Problem and its backgroud
Actually what Jesus and other religious leaders id was not identified as scientific experiment in human relations because there was no real need at that time for the scientific study of human situations. In Modern living however, there can be found innumerable symptoms of misunderstanding and conflict at all levels of the society. For example, the labor disputes between employees and employers, the increase in uprising against the government, the numerous crimes, the fast turnover in employment, increasing divorce rate, student demonstrations and the like are some of the symptoms to date.
Recent development in psychology and psychiatry has introduced principles bout understanding the relations between human beings. It emphasizes that industrialization of civilization has indicated the need for research in human relations to better understand the personal interactions of men as they affect production. In fact, one study conducted on the problem of human relations was done by the Western Electric Company to determine the factors of high productivity among workers. One of the most interesting of the conclusion Of this study was the external factors, such us physical working conditions, had little effect on production.
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Changes in social and psychological organizations played an important part. It was found that it was not the music that played over loud speakers in factory rooms, or the lounges that were provided for rest periods, that affected production, but rather how will one worker got along with another and/or with the boss. Expounding the importance of human relations, James Tarry (1991 ) in his book Love and Profit: the Art of Caring Leadership, says “Good management is a largely a matter of love. Or if you are uncomfortable with that word, call it caring.
The apostle Paul put it this way, “If I had the gift of able to speak in onuses, and could speak in every language there is in all of heaven and earth, but I didn’t love others, it would be of no value whatever. I could only be making a lot of noise like a loud gong or clanging cymbal” (1 Corinthian 13:1, New Living Bible, 1996). Stephen Covey calls it seeking first to understand rather than to be understood (Covey, 1990). Auteur the apostle Paul and Covey have all discovered and articulated a principle that effective instructional leaders seek to practice in their lives – human relation skills.
The leadership literatures gave examples of individuals who have the accessory competence to do their jobs – they just don’t have people skills. There are many well-meaning school administrators who have all the necessary certification, know good instruction, and even have vision of what their school could and should become. But they are remarkably like Deed, a CEO, described by Warren Bennie (1989) He was very competent and very ambitious. But he was a also a tyrant. He was impulsive and frequently abusive of people who worked for him. They would actually cower in his presence.
He had a desperate need to control both people and events. He was incapable of thanking anyone or a job well done he couldn’t even give a complement. On the other hand, Mclean (1998) emphasized that effective instructional leaders (e. G. Deans, principals and department chairmen) are confident about their human relation skills. They are able to articulate what they do well and are always willing to learn. Nancy Carbon, a school leader, as interviewed by Mclean summarized her daily task this way: I think the main human relations skill possess is the willingness to give people a voice in the daily business of the school.
I firmly believe that inviting people to participate in decision making is what makes a school ark best. I am willing also to admit when I am wrong and to change a course of action if most of the staff feel it is note advisable for the school. Hinds (1 998), a practicing PRO and author of the book “Human Relations Practices in Schools”, underscored that human relations practices must top the learned skills by the school administrators. The administrator/dean/ principal school leader has contact with the public in many ways.
He works with people individually and in formal and informal groups, both inside and outside the school system. Hence, school administrator needs to understand owe and why people behave so that he may be in the better position to predict and perhaps control their behavior. To date, human relations top the list of problems reported by practicing administrators. Hinds explain that human relations problems in educational organizations are likely to be posed bathe “top” people. The coldness of a department head, for example, presents the rests of the department with anxieties and inhibitions in the friendship relations.
The quality of faculty and staff relationships depends a great deal upon the school administrator, action speaks louder than words. The manner in which he school administrators relates with faculty, staff, students and general public will demonstrate whether or not he has sincere belief in the worth of the individual. The emphasis upon human relations in school administration is a part of the new shift in concepts of administration in general. It can, therefore, be said that no workers in any others profession serving the people need greater understanding of human relation than the school administrators.
Likewise, recent experiment in human relations has gradually evolved from examples set by business Organizations and forward looking school system. In fact, human relationships have been with us as long as there have people, but the attempt to deal with them on a planned basis is relatively new. Even if the entire process of education becomes entirely electronic, it must be acknowledge that, in order for institutions like schools to function effectively, the human relations have to be given serious attention.
Learning institutions can no longer keep up the pretence that relationships do not affect performance, either academic or professional. There is of course, a wide range of attitudes to do this issue. There are teachers who claim that heir prime responsibility is to organize their student’s intellectual development, whereas other argues and quite legitimately, that the major source of difficulty in their work has to do with the problem of relating to their school heads, students and colleagues, and once this has been sorted out, the academic issues are relatively simple.
Rogers (2003) revealed that there is definite evidence that putting the emphasis on the quality of human relations in educational institutions can have a positive effect on the one area which is normally held sacrosanct – i. E. Academic achievement It therefore appears that everyone is now seeing the wisdom of a more humanistic approach to education which places a strong emphasis on establishing good relationships in and outside the classrooms. To achieve this, Hewitt (1998) suggests: Success in life is controlled largely by our ability to build relationships and communication is the fuel and the currency of relationship.
However, among all the researches done on human relations, there are comparatively few dealing with human relations in higher learning institutions among academic and non-academic personnel. It seemed for the researcher, hat there should be more consideration given to human interactions in colleges or universities administrators based upon the democratic principle that the individual is of supreme worth and the only concrete reality which we can deal with.
In the light of the recent findings, insights and current events in human relations which suggest that educational leadership first begins with a connection to the heart and not with management skills, this researcher advocates that deans and service directors visa-a-visa with their faculty and staff resolve their academic or personal differences in a spirit of goodwill and cooperation. Clearly, openness and trust are essential for human relations.
It is in this context that this researcher got interested in undertaking this study entitled, “Relationships and Effects of the Human Relations Practices of College Administrators of College De San Lorenz on Morale and Organizational Commitments of their Faculty Members”. The researcher would like to test whether or not human relations practices Of college administrators have directs or indirect effects on the performance, morale and commitment of their faculty and staff. Theoretical Framework The theory underlying this study is the “Theory of Human Relations” by Elton Mayo and company (Lousier, 1993).
Mayo believed in addition to skill development, managers should develop the will or motivation of employee so that they will not only be productive but also be satisfied. The two aims of organization are productivity and satisfaction. As a refinement of human relation theory, subsequent studies were conducted and generated these two major findings: 1) Happiness and Productivity. Many behaviorist’s have attacked some Hawthorne findings, calling them Anaјe and in certain case erroneous. One of the most vigorous attacks has been made against the oppositely Hawthorne – generated findings that happy workers will be productive workers.
This stinging attack has so stigmatize human relations that in many colleges of business the term is no longer used because it carries the connotations that “happiness automatically leads to productivity”. The term organizational behavior is used instead; and 2) The Role of Participation. A second misunderstanding revolved around the role of participation. For many of the post Hawthorne human relations, participation was viewed as lubricant that would reduce resistance to company directives and would insure greater cooperation.
Over the past 50 years this view has changes. Human relation realized that it is important to allow people to participate, feel important, “belong” as member of a group, be informed, be listened to, and exercise some self-direction and self-control. However, this is not enough. All these things ensure that the workers will be treated well, but modern relations now realized that the personnel do not want only to be treated well, they want to be used well (Hodges, 1996).
It is the belief of this researcher that no workers in any other profession serving the people need greater understanding of human relations than do he school administrators. After all, these school administrators do have contact with the general public in many ways, both inside and out side the school system. Hence, they need to understand how and why people behave that way so that they will be in a better position to predict and perhaps control their clientele behavior. More so, human relations management does not imply simply liking people.
It is not a belief that workers adversely affect productivity, or that participation leads to job satisfaction, and greater be on ways to make workers feel like contributors worthwhile task accomplishment, and that they re doing something constructive and meaningful about working relationship within the organization. In the Seven Habits of Highly Effective people (1 990), author Stephen Covey presents a holistic, integrated, principle centered approach for solving personal and professional problems.
With anecdotes Covey reveals a step- by-step pathway for living with fairness, integrity, honesty, and human dignity principles that give us the security to adapt to power to take advantage of the opportunities that change creator. From seven habits of highly effective people which undoubtedly very valuable to our dealings with people, the allowing are applicable in human relations: Be proactive; Think win-win; Seek first to understand then to be understood and synergies (See Figure 1).
This researcher personally believe that the aforementioned human relations theory applied in educational administration/management gave him basic concepts, insights, direction and anchorage in undertaking this investigation. Conceptual Framework In this particular study, the researcher will use IV-DVD Model to clearly explain whether there is relationship between human relations practices of college administrators and the morale and commitment of faculty and staff in an academe setting. The IV is an abbreviation for independent variables (i. E. In this study it refers to human relations practices of college administrators and also their personal profile such as age, gender, civil status, educational attainment, and years of experience). On the other hand, DVD is an abbreviation of dependent variables representing the morale and organizational commitment of the faculty and staff and likewise the proposed management intervention designed to assure and maintain a healthy working relationships between/among the college administrators and their faculty and staff. Figure 2 below illustrates the IV-DVD Model as conceptual paradigm of the study. Figure 2.
Conceptual Paradigm Statement of the Problem This study aims to investigate the relationship and effects of the human relations practices of college administrators on the morale and organizational commitment of their faculty and staff and results of the study will be a basis for developing school management intervention scheme. Specifically, it sought answers to the following sub-problems: 1. What is the profile Of the administrators in terms Of: 1. 1 age, 1. Gender, 1 . Civil status, 1 Educational attainment, . Enough of service as college administrator, and 1. Number of trainings and seminars on human relations attended? 2.
How do the faculty and staff respondents assessed the human relations practices of their administrators? 3. Is there significant difference between the faculty and staff in their of the human relations practices of their administrators? 4. Assessment What is the level of morale and commitment of the faculty and staff? 5. DO the human relations practices of the college administrators significantly affect the morale and commitment of the faculty and staff? 6. Do human elation’s practices of college admit instigators, morale and organizational commitment of the faculty and staff significantly moderated by the profile of the administrators? . Based on the findings of this study, what management intervention scheme can be developed to assure a healthy working relationship between/among college administrators and the faculty and staff? Hypotheses of the Study 1. There is no significant difference between the faculty and staff in their assessment Of the human relations practices Of their college administrators. 2. The human relations practices of the college administrators do not significantly affect morale and commitment of their faculty and staff. 3.
The human relations practices of the college administrators and the morale and commitment of the faculty and staff is not significantly moderated by the profile of the college administrators. Significance of the Study The findings fifths study can be useful and significant to the following: School Administrators. This study will provide essential information on the effects of healthy and faulty human relations practices of school administrators and therefore serving as wake up call for them to be more unman, subtle and courteous in dealing with their faculty and staff.
Likewise this study suggests that some college administrators, faculty and staff received no training in human relations. It is, therefore, imperative, that administrators, faculty and staff should undergo training on human relations as step gap solution that would create social bonding or feeling of community that would increase levels of openness and trust beјen college administrators and faculty/staff. Policy Makers of Tertiary’ Schools.
The empirical information as outcome of this study would be helpful to policy Akers (i. E. , board of trustees or board of directors) in formulating policy on the use/application of human relations practices among deans, faculty, staff and students aimed at establishing a climate of mutual respect in the campus that will contribute morale and organizational commitment of academic and supportive personnel to the learning institution, leading to enhance the capability of the school to achieve competitive advantage.
Faculty. Implications of this study is designed to professionalism the practices of faculty, that teachers should be given the opportunity and encourage to articulate in team building activities, such as membership to committees, involvement in curriculum planning, and organization of school events. This academic practice could resolved differences of school heads and faculty in the spirit of goodwill and cooperation. Researchers.