - 60s) - management defends the advantages of a command-administrative type, a vertically integrated management system. The classical or administrative school was led by scholars

The school of scientific management and the classical school were born when psychology was still in its infancy. Consequently, although the representatives of scientific management and the classical approach recognized the importance of the human factor, their discussions were limited to such aspects as fair pay, economic incentives and the establishment of formal functional relationships. The human relations movement was born in response to a failure to fully understand the human element as a core element of organizational effectiveness.

The School of Human Relations is a humanistic, highly psychologized, anthropocentric trend in general organization theory, organizational sociology, and managerial practice. It was formed in polemics with the postulates classical school. Within the framework of the school of human relations, the principles of all-round development and full use by the organization of the abilities of employees, meeting their diverse needs, using mechanisms of self-organization and internal (group and personal) control over their behavior and activities, stimulating the processes of group dynamics, democratization of management, humanization of labor are paramount. As a result of the implementation of these principles, the phenomenon of collectivism is formed in the group.

Appeal to the human factor is a revolutionary revolution in the theory of organization and management. Under the "human factor" in psychology understand the individual, group, team, society included in the management system. In a more concrete sense, this is the inner world of people, their needs, interests, attitudes, experiences, etc. It is the human factor that now determines the competitiveness and efficiency of an organization. Therefore, in recent years, the costs per person have been considered not as costs, but as company assets that must be properly used.

Between researchers of the history of the emergence of the school of human relations, there are different opinions about who is the founder of this school. For example, some believe that the emergence of this school is directly related to the name of the German psychologist Munsterberg G., others believe that this is due to the names of two American scientists: Follett M.P. and Mayo E. Some researchers believe that the most prominent representatives of this school -- Mayo E., Roethlisberger F., Dixon V., Herzberg F., McGregor, Likert R., Argyris K. (the last four are sometimes called representatives of a special direction - the theory of organizational behavior). A number of authors also refer to this school Levin K., Sheldon O., as well as representatives of leadership models.

Münsterberg was the first to realize the importance of humanizing the management process, since a manager must first of all manage people, not machines. Follett was the first to define management as "getting work done with the help of others". She 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 believed that the manager should manage according to the situation, and not according to what is prescribed by the management function. From her point of view, the conflict in labor collectives under certain conditions can be constructive. According to Follett, the main problem of any organization is the coordination of the efforts of people and teams and finding the harmony of these efforts to achieve work efficiency.

A special merit in creating the theory and practice of human relations belongs to the psychologist Mayo. By studying the influence of various factors (work conditions and organization, wages, interpersonal relationships and leadership style) on increasing labor productivity on industrial enterprise, Mayo concluded that the human factor plays a special role in the production. The generalization of empirical data allowed him to create a social philosophy of management (a system of "human relations").

Mayo's famous experiments, known as the "Hawthorne experiments", opened up a new direction in the theory of organizational management. Mayo found that well-designed workflows and good wage did not always lead to an increase in labor productivity, as the representatives of the school of scientific management believed. The forces that arose in the course of interaction between people could and often exceeded the efforts of the leader. More recent studies by Maslow A. and other psychologists have helped to understand the causes of this phenomenon. The motives of people's actions, Maslow suggests, are mainly not economic forces, as the supporters of the school of scientific management believed, but various needs that can only be partially and indirectly satisfied with the help of, for example, money. Thus, Mayo called for the activation of spiritual stimuli characteristic of each person, the strongest of which, in his opinion, is the desire of a person to constantly communicate with his work colleagues.

The meaning of the views of the school of human relations on human nature can be reduced to the following provisions:

* man is a "social animal", which can be free and happy only in a group;
* a person has great abilities that are very poorly used in the "machine model" of the organization;
* a person's work can bring him no less pleasure than a game, if it is interesting and meaningful;
* role economic forms stimulation of labor is limited, they are not the only ones, and even more so universal;
* production organization is not only an area of application labor activity, but also meet the social needs of a person, solve social problems society;
* to improve the efficiency of the organization, it is necessary to abandon the principles of management based on the postulates of power relations, hierarchy, hard programming and specialization of labor, since they are unnatural and contrary to human nature;
* the problem of establishing social harmony and cooperation is not only the sphere of activity of the state and society, but also the production organization.

These views served as the basis for the creation of a new model of the organization, according to which the normal functioning of the organization depends on meeting the needs of employees and the fullest use of their potential, a favorable socio-psychological climate in the organization. As a result, the prerequisites for studying the phenomenon of organizational behavior arose. In the works of later representatives of the school (for example, McGregor), this model of organization was called the "Y" theory, as opposed to the classical model - the "X" theory.

Within the framework of the school of human relations, the functioning and dynamics of group relations, the role of small groups in the life of the organization, the problem of group cohesion, the role of the primary leader in the formation of favorable relations in the team and the establishment of interpersonal communications were studied. The emphasis in managing people (especially at the lower levels of the management hierarchy) was shifted from technical knowledge and ways of solving target problems to the formation of human relations, and the art of management began to be interpreted primarily as "the ability to build human relations." Theoretical developments schools initiated a movement for workers to participate in training management decisions, for the enrichment of labor, contributed to the creation of the concept social partnership etc. In addition, within the framework of this school, ideas about the role of middle and lower managers in the functioning of the organization were revised, which made it possible to change the system of their training, i.e., reorient them towards mastering social functions.

At the same time, representatives of this school made a number of unfounded conclusions about the unscientific achievements of the classical school. In particular, especially at first, the role of formal structures, hierarchy, division of labor, power authority was denied, the importance of self-organizational processes and informal relations in the organization was idealized, as well as the desire of employees to cooperate, a direct connection between satisfaction and an increase in the efficiency of their activities was declared without evidence. However, the desire for the total implementation of the humanistic model of organization is especially characteristic of the early period of school development. In the subsequent stages, the model was seen more as a perspective for the development of organizations than a model for the reconstruction of real organizations.

The theory of human relations is based on the following fundamental ideas:

· work motivation determined primarily by existing in the organization social norms rather than material incentives designed to satisfy primarily the basic needs of workers;
The most important determinant of high labor efficiency is job satisfaction, which involves good pay, the possibility of career growth (career), the attention of managers to their subordinates, interesting and varied work;
are of great importance for the motivation of productive labor social Security and caring for each person, informing employees about the life of the organization, establishing communications between managers at all levels and subordinates.

According to the human relations school model, managers can effectively influence the motivation of employees by recognizing their social needs and making them feel useful and needed for the organization. The use of this model in management practice prompted leaders to give subordinates greater freedom in making decisions about their work, as well as to inform them more about the intentions of leaders, about the state of affairs, about the successes achieved and the prospects for the development of the organization.

Representatives of the classical (administrative) school developed principles, recommendations and rules for managing an organization without taking into account the individual characteristics of employees. Such an interpretation of the place of man in production could not lead to a unity of interests between entrepreneurs and workers. The theory of human relations is aimed at increasing attention to people. It provides knowledge about how people interact and respond to various situations in an effort to satisfy their needs. Unlike the classical school, which built models of the organization, this school tried to build models of employee behavior.

Prominent representatives of the school: E. Mayo, M. Follett, A. Maslow. If F. Taylor promised managers an increase in labor productivity, then E. Mayo promised an increase in the prestige of the organization and the devotion of workers.

The theory of human relations arose on the basis of a generalization of the results of experiments with groups of workers at the factories of the Western Electric company in Hawthorne, which lasted 13 years (1927-1939).

The "Hawthorne Experiments" marked the beginning of:

numerous studies of relationships in organizations;
accounting for psychological phenomena in groups;
identifying motivation to work in interpersonal relationships;
studying the role of a certain person and a small group in an organization;
determining ways to provide psychological impact on the employee.

The scientific basis for the school of human relations was psychology, sociology and the so-called behavioral sciences.

E. Mayo argued that the productivity of workers depends not only on working conditions, material incentives and actions of the administration, but also on the psychological climate among workers.

The main provisions of the school of human relations:

people are mainly motivated by social needs and feel their own individuality through their relationships with other people;
as a result of the industrial revolution, work has lost its attractiveness, so a person must seek satisfaction in social relationships;
people are more responsive to the social influence of a group of peers than to incentives and controls coming from management;
the employee responds to the orders of the head if the head can satisfy the social needs of his subordinates.

The main theoretical conclusion of E. Mayo: the enterprise is social system, consisting of informal groups that regulate human behavior.

The School of Human Relations made the following amendments to the previous management concepts:

increased attention to human social needs;
improving jobs by reducing the negative effects of over-specialization;
abandoning the emphasis on the hierarchy of power and calling for the participation of workers in management;
increasing acceptance of informal relationships.

The School of Human Relations emphasized the collective. Therefore, by the beginning of the 50s. In the 20th century, in addition to it, behavioral concepts were formed aimed at studying and developing the individual capabilities and abilities of individual workers.

The behavioral sciences of psychology and sociology have made the study of human behavior in the workplace strictly scientific.

Representatives of this trend: D. McGregor, F. Herzberg, P. Drucker, R. Likert.

Within this school, McGregor's theories X and Y are of interest, in which he presented two main approaches to the organization of management.

Theory X is characterized by the following view of man:

the average person is naturally lazy, he tries to avoid work;
he lacks ambition, he does not like responsibility;
he is indifferent to the problems of the organization;
by nature he resists change;
is aimed at extracting material benefits;
he is gullible, not too smart, lacks initiative, prefers to be led.

According to McGregor, people are not at all like that by nature and they have opposite qualities. Therefore, managers need to be guided by another theory, which he called Theory Y. The main provisions of Theory Y:

people are not naturally passive and do not oppose the goals of the organization. They become so as a result of working in the organization;
people strive for results, they are able to generate ideas, take responsibility and direct their behavior to achieve the goals of the organization;
the responsibility of management is to help people realize and develop these human qualities.

Theory Y focuses more on the nature of relationships, creating an environment conducive to commitment to the organization and its goals, providing an opportunity to maximize initiative, ingenuity and autonomy in achieving them. At the same time, the emphasis is not on external control, but on self-control, which occurs when the employee perceives the goals of the company as his own.

The contributions of the School of Human Relations and the School of Behavioral Sciences to management theory:

1. The use of interpersonal relationship management techniques to increase the productivity of workers.
2. The application of the sciences of human behavior to the management and formation of an organization so that each worker can be fully utilized according to his potential.
3. Theory of employee motivation. Coordination of the interests of labor and capital through motivation.
4. The concept of management and leadership styles.