Organizational Behavior-Human Relations & Human

Resources Management

Dr. Len Elovitz

Chapter 1 & 3 in Owens & Valesky

WESTERN ELECTRIC’S HAWTHORN PLANT

• IS THERE A RELATIONSHIP BETWEEN THE LEVEL OF LIGHTING AND THE PRODUCTIVITY OF WORKERS?

Illumination Experiments

1. Illumination was increased then decreased in stated intervals in 3 departments

Results: No change in productivity

2. Illumination was Increased for test group and remained the same for control group

Results: Substantial and nearly equal production increase for both groups

3. Illumination was decreased for test group and remained the same for control group

Results: Substantial production increase for the test group

Conclusions: Employee output was not substantially related to lighting conditions, and too many variables were not controlled

Elton Mayo & Fritz Roethlisberger Harvard psychologists retained to study the

relationship between physical conditions and productivity

• Other similar experiments

• Conclusions –– Human variability is an important determinant of

productivity

– Workers behavior did not conform to official job specifications. Informal organizations formed that effected job performance

WESTERN ELECTRIC VIDEO

HUMAN RELATIONS SUPERVISION

By paying attention to workers and their needs, management could expect increases in performance and productivity

HUMAN RELATIONS SUPERVISION

EMPHASIS - HUMAN AND INTERPERSONAL FACTORS IN ADMINISTRATION

• Morale

• Group Dynamics

• Democratic Supervision

• Personnel Relations

• Behavioral Concepts of Motivation

Sociometry

Jacob Moreno—developed sociometric analysis.

Using data gathered from organizational members, sociograms showed the informal social structures.

Copyright © Allyn & Bacon 2007

Classroom Sociogram

Behavior Patterns of Groups Robert Bales developed techniques for analyzing patterns of

interaction. First to document that successful groups have people who play

two key roles: Someone to focus the group on accomplishing its task (Task

orientation/Initiating structure). Someone who focuses on maintaining productive human relations in the

group (Relationship orientation/Concern for people).

Led to T Groups and Group Dynamics

Copyright © Allyn & Bacon 2007

Leadership as a Group Function & the Paradox of Organizational Structure

Prior to 1980s, Human Relations Movement had little affect on superintendents as opposed to supervisors.

Different focus on literature from AASA and ASCD. Superintendents Remained Scientific – prime concerns- budgets,

politics, control Supervisors – prime concerns- participation & communication

The paradox is that organizations are not real tangible, concrete objects. They are what we and others think they are, nothing more.

Copyright © Allyn & Bacon 2007

Criticism of HR

It oversimplifies the complexities of organizational life – Etzioni

Organizations share conflicting values that may be alienating as well as sources of satisfaction

Will never be one big happy family Concern for workers is not authentic – managers

use HR approach to manipulate workers BOB

HUMAN RELATIONS SUPERVISION

Problems• Misunderstanding of intent

• Belief that happy teachers would increase productivity

• Led to laissez-faire supervision in schools

• Supervisors afraid to supervise - public nature of personnel actions in schools

Led to dissatisfaction with schools Reported success were anecdotal from successful

administrators. Very little real research

NEOSCIENTIFIC MANAGEMENT

Accountability Control Efficiency Impersonal - Standardized tests as a

measure of teacher competence

Bureaucratic Views Five mechanisms for dealing with controlling and

coordinating the behavior of people in an organization.– Maintain firm hierarchical control of authority and close

supervision of those in the lower ranks. – Establish and maintain adequate vertical communication. – Develop clear written rules and procedures to set standards

and guide actions. – Promulgate clear plans and schedules for participants to

follow.– Add supervisory and administrative positions to the

hierarchy of the organization as necessary to meet problems that arise from changing conditions confronted by the organization.

Bureaucratic Views (continued) In 1983, A Nation At Risk, and other reports brought

recommendations that resulted in:– Longer school days, focus on time on task, more

homework, career ladders, calls for stronger school leadership of the principal, “tougher” curriculum, longer school calendar and others.

In essence, the bureaucratic model was at work: management decided what was to be done, they directed the workers to do it, and supervised them closely.

Although this model was not effective, it still persists and is growing today.

NCLB

The Federal Government knows how best to improve classroom outcomes

They have the knowledge about classroom circumstances to draw up legal mandates

Top-down management is the best way to bring about desired changes.

RECAP - HOW ARE TEACHERS TREATED?

SCIENTIFIC – Heavily Supervised

HUMAN RELATIONS– laissez-faire

NEOSCIENTIFIC– Impersonal & Technical

HUMAN RESOURCES DEVELOPMENT

Grew out of dissatisfaction with other concepts and practices.

Represents a high regard for human needs, potential and satisfaction.

Leadership is neither patronizing or directive but supportive in meeting the goals of the organization.

Human Resources Development Views Human Resources Development (HRD) views the

teacher as foremost in creating instructional change.

HRD uses newer concepts such as loose coupling (allowing subunits autonomy) and the power of organization culture to influence behavior.

HRD exercises coordination and control through socialization of participants to the values and goals of the organization, rather then through written rules and close supervision.

The Human Relations Supervisor

Adopts shared decision-making practices

To increase teacher satisfaction

Which in turn

Increases school effectiveness

The Human Resources Supervisor

Adopts shared decision-making practices

To increase school effectiveness

Which in turn

Increases teacher satisfaction

Generally Teachers

– dislike work

or– view work as satisfying

Generally Teachers– must be supervised closely

or– exercise initiative and self direction

Generally Teachers– will shirk responsibility and seek formal direction

or– accept responsibility and seek it

Douglas McGregor - Theory X

1. Average people are by nature indolent-they work as little as possible.

2. They lack ambition, dislike responsibility, prefer to be led.

3. They are inherently self-centered, indifferent to organizational needs.

4. They are by nature resistant to change.

5. They are gullible, not very bright, ready dupes of the charlatan and demagogue.

Douglas McGregor - Theory Y1. If it is acceptable to them, employees will view work as

natural and as acceptable as play.

2. People at work will exercise initiative, self-direction, and self-control on the job if they are committed to the objectives of the organization.

3. The average person, under proper conditions, learns not only to accept responsibility on the job but to seek it.

4. The average employee values creativity - that is, the ability to make good decisions - and seeks opportunities to be creative at work

Theory X and Theory Y

Theory X rests on four assumptions that an administrator holds about people in the organization.

– They dislike work, must be supervised closely, will shirk responsibility and seek formal direction, and have little ambition.

Theory Y embraces four very different assumptions administrators hold about the nature of people at work.

– They view work as satisfying, exercise initiative and self direction if committed to the organization, learn to accept responsibility and seek it, and have the ability to make good decisions.

Do Theory X Teachers result from Theory X Supervisors?

Is this a self-fulfilling prophecy?

PLEASE READ:

The Human Side of Enterprise by Douglas McGregor

Pattern A & Pattern B Behavior Chris Argyris explains how Theory X views

give rise to Behavior Pattern A in leaders:– Pattern A, Hard: characterized by no-nonsense,

strongly directive leadership, tight controls, and close supervision.

– Pattern A, Soft: involves a good deal of persuading, “buying” compliance from subordinates, benevolent paternalism, or so-called good (that is, manipulative) human relations.

Pattern A & Pattern B Behavior (continued)

Theory Y views lead to Behavior Pattern B:– Characterized by a commitment to mutually

shared objectives, high levels of trust, respect, satisfaction from work, and authentic, open relationships.

– Pattern A, Soft, is often mistaken for Behavior Pattern B.

Argyris’s Pattern A Soft Vs Pattern B

T. Sergiovanni

Rensis Likert Systems 1, 2, 3, and 4

Based on studies of schools and other organizations, Likert identified four systems describing management styles. – System 1 --Management is seen as having no trust in

subordinates. X– System 2 –Management has condescending confidence and

trust in subordinates. X– System 3 –Management seen as having substantial but not

complete trust in subordinates. X– System 4 --Subordinates make specific decisions at lower

levels. Y

Likert’s Management Systems Theory