Transcript Human Relations, OD, Socio

Human relations
OD, i.e. Organization development
Socio-technical systems theory
Some perspectives on organization
Taylor (1856 - 1915)
Fayol (1841-1925)
Weber (1864 - 1920)
Scientific management
General principles of management
Legitimate authority and bureaucracy
Mary Parker Follet(1868 - 1933)
Mayo (1880 - 1949) , Roethlisberger, Dickson(Harvard)
Barnard(1886 - 1961)
The law of the situation
Human relations school
Stake-holder models, Cooperative system
Likert, ( 1903 - 1981, Michigan )
Lewin, (1890 - 1949, MIT)
McGregor(1906 - 1964) , Blake, Beckhard
Foote Whyte (1914 - 2000)
Survey feed-back as OD intervention
Learning and leadership processes, Action research
OD, Group dynamics, Action research
Ethnographic approach, Action research
Bion (1897 - 1979) , Jacques (1917 - 2003, Tavistock
Trist (1909 - 1993) , Emery (1925 - 1997, Tavistock
Group dynamics, Culture
Socio-technical systems theory, Action research
Thorsrud (1923 - 1985), Herbst (WRI, Oslo)
Michel, Etzioni
Gouldner, Dalton
Conflict models
von Bertalanffy, Ashby, Boulding
Simon, Katz & Kahn,
Burns&Stalker, Lawrence&Lorsch
Hannan & Freeman
Pfeffer & Salancik,
Open systems perspective
Systems theory
Contingency theory
Organization ecology
Resource dependent system
Western Electric’s Hawthorne
works
in Cicero, Illinois
The relay assembly test room
The Hawthorne project
A: The Relay Assembly Test Room 1924-32
Stage 1 (Phase I, 3 months; Phase II, 7 months; Phase III, 14 months) 5 girls (of
which 2 were exchanged after Phase II), 30% increase in productivity caused by
changes in mental attitudes rather than physical working conditions.
Stage 2: 9 weeks: 5 other girls, 12 % immediate increase caused by group rather
than factory bonus.
Stage 3: 2 years, 5 other girls, 15 % increase due to friendly supervision, rest
pauses, etc. during first 14 months, then declining productivity.
B: Bank Wiring Test Room: 1931 Observations and interviews
“The function of restriction of output … is to protect the worker from
management’s schemes” (Dickson quoted in Hoopes, 2003 p 152)
C: The Interview Program: Training interviewees (and supervisors) in
“therapeutic interviewing skills”, aiming to interview every worker
D: The Counseling Program
Relevance today?
• http://www.youtube.com/watch?v=CYbsBcPDVQ
M (Chaplin Modern Times, 1936)
• http://www.youtube.com/watch?v=0XzKP8ctxrc
(Inside a poultry plant)
• http://www.youtube.com/watch?v=4wp3m1vg06Q
(Lucy in chocolate production)
• http://www.youtube.com/watch?v=CabZEejbeKA
(Pre-assembly for Ford)
Analyze the situation.
What are the strengths, weaknesses, opportunities and
threats (SWOT) of the work organization in the Chaplin
example (or poultry example)?
Give your recommendations to the production manager
about how to develop the work organization.
Give your recommendations to the human resource
manager about how to develop the work organization.
Give your recommendations to a joint management and
union committee about how to develop the work
organization
Typology of production systems
Motivation and work studies
(individual - work relation)
Motivation theories such as those formulated by
Maslow (fysiological, security, social, esteem, self-actualization needs)
Herzberg (satisfiers and motivators)
Vroom (Force to perform act i = Valence of outcome j x Expectancy that act i will lead to outcome j.)
Hackman & Oldham (motivation depends on perceived meaning, responsibility and knowledge of
results, i.e. work content, autonomy and feedback)
Work organization principles such as
Job rotation
Job enlargement
Job enrichment