By Professor Joan C. Tonn
Out of 20 years of civic paintings in Boston’s immigrant neighborhoods, Follett constructed rules in regards to the workforce foundation of democracy and the principles of social interplay that put her between major innovative intellectuals. Later in her profession, she added influential lectures on company administration that shape the root of our modern discourse approximately collaborative management, employee empowerment, self-managed groups, clash answer, the price of inclusivity and variety, and company social responsibility.
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Additional info for Mary P. Follett: Creating Democracy, Transforming Management
The format that Ticknor and her friends designed for their society differed in several respects from the English model. The English society conﬁned its work to helping women of the upper classes, but Ticknor was determined to aid women of all classes, particularly those who had been denied the opportunities available to their more fortunate sisters. The English society assisted its students primarily by providing prescribed plans of coursework, expecting the students to complete them without further assistance.
The history curriculum had four subject areas: the traditional triad of ancient, medieval, and modern European history, and American history, a subject less often taught. Follett already had gained considerable familiarity with the traditional subjects from her work with Anna Boynton Thompson, but she had not studied American history since grammar school. Well aware of how poorly educated American students were about their own country’s history, Herbert B. Adams found it ‘‘especially gratifying to see so much attention bestowed by this Society for Home Study upon the history of their own country .
It is all important that American girls, as well as American boys, should learn that . . ≤∏ In 1886 the history department formally added a ﬁfth subject, political economy, to the curriculum. The recent publication of two advanced textbooks had made it relatively easy to teach high school and college students about the production, distribution, and consumption of wealth and the numerous applications of political economy principles. ’’ Each month Follett was asked to read several items from the course bibliography and then, from memory, to organize and summarize the material in concise written notes.