| INTRODUCTION | | | | that human resources are utilized and managed |
| In every organization, there are three major resources | | | | effectively and efficiently to meet the university goals. |
| to be managed if the organization wants to achieve its | | | | HUMAN RELATIONS APPROACH TO |
| objectives and goals. These resources are Humans, | | | | MANAGEMENT |
| materials and financial resources. And out of these | | | | Good human relations in an organization, for it to |
| three, human resource management is the most | | | | function effectively and efficiently cannot be |
| important and difficult to manage. The reason being | | | | over-emphasized. It provides knowledge on how |
| that every human being is born unique and therefore is | | | | people interact and respond in different organizational |
| bound to have different characteristics-- that is, the | | | | situations in an effort to satisfy their needs and in the |
| ways they think feel reason and act. Secondly, human | | | | process meet organizational goals. The chief |
| beings control and coordinate the other resources. | | | | administrator’s ability to understand his staff and |
| They constitute the workforce of an organization and | | | | their problems, and his belief in and the practice of |
| are referred to as personnel. Since human nature | | | | democratic leadership will go a long way to make him |
| plays a very major part in the overall success of an | | | | succeed in his supervisory and administrative task. The |
| organization, it is therefore important to have an | | | | effective operation of any organization depends on |
| effective working relationship between the employee | | | | the Human Resources in that organization. Unachukwu |
| and the manager as this is essential for the success | | | | (1997), implicitly states that Educational Administration is |
| of the organization. | | | | concerned with the mobilization of the efforts of |
| Human Resource Management, which involves the | | | | people for the achievement of educational objectives. |
| efficient and effective management within an | | | | It is therefore imperative that the Registrar cultivates |
| organization, is one of the vital functions of Educational | | | | the habits of Human Relations in his odious |
| Administrators. This is because every administrator | | | | administrative task. Edem (1987), observed that the |
| has a function to perform through his staff and his | | | | difference between the ideas of the Efficiency |
| own abilities. Every university like other formal | | | | movement and those of the Human Relations |
| organizations needs human beings to execute its | | | | movement was that of the former emphasizing getting |
| programmes and achieve educational goals and | | | | most out of the worker, even to the extent of requiring |
| objectives. To be able to achieve this, the Registrar | | | | him to subordinate his interest and needs of those in |
| who is the ‘chief of administration’ has to | | | | the organization, while the latter emphasized the |
| ensure that personnel with whom he works knows | | | | humanitarian aspects which sought to satisfy the |
| what to do, when to do it and how to do it. Another | | | | needs of the worker, minimize his frustrations and |
| name for human resource management is personnel | | | | increase the level of job satisfaction. |
| management. No matter the name we chose to call it, | | | | According to Mary Follet,(1964), a prominent pioneer of |
| its basic function is to deal with people who make up | | | | the Human Relations movement in the National Society |
| an organization. And these people have diverse | | | | For The Study of Education, she stated that the real |
| interest, goals and values. | | | | service for business men is no t just the production |
| Akpakwu (2003), regards personnel management as | | | | and distribution of manufactured articles, but to give an |
| the proper utilization of the people in an organization | | | | opportunity for individual development and |
| towards achieving their needs and organizational goals. | | | | self-actualization through better organization of human |
| To this extent, it involves understanding the nature of | | | | relationships. The process of production is as important |
| people in an organization, their needs and aspiration | | | | for the welfare of society as the product of |
| and evolving the necessary strategies to accomplish | | | | production. Follet perceives administration as a shared |
| these needs and aspirations. It also involves identifying | | | | responsibility, asserting that organizational structures |
| the objectives of the organization and creating a | | | | should permit a free interplay of ideas in order to |
| conducive atmosphere towards leading staff to | | | | minimize the rigidity of hierarchical structures; but |
| achieving the goals of the organization. Armstrong in | | | | warned that shared responsibility should not be |
| Akpakwu (2003), sees personnel management as the | | | | construed as being synonymous with laissez-faire and |
| process of obtaining, organizing and motivating the | | | | absence of focal points of reference. |
| human resources needed in by an organization. He | | | | Unachukwu (1997), itemized the human relations |
| advocated for the creation of a very conducive and | | | | movement stress as thus: |
| cordial environment in order to satisfy the needs of the | | | | 1. Human relations focus on workers as human beings |
| workers and achieve organizational goals. Denga | | | | rather than asproducers. |
| (1990), on the other hand, regards Human management | | | | 11. It focuses on the development of morale and |
| as an exercise in human engineering. People have | | | | individual. |
| needs, problems, feelings temperament etc which they | | | | 111. Human relations emphasize paying attention to |
| come along with to these institutions. What ever name | | | | workers as humanbeings in an informal associations |
| it is called, human resource management is the | | | | within an organization. |
| responsibility of all those who manage people. The | | | | 1V. Human Relations led to the policy of consultation of |
| administrative manager must therefore find ways of | | | | participation by |
| satisfying these needs in such a way that the individual, | | | | Workers. |
| organization and society’s objectives are achieved. | | | | V. Human Relations approach led to the diffusion of |
| FUNCTIONS OF HUMAN RESOURCE | | | | authority which led toa wider participation in decision |
| MANAGEMENT | | | | making. It led to a decentralizedapproach to |
| The primary responsibility of a human resource | | | | organization rather than centralization. This explains |
| manager is to ensure that human resources are | | | | whycommittees are used as tools for decision making. |
| utilized and managed as efficiently and effectively as | | | | MOTIVATION AND ORGANIZATIONAL |
| possible. To this end, the university chief administrator is | | | | BEHAVIOUR |
| required meet the following objectives: | | | | Without human resource, there can be no organization. |
| 1. Recruitment and selection, developing the work place | | | | These human resources are in two categories: |
| required by the organization. | | | | Management and Subordinates. |
| 2. Helping in creating a working environment that is | | | | Okonkwo (1997), is of the view that workers and their |
| conducive for his members of staff so as to promote | | | | needs should be uppermost in the minds of the |
| maximum contentment thereby motivating them. | | | | leadership of any organization. In other words, poor |
| 3. Ensuring that the abilities and skills of the workforce | | | | management of human resources in an organization |
| are used to the optimum in pursuance of the | | | | will lead to ineffectiveness or collapse of the |
| university’s mission and mandate. | | | | organization. Edem (1998), states that the |
| 4. Ensuring a fair balance between the personal needs | | | | Barnard-Simon theory of motivation recognizes the |
| of staff and the needs of the Registry and the | | | | relationship between the satisfaction by organizations |
| university in general. | | | | of the needs of workers and the workers productivity. |
| The effectiveness and of any organization is | | | | The theory assumes that workers will perform |
| dependent on the efficient use of its resources | | | | satisfactorily well if their needs are met. Nwankwo |
| particularly the human resource. Human resource | | | | (1982), opines that the more the needs of workers are |
| functions can be generally classified into three basic | | | | satisfied within the organization, the more they are |
| functions namely:- | | | | motivated to work and thus satisfy the needs of the |
| 1. Personal utilization to meet organizational needs | | | | organization. To motivate a worker therefore is to |
| 2. Motivation of employees to meet their needs and | | | | propel, impel and energize him into action that will lead |
| organizational needs | | | | eventually to the achievement of organizational goals. |
| 3. Maintenance of human relationships. | | | | Thus motivation is primarily concerned with spending |
| Other human resource management functions include | | | | effort towards a goal. Leavitt (1972), provided |
| :- | | | | motivation model from three basic premises:- |
| 1. Recruitment and Selection:- This involves searching | | | | (I) Behaviour is caused: The things we do, do not just |
| for a suitable person to fill the vacant position. In the | | | | happen. Therealways underlying factors |
| registry department, the least qualification for an | | | | (11) Behaviour is directed: In the ultimate sense, there |
| administrative secretary is a bachelor’s degree. | | | | aimless behaviour. |
| The basic goal of staffing is to locate qualified | | | | (111) Behaviour is motivated: Underlying what we do |
| applicant who will stay with the organization. | | | | are motives anddrives which provide us with the |
| 2. Training and Education:- This involves developing | | | | energy to attain goals or at least tomove in the |
| staff to professional growth. In the Registry | | | | direction of goals. |
| department, training involves induction of new | | | | These three premises help a lot in understanding the |
| employees, formal training of staff which may include | | | | behaviour of workers in an organization. When Adam |
| on the job training. | | | | Smith conceptualized the economic basis of human |
| 3. Wages and salary Administration:- This refers to the | | | | motivation, it was his opinion that people work primarily |
| financial benefits that are given to staff for the jobs | | | | for money and are unconcerned about social feelings, |
| they have performed. In the university administration, | | | | and are motivated to do only that which provides them |
| fixing of salaries is a continuous exercise as position | | | | with them with the greatest reward. This approach |
| and posts keep changing due to growth and functional | | | | has been criticized because its view of man is |
| advancement. | | | | dehumanizing. Money may not be the only primary |
| 4. Staff Appraisals:- This is the continuous process of | | | | source of rewarding behaviour in an organization as |
| feed back to subordinates about how well they have | | | | there is limit to which money can be used in motivating |
| performed on their jobs. In the registry department, | | | | workers. According to Argyle (1972), People can |
| members of staff are formally appraised annually by | | | | become committed to the goals of the organization as |
| their immediate supervisors and the evaluation ratified | | | | a result of participating in decision making in their work |
| by the Appointments and promotions committee. | | | | place or co-partnership schemes or through their |
| 5. Welfare:- In University administration, the main | | | | relationships with groups or supervisors. Commitment |
| purpose of welfare is to provide assistance to | | | | could also come through the job itself. For example |
| members of staff and also encourage a positive | | | | through ones achievements, recognition, responsibility |
| relationship between staff and the university by | | | | and professional growth. All these are motivators that |
| providing extra security comforts. | | | | would energize human resources to meet |
| 6. Trade Union Relations: - According to Akpakwu | | | | organizational goals and objectives. The ability of the |
| (2003), trade unions are “sounding boards” for | | | | educational manager to therefore plan and organize |
| policies and decisions affecting staff. In university | | | | human resources effectively, motivate and control the |
| administration, joint committees comprising | | | | staff is crucial to the effective and efficient |
| management team and trade unions have proved to | | | | management of the university. This is because good |
| be effective in resolving conflicts. Trade Unions | | | | human resource management practice not only helps |
| champion the problems and grievances of their | | | | in attracting and retaining the best of staff, but also |
| members with the view of improving the welfare of | | | | motivating them to outstanding work performance. |
| their members. | | | | Lack of motivation in work situations has serious |
| The functions of chief administrative officer in the | | | | effect on job satisfaction and when job satisfaction is |
| university are many. Generally though, he is to plan, | | | | absent, the worker might soon leave the organization. |
| organize, coordinate, direct and report activities in | | | | Saiyadanin (1999), supporting states that advancement |
| relation to staff under him. | | | | or changing one’s status reflects when this growth |
| ORGANIZATIONAL BEHAVIOUR | | | | is not experienced, the staff member becomes |
| All organizations including educational institutions are | | | | frustrated and dissatisfied. |
| made up of people who chose to work in it primarily | | | | CONCLUSION |
| because it enables them to satisfy at least some of | | | | Basically, the Registrar who is the Chief Administrative |
| their personal needs. Virtually everybody works, plays | | | | Manager deals with human beings at various levels. |
| or is educated in an organization. Attempt must be | | | | Administration at all levels involves effective planning, |
| made to define what an organization is. Ede (2000), | | | | organizing, supervising, controlling and evaluating. It is |
| defines organization as a system of consciously | | | | therefore his duty too co-ordinate all activities in the |
| coordinated activities which are deliberately structured | | | | registry to meet the university’s mission and |
| for the purpose of realizing specific goals. Dale (1978), | | | | mandate. Attempt has been made to understand the |
| views organization thus: “Whenever several people | | | | meaning of human resource management as the |
| are working together for a common end, there must | | | | understanding of human behaviours, their needs, |
| be some form of organization: that is the task must be | | | | aspiration in an organization and developing strategies |
| divided among them and the work of the group must | | | | to accomplish these needs and aspirations. Knowing |
| be coordinated. Dividing the work and arranging for | | | | that if these needs are neglected, it could lead to |
| coordination make up the process of organization and | | | | failure in achieving set goals for the university system. |
| once that is completed, the group may be described | | | | This paper has also shown that organizational |
| as an organization.” | | | | behaviour is not just the study of the systems, |
| According to Unachukwu (1997), the more complex an | | | | processes, and structures in an organization. But also |
| organization is, the more difficult it is to coordinate | | | | the systematic study of individuals’ behaviour in an |
| activities, predict events or phenomena and attain set | | | | organization. It should be understood that these |
| objectives maximally. We can therefore view | | | | individuals work with external and internal environments |
| organizational behaviour as the systematic study of | | | | which are psychological and sociological in nature. |
| the nature of organizations; how they begin, how they | | | | University administrators should therefore deal with |
| develop and their effects on individual members. It is | | | | staff individually and collectively with a view of |
| also a systematic attempt to understand the behaviour | | | | understanding them deeply. To this end, it has |
| of people in an organization; not just human behaviour | | | | therefore becomes necessary for university registrars |
| but structural behaviour, elements behaviour, systems | | | | to advocate the use of good human relations so as to |
| behaviour and even policy behaviour. Thus for staff in | | | | ensure effective and efficient administration in |
| the registry department of the university to function | | | | universities. This paper has also traced the need to |
| efficiently and effectively, the Registrar must | | | | motivate workers not only through monetary means |
| understand the nature of people he is working with | | | | but also to recognize the individual’s worth and |
| and be able to interpret their behaviours. Organizational | | | | enhance their feeling of responsibility and |
| behaviour follows the principle of human behaviour: | | | | achievements |
| People in an organization are governed by the same | | | | References |
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| consisting of interrelated subsistence. Changes or | | | | Chicago, University of Chicago Press. |
| alteration in any part of the system have | | | | Nwankwo J. (1982), Educational administration, Theory |
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| Ocho (1997), aptly suggests that human beings in an | | | | Okonkwo S.N.(1997), Job satisfaction and the Work |
| organization need to be constantly motivated for | | | | Behaviour of Nigerian Teachers, Akwa Meks |
| adequate production and commitment. Consequently, | | | | Publishers. |
| the primary responsibility of the Registrar is to ensure | | | | |