Running head: GREEN TEAM

Human Relations and Communications Theories
Joy Hilton
Mandy D. Edwards
Ayesha Wilson
Ronte Harris
Grand Canyon University EDA 534
July 18, 2012

Human Relations and Communications Theories Human relations, or being able to interact with others, are a must in education. On a daily basis, people within a school system must interact with various individuals including co-workers, parents, students, and stakeholders. The end result of human relations is to make any situation better. Human nature, human motivation, morale and organizations, and informal organizations are all relevant to positive human relations. Over the course of the years there have been numerous changes to the way teachers, students and stakeholders view education. After school programs, data driven education and the way we prepare students are just a few of the things that have been affected since the beginnings of No Child Left Behind. Since there are so many changes, it is imperative that all parties understand the changes that have taken place across cultures. “How a young girl or boy grew up to be an adult in Medievalmedieval times was not the same as their counterparts in ancient Rome or Athens, or today.” (Smeyers & Burbules, 2006) Teachers cannot introduce the same materials in the same way they may have taught thirty years ago. Students have Nintendo Wii’s, playstations and they tend to stay up to date with the latest technology. There are even a number of adults who still have trouble checking their email. Even though school districts have Smart technology within the classrooms, there are those teachers that need their students help with simple Smart Board applications. The days of the traditional curriculum have been retired and it is clear that either we work on new ways of relaying the curriculum across cultural barriers or there will be a continual learning gap. One way of doing this is to get to know students in a way that allows for open communication. Learn about the latest dance, song, or trends. Gaining insight, allows a teacher the opportunity to share key experiences from their experiences with their students, this can build the social relationships between student and teacher. Once we understand student backgrounds this will allow us to restrain from the idea of saying, ‘If you want to be treated as an adult, start behaving like one’. But what is typically meant by that is ‘Be like us’ and this may be precisely what is at issue today.’ (Smeyers, et.al. 2006) This can cause children to be confused about what their role. They receiving conflicting messages at home, from peers and other adults that confusion can cause even a well behaved child to act out in defiance. There have been several instances within my school setting where this has happened because of miscommunication and confusion. When given an opportunity, presented with the right tools and environment every child is capable of learning to the full potential. It is what children have to deal with outside of the classroom that can be challenging. There are children that do not know when they are going to get their next meal, sneakers or where they are going to sleep at night. During the stage of evolving human relations is defined as “effective motivation of individuals in a given situation to achieve a balanced objective that yields greater satisfaction and helps accomplish organization goals.” (p. 106) As potential school leaders effective motivation is imperative for all students but those specific students that are affected by various situations the use of motivation in the classroom is not just necessary it can be life altering. Two types of theoretical models that deal with human motivation have been identified. One of the models is the process model. In the process model how and why motivation generally works is explored. The social learning model is a process model of motivation developed by Bandura, Mahoney, Mischell, and Staats. It places emphasis on learning from other people. Within the social learning model there are two types of behavior that exemplify the social learning process. When a person learns a behavior by imitating an observed model this is referred to as modeling. At Sheridan, administrators often have new or struggling teachers go into other classrooms to observe effective teachers. The administrator hopes the new or struggling teacher will begin to model some of behaviors of the master teacher. At Sheridan we also have a teacher specialist who was hired by the district. The teacher specialist also modeled lesson for anyone struggling in a particular area. Administrators also model lessons for teachers. One of the biggest areas of concern for the early childhood teachers is using centers. As the literacy coach at Sheridan I offered suggestions as to what items could be used in the centers, but it was not until they actually saw a teacher at another school utilizing centers, did the teachers at Sheridan begin to use them. Another aspect of the social learning model is that leaders need be conscious of their own behavior. An effective administrator leads by example, his expectations of his faculty and staff, should mirror the expectations of himself. At Sheridan, the principal wants his faculty and staff to collaborate with each other to ensure academic success of their students. In return he must collaborate with the faculty and staff to ensure the academic success of the school. The second type of theoretical model, the content model, looks at what specifically motivates people. Based on research concerns, content models of motivation are classified into two types which focus on common human needs and human motivation. “Maslow is the founder of humanistic psychology the third force in psychology. One of his most influential ideas is the theory of human motivation.” (Saeednia, 2010) Maslow compiled the most widely known classification of needs. He identified five categories of needs that affect human motivation. The needs are psychological needs, social needs, safety needs, esteem needs, and self-actualization. Safety needs are important in any school setting. Students need an environment that is safe, orderly, and well organized. Students should be in a building that is free from threat or harm. Parents should be able to look at the school setting as a safe haven for their child during the day. Teachers should not have to be concerned during the school day worrying about the safety of the student or themselves. The primary focus for the teachers should be student learning. This past year, our school adopted a new policy of having all classroom doors locked. This stemmed from having an irate parent on campus threatening to shoot the assistant principal and any students who got in his way. “Concern with human relations promises higher productivity, greater organizational effectiveness, and satisfied employees.” (Smeyers, et.al., 2006, p. 106) When teachers approach the profession as not just another job all of students benefit. When we enjoy and are passionate about what we do, students will see that passion and will become eager to do their best. This will result in some of the students that we teach becoming lifelong learners. Theory X and theory Y apply to human nature. Theory X makes the assumption that an individual dislikes work and will avoid it if he can. Unfortunately, Sheridan Elementary employs several educators who are a reflection of Theory X. They display no clear interest in the student or what the student learns. Some of the teachers at Sheridan Elementary are there for an eight to three job and their summer vacations. At Sheridan Elementary more teachers in the area of early childhood seem to display Theory X. One reason might be because there is not a high stakes test to hold them accountable. Theory X also states that it is human nature for some people to be coerced, directed, or even threatened with punishment in order to put forth any effort to achieve success. Self-motivation is lacking. Instead of just doing what is expected, you have to beg and threaten with verbal reprimand or being written up by an administrator. Faculty and staff often fail to meet deadlines in turning in information. This is partly to blame because there has not been an administrator to follow through with consequences. As Theory X states unfortunately people will do as little as possible if they know they can. Theory Y provides a different assumption about human relations. Theory Y makes the assumption that an individual is self-motivated and will naturally do what needs to be done in order to ensure success at their job. Teachers who fall under Theory Y are what all administrators, students and parent hope their school is full of. These teachers love to come to work each day to fulfill their job responsibilities. These teachers are in the business of educating their students. These types of teacher can be positive role models for other staff members. A parent would be more likely to support a Theory Y teacher because they know this teacher is doing everything possible to meet the needs of their child. Organizational Communication “climate”, Corporate Culture and Structuration theories are frequently used to support the YWCA. Jack Gibbs theory on climate applies to our office because on the outside the typical hierarchy exists. The YWCA chain of command has a CEO, various department heads with a head of department and numerous employees. There is a CEO, different departments lead by a head of the department and them employees. The chain of command of the organization is pretty standard and it is follows this protocol. For example, if my learning center coordinator has an issue, I would address my issue with my direct supervisor the Regional Director of Youth Programs. It is not fitting for me to contact the CEO directly, unless I have been otherwise asked to do so. The second theory used in my organization is Corporate Culture. This theory is applied because we appear to be a unified entity with a supportive business environment. We all share the same mission and we are driven in our values toward the goal and vision statement. Though we all work in different departments and have different job descriptions, our ultimate goal should be the same. For example, I work in the youth programs department and I serve children and their families. Rebecca works in the Families Together program where she serves women, men and children in a different capacity. We both share the same goal of eliminating racism and empowering women, which is our nationwide slogan. The third theory that exists within the YWCA organization a part of the structuration theory because there is a head of the organization that makes big decisions, however individually we have defined our work environment based on the structure we have created. This structure is different from learning center to learning center based on the coordinators of each center. For example, I am a person who loves to sing, cook and step. I incorporate those things into my learning center with activities that I introduce to the children. I also love history, so we frequently study different cultures and incorporate this with activities and food. These activities enhance our mission of eliminating racism by introducing diversity to the students. While at another center the structure there may be different, but it is still in line with the universal theme of the organization. Christina is really technologically advanced and an excellent musician. At her center the children may study different genres of music, which also promotes diversity in a different way. The theory that is apparent falls within the behavioral approach to communication. Benevolent –authoritative is identified with top down management, giving the appearance of management sensitivity to the employee best describes the school’s principal and upper school level administration. Given the fact that our school has been labeled as differentiated accountability school in Florida for the past two years, this theory was almost a forced evolution from total participative management. This theory is apparent in all of her written communication and information relayed through the department heads. Face to face communication, conferences and meeting tend to be even more clear definition of this theory, in that there is little to no room for employee opinion. Communications that deal with instructional goals and curriculum are always presented in the manner in which almost requires it to be authoritative in nature. Very little flexibility is available I believe because of the responsibility to meet district and state requirements for improvement. On the departmental and instructional team level, a participative management style of communication is apparent. Department heads and instructional team leaders effectively use this style as a “buy-in” mechanism for teachers. Although upper level administration would prefer an authoritative approach, most department heads have developed a relationship with their colleagues that allows for a participative approach and upper administration sees the value in it. This theory accommodates for multidirectional communication, where employees are expected to participate in department level decision making. (Razik & Swanson, 2010) At this level teachers are expected to communicate pertinent information to department heads and their colleagues to improve and steer the instructional focus. In addition this type communication at this level allows for more accurate and reliable feedback to be given to the principal by the leaders of the department. Another apparent theory that affects the school is the exploitative –authoritative approach, this is associated with top down management. This theory mainly comes from district level personnel and the department of education specialist who frequents the school. This type of communication is directly shared and delivered to school level administrators and occasionally the department head during quarterly reviews. In this situation communication is one directional. Information and directives from this level on instructional goals and outlines are handed down school level administrators and instructional leaders for execution at the school level. Therefore, leaving the school level administrators and departments’ heads to sell the idea and create school wide “buy-in” to effectively carry out the mission. Rarely does communication of this nature reach the classroom employee directly. Communication is on e of the key factors affecting how well a school or an organization operates. Everyone that is involved in anything that is to be meaningful must remember that communication is a two way street. It involves not only talking, but listening as well. According to Lino (2009), “the ability to listen effectively plays a key role in the process” of communication.” According to the linear model, communication would flow from the leader of the school to its followers. Communication can be verbal, nonverbal or a combination of the two. Verbal communication is words. Any other aspect of communication is nonverbal. Nonverbal cues have four functions: supplementing what is said by emphasizing certain words, substituting for verbal cues such as smiling, contradicting verbal cues, and regulating verbal cues. Facial expressions, gestures, posture, and movement are all cues as to whether someone is interested or not interested in what someone is saying. Teachers use nonverbal cues in the classroom. A teacher may give thumbs up for a job well done or give a student a glare when they are doing something inappropriate. Many nonverbal cues are under the direct control of the individual. What you wear, how you walk, your hair style, and other personal features are all nonverbal cues used by others to determine what type of individual you are. Unfortunately we did not have the luxury of verbally communicating with each other face to face, this is where written communications have today become more effective than physical forms of communication. Our group has a vast amount of experience and work situations with varying administrative styles. Of the theories mentioned is my favorite theory used in the organization in which I work because it allows for order as well as creativity. Regardless of whether we work in a rural or urban school setting or if we work for an organization creativity and communication is essential when dealing children and families

References

Lino, R. (2009, Dec 14). The art of listening. The Hispanic Outlook in Higher Education, 20, 22-24. Retrieved from http://search.proquest.com/docview/219191533
Razik, T., & Swanson, A. (2010). Fundamental concepts of educational leadership and management. (3 ed.). Boston, MA: Allyn & Bacon.
Saeednia, Y. (2010). Innovation in scheming Maslow's hierarchy of basic needs. US-China Education Review, 7(5), 94-100.
Smeyers, P., & Burbules, N. C. (2006). THE CHANGING PRACTICES AND SOCIAL RELATIONS OF EDUCATION. Educational Theory, 56(4), 363-369. Retrieved from http:// search.ebscohost doi:10.1111/j.1741-5446.2006.00232.x

Team:
The discussion of Human Relations Theories is extensive and well done. The Communications Theory discussion is not as thorough, but still meets the requirements of the assignment. Your team worked well together and developed a good essay. Good work overall. A. Donaldson