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The provision of interpersonal managerial communication skills is based on the theories of how to make it with more efficiency and success for the parties involved in the process. The scheme of management communication presupposes the use of current theoretical and practical mechanisms in order to drive the policy of an organization in terms of supposed benefits. The way a person or an organization of people achieves goals determines the time and efforts being spent on it. In this respect, the discussion in the paper touches upon three theories of management, namely: the scientific management school, the human behavior school, and the integrated perspectives school. The introduction of each theory will then make the possible promotion of suggestions for the education board in terms of other two theories, Maslow’s Motivational approach, and Herzberg’s Motivation-Hygiene Theory. It is necessary to mention that the analysis of all theories can be helpful to provide an opportunity to apply them in practice. All in all, motivation in the workplace is the best stimulus for efficiency and productivity. Correct work of management team is apt to make an organization improved and successful.
The scientific management school theory by Fredric Taylor is usable in today’s management, particularly, in the sphere of education, because the theory urges to implement methods and experiences known for science (Shockley-Zalabak, 2008). The scientific basis of the approach is at the core of the theory, because as Slack et al (2007) note: “Workers should be selected, trained and developed methodically to perform their tasks” (261). Thus a pure science should be presented in the approaches toward decision-making issues. Another aspect of the discussion touches upon the human behavior school, where the behavior of human beings is analyzed as one of the impulses for efficient productivity within a work process.
Thus, theorists are intended to think that workers should be rightly directed in their behavior toward work and goals which are predominant for it. Thereupon, the desires and motivations of individuals participating or cooperating in groups should be considered as means of productivity for an organization (Shockley-Zalabak, 2008). Such an idea is developed in a bilateral attitude because there are still doubts whether this approach is not a ground for diminishing the basic value of the organization. In relationships between individuals in the workspace, the HR department can have a possibility to work out strategies of how to encourage the personnel. Nevertheless, the scientific and Human Behavior approaches save their rationale in terms of making the managerial process reliable. Living in the era of high technologies there should be a point on the process of peoples’ integration toward the innovations which can facilitate their work process and add more stimuli to their further development in this sphere.
The analysis of people, milieus, and technologies in an organization’s framework contributes to the whole picture of integration which may cause positive consequences for it. Integrated perspectives school seeks for exploration of factors being viable for the work process. In other words, this theoretical approach is mainly based on the idea of social, technical, or technological systems and their junction in mutual connections. Shockley-Zalabak (2008) provides clarification to this theory by noting that “the sociotechnical approach attempted to balance human social-psychological needs with organizational goals” (79).
In relationships between the education board and superintendent, it is vital to point out Maslow’s motivational approach. For example, when a board wants to motivate a superintendent to do the board’s bidding it is necessary to outline the sphere of proper needs for this. Hence, the physiological needs of the board should be supported with the status needs of the superintendent in order to satisfy his/her self-esteem and a feeling of responsibility (Cox and Brittain, 2004). Here the scientific approach is also great because such motives are based on “maximum prosperity for both” (Slack et al, 2007, p. 261). In this respect, the board can also rely on Maslow’s social and self-fulfillment needs when acquiring to the superintendent.
In a scenario when an entry-level teacher makes an appointment with an academic department head the second one should promote his/her persuasive speech in terms of motivational variables. According to Maslow’s theory, the most appropriate points should underline the significance of physiological and security needs fulfillment on an entry-stage (Cox and Brittain, 2004). First aid should be proposed as a motivational prospect. The assumptions made by an entry-level teacher would then be expanded with social and status needs in terms of further elaboration of professional and collective needs and features in the workplace. According to Herzberg’s two-factor theory, the entry-level teacher should be assured of having good conditions for work and a salary (Cox and Brittain, 2004). For a superintendent’s attempts to develop compliances for the school system Herzberg’s theory suggests to make emphasis on policy, conditions, compensation, supervision, recognition, advancement, and work itself (Cox and Brittain, 2004).
To sum up, the process of management development does not go without the implementation of different theories for better communication within the personnel and in successful relations between dominants and subordinates. In other words, it is vital for an organization to provide correct relationships in both horizontal and vertical domains of the work process. Maslow’s approach and Herzberg’s theory of motivation are taken into account as most usable for today.
References
Cox, R. and Brittain, P. (2004). Retailing: an introduction (5th ed.). London: Pearson Education.
Shockley-Zalabak, P. (2008). Fundamentals of Organizational Communication: Knowledge, Sensitivity, Skills, Values (7th ed.). Boston, MA: Allyn and Bacon.
Slack, N., Chambers, S. and Johnston, R. (2007). Operations management (5th ed.). London: Pearson Education.
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