Curricular Implications for Participative Management in Technology Education
Carl Harshman (1982) believes the United States may be experiencing the most significant change in the work place since the Industrial Revolution. The movement involves a transformation from the traditional, bureaucratic style of management to a more participatory relationship. This new philosophy, known as participative management, attempts to improve the utilization of human resources by involving individual workers in decisions affecting their work.
The growth of participatory and work innovative programs such as quality circles, participative management, and employee involvement has taken place in America since the early 1970s. The concept, which has experienced considerable success in other countries, is currently being implemented in both industrial and non-industrial settings. While only a small fraction of U.S. work places are currently governed by a participative management model, the rate of transformation from a traditional bureaucratic model is accelerating (The Indiana Labor and Management Council [ILMC], 1985). Future indicators predict the trend will continue as we head toward the twenty-first century
Journal of Technology Education, Vol. 2, No. 2 (Spring, 1991), 1-9.