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Douglas McGregor was a management professor at the MIT Sloan School of Management and President of Antioch College .  He was also was the author of the "Human Side of Enterprise," which examines human motivation at work and illustrated the inadequacy of conventional management concepts to inspire employees' behavior (Owings & Kaplan, 2012 p. 72).   He also inferred that workers were viewed by managers from two perspectives; X and Y.

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McGregor's X management theory stated the average worker was indolent and would do as little work as possible . X Theory insisted that managers must consistently govern, inspire, and direct their employees to perform well.  X managers also concluded that workers prefer to be told what to do, evade responsibility, and seek job security (Owings & Kaplan, 2012 p. 72).

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Managers in the Y theory presumed that workers enjoyed their job. They concluded that punishment was unnecessary and they didn't need to regulate the worker's performance to achieve success. The worker would be dedicated and ultimately perform at a higher rate if they were pleased with their job. Managers should facilitate organizational conditions and operations so that workers could achieve their own goals by directing themselves toward managerial objectives.

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Management's Presumptions and Tactics of workers in the X  and Y Theory 

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Management's Presumptions and Tactics of workers in the X  and Y Theory 

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Management is responsible for organizing money, materials, equipment and people.  According to McGregor's X Theory, management should firmly and fairly redirect the employee's behavior to  prevent a poor work performance. McGregor calls it the "carrot and stick" management approach which is integral for organizational productivity   (Owings & Kaplan, 2012 p. 72).  Y theory managers presume that workers seek responsibility and are motivated by self -fulfillment.  Y managers also insist that people naturally want to work and drive themselves to perform.

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There are factors that are associated with the developmental approach of these theories. The X theory is based on the classical approach implying that humans are lazy by nature and require constant direction by their superior. The Y theory provides worker with the opportunity to grow socially and professionally as they satisfy the organization's needs.  In simple terms X is considered autocracy while Y is deemed a democracy.  Y theory manager presumed  that when trust is exhibited between management and staff, a better working environment is induced and productivity levels increase.

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In the classroom, the teacher follows the model of the manager and the student parellels the worker. The X theory can be translated to the classroom in the way the instructor views the student. X theory would assume the student is motivated not by desire but, by rewards, high grades and possibly a financial incentive. Meanwhile, they must be closely observed or supervised to maintain classroom management and to meet standards (Erkilic, 2008 p. 115). Theory Y would assume students enjoy studying, learning and they exercise self control in the instructional environment without the threat of punishment (Erkilic, 2008 p. 115).

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Criticism of the X and Y Organizational Theory

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Criticism of the X and Y Organizational Theory

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There are many criticisms of the X and Y theory. One is that the focus should not be on the managers varied beliefs, but that more effort should be given to studying their assumptions before they obtain the job (Schein, 2011, p. 162). Selection of managers that don't posses a discriminate view may be more effective than making presumptions about workers.

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Yaeger, T., & Schein, E. (2011). Douglas mcGregor: Theoretician, moral philosopher or behaviorist? Journal of Management History, 17(2), 156-164. doi:10.1108/17511341111112569
Owings, W. A., & Kaplan, L. S. (2012). Leadership and Organizational Behavior in Education. Upper Saddle River, New Jersey: Pearson.
Yaeger, T., & Schein, E. (2011). Douglas mcGregor: Theoretician, moral philosopher or behaviorist? Journal of Management History, 17(2), 156-164. doi:10.1108/17511341111112569