Human relations

OD, i.e. Organization development

Socio-technical systems theory

Some perspectives on organization

Taylor (1856 - 1915) Scientific managementFayol (1841-1925) General principles of managementWeber (1864 - 1920) Legitimate authority and bureaucracy

Mary Parker Follet (1868 - 1933) The law of the situationMayo (1880 - 1949) , Roethlisberger, Dickson (Harvard) Human relations schoolBarnard (1886 - 1961) Stake-holder models, Cooperative system

Likert, (1903 - 1981, Michigan ) Survey feed-back as OD interventionLewin, (1890 - 1949, MIT) Learning and leadership processes, Action researchMcGregor (1906 - 1964) , Blake, Beckhard OD, Group dynamics, Action researchFoote Whyte (1914 - 2000) Ethnographic approach, Action research

Bion (1897 - 1979) , J acques (1917 - 2003, Tavistock Group dynamics, CultureTrist (1909 - 1993) , Emery (1925 - 1997, Tavistock Socio-technical systems theory, Action researchThorsrud (1923 - 1985), Herbst (WRI, Oslo)

Michel, Etzioni Conflict models

Gouldner, Dalton

von Bertalanffy, Ashby, Boulding Open systems perspective

Simon, Katz & Kahn, Systems theory

Burns&Stalker, Lawrence&Lorsch Contingency theoryHannan & Freeman Organization ecology

Pfeffer & Salancik, Resource dependent system

Western Electric’s Hawthorne works

in Cicero, Illinois

The relay assembly test room

The Hawthorne projectA: 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?

(Chaplin Modern Times, 1936) (Inside a poultry plant)

(Lucy in chocolate production) (Pre-assembly for Ford)

• http://www.youtube.com/watch?v=CYbsBcPDVQM (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

recommendations

Typology of production systems

Motivation and work studies(individual - work relation)

Work organization principles such asJob rotationJob enlargementJob enrichment

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)