Positive human relations functions are the basis for leadership success. Success for positive interactions in human relations is based on strong communication skills (GCU, 2014). Employee human relations and organizational human relations are developed at work. Therefore, human relations can be defined as the study of human behavior at work and an effort to take action in operating situations in order to produce better results. However, the art and science of human relations was not formally dealt with until the second half of the 19th century. Workers’ needs were beginning to be addressed at that time. Development of the human relations theory happened in six stages. The stages are classical thinking, systematic development, teaching and practice, refinement, decline, and evolving (Razik & Swanson, 2010). Stage 1 or the Stage of Classical Thinking happened Pre-1930’s. This stage states that human behavior is determined by economic needs and goals. Incentives contribute to the necessities of life and replenishment in the workforce. It is also thought that human problems are what stand in the way of productivity (Razik & Swanson, 2010). In today’s schools, teachers are incentivized by higher wages and benefits. Additionally, teachers are sometimes paid stipends for work with students after hours. Stage 2 or Systematic Development took place between the years of 1930-1950. The majority of modern human relations theory and practice developed during this stage. Studies showed that workers in close and continuous contact create informal social structures that may influence their productivity (Razik & Swanson, 2010). In schools today, many schools have social committees to provide staff with opportunities to make social connections with each other. They plan end of the year or holiday parties, they celebrate birthdays, and welcome new members into the school family. Teaching and Practice or stage 3 happened during 1950-1960. The application of human relations concepts began during this phase. Socio-psychological needs of the worker were seen as significant determinants of behavior. Social satisfaction demands freedom to socialize on the job whereas psychological satisfaction could be fulfilled by allowing workers to participate in managerial decisions. This showed an increase in productivity and increased performance (Razik & Swanson, 2010). Schools today are often run by leadership teams. The school may have a suggestion box so that all members of the community can bring issues and solutions to the table. All constituent groups are represented on the leadership team as they consider problems and solutions within the school. Refinement occurred during the years of 1960-1970. Three theory modifications were identified as the human resources model, supportive model, and the contingency model. The human resource model assumed that work is not necessarily distasteful and that people want to contribute to goals that are meaningful. This model also emphasized that organizations need to make use of untapped human resources. No other field offers a better chance to contribute to meaningful goals than education. Additionally, school today are reaching out to the community for support more than ever. Parents and community members lend support with their time, energy, and talent.
The supportive model emphasized a supportive climate to ensure that workers feel personal importance and worth within their organization. Administrators acknowledge the efforts of staff members by providing recognition for teachers when they do well. They may applaud them in staff meetings or assembly programs, boast about them in newsletters, or privately encourage them to continue their education because they see great things in them. Administrators must also be supportive of teachers that are struggling and ensure them they have the support of the administration to help them improve. The contingency model says that the behavior of one person is dependent on their relationship with other people. The four determinants of this are psychological, organizational, internal organizational characteristics, and environmental characteristics (Razik & Swanson, 2010).
During the years of 1970-1980 the Stage of Decline was happening. This occurred because research in human relations began to decline. The majority of studies focused on leadership roles rather than focus of the workers themselves. According to Razik, there were no significant attempts to integrate or construct the framework of human relations (Razik & Swanson, 2010).
The final and sixth stage is The Stage of Evolving, which began in the 1980’s and continue through the present day. This period looks at the human side of organizations. Quality circles, which are groups that consist of rank and file workers that exchange information for mutual improvement, began the revival of managerial concern back to workers (Razik & Swanson, 2010). Many schools have instituted Community Learning Committees. These teams study their craft through reading groups and lesson studies. Lesson study is a profession development model that originated in Japan and is being used widely in the U.S. Participating teachers use this process to become more effective teachers. Teachers work collaboratively to plan, teach, observe and critique a series of lessons that build toward an overarching goal and questions about this goal that they would like to explore (Lewis, Fischman, Riggs, & Wasserman (2013) . The Pygmalion leadership theory is the theory that should be the most effective in schools. The Pygmalion effect is a special case of self-fulfilling prophecy in which raising leader expectations regarding subordinate achievement produces an improvement in performance (Eden, Gelter, Gewirtz, Gordon-Terner, Inbar, Liberman, Pass, Saloman-Seger, & Shalit, 2000). This approach relies on the consistent encouragement, support, and reinforcement of high expectations for followers. This is only effective when all four dimensions are used. Pygmalion theory contends that when managers treat their subordinates as creative, committed, competent people, both the manager and subordinate will benefit. When treated as incapable, subordinates are less likely to perform to their full potential. There are four factors that affect the Pygmalion theory. They are socio-emotional climate, feedback, input, and output. Socio-economic climate means that there is a measurement of an individual’s economic or social position in relation to others and a person's work experience is based on income, education, and occupation. Feedback is helpful information that can be used to make changes or to not change anything based on the given information. Input is what is taken in while output is what happens based on the input. Evaluating performances of followers and letting them know where they stand makes followers aware that someone is observing and monitoring their activities. These observations can be used for compliments or corrections. Improvement is encouraged when negative feedback is given in performance whereas positive feedback helps maintain good performance (Razik, 2010). Feedback provides valuable information about several aspects of the organization. Razik states that challenging subordinates with challenging tasks upgrades workers’ performances and makes higher expectations possible. Although there has been some argument that teachers' expectations are usually realistic and that the Pygmalion effect is often small and practically unimportant, the Pygmalion effect, which has confirmatory meta-analytic results, is well established in educational psychology. (Eden et al., 2000). A specific example of where the Pygmalion theory will happen in the classroom is when administration does formal and informal observations. Specific feedback is given and then utilized by all parties involved to make improvements as needed. The classic managerial human relations theories are Theory X and Theory Y. Two broad categories of managerial assumptions can be identified as a pessimistic view which McGregor labeled as Theory X, and a more optimistic view that is labeled as Theory Y (Kopelman, Prottas, & Falk, 2012). Theory X assumes that the human being dislikes work and if possible will avoid it. People are coerced, controlled, directed, and threatened with punishment to get any effort to achieve the objectives of the organization. Theory Y represents the human relations view. Managers first make assumptions about employees in work organizations even if they are unaware of doing so. Theory Y says that physical and mental effort comes as naturally to humans as play or rest. Theory Y also shows that Theory X does not apply in all cases. Theory Y demands that the needs of the individual and organization be recognized (Razik & Swanson, 2010). Managers believe that people are capable of engaging in work and that workers do not need an incentive to perform their best. As McGregor states, “The motivation, the potential for development, the capacity for assuming responsibility…are all present in people. Management does not put them there” (Highhouse, 2011).

Resources
Eden, D., Gelter, D., Gewirtz, A., Gordon-Terner, R., Inbar, I., Liberman, M., & ... Shalit, M. (2000). IMPLANTING PYGMALION LEADERSHIP STYLE THROUGH WORKSHOP TRAINING: SEVEN FIELD EXPERIMENTS. Leadership Quarterly, 11(2), 171-210.
GCU. (2014). EDA 575 Lecture [PDF format]. Retrieved from www.gcu.edu.
Kopelman, R. E., Prottas, D. J., & Falk, D. W. (2012). Further Development of a Measure of Theory X and Y Managerial Assumptions. Journal Of Managerial Issues, 24(4), 450-470.
Razik, T., Swanson, A. (2010). Fundamental concept of educational leadership. Human Relations: The Base for Educational Leadership, 5, 103-156. Published by Allyn & Bacon.
Lewis, J.M, Fischman. D. Riggs, I., & Wasserman, K. (2013). Teacher learning in Lesson Study. Montana Mathematics Enthusiast, 10(3). 583-619