Scientific schools of management. Representatives of the School of Scientific Management

Modern views on the theory of management, the foundation of which laid the scientific schools of management, are very diverse. The article will tell about leading foreign management schools and founders of management.

The origin of science

Management has an ancient history, but management theory began to develop only at the beginning of the XX century. The emergence of administrative science is considered the merit of Frederick Taylor (1856-1915). The founder of the school of scientific management, Taylor together with other researchers initiated the study of the means and methods of leadership.

Revolutionary thoughts about management, motivation arose earlier, but were not in demand. For example, the project of Robert Owen (the beginning of the XIX century) proved to be very successful. His factory in Scotland made a big profit by creating working conditions that motivate people to work effectively. The working people and their families were provided with housing, worked in better conditions, and were rewarded with bonuses. But businessmen of that time were not ready to follow Owen.

In 1885, along with the Taylor School empirical school emerged, whose representatives (Drucker, Ford, Simons) held the view that management is an art. A successful leadership can be based only on practical experience and intuition, but is not a science.

It was in the USA at the dawn of the 20th century that favorable conditions developed in which the evolution of scientific management schools began. In a democratic country, a huge labor market was formed. The accessibility of education has helped many clever people to show their qualities. The development of transport and economy contributed to the strengthening of monopolies with a multi-level management structure. It took new ways of leadership. In 1911 Frederick Taylor's book "Principles of Scientific Management" was published, which initiated research in the field of a new science - leadership.

School of Scientific Management of Taylor (1885-1920).

The father of modern management Frederick Taylor proposed and systematized the laws of rational organization of work. With the help of research, he brought the idea that labor should be studied by scientific methods.

• Taylor's innovations are methods of motivation, piece-rate work, rest and breaks in production, timing, rationing, professional selection and training of personnel, the introduction of cards with the rules of work.
• Together with his followers, Taylor proved that the use of observations, measurements and analyzes will help to facilitate manual labor, to make it more perfect. The introduction of feasible standards and standards allowed to increase the salary of more efficient employees.
• Supporters of the school did not ignore the human factor. The introduction of incentive methods allowed to increase the motivation of workers, increase productivity.
• Taylor dismembered labor practices, separated the guiding functions (organization and planning) from actual labor. Representatives of the school of scientific management believed that people with this specialty should perform managerial functions. They were of the opinion that the concentration of different groups of employees on what they are more capable of, makes the organization more successful.

The system created by Taylor is recognized as more applicable to the lower-level managerial unit for diversification and expansion of production. The Taylor School of Scientific Management has created a scientific foundation in place of outdated practical methods of work. The supporters of the school belonged to such researchers as F. and L. Gilbert, G. Gantt, Weber, G. Emerson, G. Ford, G. Grant, OA. Yermansky.

Development of the School of Scientific Management

Frank and Lillian Gilbreta studied the factors affecting labor productivity. To fix movements during the operations, they used the camera and the device of their own invention (microchromometer). Studies have allowed to change the course of work, eliminating unnecessary movements.

The Gilbrets used standards and equipment in production, which subsequently led to the emergence of working standards, which introduced scientific schools of management. F. Gilbreth investigated the factors that affect the productivity of labor. He divided them into three groups:

1. Variable factors related to health, lifestyle, physique, cultural level, education.
2. Variable factors associated with working conditions, furnishings, materials, equipment and tools.
3. Variable factors associated with the speed of movement: speed, efficiency, automation and others.

As a result of the research, Gilbert came to the conclusion that the factors of motion are the most significant.

The main provisions of the school of scientific management were finalized by Max Weber. The scientist formulated six principles for the rational functioning of the enterprise, which consisted of rationality, instruction, rationing, division of labor, specialization of the management team, regulation of functions and subordination of the common goal.

The School of Scientific Management F. Taylor and his work were continued by the contribution of Henry Ford, complementing the principles of Taylor, by standardizing all processes in production, dividing operations into stages. Ford mechanized and synchronized production, organizing it on the principle of a conveyor, due to which the cost of production decreased by 9 times.

The first scientific schools of management became a reliable foundation for the development of administrative science. The school of Taylor is distinguished not only by many strengths, but also by shortcomings: the study of management under the angle of a mechanical approach, motivation through the satisfaction of the utilitarian needs of workers.

Administrative (classical) school of scientific management (1920-1950).

The administrative school initiated the development of the principles and functions of management, the search for systematic approaches to improve the management efficiency of the entire enterprise. A significant contribution to its development was made by A. Fayol, D. Muni, L. Urvik, A. Ginsburg, A. Sloane, A. Gastev. The birth of the administrative school is connected with the name of Henri Fayol, who worked for more than 50 years for the benefit of the French company in the field of coal and iron ore processing. Dindall Urvik served as a management consultant in England. James Mooney worked under the leadership of Alfred Sloan in "General Motors."

The scientific and administrative schools of management developed in different directions, but supplemented each other. Supporters of the administrative school considered their main goal to achieve the effectiveness of the entire organization as a whole, using universal principles. The researchers managed to look at the enterprise from the point of view of long-term development and defined common characteristics and patterns common to all firms.

In Fayol's book "General and Industrial Administration," management was first described as a process that includes several functions (planning, organization, motivation, regulation and control).

Fayol formulated 14 universal principles that allow an enterprise to succeed:

• division of labor;
• Combination of authority and responsibility;
• Maintenance of discipline;
• One-man management;
• General direction;
• Subordination of own interests to collective interests;
• Remuneration of employees;
• centralization;
• Chain of interaction;
• Order;
• justice;
• Stability of jobs;
• Promotion of initiative;
• Corporate spirit.

School of Human Relations (1930-1950)

Classical scientific schools of management did not take into account one of the main elements of the success of the organization - the human factor. Disadvantages of previous approaches were resolved by the neo-classical school. Her significant contribution to the development of management was the application of knowledge about interpersonal relationships. The movements for human relations and behavioral sciences are the first scientific schools of management that used the achievements of psychology and sociologists. The development of the school of human relations began thanks to two scientists: Mary Parker Follett and Elton Mayo.

Miss Follett was the first to come to the conclusion that management is ensuring the performance of work with the help of other people. She believed that the manager should not only formally treat his subordinates, but should become a leader for them.

Mayo has proved on the basis of experiments that clear regulations, instructions and decent wages do not always lead to increased productivity, according to the founder of the Taylor School of Scientific Management. Relations in the team often exceed the efforts of management. For example, the opinion of colleagues may become more important to the employee than the manager's instructions or material remuneration. Thanks to Mayo, a social management philosophy has arisen.

Mayo carried out his experiments for 13 years at a factory in Horton. He proved that it is possible to change the attitude of people to work thanks to group influence. Mayo advised the use of spiritual incentives in management, for example, communication of the employee with colleagues. He called on leaders to pay attention to the relationship in the team.

"Hortonian experiments" were the beginning:

• The study of collective relationships in many enterprises;
• The account of group psychological phenomena;
• Identification of labor motivation;
• Research of relations between people;
• Identifying the role of each employee and a small group in the work team.

School of Behavioral Sciences (1930-1950).

The end of the fifties is the period of the degeneration of the school of human relations into the school of behavioral sciences. In the first place came not the methods for building interpersonal relations, but the efficiency of the employee and the enterprise as a whole. Behavioral scientific approaches and management schools led to the emergence of a new management function - personnel management.

To the weighty figures of this direction include: Douglas McGregor, Frederic Herzberg, Chris Argyris, Rensys Likert. The object of research of scientists were social interactions, motivation, power, leadership and authority, organizational structures, communications, the quality of working life and work. The new approach departed from the methods of establishing relations in the teams, and focused on helping the employee to realize his own capabilities. The concepts of behavioral sciences were applied in the creation of organizations and management. Supporters formulated the school's goal: high efficiency of the enterprise due to the high efficiency of its human resources.

Douglas McGregor developed a theory of two types of management "X" and "U", depending on the type of relationship to subordinates: autocratic and democratic. The result of the study was the conclusion that a democratic management style is more effective. McGregor believed that managers should create conditions in which the employee not only spends effort to achieve the goals of the enterprise, but also achieve personal goals.

A major contribution to the development of the school was made by psychologist Abraham Maslow, who created the pyramid of needs. He believed that the manager should see the needs of the subordinate and choose suitable methods of motivation. Maslow singled out the primary constant needs (physiological) and secondary (social, prestigious, spiritual), constantly changing. This theory has become the basis for many modern motivational models.

School quantitative approach (since 1950)

A significant contribution of the school was the use of mathematical models in management and various quantitative methods in the development of management decisions. Among the school's supporters are R. Akoff, L. Bertalanffy, R. Kalman, S. Forresre, E. Rife, S. Simon. The direction is intended to introduce into management the main scientific schools of management, methods and apparatus of exact sciences.

The emergence of the school was due to the development of cybernetics and operations research. Within the school, an independent discipline emerged - the theory of managerial decisions. Research in this area is related to the development of:

• Methods of mathematical modeling in the development of organizational solutions;
• Algorithms for selecting optimal solutions using statistics, game theory and other scientific approaches;
• Mathematical models for phenomena in economics of applied and abstract nature;
• Large-scale models that simulate a society or a separate firm, balance models for costs or output, models for forecasting scientific, technical and economic development.

Empirical School

Modern scientific schools of management can not be imagined without the achievements of an empirical school. Its representatives believed that the main task of research in the field of management should be the collection of practical materials and the creation of recommendations for managers. Bright representatives of the school were Peter Drucker, Ray Davis, Lawrence Newman, Don Miller.

The school contributed to the separation of management into a separate profession and has two directions. The first is research into the problems of enterprise management and the development of modern management concepts. The second is a study of labor duties and managerial functions. "Empiricists" argued that the manager creates from a certain resource something one. Making decisions, it is guided by the future of the enterprise or its prospects.

Any leader is called upon to perform certain functions:

• Setting goals of the enterprise and choosing the ways of development;
• Classification, distribution of work, the creation of an organizational structure, the selection and placement of personnel, and others;
• Stimulation and coordination of personnel, control on the basis of connections between managers and the team;
• Rationing, analysis of the work of the enterprise and all employed on it;
• Motivation depending on the outcome of work.

Thus, the activity of the modern manager becomes complex. The manager should have knowledge from different areas and apply methods that are proven in practice. The school has resolved a number of significant managerial problems that arise everywhere in large-scale industrial production.

School of Social Systems

The social school applies the achievements of the school of "human relations" and regards the employee as a person having a social orientation and needs, reflected in the organizational environment. The environment of the enterprise also affects the education of the needs of the employee.

The bright representatives of the school include Jane March, Herbert Simon, Amitay Etzioni. This current in the study of the position and place of the person in the organization went further than other scientific schools of management. Briefly express the postulate of "social systems" can be as follows: the needs of the individual and the needs of the team are usually far apart.

Thanks to work, a person is able to meet his needs level by level, moving higher in the hierarchy of needs. But the essence of the organization is that it often contradicts the transition to the next level. The resulting obstacles to the movement of the employee to their goals cause conflicts with the enterprise. The task of the school is to reduce their strength through research of organizations as complex socio-technical systems.

Human Resource Management

The history of the emergence of "human resource management" dates back to the 60s of the 20th century. The model of sociologist R. Milles considered personnel as a source of reserves. According to theory, smooth management should not become the main goal, as preached scientific schools of management. Briefly, the meaning of "human management" can be expressed as follows: satisfaction of needs should be the result of personal interest of each employee.

An excellent company always knows how to retain excellent employees. Therefore, the human factor is an important strategic factor for the organization. This is a vital condition for survival in a complex market environment. To the objectives of this type of management is not just hiring, but the stimulation, development and training of professional employees that effectively implement organizational goals. The essence of this philosophy is that employees are the assets of an organization, capital that does not require much control, and is dependent on motivation and incentives.