Max Weber

Early Life

Weber was born in 1864, in Erfurt, Thuringia. He was the eldest of the seven children of Max
Weber Sr., a wealthy and prominent civil servant and member of the National Liberal Party, and
his wife Helene (Fallenstein), who partly descended from French Huguenot immigrants and held
strong moral absolutist ideas. Weber Sr.'s involvement in public life immersed his home in both
politics and academia, as his salon welcomed many prominent scholars and public figures. The
young Weber and his brother Alfred, who also became a sociologist and economist, thrived in
this intellectual atmosphere.

In 1882 Weber enrolled in the University of Heidelberg as a law student. After a year of military

service he transferred to University of Berlin. Simultaneously with his studies, he worked as a
junior barrister. In 1886 Weber passed the examination for Referendar, comparable to the bar
association examination in the British and American legal systems. Throughout the late 1880s,
Weber continued his study of law and history. He earned his law doctorate in 1889 by writing
a dissertation on legal history entitled Development of the Principle of Joint Liability and the
Separate Fund in the Public Trading Company out of Household and Trade Communities in
Italian Cities. This work was used as part of a longer work On the History of Trading Companies
in the Middle Ages, based on South-European Sources, published in the same year. Two years
later, Weber completed his Habilitations shrift, The Roman Agrarian History and its Significance
for Public and Private Law, working with August Meitzen. Having thus become a Privatdozent,
Weber joined the University of Berlin's faculty, lecturing and consulting for the government. In
the years between the completion of his dissertation and habilitation, Weber took an interest in
contemporary social policy. In 1888 he joined the Verein für Socialpolitik, a new professional
association of German economists affiliated with the historical school, who saw the role of
economics primarily as finding solutions to the social problems of the age and who pioneered
large scale statistical studies of economic issues. He also involved himself in politics, joining the
left-leaning Evangelical Social Congress.  From 1893 to 1899 Weber was a member of
the Alldeutscher Verband (Pan-German League), an organisation that campaigned against the
influx of the Polish workers; the degree of Weber's support for the Germanisation of Poles and
similar nationalist policies is still debated by modern scholars. In some of his work in particular
his provocative lecture on "The Nation State and Economic Policy" delivered in 1895, Weber
criticizes the immigration of Poles and blames the Junker class for perpetuating Slavic
immigration to serve their selfish interests.

Also in 1893 he married his distant cousin Marianne Schnitger, later a feminist activist and
author in her own right, who was instrumental in collecting and publishing Weber's journal
articles as books after his death and her biography of him is an important source for
understanding Weber's life.
Contribution to Management and Organization

In the late 1800s, Max Weber criticized organizations for running their businesses like a family,
or what some of us might refer to as 'mom and pop'. Weber believed this informal organization
of supervisors and employees inhibited the potential success of a company because power was
misplaced. He felt that employees were loyal to their bosses and not to the organization.

Weber believed in a more formalized, rigid structure of organization known as a bureaucracy.

This non-personal view of organizations followed a formal structure where rules, formal
legitimate authority and competence were characteristics of appropriate management practices.
He believed that a supervisor's power should be based on an individual's position within the
organization, his or her level of professional competence and the supervisor's adherence to
explicit rules and regulations. To better understand the idea of bureaucracy, let's look at some of
its characteristics.

A well-defined formal hierarchy and chain of command distinguishes the level of authority

within an organization. Individuals who hold higher positions will supervise and direct lower
positions within the hierarchy. For example, Megan the Manager supervises a team of four sales
representatives. Megan's position within the organization as a supervisor gives her authority over
those four sales representatives to direct and control their actions to ensure organizational goals
are met.

Management by rules and regulations provides a set of standard operating procedures that

facilitate consistency in both organizational and management practices. For example, when an
employee is sick and cannot make it into work that day, he or she must call out to their direct
supervisor. If one of Megan's sales reps is sick, they are expected to call her directly to inform
her of their absence. Any employee who fails to do this will be subject to termination. All of
Megan's employees are expected to follow this rule, and Megan is expected to enforce this rule
equally among her employees.

Division of the labor and work specialization are used to align employees with their
organizational tasks. This way, an employee will work on things with which he or she has
experience and knows how to do well. For example, let's say two of Megan's sales reps are
experienced in selling products to vendors in the western region of the state due to their
extensive experience working in that area. Megan would then put those two employees in charge
of that specific region and would place the other two sales reps in the eastern region.
 Frank and Lillian Gilbreth

Early Life

Frank Gilbreth was born in Fairfield, Maine to John Hiram and Martha Gilbreth, had no formal
education beyond high school. He began as a bricklayer and became a building contractor, an
inventor, and finally a management engineer. He eventually became an occasional lecturer
at Purdue University, which houses his papers. He married Lillian Evelyn Moller on October 19,
1904 in Oakland, California; they had 12 children.
Gilbreth discovered his vocation when, as a young building contractor, he sought ways to
make bricklaying (his first trade) faster and easier. This grew into a collaboration with his
eventual spouse, Lillian Moller Gilbreth, that studied the work habits of manufacturing and
clerical employees in all sorts of industries to find ways to increase output and make their jobs
easier. He and Lillian founded a management consulting firm, Gilbreth, Inc., focusing on such
endeavors.

Lillian excelled in high school and decided that she wanted to study literature and music. Her
father did not believe in higher education for women. He felt they needed only enough
knowledge to manage a home gracefully. But Lillian persuaded him to let her attend the
University of California at Berkeley while living at home and maintaining her family duties.
When she obtained her B.A. in literature in 1900, she was the first woman to speak at a
University of California commencement.

She went to Columbia, but illness forced a return to California after her first year. Undaunted,
she went back to Berkeley and received a master's degree in literature in 1902. She celebrated by
planning a vacation. She spent some time in Boston before embarking, and there she met her
future husband.

Lillian M. Gilbreth played an influential but quiet role in the scientific management movement
of the early 20th century. Through her work with Frank B. Gilbreth, she brought the appreciation
of the human element into scientific management and thereby laid the groundwork for the
development of contemporary managerial concepts and practices, such as ergonomics, work/life
balance, job enrichment, and job placement. However, politics of gender discrimination
disguised her distinctive contributions to the development of the field. This paper reclaims
Lillian M. Gilbreth’s position in the history of management thought and illustrates the universal
applicability of her philosophy of management in an analysis of her work in homemaking.
Contribution to Management and Organization

But where Frank was concerned with the technical aspects of worker efficiency, Lillian was
concerned with the human aspects of time management. Her ideas were not widely adopted
during her lifetime, but they indicated the direction that modern management would take. She
recognized that workers are motivated by indirect incentives (among which she included money)
and direct incentives, such as job satisfaction. Her work with Frank helped create job
standardization, incentive wage-plans, and job simplification. Finally, she was among the first to
recognize the effects of fatigue and stress on time management.

Lillian Gilbreth continued her work alone after Frank's death in 1924. In 1926, she became the
first woman member of the American Society of Mechanical Engineers. She went to Purdue in
1935 as a professor of management and the first female professor in the engineering school. In
her consulting business, she worked with GE and other firms to improve the design of kitchens
and household appliances. She even created new techniques to help disabled women accomplish
common household tasks.

Their main focus was on the fields of motion study and time study, combined with an interest on
the psychology of efficiency and work.

The Gilbreth theory held that there was a “one best way” to do any task. Efficiency, according to
the Gilbreth business management theory, could therefore be improved by finding this “one best
way” and replicating it throughout the manufacturing process. The Gilbreths used new
technologies such as film to break motions down into incremental parts, which they called
“therbligs.” By reducing the number of “therbligs” for any task, one could increase the efficiency
of the worker.

The management theory of Frank and Lillian Gilbreth can be summed up by the following:

1. Reduce the number of motions in a task to increase efficiency.

2. Focus on the incremental study of motions and time to understand an entire task.

3. The goal of increased efficiency is both increased profit and greater worker satisfaction.
 
The Gilbreth management theory is rarely applied directly in today's workplace. However,
certain aspects of the theory, especially time-study and motion-study, can be implemented in a
variety of workplace situations. One of the major implementations of the Gilbreth theory is in
methods-time management (MTM), which is widely used in engineering.
 Winslow Taylor

Early Life
Taylor was born in 1856 to a wealthy Quaker family in Germantown, Philadelphia,
Pennsylvania. Taylor's father, Franklin Taylor, a Princeton-educated lawyer, built his wealth
on mortgages. Taylor's mother, Emily Annette Taylor was an ardent abolitionist.
Educated early by his mother, Taylor studied for two years in France and Germany and traveled
Europe for 18 months.[4] In 1872, he entered Phillips Exeter Academy in Exeter, New
Hampshire, with the plan of eventually going to Harvard and becoming a lawyer like his father.
In 1874, Taylor passed the Harvard entrance examinations with honors. However, due allegedly
to rapidly deteriorating eyesight, Taylor chose quite a different path.
Instead of attending Harvard, Taylor became an apprentice patternmaker and machinist, gaining
shop-floor experience at Enterprise Hydraulic Works in Philadelphia (a pump-manufacturing
company whose proprietors were friends of the Taylor family). He left his apprenticeship for six
months and represented a group of New England machine-tool manufacturers at Philadelphia's
centennial exposition. Taylor finished his four-year apprenticeship and in 1878 became a
machine-shop laborer at Midvale Steel Works. At Midvale, he was quickly promoted to time
clerk, journeyman machinist, gang boss over the lathe hands, machine shop foreman, research
director, and finally chief engineer of the works.
Early on at Midvale, working as a laborer and machinist, Taylor recognized that workmen were
not working their machines, or themselves, nearly as hard as they could (which at the time was
called "soldiering") and that this resulted in high labor costs for the company. When he became a
foreman he expected more output from the workmen and in order to determine how much work
should properly be expected he began to study and analyze the productivity of both the men and
the machines (although the word "productivity" was not used at the time, and the applied science
of productivity had not yet been developed). His focus on the human component of production
eventually became Scientific Management, while the focus on the machine component led to his
famous metal-cutting and materials innovations.
Taylor became a student of Stevens Institute of Technology, studying via correspondence[5] and
obtaining a degree in mechanical engineering in 1 From 1890 until 1893 Taylor worked as a
general manager and a consulting engineer to management for the Manufacturing Investment
Company of Philadelphia, a company that operated large paper mills in Maine and Wisconsin.
He spent time as a plant manager in Maine. In 1893, Taylor opened an independent consulting
practice in Philadelphia. His business card read "Consulting Engineer - Systematizing Shop
Management and Manufacturing Costs a Specialty". Through these consulting experiences,
Taylor perfected his management system. In 1898 he joinedBethlehem Steel in order to solve an
expensive machine-shop capacity problem. As a result, he and Maunsel White, with a team of
assistants, developed high speed steel, paving the way for greatly increased mass production.
Taylor was forced to leave Bethlehem Steel in 1901 after discord with other managers.883.
Contribution to Management and Organization
Taylor was a mechanical engineer who sought to improve industrial efficiency. Taylor is
regarded as the father of scientific management, and was one of the first management
consultants and director of a famous firm. In Peter Drucker's description,
Frederick W. Taylor was the first man in recorded history who deemed work deserving of
systematic observation and study. On Taylor's 'scientific management' rests, above all, the
tremendous surge of affluence in the last seventy-five years which has lifted the working masses
in the developed countries well above any level recorded before, even for the well-to-do. Taylor,
though the Isaac Newton (or perhaps the Archimedes) of the science of work, laid only first
foundations, however. Not much has been added to them since – even though he has been dead
all of sixty years.

Future US Supreme Court justice Louis Brandeis coined the term scientific management in the

course of his argument for the Eastern Rate Case before the Interstate Commerce Commission in
1910. Brandeis debated that railroads, when governed according to the principles of Taylor, did
not need to raise rates to increase wages. Taylor used Brandeis's term in the title of his
monographThe Principles of Scientific Management, published in 1911. The Eastern Rate Case
propelled Taylor's ideas to the forefront of the management agenda. Taylor wrote to Brandeis "I
have rarely seen a new movement started with such great momentum as you have given this
one." Taylor's approach is also often referred to as Taylor's Principles, or frequently
disparagingly, as Taylorism. Taylor's scientific management consisted of four principles:

1. Replace rule-of-thumb work methods with methods based on a scientific study of the
tasks.
2. Scientifically select, train, and develop each employee rather than passively leaving them
to train themselves.
3. Provide "Detailed instruction and supervision of each worker in the performance of that
worker's discrete task" (Montgomery 1997: 250).
4. Divide work nearly equally between managers and workers, so that the managers apply
scientific management principles to planning the work and the workers actually perform
the tasks.

Management theory
Taylor thought that by analyzing work, the "One Best Way" to do it would be found. He is most
remembered for developing the stopwatch time study, which combined with Frank Gilbreth's
motion study methods later becomes the field of time and motion study. He would break a job
into its component parts and measure each to the hundredth of a minute. One of his most famous
studies involved shovels. He noticed that workers used the same shovel for all materials. He
determined that the most effective load was 21½ lb, and found or designed shovels that for each
material would scoop up that amount. He was generally unsuccessful in getting his concepts
applied and was dismissed from Bethlehem Steel. Nevertheless.
 Henri Fayol

Early Life
Fayol was born in 1841 in a suburb of Istanbul, Ottoman Empire, where his father, an engineer,
was appointed superintendent of works to build a bridge over the Golden Horn (Galata Bridge).
They returned to France in 1847, where Fayol studied at the mining school "École Nationale
Supérieure des Mines" in Saint-Étienne.
When 19 years old he started as an engineer at a mining company "Compagnie de Commentry-
Fourchambeau-Decazeville" in Commentry. By 1900 the company was one of the largest
producers of iron and steel in France and was regarded as a vital industry. Fayol became
managing director in 1888, when the mine company employed over 1,000 people, and held that
position over 30 years until 1918.
In 1916 he published his experience in the book "Administration Industrielle et Générale", at
about the same time as Frederick Winslow Taylor published his Principles of Scientific
Management.
Contribution to Management and Organization
Henri gave the definition of management. According to him
“To manage is to forecast and to plan, to organize, to command, to co-ordiate and to control.”
Fayol's work was one of the first comprehensive statements of a general theory of
management. He proposed that there were five primary functions of management and 14
principles of management
Functions of management

1. to forecast and plan,

2. to organize
3. to command
4. to coordinate
5. to control ( in the sense that a manager must receive feedback about a process in order to
make necessary adjustments).
Principles of Management

1. Division of work. This principle is the same as Adam Smith's 'division of labour'.
Specialisation increases output by making employees more efficient.
2. Authority. Managers must be able to give orders. Authority gives them this right. Note
that responsibility arises wherever authority is exercised.
3. Discipline. Employees must obey and respect the rules that govern the organization.
Good discipline is the result of effective leadership, a clear understanding between
management and workers regarding the organization's rules, and the judicious use of
penalties for infractions of the rules.
 4. Unity of command. Every employee should receive orders from only one superior. like
from top to bottom in an organization.
5. Unity of direction. Each group of organisational activities that have the same objective
should be directed by one manager using one plan.
6. Subordination of individual interests to the general interest. The interests of any one
employee or group of employees should not take precedence over the interests of the
organization as a whole.
7. Remuneration. Workers must be paid a fair wage for their services.
8. Centralisation. Centralisation refers to the degree to which subordinates are involved in
decision making. Whether decision making is centralized (to management) or
decentralized (to subordinates) is a question of proper proportion. The task is to find the
optimum degree of centralisation for each situation.
9. Scalar chain. The line of authority from top management to the lowest ranks represents
the scalar chain. Communications should follow this chain. However, if following the
chain creates delays, cross-communications can be allowed if agreed to by all parties and
superiors are kept informed.
10.Order. People and materials should be in the right place at the right time.
11.Equity. Managers should be kind and fair to their subordinates.
12.Stability of tenure of personnel. High employee turnover is inefficient. Management
should provide orderly personnel planning and ensure that replacements are available to
fill vacancies.
13.Initiative. Employees who are allowed to originate and carry out plans will exert high
levels of effort.
14.Esprit de corps. Promoting team spirit will build harmony and unity within the
organization.
Fayol's work has stood the test of time and has been shown to be relevant and appropriate to
contemporary management. Many of today’s management texts including Daft have reduced the
six functions to four: (1) planning; (2) organizing; (3) leading; and (4) controlling. Daft's text is
organized around Fayol's four functions.
 Chester Barnard

Early Life
Chester Irving Barnard (November 7, 1886 – June 7, 1961) was an American business executive,
public administrator, and the author of pioneering work in management theory
and organizational studies. His landmark 1938 book, The Functions of the Executive, sets out
a theory of organizationand of the functions of executives in organizations
In his youth, Barnard worked on a farm, then studied economics at Harvard University, earning
money selling pianos and operating a dance band. Harvard denied him a BA because of a
technicality, but a number of universities later granted him honorary doctorates.
Barnard joined the American Telephone and Telegraph Company (now AT&T) in 1909. In 1927,
he became president of the New Jersey Bell Telephone Company. During the Great Depression,
he directed the New Jersey state relief system. He was elected a Fellow of the American
Academy of Arts and Sciences in 1939. He was president of the United Service
Organizations (USO), 1942-45. Upon retiring from business, he served as president of
the Rockefeller Foundation, 1948–52, and as chairman of the National Science Foundation,
1952-54. End 1950s he was among the first members of the Society for General Systems
Research.
Contribution to Management and Organization
Barnard looked at organizations as systems of cooperation of human activity, and noted that they
are typically short-lived. It is rare for a firm to last more than a century. Similarly most nations
last for less than a century. The only organization that can claim a substantial age is the Roman
Catholic Church. According to Barnard, organizations are not long-lived because they do not
meet the two criteria necessary for survival: effectiveness and efficiency. Effectiveness, is
defined the usual way: as being able to accomplish stated goals. In contrast, Barnard's meaning
of organizational efficiency differed substantially from the conventional use of the word. He
defined efficiency of an organization as the degree to which that organization is able to satisfy
the motives of the individuals. If an organization satisfies the motives of its members while
attaining its explicit goals, cooperation among its members will last.
Barnard was a great admirer of Talcott Parsons (1902–1979) and he and Parsons corresponded
persistently. The two scholars would send manuscripts for commentary to each other and they
would write long letters where they engage in a common theoretical discussion. The first
correspondence between Barnard and Parsons began in the end of the 1930s and it persisted
essentially to Barnard’s death in 1961.
Barnard formulated two interesting theories: one of authority and the other of incentives. Both
are seen in the context of a communication system grounded in seven essential rules:

 The channels of communication should be definite;

 Everyone should know of the channels of communication;
 Everyone should have access to the formal channels of communication;
 Lines of communication should be as short and as direct as possible;
 Competence of persons serving as communication centers should be adequate;
 The line of communication should not be interrupted when the organization is
functioning;
 Every communication should be authenticated.
Thus, what makes a communication authoritative rests with the subordinate rather than with his
superior. Barnard's perspective had affinities to that of Mary Parker Follett and was very unusual
for his time, and that has remained the case down to the present day. He seemed to argue that
managers should obtain authority by treating subordinates with respect and competence.
As for incentives, he proposed two ways of convincing subordinates to cooperate: tangible
incentives and persuasion. He gives great importance to persuasion, much more than to
economic incentives. He described four general and four specific incentives. The specific
incentives were:

1. Money and other material inducements;

2. Personal non-material opportunities for distinction;
3. Desirable physical conditions of work;
4. Ideal benefactions, such as pride of workmanship etc.
The general incentives were:

1. Associated attractiveness (based upon compatibility with associates)

2. Adaptation of working conditions to habitual methods and attitudes
3. The opportunity for the feeling of enlarged participation in the course of events
4. The condition of communing with others (personal comfort with social relations,
opportunity for comradeship etc., 
 Edwards Deming

Early Life
William Edwards Deming (October 14, 1900 – December 20, 1993) was
an American statistician, professor, author, lecturer and consultant. He is perhaps best known for
his work in Japan. There, from 1950 onward, he taught top management how to improve design
(and thus service), product quality, testing, and sales (the last through global markets) through
various methods, including the application of statistical methods.
In 1917, he enrolled in the University of Wyoming at Laramie, graduating in 1921 with a B.Sc.
in electrical engineering. In 1925, he received an M.S. from the University of Colorado, and in
1928, a Ph.D. from Yale University. Both graduate degrees were
in mathematics and mathematical physics. Deming worked as a mathematical physicist at
the United States Department of Agriculture (1927–39), and was a statistical adviser for
the United States Census Bureau (1939–45). He was a professor of statistics at New York
University's graduate school of business administration (1946–1993), and he taught at Columbia
University's graduate school of business (1988–1993). He also was a consultant for private
business.
In 1927, Deming was introduced to Walter A. Shewhart of the Bell Telephone Laboratories by
C.H. Kunsman of the United States Department of Agriculture (USDA). Deming found great
inspiration in the work of Shewhart, the originator of the concepts of statistical control of
processes and the related technical tool of the control chart, as Deming began to move toward the
application of statistical methods to industrial production and management. Shewhart's idea of
common and special causes of variation led directly to Deming's theory of management. Deming
saw that these ideas could be applied not only to manufacturing processes, but also to the
processes by which enterprises are led and managed. This key insight made possible his
enormous influence on the economics of the industrialized world after 1950.
In 1936, he studied under Sir Ronald Aylmer Fisher and Jerzy Neyman at University College,
London, England.
Contribution to Management and Organization
Deming edited a series of lectures delivered by Shewhart at USDA, Statistical Method from the
Viewpoint of Quality Control, into a book published in 1939. One reason he learned so much
from Shewhart, Deming remarked in a videotaped interview, was that, while brilliant, Shewhart
had an "uncanny ability to make things difficult." Deming thus spent a great deal of time both
copying Shewhart's ideas and devising ways to present them with his own twist.
Deming returned to the US and spent some years in obscurity before the publication of his book
"Out of the crisis" in 1982. In this book, Deming set out 14 points which, if applied to US
manufacturing industry, would he believed, save the US from industrial doom at the hands of the
Japanese.
Although Deming does not use the term Total Quality Management in his book, it is credited
with launching the movement. Most of the central ideas of TQM are contained in "Out of the
crisis".

The 14 points seem at first sight to be a rag-bag of radical ideas, but the key to understanding a
number of them lies in Deming's thoughts about variation. Variation was seen by Deming as the
disease that threatened US manufacturing. The more variation - in the length of parts supposed to
be uniform, in delivery times, in prices, in work practices - the more waste, he reasoned.

From this premise, he set out his 14 points for management, which we have paraphrased here:

1."Create constancy of purpose towards improvement".

2."Adopt the new philosophy".

3."Cease dependence on inspection".  

4."Move towards a single supplier for any one item."

5."Improve constantly and forever".

6."Institute training on the job".

7."Institute leadership".

8."Drive out fear".

9."Break down barriers between departments". 

10."Eliminate slogans".

11."Eliminate management by objectives”.

12."Remove barriers to pride of workmanship".

13."Institute education and self-improvement". 

14."The transformation is everyone's job".

 Elton Mayo

Early Life
Elton was born on 26th of December in Adelaide, South Australia. He was an Australian
Psycologist, Sociologist and Theorist. He lectured at the University of Queensland from 1911 to
1923 before moving to the University of Pennsylvania, but spent most of his career at Harvard
Business School (1926 - 1947), where he was professor of industrial research. On 18 April 1913
he married Dorothea McConnel in Brisbane, Australia. They had two daughters, Patricia and
Gael.
Contribution to Management and Organization
Mayo is known as the founder of the Human Relations Movement, and was known for his
research including the Hawthorne Studies and his book The Human Problems of an
Industrialized Civilization (1933). The research he conducted under the Hawthorne Studies of
the 1930s showed the importance of groups in affecting the behavior of individuals at work.
Mayo's employees, Roethlisberger and Dickson, conducted the practical experiments. This
enabled him to make certain deductions about how managers should behave. He carried out a
number of investigations to look at ways of improving productivity, for example changing
lighting conditions in the workplace. What he found however was that work satisfaction
depended to a large extent on the informal social pattern of the work group. Where norms of
cooperation and higher output were established because of a feeling of importance, physical
conditions or financial incentives had little motivational value. People will form work groups and
this can be used by management to benefit the organization.
He concluded that people's work performance is dependent on both social issues and job content.
He suggested a tension between workers' 'logic of sentiment' and managers' 'logic of cost and
efficiency' which could lead to conflict within organizations.
Disagreement regarding his employees' procedure while conducting the studies:

 The members of the groups whose behavior has been studied were allowed to choose
themselves.
 Two women have been replaced since they were chatting during their work. They were
later identified as members of a leftist movement.
 One Italian member was working above average since she had to care for her family
alone. Thus she affected the group's performance in an above average way.
Summary of Mayo's Beliefs:

 Individual workers cannot be treated in isolation, but must be seen as members of a

group.
 Monetary incentives and good working conditions are less important to the individual
than the need to belong to a group.
 Informal or unofficial groups formed at work have a strong influence on the behavior of
those workers in a group.
 Managers must be aware of these 'social needs' and cater for them to ensure that
employees collaborate with the official organization rather than work against it.
 Mayo's simple instructions to industrial interviewers set a template and remain influential
to this day i.e. A. The simple rules of interviewing:- 1. Give your full attention to the person
interviewed, and make it evident that you are doing so. 2. Listen - don't talk. 3. Never argue;
never give advice. 4. Listen to: what he wants to say; what he does not want to say; what he
can not say without help. 5. As you listen, plot out tentatively and for subsequent correction
the pattern that is being set before you. To test, summarize what has been said and present
for comment. Always do this with caution - that is, clarify but don't add or twist.
Mayo also wrote about democracy and freedom and the social problems of industrialised
civilisation. It is as the author of Human Problems of an Industrial Civilisation which reports on
the Hawthorne Experiments, that he is known for his contribution to management thinking, even
though he disclaimed responsibility for the design and direction of the project.