SlideShare a Scribd company logo
Lecturer: Osei-Tutu Joseph
Contact: Phone: 0244 508205/ 0505 895953
e-mail: otkwam@gmail.com
 Douglas McGregor studied the attitudes people have
towards work and in his book, "The Human Side
of Enterprise" published in 1960 revealed certain
assumptions (beliefs) people (workers) have towards
work.
 He categorized these assumptions into two groups which
he called Theory X and Theory Y.
 These are regarded as two types of management
philosophies which guide their actions.
 Generally, Theory X assumes that people are lazy and will
avoid work whenever possible.
 Theory Y, on the other hand, assumes that people are
creative and enjoy work.
 Theory X = the classical school of management thought, as
suggested by adherents of Taylorism.
 Theory X basically holds the belief that people do not like
work and that some kind of direct pressure and control must
be exerted to get them to work effectively.
 These people require a rigidly managed environment, usually
requiring threats of disciplinary action as a primary source of
motivation.
 It is also held that employees will only respond to monetary
rewards as an incentive to perform above the level of that
which is expected.
 From a management point of view, autocratic (Theory X)
managers like to retain most of their authority.
 They make decisions on their own and inform the workers,
assuming that they will carry out the instructions.
1. The average human being has an inherent dislike for work and will
avoid it if possible.
2. Because of this human characteristic of dislike for work, most
employees must be coerced, controlled, directed and threatened
with punishment to get them to put forth adequate effort towards
achieving organizational objectives.
3. Most people are not ambitious, have little desire for responsibility,
and prefer to be directed or led.
4. The average man is by nature indolent - he works as little as
possible.
5. Most people have little capacity for creativity in solving
organizational problems.
6. Motivation occurs only at the physiological and safety levels.
7. Most people are inherently self-centered, indifferent to
organizational needs.
8. Man is by nature resistant to change.
 Rigid patterns: Theory X results in rigid patterns of control
which may be applied in many ways. First, the theory advocates
close and careful supervision. Second, it relies on many
detailed directions such as demanding complete compliance
from the workers. Third, if employers feel the workers do not
perform their duties they threaten them with firing and
withdrawal of pay.
 Insistence on centralized power: All decisions are made and
channeled from the top. The workers do not have any say in
matters which affect them. Thus, it leads to authoritarian
leadership. In the school, it may show up in teacher dominated
classroom where students do not have any say. He might arbitrarily
decide to punish students by giving them undeserved low grades. '
 Another problem with Theory X is that it concerns itself
exclusively with high productivity of the organization at the
expense of the workers. They are exploited and their morale
becomes low.
 Administrators who use Theory X approach adopt wrong
attitudes towards the workers, considering them to be
unreliable, irresponsible and immature. The workers are
therefore not given any important responsibilities or involved in
decision-making.
 In sum, what is fundamental to Theory X is a philosophy of
direction, close supervision, external control and
authoritarian and directive style of leadership.
 Theory Y's assumptions represent a much more positive
assessment of human behaviour, and therefore related to
the human relations theory.
 Theory Y assumes that people are creative and eager to
work.
 Theory Y workers tend to desire more responsibility than
Theory X workers, and have strong desires to participate
in the decision making process.
 Theory Y workers are comfortable in a working
environment which allows creativity and the opportunity
to become personally involved in organisational planning
1. The expenditure of physical and mental efforts in work is as
natural as play or rest.
2. External control and the threat of punishment are not the only
means of bringing about efforts towards organizational objectives
to which they are committed.
3. Commitment to objectives is a functions of the rewards associated
with their achievement.
4. The average human being learns, under proper conditions, not
only to accept, but also to seek responsibility.
5. The capacity to exercise a relatively high degree of imagination,
ingenuity and creativity in the solution of organizational problems
is widely and not narrowly distributed in the population.
6. Under the condition of modem industrial life, the intellectual
potentialities of the average human being are only partially realized
or utilized.
1. Administrators who are Theory Y oriented seek
information from their workers and listen to them.
They will be concerned with the welfare of their
workers and willingly listen to their problems.
 In the classroom, the teacher who is Y oriented will
be student oriented and give them freedom to express
their ideas, and give them support in their class work.
1. The belief in Theory Y also leads to decentralization
of activities or power and delegation of authority.
 That is, responsibilities are shared among workers.
Besides, the workers are given authority to a certain
extent.
 For example, the workers are given a large measure of
self-control, self direction, freedom to act
(participate), responsibility and recognition for
achievement. By this the worker becomes highly
motivated.
1. Workers are regarded as responsible and mature and
therefore treated with due respect.
2. Finally a theory Y managerial behaviour would reflect
a less authoritarian or democratic leadership style.
 In sum, as pointed out by Szilagyi (1981), Theory Y
encourages:
 (1) delegating authority for many decisions to lower
level workers;
 (2) making an effort to make workers' job less routine
and boring;
 (3) increasing the level of responsibility in each
worker's job;
 (4) improving the free flow of information and
communication within the organization; and
 (5) recognizing that people are motivated by a
complex set of psychological needs, not just money.
 Theory Z is the term coined by William G. Ouchi to
characterize the Japanese approach to managing a
business.
 Like Theory Y, Theory Z emphasizes concern for people
and participative or consultative decision-making.
 Theory Z speaks of an organisational culture which
mirrors the Japanese culture in which workers are more
participative, and capable of performing many and varied
tasks.
 Theory Z emphasises things such as job rotation,
broadening of skills, generalisation versus specialisation,
and the need for continuous training of workers
 The most significant aspect of Theory Z, however, is
the importance it places on the traditional
mechanisms.
 Ouchi believes, the secret of Japanese success, is the
great concern Japan's managers show for the
well-being and development of employees.
 This philosophy based on several ideas that are
uniquely Japanese, emphasizes the workers as the key
to productivity and economic growth
1. Life time employment
2. Collective decision-making
3. Collective responsibility
4. Slow evaluation and promotion
5. Implicit control mechanism
6. Non-specialized career paths
7. Holistic concern for employee as a person.
Sch Organistion - Lect 3 Mgt Assumptions.pptx

More Related Content

Similar to Sch Organistion - Lect 3 Mgt Assumptions.pptx

An overview of a theoretical reflections on Douglas
An overview of a theoretical reflections on DouglasAn overview of a theoretical reflections on Douglas
An overview of a theoretical reflections on DouglasEkene Egbo
 
X and y
X and yX and y
X and y
Nosheen Afzal
 
HUman Relation Theory @ X Theory, Y Theory, Mayo Theory
HUman Relation Theory @ X Theory, Y Theory, Mayo TheoryHUman Relation Theory @ X Theory, Y Theory, Mayo Theory
HUman Relation Theory @ X Theory, Y Theory, Mayo Theory
kumar alok
 
Presentation ( Shaon).pptx
Presentation ( Shaon).pptxPresentation ( Shaon).pptx
Presentation ( Shaon).pptx
TanziaRahman5
 
Themes of Motivation
Themes of MotivationThemes of Motivation
Themes of Motivation
GH Burn
 
PPM&OB discription inthis document file opeations
PPM&OB discription inthis document file opeationsPPM&OB discription inthis document file opeations
PPM&OB discription inthis document file opeations
harshitbisen26
 
X y theory of management
X y theory of managementX y theory of management
X y theory of management
HadeeqaTanveer
 
Motivation
Motivation Motivation
Motivation
ASWATHY BABU
 
Traditional and Contemporary Issues and Challenges
Traditional and Contemporary Issues and ChallengesTraditional and Contemporary Issues and Challenges
Traditional and Contemporary Issues and Challenges
Jubayer Alam Shoikat
 
Motivation
Motivation   Motivation
Motivation
AshwiniKumbar1
 
Directing
DirectingDirecting
Directing
Ime Amor Mortel
 
paper-4.pdf
paper-4.pdfpaper-4.pdf
paper-4.pdf
ssuser4e0770
 
Mc Gregor's & Ouchi's theories of management.
Mc Gregor's & Ouchi's theories of management.Mc Gregor's & Ouchi's theories of management.
Mc Gregor's & Ouchi's theories of management.
ArulmadhavUB
 
Theory xy org mgt
Theory xy org mgtTheory xy org mgt
Theory xy org mgt
maricelaugust111980
 
Evolution of Management Thought.ppt
Evolution of Management Thought.pptEvolution of Management Thought.ppt
Evolution of Management Thought.ppt
ssuserc35845
 
The Chapter of Motivation in Public Administration
The Chapter of Motivation in Public Administration The Chapter of Motivation in Public Administration
The Chapter of Motivation in Public Administration HAFIZUDIN YAHAYA
 

Similar to Sch Organistion - Lect 3 Mgt Assumptions.pptx (20)

McGregor Theory x & y
McGregor Theory x & yMcGregor Theory x & y
McGregor Theory x & y
 
An overview of a theoretical reflections on Douglas
An overview of a theoretical reflections on DouglasAn overview of a theoretical reflections on Douglas
An overview of a theoretical reflections on Douglas
 
X and y
X and yX and y
X and y
 
Mhrm project 2
Mhrm project 2Mhrm project 2
Mhrm project 2
 
HUman Relation Theory @ X Theory, Y Theory, Mayo Theory
HUman Relation Theory @ X Theory, Y Theory, Mayo TheoryHUman Relation Theory @ X Theory, Y Theory, Mayo Theory
HUman Relation Theory @ X Theory, Y Theory, Mayo Theory
 
Presentation ( Shaon).pptx
Presentation ( Shaon).pptxPresentation ( Shaon).pptx
Presentation ( Shaon).pptx
 
Themes of Motivation
Themes of MotivationThemes of Motivation
Themes of Motivation
 
Organizational Behavior final
Organizational Behavior finalOrganizational Behavior final
Organizational Behavior final
 
PPM&OB discription inthis document file opeations
PPM&OB discription inthis document file opeationsPPM&OB discription inthis document file opeations
PPM&OB discription inthis document file opeations
 
X y theory of management
X y theory of managementX y theory of management
X y theory of management
 
Motivation
Motivation Motivation
Motivation
 
Motivation theories
Motivation theoriesMotivation theories
Motivation theories
 
Traditional and Contemporary Issues and Challenges
Traditional and Contemporary Issues and ChallengesTraditional and Contemporary Issues and Challenges
Traditional and Contemporary Issues and Challenges
 
Motivation
Motivation   Motivation
Motivation
 
Directing
DirectingDirecting
Directing
 
paper-4.pdf
paper-4.pdfpaper-4.pdf
paper-4.pdf
 
Mc Gregor's & Ouchi's theories of management.
Mc Gregor's & Ouchi's theories of management.Mc Gregor's & Ouchi's theories of management.
Mc Gregor's & Ouchi's theories of management.
 
Theory xy org mgt
Theory xy org mgtTheory xy org mgt
Theory xy org mgt
 
Evolution of Management Thought.ppt
Evolution of Management Thought.pptEvolution of Management Thought.ppt
Evolution of Management Thought.ppt
 
The Chapter of Motivation in Public Administration
The Chapter of Motivation in Public Administration The Chapter of Motivation in Public Administration
The Chapter of Motivation in Public Administration
 

More from dordunureubenmawukok

Baase_Henry_GoF5e_Ch4.pptx Gift of Fire Cp,[
Baase_Henry_GoF5e_Ch4.pptx Gift of Fire Cp,[Baase_Henry_GoF5e_Ch4.pptx Gift of Fire Cp,[
Baase_Henry_GoF5e_Ch4.pptx Gift of Fire Cp,[
dordunureubenmawukok
 
Baase_Henry_GoF5e_Ch3.pptx Gift of Fire
Baase_Henry_GoF5e_Ch3.pptx  Gift of FireBaase_Henry_GoF5e_Ch3.pptx  Gift of Fire
Baase_Henry_GoF5e_Ch3.pptx Gift of Fire
dordunureubenmawukok
 
Baase_Henry_GoF5e_Ch2.pptx Gift of Fire Computer Ethics
Baase_Henry_GoF5e_Ch2.pptx Gift of Fire Computer EthicsBaase_Henry_GoF5e_Ch2.pptx Gift of Fire Computer Ethics
Baase_Henry_GoF5e_Ch2.pptx Gift of Fire Computer Ethics
dordunureubenmawukok
 
Baase_Henry_GoF5e_Ch1.pptx Gift of Fire Computer Ethics
Baase_Henry_GoF5e_Ch1.pptx Gift of Fire Computer EthicsBaase_Henry_GoF5e_Ch1.pptx Gift of Fire Computer Ethics
Baase_Henry_GoF5e_Ch1.pptx Gift of Fire Computer Ethics
dordunureubenmawukok
 
Baase_Henry_GoF5e_Ch5.ppt Gift of Fire, Computer Ethics
Baase_Henry_GoF5e_Ch5.ppt Gift of Fire, Computer EthicsBaase_Henry_GoF5e_Ch5.ppt Gift of Fire, Computer Ethics
Baase_Henry_GoF5e_Ch5.ppt Gift of Fire, Computer Ethics
dordunureubenmawukok
 
Sch Organistion - Lect 2 Mgt framework.pptx
Sch Organistion - Lect 2 Mgt framework.pptxSch Organistion - Lect 2 Mgt framework.pptx
Sch Organistion - Lect 2 Mgt framework.pptx
dordunureubenmawukok
 

More from dordunureubenmawukok (6)

Baase_Henry_GoF5e_Ch4.pptx Gift of Fire Cp,[
Baase_Henry_GoF5e_Ch4.pptx Gift of Fire Cp,[Baase_Henry_GoF5e_Ch4.pptx Gift of Fire Cp,[
Baase_Henry_GoF5e_Ch4.pptx Gift of Fire Cp,[
 
Baase_Henry_GoF5e_Ch3.pptx Gift of Fire
Baase_Henry_GoF5e_Ch3.pptx  Gift of FireBaase_Henry_GoF5e_Ch3.pptx  Gift of Fire
Baase_Henry_GoF5e_Ch3.pptx Gift of Fire
 
Baase_Henry_GoF5e_Ch2.pptx Gift of Fire Computer Ethics
Baase_Henry_GoF5e_Ch2.pptx Gift of Fire Computer EthicsBaase_Henry_GoF5e_Ch2.pptx Gift of Fire Computer Ethics
Baase_Henry_GoF5e_Ch2.pptx Gift of Fire Computer Ethics
 
Baase_Henry_GoF5e_Ch1.pptx Gift of Fire Computer Ethics
Baase_Henry_GoF5e_Ch1.pptx Gift of Fire Computer EthicsBaase_Henry_GoF5e_Ch1.pptx Gift of Fire Computer Ethics
Baase_Henry_GoF5e_Ch1.pptx Gift of Fire Computer Ethics
 
Baase_Henry_GoF5e_Ch5.ppt Gift of Fire, Computer Ethics
Baase_Henry_GoF5e_Ch5.ppt Gift of Fire, Computer EthicsBaase_Henry_GoF5e_Ch5.ppt Gift of Fire, Computer Ethics
Baase_Henry_GoF5e_Ch5.ppt Gift of Fire, Computer Ethics
 
Sch Organistion - Lect 2 Mgt framework.pptx
Sch Organistion - Lect 2 Mgt framework.pptxSch Organistion - Lect 2 Mgt framework.pptx
Sch Organistion - Lect 2 Mgt framework.pptx
 

Recently uploaded

CACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdfCACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdf
camakaiclarkmusic
 
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Levi Shapiro
 
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdfHome assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Tamralipta Mahavidyalaya
 
Embracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic ImperativeEmbracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic Imperative
Peter Windle
 
Palestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptxPalestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptx
RaedMohamed3
 
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptxFrancesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
EduSkills OECD
 
special B.ed 2nd year old paper_20240531.pdf
special B.ed 2nd year old paper_20240531.pdfspecial B.ed 2nd year old paper_20240531.pdf
special B.ed 2nd year old paper_20240531.pdf
Special education needs
 
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdfUnit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Thiyagu K
 
678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf
CarlosHernanMontoyab2
 
Guidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th SemesterGuidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th Semester
Atul Kumar Singh
 
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free downloadThe French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Vivekanand Anglo Vedic Academy
 
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptxInstructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
Jheel Barad
 
Additional Benefits for Employee Website.pdf
Additional Benefits for Employee Website.pdfAdditional Benefits for Employee Website.pdf
Additional Benefits for Employee Website.pdf
joachimlavalley1
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
TechSoup
 
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdfAdversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Po-Chuan Chen
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
SACHIN R KONDAGURI
 
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdfUnit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Thiyagu K
 
Polish students' mobility in the Czech Republic
Polish students' mobility in the Czech RepublicPolish students' mobility in the Czech Republic
Polish students' mobility in the Czech Republic
Anna Sz.
 
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Nguyen Thanh Tu Collection
 
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
Jisc
 

Recently uploaded (20)

CACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdfCACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdf
 
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
 
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdfHome assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
 
Embracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic ImperativeEmbracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic Imperative
 
Palestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptxPalestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptx
 
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptxFrancesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
 
special B.ed 2nd year old paper_20240531.pdf
special B.ed 2nd year old paper_20240531.pdfspecial B.ed 2nd year old paper_20240531.pdf
special B.ed 2nd year old paper_20240531.pdf
 
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdfUnit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
 
678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf
 
Guidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th SemesterGuidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th Semester
 
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free downloadThe French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
 
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptxInstructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
 
Additional Benefits for Employee Website.pdf
Additional Benefits for Employee Website.pdfAdditional Benefits for Employee Website.pdf
Additional Benefits for Employee Website.pdf
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
 
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdfAdversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
 
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdfUnit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdf
 
Polish students' mobility in the Czech Republic
Polish students' mobility in the Czech RepublicPolish students' mobility in the Czech Republic
Polish students' mobility in the Czech Republic
 
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
 
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
 

Sch Organistion - Lect 3 Mgt Assumptions.pptx

  • 1. Lecturer: Osei-Tutu Joseph Contact: Phone: 0244 508205/ 0505 895953 e-mail: otkwam@gmail.com
  • 2.  Douglas McGregor studied the attitudes people have towards work and in his book, "The Human Side of Enterprise" published in 1960 revealed certain assumptions (beliefs) people (workers) have towards work.  He categorized these assumptions into two groups which he called Theory X and Theory Y.  These are regarded as two types of management philosophies which guide their actions.  Generally, Theory X assumes that people are lazy and will avoid work whenever possible.  Theory Y, on the other hand, assumes that people are creative and enjoy work.
  • 3.  Theory X = the classical school of management thought, as suggested by adherents of Taylorism.  Theory X basically holds the belief that people do not like work and that some kind of direct pressure and control must be exerted to get them to work effectively.  These people require a rigidly managed environment, usually requiring threats of disciplinary action as a primary source of motivation.  It is also held that employees will only respond to monetary rewards as an incentive to perform above the level of that which is expected.  From a management point of view, autocratic (Theory X) managers like to retain most of their authority.  They make decisions on their own and inform the workers, assuming that they will carry out the instructions.
  • 4. 1. The average human being has an inherent dislike for work and will avoid it if possible. 2. Because of this human characteristic of dislike for work, most employees must be coerced, controlled, directed and threatened with punishment to get them to put forth adequate effort towards achieving organizational objectives. 3. Most people are not ambitious, have little desire for responsibility, and prefer to be directed or led. 4. The average man is by nature indolent - he works as little as possible. 5. Most people have little capacity for creativity in solving organizational problems. 6. Motivation occurs only at the physiological and safety levels. 7. Most people are inherently self-centered, indifferent to organizational needs. 8. Man is by nature resistant to change.
  • 5.  Rigid patterns: Theory X results in rigid patterns of control which may be applied in many ways. First, the theory advocates close and careful supervision. Second, it relies on many detailed directions such as demanding complete compliance from the workers. Third, if employers feel the workers do not perform their duties they threaten them with firing and withdrawal of pay.  Insistence on centralized power: All decisions are made and channeled from the top. The workers do not have any say in matters which affect them. Thus, it leads to authoritarian leadership. In the school, it may show up in teacher dominated classroom where students do not have any say. He might arbitrarily decide to punish students by giving them undeserved low grades. '
  • 6.  Another problem with Theory X is that it concerns itself exclusively with high productivity of the organization at the expense of the workers. They are exploited and their morale becomes low.  Administrators who use Theory X approach adopt wrong attitudes towards the workers, considering them to be unreliable, irresponsible and immature. The workers are therefore not given any important responsibilities or involved in decision-making.  In sum, what is fundamental to Theory X is a philosophy of direction, close supervision, external control and authoritarian and directive style of leadership.
  • 7.  Theory Y's assumptions represent a much more positive assessment of human behaviour, and therefore related to the human relations theory.  Theory Y assumes that people are creative and eager to work.  Theory Y workers tend to desire more responsibility than Theory X workers, and have strong desires to participate in the decision making process.  Theory Y workers are comfortable in a working environment which allows creativity and the opportunity to become personally involved in organisational planning
  • 8. 1. The expenditure of physical and mental efforts in work is as natural as play or rest. 2. External control and the threat of punishment are not the only means of bringing about efforts towards organizational objectives to which they are committed. 3. Commitment to objectives is a functions of the rewards associated with their achievement. 4. The average human being learns, under proper conditions, not only to accept, but also to seek responsibility. 5. The capacity to exercise a relatively high degree of imagination, ingenuity and creativity in the solution of organizational problems is widely and not narrowly distributed in the population. 6. Under the condition of modem industrial life, the intellectual potentialities of the average human being are only partially realized or utilized.
  • 9. 1. Administrators who are Theory Y oriented seek information from their workers and listen to them. They will be concerned with the welfare of their workers and willingly listen to their problems.  In the classroom, the teacher who is Y oriented will be student oriented and give them freedom to express their ideas, and give them support in their class work. 1. The belief in Theory Y also leads to decentralization of activities or power and delegation of authority.  That is, responsibilities are shared among workers. Besides, the workers are given authority to a certain extent.
  • 10.  For example, the workers are given a large measure of self-control, self direction, freedom to act (participate), responsibility and recognition for achievement. By this the worker becomes highly motivated. 1. Workers are regarded as responsible and mature and therefore treated with due respect. 2. Finally a theory Y managerial behaviour would reflect a less authoritarian or democratic leadership style.
  • 11.  In sum, as pointed out by Szilagyi (1981), Theory Y encourages:  (1) delegating authority for many decisions to lower level workers;  (2) making an effort to make workers' job less routine and boring;  (3) increasing the level of responsibility in each worker's job;  (4) improving the free flow of information and communication within the organization; and  (5) recognizing that people are motivated by a complex set of psychological needs, not just money.
  • 12.  Theory Z is the term coined by William G. Ouchi to characterize the Japanese approach to managing a business.  Like Theory Y, Theory Z emphasizes concern for people and participative or consultative decision-making.  Theory Z speaks of an organisational culture which mirrors the Japanese culture in which workers are more participative, and capable of performing many and varied tasks.  Theory Z emphasises things such as job rotation, broadening of skills, generalisation versus specialisation, and the need for continuous training of workers
  • 13.  The most significant aspect of Theory Z, however, is the importance it places on the traditional mechanisms.  Ouchi believes, the secret of Japanese success, is the great concern Japan's managers show for the well-being and development of employees.  This philosophy based on several ideas that are uniquely Japanese, emphasizes the workers as the key to productivity and economic growth
  • 14. 1. Life time employment 2. Collective decision-making 3. Collective responsibility 4. Slow evaluation and promotion 5. Implicit control mechanism 6. Non-specialized career paths 7. Holistic concern for employee as a person.