Management Beginning Emphasis
schools dates
CLASSICAL Managing workers and organisations more efficiently
SCHOOL
Scientific 1880s General theory of management
management Fayol – 5 functions of management:
- Planning
- Organizing
- Commanding
- Coordinating
- Controlling
Bureaucratic 1920s Focuses on the ideal form of organisation. Bureaucracy would lead to more efficient management.
management Managers’ authority based on the position held by managers in the organisational hierarchy
BEHAVIOURAL Understanding human behaviour in the organisation
SCHOOL
Human relations 1930s Hawthorne Studies – Workers’ attitudes are associated with productivity / Workplace is a social system
and informal group influence could exert a powerful effect on individual behaviour / style of supervision
is an important factor in increasing workers’ job satisfaction
Behavioural science 1950s Understanding and predicting behaviour in the workplace
SYSTEMS 1950s Understanding the organisation as a system that transforms inputs into outputs while in constant
SCHOOL interaction with its’ environment
CONTINGENCY 1960s Applying management principles and processes as dictated by the unique characteristics of each situation
SCHOOL
,Motivation:
Learned Needs The 3 basic needs that human beings behave, in order of their importance: physiological needs, safety needs, and the
theory needs for belonging/self-esteem/self-actualisation
3 motivating drivers:
- Achievement
- Power
- Affiliation
Hierarchy of Needs Five-tier model of human needs, hierarchical levels within a pyramid. Needs lower down in the hierarchy must be
satisfied before individuals can attend to needs higher up
- Deficiency/basic needs
- Growth needs – top level
Motivation to fulfil deficiency needs will become stronger the longer
the duration they are denied (the longer a person goes without food =
the more hungry he/she will become)
ERG Theory Condenses Maslow’s five needs into three categories:
- Existence – all material and physiological desires
- Relatedness – social and external esteem
- Growth – self-actualisation
Existence needs are the most concrete, and the easiest to verify. Relatedness needs less concrete, which depend on a
relationship between two or more
people. Growth needs are the least
concrete in that their specific objectives
depend on the uniqueness of each
person
Important difference between ERG and
Maslow – a lower level does not have
to be gratified!
, Dual Factor Theory
Some job factors result in satisfaction, while other job factors
prevent dissatisfaction.
- Hygiene factors – job context
- Motivator factors – job content
If motivators are not present in a job, a person will not necessarily be dissatisfied. However, that person will not be
in a position to experience satisfaction, since nothing about the work itself is a motivational turn-on. When motivator
factors are inherent in the job, satisfaction is perceived as possible and work-directed energy is aroused or sustained.
Only then a person van be consistently motivated
Theory X/Y Theory X – people are lazy
- People are passive, indolent and work as little as possible – people need to be coerced and controlled
- People are self-centred and indifferent to organised needs. Therefore, they are by nature resistant to change
Theory Y – people are motivated
- People seek responsibility and have the capacity to direct and control organisational tasks if they are
committed to the objectives
- Structure work environment to let people achieve higher order personal goals
Expectancy Theory Where Maslow and Herzberg look at the relationship
between internal needs and the resulting effort to fulfil
them, Vroom’s expectancy theory separates effort
(which arises from motivation), performance and
outcomes. Behaviour results from conscious choices
among alternatives whose purpose is to maximize
pleasure and to minimise pain.
Based on a person’s beliefs/perceptions about effort
performance-outcome relationships.
3 dimensions:
- Expectancy – increased effort will lead to increased performance/does my effort affect my task performance?
- Instrumentality – if you perform well, valued outcome will be received/are personal consequences linked to
my performance?
schools dates
CLASSICAL Managing workers and organisations more efficiently
SCHOOL
Scientific 1880s General theory of management
management Fayol – 5 functions of management:
- Planning
- Organizing
- Commanding
- Coordinating
- Controlling
Bureaucratic 1920s Focuses on the ideal form of organisation. Bureaucracy would lead to more efficient management.
management Managers’ authority based on the position held by managers in the organisational hierarchy
BEHAVIOURAL Understanding human behaviour in the organisation
SCHOOL
Human relations 1930s Hawthorne Studies – Workers’ attitudes are associated with productivity / Workplace is a social system
and informal group influence could exert a powerful effect on individual behaviour / style of supervision
is an important factor in increasing workers’ job satisfaction
Behavioural science 1950s Understanding and predicting behaviour in the workplace
SYSTEMS 1950s Understanding the organisation as a system that transforms inputs into outputs while in constant
SCHOOL interaction with its’ environment
CONTINGENCY 1960s Applying management principles and processes as dictated by the unique characteristics of each situation
SCHOOL
,Motivation:
Learned Needs The 3 basic needs that human beings behave, in order of their importance: physiological needs, safety needs, and the
theory needs for belonging/self-esteem/self-actualisation
3 motivating drivers:
- Achievement
- Power
- Affiliation
Hierarchy of Needs Five-tier model of human needs, hierarchical levels within a pyramid. Needs lower down in the hierarchy must be
satisfied before individuals can attend to needs higher up
- Deficiency/basic needs
- Growth needs – top level
Motivation to fulfil deficiency needs will become stronger the longer
the duration they are denied (the longer a person goes without food =
the more hungry he/she will become)
ERG Theory Condenses Maslow’s five needs into three categories:
- Existence – all material and physiological desires
- Relatedness – social and external esteem
- Growth – self-actualisation
Existence needs are the most concrete, and the easiest to verify. Relatedness needs less concrete, which depend on a
relationship between two or more
people. Growth needs are the least
concrete in that their specific objectives
depend on the uniqueness of each
person
Important difference between ERG and
Maslow – a lower level does not have
to be gratified!
, Dual Factor Theory
Some job factors result in satisfaction, while other job factors
prevent dissatisfaction.
- Hygiene factors – job context
- Motivator factors – job content
If motivators are not present in a job, a person will not necessarily be dissatisfied. However, that person will not be
in a position to experience satisfaction, since nothing about the work itself is a motivational turn-on. When motivator
factors are inherent in the job, satisfaction is perceived as possible and work-directed energy is aroused or sustained.
Only then a person van be consistently motivated
Theory X/Y Theory X – people are lazy
- People are passive, indolent and work as little as possible – people need to be coerced and controlled
- People are self-centred and indifferent to organised needs. Therefore, they are by nature resistant to change
Theory Y – people are motivated
- People seek responsibility and have the capacity to direct and control organisational tasks if they are
committed to the objectives
- Structure work environment to let people achieve higher order personal goals
Expectancy Theory Where Maslow and Herzberg look at the relationship
between internal needs and the resulting effort to fulfil
them, Vroom’s expectancy theory separates effort
(which arises from motivation), performance and
outcomes. Behaviour results from conscious choices
among alternatives whose purpose is to maximize
pleasure and to minimise pain.
Based on a person’s beliefs/perceptions about effort
performance-outcome relationships.
3 dimensions:
- Expectancy – increased effort will lead to increased performance/does my effort affect my task performance?
- Instrumentality – if you perform well, valued outcome will be received/are personal consequences linked to
my performance?
