The temperature in the steam room is normal. Optimum steam room temperature

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

people are more responsive social influence groups of people equal to them, than to motives and control measures emanating from the leadership;

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:

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 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. 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.

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.

Founders scientific management and the administrative school, although they recognized the importance of the human factor, their analysis, however, was limited - primarily pay equity and economic incentives. In the 1920-1930s. under the influence of the transition from extensive to intensive management methods that began in those years, well-known political and economic events, there is a need to search for new forms of management that are more sensitive to the human factor. The school of human relations is being formed. The researchers of this school proceeded from the fact that if the management takes great care of its employees, then the level of satisfaction among employees increases, which naturally leads to an increase in productivity. “Only human resources are capable of producing economic results. All other resources obey the laws of mechanics. They can be better used, but their output will never be greater than the sum of the inputs.

Scientists set themselves the task of eliminating depersonalized relationships and replacing them with a system of partnership and cooperation.

The goal of the supporters of this school was to try to manage by influencing the system of socio-psychological factors. The "human relations" school was an attempt by management to view every organization as a "social system".

The founder of this school, Elton Mayo (1880-1949), believed that the organization has a single social structure, and the task of management is to, in addition to the formal dependencies among the members of the organization, develop fruitful informal relationships that strongly influence the results of activities. Management should strive for equality between the technical and social aspects of the organization, promote sustainability social organization so that employees, cooperating with each other to achieve a common goal, receive personal satisfaction, which is the basis of their desire for cooperation. Thus, the formal organization would be complemented by an informal structure, which is regarded as a necessary and essential component of the effective operation of the organization.

According to the definition of one of the founders of this school, F. Roethlisberger, an informal organization is “actions, values, norms, beliefs and informal rules, as well as a complex network of social ties, types of membership and centers of influence and communications that have developed within and between the components organization by groups under formal structures, but not specified by them.

So, W. French and C. Bell, for example, compare the organization with an iceberg, in the underwater part of which there are various elements of the informal system, and in the upper part - the formal aspects of the organization. This emphasizes the priority of this system over the officially established relationships in the organization, a deeper defining nature of the socio-psychological characteristics in the organization.

E. Mayo based his conclusions primarily on the well-known Hawthorne experiments carried out in working groups at the Hawthorne plant of Western Electric K (Chicago) in the USA in 1924-1936.

Initially, the researchers intended to study the relationship between working conditions (lighting, air temperature, wage levels) and productivity. They found that changing these conditions had a different effect than expected. It seemed that only very drastic changes gave tangible results, in other cases people clearly ignored the changes in the "physical environment", continuing to work at the same pace. It was found that another motivating force is at work here - social pressure. The workers set their own group norms, or standards, of behavior that determined the "correct" amount of output. In the group, it was customary to ridicule both those who exceeded this level (they were called upstarts) and those who underperformed (they were given the nickname "nets"). And such pressure was very effective - the workers were more concerned about the approval of their comrades than an increase in wages.

Thus, group norms are standards of behavior that are accepted by all members of a given group.

Research at the Hawthorne factories found that informal organizational structure has for employees at least the same motivating power as the formal one. The analysis also revealed another important phenomenon. Despite the fact that working methods and equipment remained the same, labor productivity increased by 30% during the survey period. The scientists concluded that this increase in productivity was simply the result of the participation of workers in the event - they were asked questions about their opinions and considerations, their answers were carefully listened to. This phenomenon, known as the Hawthorne effect, boiled down to this: the mere fact that someone pays attention to workers increases their productivity.

Thus, the Hawthorne effect is a dependence in which the improvement in the quality of work is the result of increased attention given to the employee.

Consequently, the manager performs two functions - economic and social. The first is aimed at maximizing the achievement of the goal of the organization, the second - at the creation of labor associations and groups and their management.

A number of theories have been formulated within the human relations school. Among them are the following.

Hierarchy of needs theory A. Maslow. The author of the book "Motivation and Personality" (1954) proposed a classification of the goals of the individual and ranking them in order of importance. He identified five types of needs: physiological, safety, social, the need for recognition, self-expression.

The needs of the first order are the so-called basic needs, which are associated with ensuring survival. According to Maslow, we work primarily to satisfy our basic needs. Everything that is necessary to sustain life - food, clothing, housing - is combined into the category of physiological needs.

When a person has acquired a sufficient number of essentials, he seeks to insure against possible losses. This need for security and others like it can be met by wages high enough to save, as well as health and social insurance systems, and pension and job security programs.

That is, after the basic needs are successfully satisfied, the needs of the next level become important, first of all, the need for security - the need to be sure that the basic needs will continue to be satisfied.

Thus, when the needs of the lower level are at least partially satisfied, a person begins to strive to satisfy the needs of the next level of the hierarchy.

Above the need for security is the desire of people to communicate with each other, to love and be loved, to feel a sense of belonging to a team. As Hawthorne's research has shown, these social needs may be more important to workers than financial considerations. People also have a need for recognition - they need a sense of the value of their personality as an integral part of the whole. In addition, they need respect based on achievements in competition with other people. All these needs are closely related to the concept of status, which means the weight or importance of a person in the eyes of others. The ability to meet such needs can serve as a powerful motivating factor in the work.

Maslow defined the need for self-expression as "the desire to become more than you are, to become everything that you are capable of." This is a need of the highest order, and the most difficult to satisfy. People who get to this level work not just for money or to impress others, but because they recognize the significance of their work and feel satisfaction from its very process.

Maslow's hierarchy is a very convenient way of classifying human needs, but it would be a mistake to perceive it as some kind of rigid scheme. It is not at all necessary that the needs of each level be fully satisfied (and sometimes this is not possible) before a person has higher urges. In fact, at any given moment, a person is driven by a whole range of needs.

Theories X and Y D. MacGregor (1906-1964). The author of this theory in the book "The Human Side of the Enterprise" put forward in 1960 the following two provisions characterizing the idea of ​​managers about the attitude of workers to work.

Theory X- a set of postulates in the science of management related to the motivation of employees and corresponding to the authoritarian style of leadership.

According to her:

• the "average" person does not like to work and tries, if possible, to avoid this occupation;
• because of this dislike for the work of the "average" person, it is necessary to force, control, direct, and also threaten him with punishment so that he is interested in making sufficient efforts to achieve the goals of the organization;
• The average person prefers to be guided, avoids responsibility, is relatively unambitious, and wants to be safe.

In other words, theory-driven managers X, believe that only the fear of losing a job or "external" rewards can be used to motivate employees. This leadership style relies on physiological and safety needs and does not take into account requests. higher levels in Maslow's hierarchy.

Theory U - a set of postulates in the science of management, corresponding to such a style of leadership, which involves collective management.

According to her:

• the costs of physical and mental efforts of a person in the process of labor are as natural as in games, on vacation;
• The “average” person, with appropriate training and conditions, not only assumes responsibility, but also strives for it;
• external control and the threat of punishment are not the only means to direct people's efforts. A person is able to control himself if he strives for the goals in which he is interested;
• the ability to vividly display creative imagination, ingenuity and a creative approach to solving organizational problems is characteristic of a wide rather than a narrow circle of people.

The postulates underlying Theory X emphasize power; the same ones that underlie Theory Y - professional growth and independence.

Motivational Hygiene Theory F. Herzberg is described in his book "Work and the Essence of Man" (1960). It is based on the thesis that work that brings satisfaction contributes to the psychological health of a person. The theory of motivational hygiene considers factors that contribute to employee satisfaction with work (labor success, recognition of merit, the labor process itself and its conditions, the degree of responsibility, service, professional growth). The presence of any of these factors, or all of them at once, enhances the positive motives of a person's behavior in the labor process, since it increases the degree of job satisfaction of a person.

N. A. Vitke was one of the first representatives of domestic management science, who joined the school of human relations. He believed that management consists in an expedient combination of human wills. The leader is "first of all, a social technician or engineer, depending on his position in the organizational system - a builder of human relations". The essence of management, in his opinion, is to create a favorable socio-psychological atmosphere in teams, the so-called spirit of the hive.

A distinctive feature of the approach of the "human relations" school is the analysis in research at the level of small groups, and even more often - at the level of individuals. The shortcomings of Mayo and his followers, according to L. Urvik, are expressed primarily in the fact that: 1) mayonists have discovered a loss of awareness of the specifics of large social and technological systems; 2) they have assumed as their premise that the worker can be manipulated into the existing industrial framework; 3) they proceeded from the fact that cooperation and cooperation are natural and desirable, bypassing much more complex issues social conflicts; 4) they confused ends and means, suggesting that pleasure and happiness in the future would lead workers to harmonious balance and organizational success.

The mathematical school of management (sometimes called the theory of quantitative methods of management) originated in the early 1940s. in command and control during World War II. Then the tested quantitative methods were transferred to the management of civil organizations. Firms such as Du Pont, General Electric, began to use some mathematical tools in hiring employees, arranging equipment in production areas, planning warehouse operations, i.e. mathematics was applied in some areas of management.

The mathematical school is characterized primarily by the use of operations research and simulation in management. Essentially, this school uses quantitative methods to solve managerial and production problems. She focuses on decision making, economic efficiency, formal mathematical models, and the use of computers.

Operations research in management is the application of quantitative methods to the operational problems of an organization. Having defined the problem, they develop a situation model that approximately reflects the essential properties of reality, i.e. simplifies. This allows variables to be quantified and objectively to compare and describe each variable and the interdependencies between them. The authors of the book Fundamentals of Management write that the key characteristic of this school is the replacement of verbal reasoning and descriptive analysis with models, symbols, and quantitative values.

The formation and development of this school is associated with such names as R. Ackoff, S. Beer, D. Forrester and others. Along with operations research and modeling, within the framework of this school, a systematic approach to management problems based on systems analysis is being developed, which led to the creation of "systems engineering". There are dozens of definitions keywords revealing the essence of this approach. Let us dwell only on some of them, allowing him to understand. A system is a certain integrity of unity, consisting of interdependent parts, each of which contributes to the characteristics of the whole. Systems approach- a comprehensive study of a phenomenon or process as a whole from the standpoint of system analysis, i.e. clarification difficult problem and its structuring into a series of tasks solved with the help of economic and mathematical methods, finding criteria for their solution, detailing goals, designing an effective organization to achieve goals. Systems engineering is an applied science that studies the problems of real creation of complex control systems. The process of building a system consists of six stages:

• 1) system analysis;
• 2) system programming, which includes the definition of current goals (scheduling and work plans);
• 3) system design - the actual design of the system, its subsystems and components to achieve optimal efficiency;
• 4) creation of software programs;
• 5) putting the system into operation and testing it;
• 6) system maintenance.

It can be said that the origin and development of managerial thought can be described as an intertwined chain of three different philosophies: classical (scientific and administrative schools); the philosophy of human relations, or the behavioral direction, and the mathematical school. At one time or another, each link in the chain was given priority. The evolution of managerial thought has proved that all three links are interconnected and necessary.

• Drucker R. The Practice of Management. N.Y., 1954. P. 183.
• Roethlisberger F. Contribution of Behavioral Sciences to a general Theory of Management. "Toward a Unified Theory of Management". N.Y., 1964. P. 47.
• Vitke NL Management organization and industrial development. M., 1925. S. 72.
• See: Wren D. The Evolution of Management Thought. N.Y., 1972. P. 374.

The emergence of the schools of "human relations" and "organizational behavior" - a period of attempts to understand the place of people in production. Its founders argued that for a person the main incentives are not wealth, but moral satisfaction, psychological comfort, self-satisfaction and other psychological motives. Within the framework of the human school, the formation of the science of human resources and personnel management took place.

This school has focused its attention on a person: on how he interacts with others, how he reacts to various kinds of situations, wanting to satisfy his needs. The school of "human relations" sought to build models of human behavior, how it differs from the classical one, which dealt with organization models.

This scientific direction in management theory arose after it was discovered that labor regulation and high wage do not necessarily lead to increased productivity, as the representatives of the school of scientific management believed.

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. Therefore, within the framework of this doctrine, in the management process, it was proposed to focus on the employee, and not on his task.

E. Mayo, D. McGregor, A. Maslow, R. Likert, f. Herzberg, F. Roethlisberger, K. Argyris, whose works proclaimed the principles of all-round development and full use by the organization of the abilities of employees, meeting their versatile needs, using self-organization mechanisms, stimulating group dynamics processes, democratizing management, humanizing labor.

The ancestor of the new direction is considered to be the famous American sociologist and psychologist, Australian by birth, researcher of problems of organizational behavior and management in industrial organizations, and one of the founders of industrial sociology Elton Mayo (1880-1949). Criticizing the classical theory of organization and management for a simplified view of the nature of human behavior in an organization, focusing on the priority of formalizing relationships and the hierarchical structure of the organization, Mayo questioned the effectiveness of the bureaucratic form of management and put forward the task of introducing methods of treating the employee as a "socio-psychological" being. Comparing the organization to social system, within which individuals interact, formal and informal groups, he regarded as essential function its function to meet human social needs.

Mayo's scientific research was associated primarily with the conduct in 1927 - 1932. large-scale and long-term social experiment at one of the enterprises of the electrical company Western Electric (near Chicago), the so-called Hawthorne experiment. During five years of experiments, scientists from Harvard University proved that labor productivity is influenced not only by technical and economic, but also by socio-psychological factors (group cohesion, relationships with management, a favorable atmosphere in the workplace, job satisfaction, etc.).

Supporters of the doctrine of "human relations" proved that the effectiveness of management is determined by the informal structure, and above all small group, interaction of people and general control, self-discipline and opportunities for creative growth, collective reward, rejection of narrow specialization and one-man management, democratic leadership style, conformity of structure to people, and not vice versa. Awareness of the workers' involvement in the "team" or a team that works in improved conditions or conditions of "patronage" on the part of the administration of the enterprise, to a large extent increases the productivity of his work.

The social practice of the new doctrine was based on the principle proclaimed by Mayo of replacing individual remuneration with group (collective), economic - socio-psychological. New means of increasing labor productivity were also proposed, addressed to certain social groups and taking into account all their inherent psychological and social features. The task of management, according to Mayo, was to limit from below the huge formal structures - bureaucratic monsters chasing material efficiency, somehow curb them with an informal organization built on the principles of human solidarity and humanism.

E. Mayo and other representatives of the concept of "human relations" were generally very critical of the social environment of the so-called industrial society, noting that normal human relations are violated in it, cultural traditions are leveled, disunity and alienation of people are intensified. All this, in turn, leads to a violation of social stability. “If our social prowess (i.e., our ability to ensure cooperation between people) progressed in parallel with our technical prowess, there would not be another European war.”

The way out of the situation, in their opinion, could be the construction of new organizational relations taking into account social and psychological aspects labor activity people and provide employees with meaningful lives. The organization should be people-oriented rather than production-oriented, and the responsibility for the new direction and development of the organization lies with top management.

E. Mayo and his followers argued that conflicts between a person and an organization can be completely resolved if the social and psychological needs of workers are appropriately satisfied. Moreover, the entrepreneur will only benefit from this, because. labor productivity will rise sharply.

Mayo formulated the following management principles that are as useful as they are practical:

• A person has unique needs, needs, goals and motives. Positive motivation requires that the worker be treated as a person;
• human problems cannot be simple;
• personal or family problems worker may adversely affect performance in the workplace;
• The exchange of information has great importance, and effective information is the decisive factor.

D. Mayo increased the illumination of the workplace and noted a significant increase in productivity. Then, for scientific purposes, the experimenter reduced the level of illumination, but the productivity increased again. After numerous studies, it was concluded that labor productivity is growing not because of the level of illumination, but because the performers simply showed attention. Apparently, due to the same circumstances, labor productivity in the control groups changed in exactly the same way, although the level of illumination was not changed there.

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 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.

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 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 the motives and control measures emanating from the leadership;
• 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 the social needs of a person;
• · Improving jobs by reducing the negative effects of over-specialization;
• Rejection of the emphasis on the hierarchy of power and a call 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.

Mayo's views on the role of the relationship between the employer and employees in the management process are called the theory of paternalism, which asserts the need for paternal concern for the interests of workers, "social partnership" in the process labor relations. The theory of paternalism was criticized not only by Soviet but also by American science. American scientists argued that Mayo does not take into account the importance of competition among the workers themselves, the role of American individualism in industrial relations and considers man as a social animal, subject to the laws of the "herd".

In general, the essence of the doctrine of "human relations" can be reduced to the following provisions:

• a person is a “social animal”, which can be free and happy only in a group;
• The work of a person - if it is interesting and meaningful - can bring him no less pleasure than a game;
• · average person strives for responsibility, and these qualities should be used in production;
• · the role of economic forms of labor stimulation is limited, they are not the only and even more so universal;
• production organization is, among other things, the sphere of satisfaction of human social needs, solutions 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.

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 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 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:

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 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. 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.

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.

As soon as they don’t call a bathhouse in Russia! In Russian folklore, she is both a “kindred mother”, and a “healer”, and “a savior from seven troubles”. Semyon Gerasimovich Zybelin, a student of M.V. Lomonosov, the first Russian professor at the Faculty of Medicine of Moscow University, in his book “On bathing, baths and baths” wrote about the process of washing in a bath as a pleasure. And he called the state after the bath a rebirth of strength and a renewal of feelings. His works are still being used not only by doctors, but also by everyone who in one way or another studies the properties of the bath.

There are a lot of works about the bath in general and specifically about the Russian bath. Among those who studied how the Russian bath affects the human body was the scientist, academician Ivan Tarkhanov (1846–1908) and his contemporary Professor Vyacheslav Manassein. So, Tarkhanov wrote that it is enough to slightly prick a steamed person with a pin, and he will immediately bleed in drops. This is due, according to the scientist, with an increase in body temperature when a person takes a steam bath. Blood thickens, hemoglobin rises. However, in order for the blood to return to normal, it is enough to drink 1-2 glasses of water. At what temperature did Tarkhanov's subjects soar, if his further conclusions indicate a decrease in body weight from 140 to 580 grams at this time, an increase in circumference chest and reduction (envy, women!) of the circumference of the abdomen?

It makes no sense to talk about a specific traditional temperature and humidity in a Russian bath. In numerous works of Russian scientists - A. Fadeev. V. Godlevsky, V. Znamensky, S. Kostyurin, N. Zasetsky and many others - they talk about a bath with different temperatures. So, in a classic Russian bath, the temperature ranges from 40 to 60 degrees Celsius and humidity is kept at about the same percentage level (40–60). In such a bath, the body heats up very slowly. A person is able to sit in the steam room for up to an hour. With such a combination of temperature and humidity, medical scientists note a very high inhalation effect of the procedure.

But try to lure a real bather into such a bath. He won't understand you. The steam must be strong. That is, the temperature is higher - the humidity is lower. Such baths warm up to 70-90 degrees, and the humidity there does not exceed 35 percent. If the temperature reaches 100 degrees and above, and the humidity drops even more, then we are talking about a bath, which we call a “sauna”. However, according to the works of the scientists already mentioned, it is not difficult to trace that long before they got acquainted with the Finnish sauna, there were always lovers in Russia. high temperature and very low humidity in the steam room.

The temperature and humidity in a Russian bath largely depend on the design of its furnace. If an open water tank is used in the steam room, then as the temperature rises, the water evaporates - and the bath is provided with increased humidity. The temperature of the stones in the heater in such a bath does not rise above 300 degrees Celsius. If water is poured on the stones, the so-called heavy steam is formed. It hangs in the form of mist and adversely affects the respiratory tract.

On the contrary, a closed container, and even remote from the oven, does not emit moisture at all. The stones in such a steam room can warm up to 700 degrees. It is enough to pour a bucket of water on the heater, and the liquid instantly turns into dry steam, it is also called light, or dispersed. This means that water molecules and air molecules are mixed in it.

Teachers and students of the First Moscow medical institute, having studied modern Russian baths, came to the conclusion that they are universal. Baths are built in such a way that the temperature and humidity of the air there change depending on the place where you are. So, in the dressing room the temperature will be 20–25 degrees with very moderate humidity; in the washing room it reaches the lower level of a classic bath - 30–35 degrees at a humidity of 40%; and in the steam room it will increase depending on the preference of the steamer. If you do not pour water on the heater, then perhaps the temperature will remain at a level no higher than 80 degrees with a humidity of 25-30 percent. And if you want a vigorous park - you sprinkled one or two buckets of water on the heater, and the classic sauna is ready.

The main principle of the Russian bath, which is noted by all scientists without exception: there is no maximum humidity or temperature in it. Otherwise, this is not a bath, but wandering with a broom in the fog.