morale in technical colleges

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This article was downloaded by: [Ohio State University Libraries] On: 11 November 2014, At: 14:53 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK The Vocational Aspect of Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rjve19 Morale in technical colleges Terence Cooper a a Sunderland Technical College Published online: 30 Jul 2007. To cite this article: Terence Cooper (1965) Morale in technical colleges, The Vocational Aspect of Education, 17:37, 154-158, DOI: 10.1080/03057876580000161 To link to this article: http://dx.doi.org/10.1080/03057876580000161 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is

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Page 1: Morale in technical colleges

This article was downloaded by: [Ohio State University Libraries]On: 11 November 2014, At: 14:53Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,UK

The Vocational Aspect ofEducationPublication details, including instructions forauthors and subscription information:http://www.tandfonline.com/loi/rjve19

Morale in technical collegesTerence Cooper aa Sunderland Technical CollegePublished online: 30 Jul 2007.

To cite this article: Terence Cooper (1965) Morale in technical colleges, TheVocational Aspect of Education, 17:37, 154-158, DOI: 10.1080/03057876580000161

To link to this article: http://dx.doi.org/10.1080/03057876580000161

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all theinformation (the “Content”) contained in the publications on our platform.However, Taylor & Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness,or suitability for any purpose of the Content. Any opinions and viewsexpressed in this publication are the opinions and views of the authors, andare not the views of or endorsed by Taylor & Francis. The accuracy of theContent should not be relied upon and should be independently verified withprimary sources of information. Taylor and Francis shall not be liable for anylosses, actions, claims, proceedings, demands, costs, expenses, damages,and other liabilities whatsoever or howsoever caused arising directly orindirectly in connection with, in relation to or arising out of the use of theContent.

This article may be used for research, teaching, and private study purposes.Any substantial or systematic reproduction, redistribution, reselling, loan,sub-licensing, systematic supply, or distribution in any form to anyone is

Page 2: Morale in technical colleges

expressly forbidden. Terms & Conditions of access and use can be found athttp://www.tandfonline.com/page/terms-and-conditions

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The Vocational Aspect (Summer 1965) Volume XVII No. 37

MORALE IN TECHNICAL COLLEGES

By TERENCE COOPER Lecturer, Sunderland Technical College

Introduction Morale and conflict are elusive concepts that are not easy to define satis-

factorily in general terms. In general, morale and conflict relate to the attitudes of the members of sub-

groups towards the primary activity in which they are involved, and hence to their behaviour in the situation in which the activity is being pursued. When persons evince positive and constructive attitudes and behaviour, we tend to speak of their morale as high; if their attitudes and actions are negative and unconstructive their morale is said to be low and they are regarded as in conflict with their situation.

However, it is a false assumption to believe that harmony is 'good' and conflict 'bad' ; because in a Technical College a measure of conflict may be constructive. For example, over-conflict may display high morale; especially in a College where participation is encouraged. 'Organised conflict' is primarily a group phenomenon, whose main form of expression is disputation and certain grievance procedures will normally be established to deal with it. 'Unorganised conflict', on the other hand, refers to expressions of conflict which are more direct and to some extent more personal, which are often not regarded as conflict by the persons in the situation. In this category we include poor time- keeping, handing in of homework late, sabotage to College property and discipfine, negative attitudes and a number of other manifestations.

Morale and 'unorganised conflict' tend to be inversely related, that is low morale is associated with a high level of 'unorganised conflict', and vice-versa. On the other hand, we do not assume that high morale and 'organised conflict' are necessarily opposed.

Morale and physical environment A great general has said that in war the spiritual is to the material as three

is to one. Elton Mayo, following his work known as the 'Hawthorne Experi- ment', suggested that morale is more important than the physical conditions of work. Neither the general nor Mayo intended us to believe that the physical conditions of work are unimportant. What they tried to do was to direct our attention to the fact that we often consider the physical comfort of people and pay insufficient attention to their spiritual needs, namely, their morale.

Poor physical conditions may have an adverse effect on morale, and it is for this reason that we should endeavour to provide reasonable facilities at our technical colleges. The external appearance of the buildings and grounds should be such that the students, staff and local citizens feel proud that it ' belongs to them', and 'they to it'.

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Inside the colleges there should be cloak-rooms, drinking water, washing facilities, toilets, waste depositories, etc., sufficient to meet the needs of the people on the premises. The corridor walls could perhaps be hung with interest- ing pictures and charts, and suitable display cabinets might be provided for displaying equipment and students' work. Heating, lighting and air-condition- ing facilities should be installed and maintained to meet the varying conditions of comfort, and a high standard of furniture and equipment should be provided in the class-rooms and laboratories. Both students and staff should be encouraged to keep their particular college clean and tidy.

Lecturers should be provided with a staff-room and cupboard space to store their private books, papers, etc. There should be a general staff common room(s) and facilities should be available for either making or obtaining a drink at break periods.

Lockers or cupboards should be provided for those students wishing to use them, and there should be a students' common-room and games-room, equipped accordingly. Further, there should be a refectory for the students (and staff) to obtain a drink and a meal at appropriate times.

A suitably stocked and well-stocked library is essential.

Leadership The situation in technical education today demands a modern type of leader-

ship; the essence of which is example. A good leader should inspire the men working with him, that they will freely co-operate with him in every way. Such co-operation would ensure a high morale.

Part of the task of principals (and heads of departments) is to make their staff participate in their leadership. Principals (and heads of departments) who have the ability and intelligence to do this through organisation are the apostles of the new age, the managerial age, which we are developing today. These are the men in technical education today who are shining examples of true leadership, who by real statesmanship have acquired a degree of co-operation and active participation within their own particular college (or department). These men have not abandoned prestige or power by sharing their problems, their hopes and aspirations, their failures, their successes. On the contrary, they have recognised that 'real power' is the combined capacity of the staff.

In gaining the respect of his staff, and consequently boosting morale, the principal (and head of department) has no more valuable asset than consultation, provided that he has a real understanding of its value, and a determination to make it work properly. Consultation must never be treated as a formality or used just as a facade to cover decisions that have already been taken: nothing could be more destructive of the staff's respect for their principal (or head of department) than to discover that consultation is used simply as a means of explaining actions that have already been decided upon. True consultation--used in the fullest sense--is a tremendous asset to the principal (and head of depart- ment) in gaining loyalty and co-operation and boosting the morale of his staff.

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156 Morale in Technical Colleges

The principal (and head of department) should see that his staff know and understand the plans for the college (or department), that they have the chance to suggest improvements; see that they appreciate the problems and difficulties that are the constant everyday accompaniment of the principal's (and head of department's) life; and give them the encouragement of feeling that they have contributed to the achievements of the college (or department).

The importance of the teacher

In the technical college, the teacher, like his equivalent in industry, the shop- foreman, is of extreme importance in influencing human relations among those in his care. The teacher is the representative of the principal (or education authority) continuously in contact with the students, and his influence on relations, for good or ill, is probably paramount. His position is not an enviable one; he may feel that he is between the upper millstone of the head of department, principal, etc., and the nether millstone of the students. He will realise, however, that to get the best out of his students he must have their full co-operation.

An individual is much easier to influence and convince than groups which, as many committees under a weak chairman demonstrate, often act along heterogeneous lines. The function of a strong chairman, or of a teacher in a class, is to harness divergent ideas and personalities to a common purpose and enable members to work as a harmonious and co-operative group or class instead of one divided by feuds and jealousies. Therein lies the secret of good morale and good results achieved without undue strain and with the maximum satisfaction of all concerned.

Good results will not be obtained if absenteeism is high, if punctuality is slack, if homework is not completed, if syllabuses are not covered properly.

It is necessary for the teacher to teach and issue instructions in a proper and efficient manner. Slipshod methods lead to misunderstandings, genuine or otherwise, confusion and frustration of students. All instructions should be those necessary for the proper performance of the work set, definite, easily understood and never ambiguous. They should be given in a manner acceptable to the student, in that he can accept and carry them out without loss of self- respect. They are often clearer and more acceptable if accompanied by an explanation of the reasons for them.

When reprimands are necessary, they should be given in private, as rarely as possible consistent with discipline (none are more contemptuous of weak discipline than students themselves), and in a manner likely to provoke improve- ment rather than resentment and non-cooperation. Suspension from the class- room or laboratory should be reserved for the gravest offences, or, after due warning, when the wrongful action prejudices the learning or safety of the offender himself, or another individual or the class as a whole. In addition to a reprimand, class privileges may be denied, and in serious cases the student should be reported to higher authority. This step, however, should be avoided whenever possible. It is disliked by the general body of students, it has an unsettling

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TERENCE COOPER 157

effect on them and, unfortunately, a thoroughly undeserving person may become a temporary hero.

While seeking the co-operation of all, the teacher shouM not seek to satisfy all the whims, unjustified demands or complaints of his students; this would only alienate the more responsible students and create a host of undesirable precedents.

A teacher should have a sound knowledge of the organisation of the college, more so the organisation and function of the department to which he belongs. He should know the limits of his authority and should not make promises outside those limits which may have to be refuted, if only to prevent the creation of dangerous precedents. The principal and head of department can greatly assist the teacher in the execution of his task by keeping him informed of changes or other matters concerning his classes in advance of the information reaching his students, if at all possible.

Care should be taken that the teacher's authority is not overridden except on those rare occasions when it is necessary for the welfare of the college and where he has acted contrary to express instructions.

Informal consultation Consultation with students is the most important single factor in morale

building. But in addition to morale building, awakening in students a team spirit and an appreciation of the community of interest of students and staff in the well-being of the College, and a sense of participation in the ordering of its affairs, there is also opportunity of explaining the necessity of adopting a course of action which would seem to promote increased efficiency within the college.

In many cases, a full and sympathetic explanation, together with an account of the measures proposed to reduce hardship and misunderstanding to the mini- mum, has led to the acceptance of the decision and to the students' co- operation.

Increasing attention should be paid to informal consultation in the class-room or on a 'tutor system'. It would appear that this is a much more satisfactory method of utilising the experience and knowledge of the students. Their ideas are certainly valuable in such circumstances and they may be expected to suggest minor improvements, and perhaps even some major ones. In particular, they will inevitably experience a sense of participation and an urge to give of their best. It is more than likely that the morale among students will be improved, even if their own particular suggestion is turned down for something better, provided they are convinced that it is better. Every opportunity, therefore, should be taken of implementing such informal consultation; time cannot be spent more profitably.

Student activities As stated earlier, students should be given a common-room and a games-

room for which they should be held responsible. They should also be given their own notice boards for communication purposes.

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158 Morale in Technical Colleges

Students should be encouraged to participate in some college activities, especially in student union activities; i.e. in the organising and running of the various societies that are to be found in the technical college. Participation of students in affairs of their own, such as described above, will not only improve morale but provides a good training ground for democratic living.

Of course the teachers should be at hand, ready at any time to step in, if asked, and render a service, such as giving advice or providing facilities for some function. In some of the smaller colleges it may be that some teachers will have to be the 'main stay' of the student activities and functions.

Conclusion

By far the most important factor in the mental environment is the personality of those in authority. Sometimes the person in authority who is not adequate as a leader, though academically qualified, is responsible for lowered morale. As a contrast, the right person has exactly the opposite effect. Measured in terms of human happiness, the person in authority who causes a lowered morale, is a tragedy.

When we attempt to answer the question of what are the qualifications of a good person in authority there is no generally accepted answer, but observation of a number of people would suggest that, in addition to the required academic qualifications, a good intelligence, imaginative insight, a well-balanced tempera- ment, a sense of justice, a willingness to accept responsibility, a sense of humour and a 'warmth' towards his fellow man are necessary.

(Script received: April 30, 1964)

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