The Link Between Scientific Management and the Human Relations Approach free essay sample

The link between Scientific Management and the Human Relations approach There are inherent tensions in organisations – and they are resolved by the process of management. There are a number of management strategies that can be observed with the passing of time. Two important ones are scientific management and the human relations approach. The first is represented by scientific management or the classical school of management theory. The scientific management approach strove to control people and keep down their costs. It emphasised the need for rationality, clear objectives, the right of managers to manage and adopted work study and similar methods. These led to the reduction of tasks to their basic elements and the grouping of similar elements together to produce low-skilled, low-paid jobs, epitomised by assembly line working with a large measure of interchangeability between workers. Workers tended to be treated relatively impersonally and collectively (management and labour) and the nature of the psychological contract was calculative, with a focus on extrinsic rewards and incentives. We will write a custom essay sample on The Link Between Scientific Management and the Human Relations Approach or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Such a strategy encouraged a collective response from workers, hence the development of trade unions. While this strategy epitomised the management approach of the first half of the 20th century, it has left its legacy in many management practices, such as organisation and method study, job analysis and description, selection methods, an overriding concern for efficiency and the bottom line, appraisal and performance management. The human relations approach to the tensions in organisations emerged during the middle of the 20th century. It developed in parallel with an increasingly prosperous society in which there were strong trade unions and later a growing acceptance of the rights of individuals to self-fulfilment. Child (1969) identifies its emergence in British management thinking as a response to growing labour tensions. It tempered scientific management by its recognition that people differed from other resources, that if they were treated as clock numbers rather than as human beings they would not be fully effective at work and could even fight back to the point of subverting management intentions. It also recognised the significance of social relations at work – the informal organisation. Managers therefore had to pay attention to the nature of supervision and working in groups and teams. And, to find ways of involving employees through job design, motivation and a democratic, consultative or particpative style of management. The nature of the psychological contract was co-operative. Adapted from Beardwell, Claydon and Holden (2004: 81-82)

50 Idioms About Fruits and Vegetables

50 Idioms About Fruits and Vegetables 50 Idioms About Fruits and Vegetables 50 Idioms About Fruits and Vegetables By Mark Nichol Food, one of the necessities of life, figures often in traditional expressions. Fruits and vegetables, specifically, account for some of the most familiar idioms, including the following. Fruit 1. To compare â€Å"apples and oranges† is to uselessly compare unlike things. 2. The â€Å"apple of (one’s) eye† is a favorite or well-like person. 3. To say that â€Å"the apple never falls far from the tree† is to suggest that a person’s personality traits are close to those of the person’s parents. 4. â€Å"As American as apple pie† means that something is quintessentially representative of American culture or values. 5. â€Å"(As) sure as God made little green apples† suggests certainty. 6–12. To be a â€Å"bad apple† or a â€Å"rotten apple† is to be a bad person. Meanwhile, to say that â€Å"one bad (or rotten) apple spoils the whole bunch (or barrel)† implies that one flawed element or person can undermine an effort or a group, and to be â€Å"rotten to the core† is to be thoroughly bad or worthless. 13–14. â€Å"How do you like them apples?† (or â€Å"How about them apples?†) is a neutral or taunting comment, depending on the context, that refers to an undesirable state or situation. 15–16. To â€Å"polish (one’s) apple† is to flatter someone; a flatterer is an â€Å"apple polisher.† 17. To â€Å"upset the apple cart† is to ruin plans. 18. A â€Å"banana republic† is a weak or corrupt country. 19–20. A â€Å"second banana† is a subordinate, and the â€Å"top banana† is the leader. 21–22. To â€Å"go bananas† is to become excited or crazed, and â€Å"to drive (someone) bananas† is to annoy or irritate someone. 23. Something in â€Å"cherry condition† is excellently maintained or restored. 24. To â€Å"cherry-pick† is to select carefully. 25. â€Å"Life is a bowl of cherries† means that life is easy. 26. To â€Å"not give a fig† is to be unconcerned. 27. A â€Å"lemon† is a flawed or worthless item; the idiom often refers to a vehicle. 28. â€Å"Melon† is sometimes used as slang for head or, vulgarly, for large breasts. 29. To say that someone or something is a â€Å"peach† means that they are beautiful, excellent, or sweet. 30. When everything is â€Å"peaches and cream,† life is going well. 31. A â€Å"plum† assignment or job is a highly coveted one. 32. One is said to have â€Å"sour grapes† when one belittles something one covets but cannot obtain. Vegetables 33–36. To be â€Å"full of beans† is to talk nonsense, and to â€Å"not know beans† is to be ignorant or uninformed. To be â€Å"not worth a hill of beans† is to be worthless, and to â€Å"spill the beans† is to tell a secret. 37–38. To â€Å"dangle a carrot† before someone is to encourage them with an incentive, and the carrot in â€Å"carrot and stick† is an incentive or reward. (The stick is the punishment.) 39. A â€Å"carrot top† is a red-haired person. 40. Someone â€Å"as cool as a cucumber† is very self-possessed under pressure. 41. To â€Å"pass an olive branch† is to make peaceful or reconciliatory overtures. 42. A â€Å"pea-brained† person is stupid. 43. Fog or something else very dense can be described as being â€Å"as thick as pea soup.† 44. To be â€Å"like two peas in a pod† is to be very close with or similar to someone. 45. To be â€Å"in a pickle† is to experience complication. 46. A â€Å"couch potato† is someone who spends an excessive amount of time seated watching television or playing video games. 47–48. A â€Å"hot potato† is a controversial or difficult issue, but to â€Å"drop (someone or something) like a hot potato† is to abandon the person or thing. 49. Something that is â€Å"small potatoes† is insignificant. 50. â€Å"Salad days† refers to the youthful period of one’s life. Fruits and vegetables figure occasionally in figurative references to color, such as â€Å"beet red† (the color of embarrassment), or descriptions of specific hues, like â€Å"cherry red,† as well as other comparisons, including â€Å"pear shaped.† The words fruit and vegetable themselves appear occasionally in idiomatic phrases, including the following: To â€Å"bear fruit† is to produce results. â€Å"Forbidden fruit† is something attractive but not allowed. The â€Å"fruits of one’s labors† are the results of the person’s efforts. To â€Å"become a vegetable† is to be rendered physically disabled or to virtually cease physical activity. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Rhetorical Devices for Rational WritingWriting the Century10 Functions of the Comma

Ethic Reflection Essay Example | Topics and Well Written Essays - 500 words - 1

Ethic Reflection - Essay Example do not directly contribute to the bottom line, they contribute towards social responsibility and develop relationships with the neighboring communities. Therefore, when organizations are confronted with hard decisions, they need to know that coming up with decisions will not only affect the employees and the corporation, but it has an impact on the stakeholders of the company and the public communities. Moreover, making the wrong or right decisions will affect many individuals, which is why ethics is so significant (Fassin, 2012). Stakeholders are those individuals that have a stake in the company. Stakeholders should be convinced that the resources spent on making the business a success are used well. It also assists the organizations to center on performance as passionate stakeholders still judge organizations primarily on their ability to deliver and the customer experience (Fassin, 2009). Ethics and social responsibility facilitates the organization to realize less wasteful and i nnovative methods to clarify to the stakeholders how good their business is and makes sure corporate citizenship and good business are practiced and understood all over the organization. This ensures that the stakeholders and other individuals involved in the organization to adjust to any changes in the company progressively and this prevents hostility and anger toward the organization (Elms, Brammer, Harris, & Phillips, 2010). My ethical perception has taken a complete new viewpoint throughout this program. I feel that my personal view of ethics is progressing, bearing in mind the information and knowledge I am gaining through this program and the personal experiences. At first, I used to love working on assignments on my own, and not asking for assistance since I feared something would not be done correctly. However, that has changed, and now I tend to work well with co-workers and I am patient. I discovered that I work well in groups, and my communication with co-workers is good.