Classical school presentation. Presentation "The Musical Art of 18th Century Classicism. Vienna Classical School". Classical political economy

Classical School of Management.
Prepared
Grade 10-B students
EML
Taran Christina
Strelnikova Alina

Introduction
The classical or administrative school in management spans the period from 1920 to 1950. The founder of this school is considered Henri Fayol, a French mining engineer, an outstanding practicing manager, one of the founders of management theory.
The goal of the classical school was to create universal management principles.

Authors who have written about scientific management have mainly devoted their research to what is called production management. They focused on improving efficiency below the managerial level. With the emergence of the administrative school, specialists began to constantly develop approaches to improving the management of the organization as a whole.

The adherents of the classical school, like those who wrote about scientific management, did not care much about the social aspects of management. Moreover, their work was largely based on personal observation rather than based on scientific methodology. The "classics" tried to look at organizations from a broad perspective, trying to determine the general characteristics and patterns of organizations. The aim of the classical school was to create universal principles management. In doing so, she proceeded from the idea that following these principles will undoubtedly lead the organization to success.

These principles covered two main aspects. One of them was the development of a rational organization management system. In defining the main functions of business, the theorists-"classical" were confident that they could determine the best way division of the organization into departments or working groups. Traditionally, these functions have included finance, manufacturing and marketing. The definition of the main functions of management was closely related to this. Fayol's main contribution to management theory was that he viewed management as a universal process, consisting of several interrelated functions such as planning and organization. In the next section of this chapter, we will take a closer look at the actual control functions.

The second category of classical principles concerned the construction of the structure of the organization and the management of employees. An example is the principle of one-man command, according to which a person should receive orders from only one boss and obey only him alone.

Historical background of occurrence
At different stages of world history, there were state large formations, for example, Macedonia, Persia, the Roman Empire, etc. Over the years, the management of such formations became clearer and more complex, and the formations themselves became stronger and more stable. So, for example, the army of the Roman Empire had a well-developed structure of management, planning and perfect discipline. Her legions easily defeated the poorly organized armies of Europe and the Middle East. The conquered territories were given under the control of governors, subordinate to Rome. Roads were built to improve the communication of the outskirts with Rome, promptly collect taxes in favor of the emperor, and, if necessary, quickly move legions to the outskirts of the provinces if local residents or the administration rebelled against Roman rule.

Practical management experience was studied:
F. Engels K. Marx R. Owen
R. Babbage

At the end of the 19th century, the situation in the economy was most developed countries was unfavorable. The emergence of new machines, internal combustion engines, high-speed metalworking machines and other equipment did not give the expected results in the form of an increase in labor productivity. The concentration and specialization of production did not lead to an increase in the return on invested capital. Scientists were attracted to study the reasons for this situation. So at the turn of the century, the scientific formation of management took place.

The main provisions of the classical school of management
The classical school includes scientific management and an administrative approach. The essence of scientific management was presented in the works of F. Taylor, F. Gilbert, L. Gilbert, G. Gantt, M. Weber, S. Parkinson, G. Ford, etc. They believed that using observations, measurements, logic and analysis , it is possible to improve many operations of manual labor, achieving their more efficient execution, analyzed the content of the work and identified its main components. Based on the information received, the scientific management changed work operations to eliminate unnecessary unproductive movements, using standard procedures and equipment, aimed to improve work efficiency while achieving significant results.

The human factor was also taken into account in scientific management. It was supposed to provide material incentives for increasing labor productivity and production volumes. It also provided for the possibility of rest and inevitable interruptions in production. As a result, it became possible to establish reasonable production rates and pay extra to those who overfulfill them. The authors of scientific management also recognized the importance of selecting people who would physically and intellectually correspond to the work performed, emphasized the importance of training workers. An important point of the scientific approach is the recognition by the authors that management work is a specific specialty, and each group of workers should focus on what she does most successfully. As a result, management was recognized as an independent area scientific research... Leaders and scientists became convinced that the methods and approaches used in science and in production can be effectively used in the practice of achieving goals.

The authors of the theory of the administrative approach of the classical school of management - A. Fayol, L. Urvik, D. Mooney, and others - had experience of work as top managers in big business. They largely proceeded from personal observation, and not based on scientific methodology, tried to look at organizations from a perspective, to determine their general characteristics and patterns. The goal of these scientists was to create universal management principles that would address two main aspects. The first aspect is the development of a rational management system. By defining the main management functions, the authors found the best way to divide the organization into departments or work groups. The second aspect concerned the structure of the organization and the management of employees. A. Fayol singled out such management principles as one-man management, the responsibility of the leader for the activities of the team, material incentives, unity of purpose for all employees of the organization, etc.

Fayol's principles and functions of management
A. Fayol (1841-1925) divided the entire management process into five main functions that we still use in the management of the organization: planning, organization, selection and placement of personnel, leadership (motivation) and control. On the basis of the teachings of A. Fayol in the 20s. the concept organizational structure a firm whose elements represent a system of relationships, a series of continuous interconnected actions - management functions.

The principles of management developed by A. Fayol should be recognized as an independent result of the science of management, "administration" (hence the name "administrative school"). It is no coincidence that the Americans call the Frenchman A. Fayol the father of management.

“Economic Analysis” - It is assumed that labor costs are expressed in units of labor of the same degree of complexity. Integer programming problem. Model is a conditional image of a controlled object (research). Determination of methods with which you can solve the problem. A particular methodology concretizes the general methodology in relation to the economic processes taking place in a certain branch of the national economy, to a certain type of production.

"Department of Production Automation" - Educational laboratory "Software control of equipment". Our graduates and students of specialties 220301 and 220402? cost-effective products! If you enroll in a commercial form of training, the costs will pay off. Educational laboratory "Fundamentals of Robotics". Department "Automation technological processes and production ".

"Teacher of Economics" - Application of ICT. Study room. first in the ranking of students of the State University Higher School of Economics. Health-saving effect of intersubject communication technology. The system of extracurricular activities. The structure of the cognitive needs of teachers of economics. Berezina Irina Viktorovna. Connected to local computer network with the ability to access the internet.

"Modern Economy" - About the program "Financial Economics": Round table on this topic: " Psychological aspects money "17.10.10 at the Financial University. External Study Program. We invite you to visit the website of the London Educational Project http://projects.fa.ru/london. Partners, cooperation: Festival of Science, September 2010. Basic courses in the direction of "Economics" Program "Financial Economics".

"Creation of a training center" - Employees of research laboratories, employees of production units, new employees of the enterprise. Increase in labor productivity; decrease in development time and introduction of new products; increase in product quality; 1 month 2-3 months 2 months 2 weeks 2 months undefined.

"Economic sphere" - Poll. Production. The economy of a particular country, including certain industries and types of production. Lesson 1. People, organizations. Social Studies. Grade 9. Political. What would happen if people did not have economic knowledge? The structure of the economy. Market. Exchange. Land. When, under what circumstances?

There are 13 presentations in total

CHRONOLOGY OF THE CLASSICAL SCHOOL (figures and dates) f P. Boisguillebert (1646 - 1714) W. Petty (1623 - 1687) R. Cantillon (1680 - 1734) D. Law (1671 - 1729) A. Smith (1723 - 1790) F -B. Say (1767 - 1832) G. Thornton (1760 - 1815) T. Malthus (1766 - 1834) D. S. Mill (1806 - 1873) S. de Sismondi () Karl Marx (1918 - 1883) F. Quesnay (1694) - 1774) P. Sraff (1898 - 1983) Disputes about the development of capitalism in Russia D. Ricardo (1772 - 1823) D. Hume (1711 - 1776)

INDIVIDUAL versus LEVIATHAN Adam Smith's “Invisible Hand” Ideology of Liberalism Metaphor or Theory? 200 years of searches and disappointments T. Hobbes (): the logic of "Leviathan" D. Locke (): " labor theory property "B. Mandeville ():" Vices of individuals are good for society "

LABOR - THE BASIS OF WEALTH "Labor is the father and the active principle of wealth, the Earth is his mother" Sir William Petty Treatise on Taxes and Fees, 1662 Explain wealth to reduce to a single principle of labor value! labor is the source of wealth labor is the measure of wealth labor is the basis of prices ("natural" as opposed to "political") labor is the criterion of distribution

THE IDEA OF PROPORTIONALITY Pierre de Boisguilbert Pierre le Pesant, Sieur de Boisguilbert (1646 - 1714) 1 Proportional prices: “Everyone buys the product of his neighbor ... only on the strict condition ... that the seller will do the same ... For a favorable situation to exist, it is necessary that everyone things were in constant equilibrium and kept a proportional price in relations with each other and in relation to the costs that are necessary for their reproduction. " 2 Free competition

BACKGROUND AND STRUCTURE OF CLASSICAL POLITICAL ECONOMY Mechanism of the “invisible hand” Sources and factors of wealth Circulation Capital accumulation Distribution of wealth EQUILIBRIUM CRISES ACTIVE ROLE OF MONEY EXCHANGE THEORY WEALTH THEORY + CLASSICAL BASIS INDIVIDUALITY \u003d NECESSITY SCHOOL

PHYSIOCRATS Francois Quesnay () - leader of the school of physiocrats (sect of "economists") Author of the "Economic table" - the first theoretical model in the history of economic science Court physician of Louis XV

PRODUCT THEORY The meaning of the "economic table" is the display of the circulation of the social product and income. The structure and basic prerequisites of the model: three classes of society: landowners, farmers, townspeople (traders and artisans); cycle

20 units of income 10 units. income 10 units. 10 units 20 units 20 units "ECONOMIC TABLE" Farmers Barren Land class owners 1 step: land owners receive rent from farmers - 20 units. Step 2: owners buy food from farmers (10 units) and manufactory from townspeople (10 units) Step 3: townspeople buy food from farmers (10 units) 4 and 5 steps: farmers buy products from townspeople, and townspeople use the proceeds - raw materials from farmers (10 units)

Adam SMITH (1723 - 1790) Labor (not trade) - the source and measure of wealth Social product (not monetary income) - the embodiment of wealth Basic abstractions of classical political economy: 3 factors of production (Labor - Land - Capital) 3 social classes (Workers - Land / owners - Vlad / capital) 3 types of income (Salary - Rent - Profit)

Consumption investment

DISTRIBUTION, ACCORDING TO RICARDO Profit Salary Medium industry D. Ricardo: “more generous remuneration / worker / ... does not entail ... an increase in prices, but has a great impact on lower profits ... To judge an increase or decrease in rent, profit and wages it is possible only in accordance with the division of the entire product ... between three classes ... and not in accordance with the value of this product "

COMING TO PRACTICE A. Smith's “invisible hand” principle (earlier in France - laissez faire - laissez passer, or the demand for freedom of action and movement): Condemnation of any monopolies Freedom of trade, especially external Functions of the state, according to A. Smith: defense justice public Works and public benefit institutions

Ricardianism as a "big theory". The rules of logic The system of categories (value, profit, rent) Empirical postulates (the law of population, the law of diminishing fertility) The law of lowering the average rate of profit Simplifying premises Historical pessimism Recognition of adequacy to British conditions Interpretation of British realities and practical conclusions in the light of theory Theoretical components Practical components

Jean-Baptiste SAY and his LAW OF MARKETS (SALES) Jean-Baptiste Say () is an ardent admirer and popularizer of A. Smith's ideas in France “The total demand for products is always equal to the sum of available products ... It is impossible to imagine that the products of labor of the whole nation would become or surplus, if one product provides funds for the purchase of another ”. money does not play an active role!

Henry Thornton's casus 1760 - 1815 Criticism of A. Smith's monetary doctrine - money is active! The factor of trust in the monetary economy: chance and risks Credit and stimulation of economic activity Credit and interception of resources The effect of forced savings Indirect mechanism of money transmission FORGOTTEN, IDEAS RE-OPENED AFTER 96 YEARS AFTER PUBLICATION !!!

THE STRUCTURE OF ECONOMIC KNOWLEDGE: THE END OF THE NINETEENTH CENTURY Forms of political and economic knowledge, according to D. Nevil Keynes economy / abstract concrete deductive inductive

F. Quesnay (1694-1774)

Representatives of classical political economy in France in the XVIII century. were François Quesnay and Anne Robert Jacques Turgot. They transferred the question of the origin of social wealth from the sphere of circulation to the sphere of production. At the same time, the latter was limited only agriculture, believing that wealth is created only in this industry.

A. Turgot (1727-1781).

Therefore, this direction in the development of economic thought was called the school

physiocrats

(the term is derived from the Greek words "nature" and "power").

Adam Smith (1723-1790)

Prominent English economist Adam Smith went down in history as the "Prophet of Free Competition". His greatest merit can be considered that in the world of economics he discerned a natural self-regulating order discovered by Newton in the physical sublunary world. The main idea in the teachings of A. Smith is the idea of \u200b\u200bliberalism, minimal government intervention in the economy, market self-regulation based on free prices that develop depending on supply and demand. The main work of his life "Investigation of the Nature and Causes of the Wealth of Nations" (1776) had a tremendous influence on the next century. Economic life, according to Smith, is subject to objective laws that do not depend on the will and conscious aspirations of people. The starting point of all his research is the problem of the division of labor, which binds "egoists-individuals" into a single society. After examining this problem, he proceeds to outline the origin and use of money. Smith made a significant contribution to the theory of value, to the doctrine of income, productive and unproductive labor, capital and reproduction, about economic policy state.

CLASSIC POLITICAL ECONOMY

Classical political economy is not a homogeneous, uniform doctrine and contains a number of directions, the authors of which considered certain aspects of economic life from their own, original point of view. The classical school laid the foundations for all the diversity of modern economic views.

Jean Baptiste Say (1767-1832) began to develop another tradition of the interpretation of value, laid down by A. Smith - the theory of factors of production. He was the first of the classics to clearly and unambiguously formulate the idea that the value of a product is equal to the sum of wages, profit and rent, i.e. the amount of income of the owners of production factors used in the manufacture of this product.

The most important contribution made by the representative of the classical school, Thomas Robert Malthus (1766-1834) in economics, is his development of "population theory", in which he linked economic and demographic factors. Moreover, in his formulation of this question, the dependence turns out to be two-sided: both the economy affects the change in the population size, so the population size affects the economy.

J. Sismondi (1773-1842). For him, the whole interest of political economy from a theoretical point of view was reduced to explaining crises, and from a practical point of view - to finding measures to prevent them and improve the situation of workers. He thus becomes the head of a number of economists, whose activities did not stop throughout the 19th century. Not being socialists, but not blinded by the vices of the liberal regime, these writers sought a middle path in which they would not sacrifice their principles, correcting the abuses of freedom.

CLASSIC POLITICAL ECONOMY

The formation and development of classical political economy took place against the background of serious changes in the economic and social life society. The traditional feudal relations were replaced by a new economy - a market economy, which at the initial stages of its development was characterized by deep social stratification of society.

Abuses in factories in the first half of the 19th century have been described thousands of times: the exploitation of children of all ages in the most unhealthy and cruel conditions, the almost endless length of the working day for women and adult workers, beggarly wages, ignorance, rudeness, illness and vices that arise in such deplorable conditions. In England, doctors' reports, House of Commons questionnaires, speeches and disclosures by Robert Owen caused public outrage.

The requirement to restrict the work of children in cotton spinning mills since 1819 is the first timid step in labor legislation. J. B. Say, traveling in England in 1815, declared that a worker in England, despite having a family, and despite efforts, often worthy of the highest praise, could earn only three-quarters, and sometimes only half of his expenses.

WORK

Ford Madox Brown, England (1821-1893)

Artistic

Manchester

CLASSIC POLITICAL ECONOMY

Ricardo (1772-1823).

The largest economist of the era industrial revolution in England there was D. Ricardo. He formulated a series of economic laws that entered the treasury of political economy. The central place in the teachings of D. Ricardo is occupied by the theory of value and money, wages and profit, land rent, the theory of capital and reproduction.

Paul Samuelson, in his economics textbook, describes David Ricardo as a key figure in the 19th century: "He was one of the lucky ones. Classical, neoclassical, and post-Keynesian scholars all trace their ancestry back to his circle. The same can be said of the socialist Marxists." ...

Summing up the results of the consideration of the classical school, it should be noted that the main object of research here is production as such, regardless of its sectoral characteristics, as well as the distribution of benefits. Its outstanding representatives put forward and substantiated a system of concepts and categories that represent the scientific reflection of many economic processes.

MARXISM

Karl Marx 1818 - 1883

The merit of the German philosopher and economist K. Marx lies not only in the development of his original doctrine - the theory of surplus value and the law of concentration (automatic expropriation),but also in the fact that his work became the starting point for modern radical political economy (XX century).

In addition, his economic theory served in the 20th century as one of the components of the social ideology of socialist countries with a planned economy, thus contributing to fundamental changes in both the economic and general history of mankind in this century.

Karl Marx was born in Trier (Germany) in the family of a lawyer. During the revolutionary events in Europe 1848 - 1849 he actively participated in the work of the international organization "Union of Communists" and together with Engels wrote its program "Manifesto of the Communist Party" (1848)

IN In 1867, Marx's main work, Capital (vol. 1), was published, which analyzes the development of capitalism and its historical limits; Marx did not complete the work on the following volumes; they were prepared for publication by Engels (v. 2, 1885; v. 3, 1894).

IN in the last years of his life, Marx took an active part in the formation of proletarian parties. Marx developed the principles of the materialist understanding of history (historical materialism), the theory of surplus value, investigated the development of capitalism and put forward the position of the inevitability of its death and transition to communism as a result of the proletarian revolution. Marx's ideas had a significant impact on social thought and the history of society in the late 19th and 20th centuries.

The successor of the work of Marx and Engels was V. I. Lenin, who developed the Marxist doctrine in new historical conditions.

MARGINALISM

In the 1870s, the "Marginalist Revolution" took place in economics, which led to dramatic methodological and theoretical shifts. It was from this moment that one can consider the beginning of modern economic analysis. Among the essential elements marginalism as a directionin economic science, the following should be highlighted:

Using limit (i.e. incremental) values... The very word "marginalism" comes from the Latin margo, which means edge, limit. For the first time, marginists use categories - marginal utilityand marginal performance.

Static. Marginalists have lost interest in the "laws of motion" of capitalism that the classics were concerned with. The focus of economic research after the Marginalist Revolution shifted to the study of the use of scarce resources to meet the needs of people at a given time.

Subjectivism, i.e. an approach in which all economic phenomena are investigated and evaluated from the point of view of an individual economic entity. No wonder marginalism is sometimes called the subjective school of economics.

The marginalist direction of economic thought is usually divided into two schools due to the difference in methodology - Austrian and Lausanne.

At present, marginalism (mainly based on the Lausanne school), due to the addition of the components of the classical school, has transformed into "NEOCLASSICS (NEOCLASSIC SCHOOL)".

ECONOMIC SCIENCE

from ancient times to the end of the 19th century

Classical political economy

Adam Smith, Jean B. Say, David Ricardo, Robert Malthus ...

PHYSIOCRATS

F. Quesnay, A Turgot

Mercantilism

Atuan de Montchretien

Medieval thinkers

Thomas Aquinas, William of Ockham

Saving

Aristotle, Antisthenes, Plato

NEOCLASSIC SCHOOL

At present, marginalism, due to the addition of the components of the classical school, has transformed into "NEOCLASSIC (NEOCLASSIC SCHOOL)". Outstanding representatives of which are: Alfred Marshall and Joseph Schumpeter.

MONETARISM

Monetarism is considered one of the branches of neoclassical economic thought. It originates in the mid-1950s in the United States. One of the recognized founders and leaders of monetarism is the representative of the so-called Chicago School Milton Friedman.

Initially, monetarism arose as a separate branch of experimental research in the field of money circulation, namely, as an analysis of the demand for money. Subsequently, it evolved, covering an ever wider range of economic issues. In the end, by the mid-1970s, it turns into a respectable doctrine, the recipes of which began to be used by the governments of many capitalist countries.

In theoretical terms, monetarism, on the one hand, is based on certain provisions of neoclassical synthesis (for example, the theory of property), and on the other hand, it is a continuation of the Precainsian neoclassical quantitative theory of money.

Freedman 1912-

The main works of M. Friedman: "Research in the field of the quantitative theory of money" (1956); M. Friedman, A. Schwartz "Monetary History of the United States, 1867 - 1960" (1963).

All benefits acquired and stored by an economic entity can be represented in the form of its assets. Their combination forms a portfolio of assets. Money is an asset along with other goods.

Assets are held by an individual either because they generate cash income (financial assets: stocks, bonds), or because they have a certain utility as such (non-financial assets: for example, consumer durables, capital goods), or because that they deliver convenience, liquidity and security (money).

The task of the individual is to distribute the resources (wealth) at his disposal in such a way as to maximize his utility. The new quantitative theory of money is primarily interested in the amount of funds stored in monetary (liquid) form, that is, in other words, the demand for money.

The demand for money is determined by three main groups of factors: a) the general wealth of an economic entity; b) the costs and benefits associated with various forms of wealth storage; c) individual preferences in relation to various forms of wealth storage.

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4 Taylor's laws of management 1. Generalization and classification of skills and abilities of all workers. Scientific detailed study of individual actions in each type of labor. Experimenting to establish laws and formulas for the most effective work "with strict rules for every movement, every person and the improvement and standardization of all tools and working conditions." 2. Careful selection of workers "on the basis of scientifically established attributes", their training to "first-class workers" and "the elimination of all people who refuse or are unable to learn the best methods." 3. "The administration has a cordial cooperation with the workers." There is, as F. Taylor says, the convergence of "workers and science on the basis of constant and vigilant management assistance and payment of daily increments for quick work and accurate performance of tasks." 4. "Almost equal division of labor and responsibility between workers and management." The administration takes on those functions "for which it is better equipped than the workers." "Special agents of the administration work with the workers throughout the day, help them, remove interruptions in their work, and encourage the workers."

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The Reaching Worker Program The main goal of such a program is to "raise every worker to top level... by forcing him to use his best abilities, awakening in him self-esteem and energy and giving him enough wages to live better. "The program of the" reaching worker "F. Taylor contains the following principles: 1. entrusting a job of this degree complexity that is available to his skills and physical constitution; 2. encouraging him to do the maximum work available to a "first-class representative of his rank"; 3. every worker who works at the highest rate of a first-class worker, "should be paid, depending on the nature of the work, an increase of 30% to 100%, compared to the middle peasant class. "The ability to turn people" weak and careless "into" first-class workers "is the essence of the art of management.

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Sample - school class Workers engaged in a certain type of work make up some "class" for F. Taylor, similar to the school class. It distinguishes good, average and bad students, depending on the success achieved. Taylor repeatedly compares workers to "grown-up children" who need lesson assignment, supervision, guidance, prodding, and help. Training in correct methods is carried out through written and oral instructions, practical instructions in the workplace. Thus, those who succeed are transferred to the next "class", and those who are not successful are fired.

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Create guarantees only for the best The high performance standards that Taylor prescribed, a tough work regime, standardization of worker movements and tools, clear coordination and subordination - all this put a person in very harsh conditions. Not everyone kept up the high rates. But F. Taylor did not "look up to the weak": they had to be eliminated before they were given an assignment, and not after poor performance. In this way, the protection of employment, not of position, is guaranteed.

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The job must be challenging Where did the new approach to human resources management come from? F. Taylor suggested: 1. to break down all workers by types or "classes"; 2. to give each type of workers a task within their capacity, but not so weak that they can be performed without overexerting themselves. The task should be given for growth, and the work should "challenge", forcing each time to jump above his head, so that there was an opportunity to grow and improve skills; 3. Show the best workers selected in each "class" the most economical and rational methods of work. F. Taylor proposed to reduce all unnecessary movements, leaving only the most necessary ones, leading along the shortest path to maximum success.

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The program of the "reaching manager" The program of the "reaching worker" by F. Taylor is supplemented by the program of the "reaching manager". It covers a wide range of personnel training issues, personal and business qualities, methods and style of work of the leader. According to F. Taylor, it is easier to select and train several people, each of whom, having one or two abilities, would perform one or two functions, than to find or train one person who possesses all the qualities and performs broad responsibilities.

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Motivation, assessment and promotion Although F. Taylor did not consider economic reward as the only possible and universal form of motivation, he attached primary importance to it. According to him, such a payment system is designed to provide "what they most wanted": 1. livelihood and material well-being of the worker's family; 2. a fair distribution of wages and a fair assessment of work, since the leader received much more than the lagging behind; 3. a feeling of complete satisfaction that arose when the first two conditions were met. Taylor came to the conclusion that it is equally harmful to overpay and underpay. Money must be earned, not received; only in this case they have real value in the eyes of man. The whole subtlety of labor rationing consists in finding this measure of expended and paid labor. Among the motivating factors of F. Taylor, one should mention promotion.

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