The Psychology of Management by Lillian Moller Gilbreth

2. Because all surroundings suggest an easy achievement. Knowing

3297 words  |  Chapter 177

that everything has been done to make his work possible and easy, the worker feels this atmosphere of possibility and ease around him, and the suggestive power of this is strong. UNNECESSARY FATIGUE SHOULD BE ELIMINATED.--The walls, appliances and furniture, and the clothing of the worker should be of that color which will rest his eyes from the fatigue of the work. All unnecessary noise should be eliminated, and provision should be made, where possible, that the workers may enjoy their sleep or their rest hours in perfect quiet. Records show the value of having quiet reign in and near the camp, that the workers may not be disturbed. Even though they are not disturbed enough to be waked up, every noise that is registered in the brain affects the body, for it is now conceded that the body reflects every phase of mental activity. ALL MENTAL STATES AFFECT BODILY STATES--Dr. Stratton says: "It is now generally accepted that the body reflects every shade of psychic operations; that in all manner of mental action there is some physical expression."[7] All consciousness is motor "is the brief expression of this important truth; every mental state somehow runs over into a corresponding bodily state." ELIMINATION OF WORRY ASSISTS IN CONCENTRATING ATTENTION.--The more fireproof the building, and the more stable the other conditions, the greater the efficiency of the inmate. Burglar-proof buildings not only actually induce better sleep, in that possible intrusions are eliminated, but give a state of mental peace by the removal of apprehension. So also, a "germ proof" house is not only really more healthful for an inmate, but eliminates worry over possible danger of ill health. The mental health of the worker not only controls, in a measure, his physical health, but also his desire to work. Having no distractions, he can put his mind upon that which is given him to do. DISTRACTED ATTENTION CAUSES FATIGUE.--The attention of the worker is apt to be distracted not only by recognized dangers, such as burglars, fires, and disease, but also by other transitory things that, involuntarily on his part, take his mind from the work in hand. A flickering light distracts the attention and causes fatigue, whether we have consciously noticed it or not. Many things are recorded by the senses without one's being conscious of them. For example, the ceasing of a clock to tick, although we have not noticed that it was ticking. Another example is the effect upon the pulse or the brain of being spoken to when asleep. The flickering lamp of the chronocyclegraph device is much more fatiguing than the steady lamp of plain cyclegraphs. PROPER PLACING OF WORKERS ELIMINATES DISTRACTED ATTENTION.-- Workers must be placed so that they do not see intermittently moving objects out of the corners of their eyes. In the early history of man it was continuously necessary to watch for first evidence of things behind one, or at a distance, in order to be safe from an enemy. From generations of survival of the most fit there have developed human eyes most sensitive to moving objects that are seen out of the corner of the eye. Even civilized man has his attention distracted quickest, and most, by those moving objects that he sees the least distinctly, and furthest to one side from the direction in which he is looking. The leaf that moves or the grass that trembles may attract the attention where seen "out of the corner of the eye" to a point where it will even cause a start and a great fear. As an example of the distracting effect of moving objects seen "out of the corner of the eye," try reading a book facing a window in a car where the moving scenery can be seen on each side of the book. The flitting object will interrupt one, one cannot get the full meaning out of what one is reading--yet if one lays down the book and looks directly at the scenery, the mind can concentrate to a point where one does not see that moving scenery which is directly in front of the eyes. There is a great difference in this power of sensitiveness of the corners of some workers' eyes from that of others. The first move of Scientific Management is to place and arrange all workers, as far as is possible, in such a position that nothing to distract them will be behind them, and later to see that the eyes of workers are tested, that those whose eyes are most sensitive may be placed accordingly. THIS ELIMINATION MAY TAKE PLACE IN ALL KINDS OF WORK.--The necessity of removing all things which will distract the attention is as great for the brain worker as for the shop or construction worker. All papers that attract the eye, and hence the attention, should be cleaned from the desk, everything except that on which the worker is working. The capability of being distracted by the presence of other things varies in all workers. In using the dictaphone, one can do much better work if one is in a room where there is little or nothing to distract attention. An outline of work ahead, may tempt to study and planning of what is ahead, rather than to carrying out the task scheduled for immediate performance. The presence of a paper with an outline merely of what is being done is found to be a great help, as the eye can rest on that, and after a few moments, will become so accustomed to it that the whole attention will be given to the dictating. BENEFITS OF ELIMINATING "DECISION OF CHOICE."--There is always time lost by "decision of choice." The elimination of this is well illustrated by the bricks that are piled on the packet, which decides for the bricklayer which brick is next, making an obvious sequence, hence the saving of time of decision regarding motions, also the saving coming from the play for position. Oftentimes a handicap of slow mental action can be compensated for, in a measure, by planning ahead in great detail. In this way, if the plan is made sufficiently in detail, there is absolutely no time possible left to be wasted in "decision of choice." The worker goes from one step to another, and as these steps are arranged logically, his mind does not tend to wander away, but to keep on in an uninterrupted sequence to the goal. STANDARD EQUIPMENT IMPORTANT.--As for equipment, the phenomena of habit are among the most important features of the psychology of management and the possibilities of the elimination of unnecessary waste resulting from taking advantage of this feature is possible only when the equipment, surroundings and methods of the worker are standardized. Therefore the insistence upon standardization, even down to the smallest things, is vital for achieving the greatest output. For example,--suppose the keys of the monotype machine, piano or typewriter were not located permanently in the same relative position. Consider the loss of time in not being able to use habits in finding each key. Such an arrangement sounds ridiculous on the face of it, yet it is a common practice for many operators, especially of monotype machines, to make a complete mental decision as to the muscles and fingers with which they will strike the desired key. Imagine the records of output of a typist who was using a different keyboard every day, if there were that many kinds of keyboards. It is easy for anyone to conceive the great advantages of standard keyboards for such machines, but only those who have made a study of output of all kinds of workers can fully realize that similar differences in sizes of output are being produced by the workers of the country for lack of similar standardization of working conditions and equipment. UTMOST STANDARDIZATION DOES NOT MAKE "MACHINES" OF THE WORKERS OPERATING UNDER IT.--The attention of those who believe that standardization makes machines out of the workers themselves, is called to the absence of such effect upon the typist as compared with the scribe, the monotype and linotype operator as compared with the compositor, and the mechanical computing machine operator as compared with the arithmetician. STANDARD METHODS DEMAND STANDARD TOOLS AND DEVICES.--Habits cannot be standardized until the devices and tools used are of standard pattern. It is not nearly so essential to have the best tools as it is to have standard tools.[8] Experience in the hospitals points to the importance of this fact in surgery. Tools once adopted as standard should not be changed until the improvement or greater efficiency from their use will compensate for the loss during the period of "breaking in" the user, that is, of forming new habits in order to handle strange tools. As will be brought out more fully under "Teaching," good habits are as difficult to break as bad ones, the only difference being that one does not usually desire to break good ones. Naturally, if a new device is introduced, what was an excellent habit for the old device becomes, perhaps, a very bad habit for the new device. There must come a time before the manipulation of the new device has become a habit when output will go down and costs will go up. It is necessary, before introducing this device, to investigate whether the ultimate reduction of costs will be sufficient to allow for this period of lower production. It is not fair, however, to the new device or method really to consider its record until the use of it has become such a habit with the workers as was the use of the old device. No one who has not made a study of cutting tools can realize the crying need for standardizing in that field. Dr. Taylor says, writing in the Revised "Shop Management" of 1911,--"Hardly a shop can be found in which tools made from a dozen different qualities of steel are not used side by side, in many cases with little or no means of telling one make from another."[9] The effect of the slightest variation in the shape or the method of handling the tool upon the three dimensions of the work that the tool can do in a given time, is astounding.[10] More important, from the psychological point of view, is the effect upon the mind of the worker of seeing such unstandardized equipment; of having to stop to select the particular tool that he desires, and thus having his attention distracted from his work; and of knowing that his act of judgment in so selecting is of no permanent value, as the next time he needs a similar tool he will probably have to reselect. STANDARD CLOTHING A CRYING NEED.--There is a great need today for standardization in the field of clothing. The idea prevalent that wearing apparel is attractive only when it is "different" is unfortunate in its influence upon the cost of living. How much more unfortunate is it, when it affects the mind of the worker, and leads him to look upon standard working clothes with distaste. To a careful observer, there is nothing more disheartening than a study of workers' clothes, especially the clothes of women workers. Too warm clothes where work requiring high temperature is done, with no provision for adding needed wraps for the trip home; high-heeled shoes where the worker must stand at her task for hours at a time; tight waists and ill fitting skirts, where every muscle should have free play,--these are but examples of hundreds of places where reforms are needed. Little or no blame attaches to the worker for this state of affairs. Seldom, if ever, does the management attempt to standardize working clothes. Moreover, the underlying idea is not made clear that such clothes bear no resemblance to the meaningless uniforms which are badge and symbol of service. They resemble rather the blouse or pinafore of the artist, the outfit of the submarine diver or the fireman. THE SPORTS PRESENT A FINE EXAMPLE OF THIS.--The greatest advance toward standardizing clothing has come in the sports, which, in many respects, present admirable object-lessons. In the tennis court, on the links, on the gridiron, the diamond, or track, the garment worn of itself does not increase fatigue. On the contrary, it is so designed as not to interfere with the efficiency of the wearer. MANAGEMENT SHOULD PROVIDE CLOTHING STANDARDS.--Under Ultimate Management the most efficient clothing for any kind of work will be standardized. The expense of such articles of clothing as will add to the quantity or quality of output will, directly or indirectly, be borne by the management, just as it now bears the expense for equipment and tools. These essentials being supplied, and the underlying dignity and importance of standardization understood, the worker will gladly conform, and supply the minor accessories. SUCH STANDARDS MUST APPLY TO ALL.--It is of the utmost importance that such standardization, when adopted, should apply to the clothing of all, managers as well as employés. When the old pride in the "crafts" returns, or when efficiency is as universal in the industrial world as it is in the world of sport,--then one may look for results. EFFECTS OF SUCH STANDARDS ENORMOUS.--The effect which such standardized clothing would have on the physical and mental well-being of the wearers can scarcely be overestimated. Fatigue would be eliminated, and the old "joy in working" might return. Not being based upon looks alone,--though the æsthetic appeal should not be neglected,--the worker's ability to work more and better with greater content of mind would be the criterion. The success of the clothing would be scientifically measured, the standards improved, and progress itself become standardized. STANDARD METHODS ELIMINATE FATIGUE.--There is no doubt in the minds of those who have made it a study, that the constant receipt of the same kind of impressions, caused by the same kind of stimulation of the same terminal sense organs, causes semi-automatic response with less resulting fatigue, corresponding to the lessened effort. All methods should, therefore, as far as possible, be made up of standard elements under standard conditions, with standard devices and appliances, and they should be standardized from the standpoint of all of our senses as to color, shape, size, weight, location, position and surface texture, that the worker may grasp at a single thought by means of each or all his senses, that no special muscles or other fatiguing processes need be operated to achieve the standard result desired. MUSCLES THAT TIRE EASILY SHOULD BE SAVED.--It must be remembered that all work should be so arranged that the muscle that changes the position or shape of the eye or the size of its pupil should not be operated except when necessary. Care in planning can oftentimes standardize conditions so as to relieve these and other muscles, which grow tired easily, or transfer this work to other muscles which are not so easily tired. Not only do the reactions from such standards require less bodily effort, but it also requires less mental effort to work under methods that are standardized. Therefore, both directly and indirectly, the worker benefits by the standardization. REST FROM FATIGUE IS PROVIDED FOR SCIENTIFICALLY.--Scientific Management provides and prescribes rest for overcoming fatigue of the worker more scientifically and economically than he could possibly provide it for himself. Weber's law is that "our power of detecting differences between sensations does not depend on the absolute amount of difference in the stimuli, but on the relative amount."[11] The additional fatigue from handling additional weights causes fatigue to increase with the weight, but not in direct proportion to the extra weight handled. When the correct weight of the unit to be handled has been determined, the additional weight will cause fatigue in quantities greater in proportion than the extra weight handled. REST PERIODS ARRANGED FOR BEST GOOD OF WORK AND WORKER.--If possible, rest from fatigue is so arranged as to interfere with work the least. The necessary rest periods of the individuals of a gang should come at that period of the cycle that does not cause any allowance to be made for rest in between the performance of the dependent operations of different members of the gang. Such an arrangement will enable the worker to keep a sustained interest in the work. WORK WITH ANIMALS SHOULD BE STANDARDIZED.--The necessity for standardizing work with animals has been greatly underestimated, although it has been done more or less successfully in systems for construction work. For work with horses and carts, the harnesses and the carts should be standardized and standards only should be used. The instruction card dealing with the action, motions and their sequence should be standard to save time in changing teams from the full to the empty cart and _vice versa_. While standardized action is necessary with men, it is even more necessary for men in connection with the work of animals, such as horses, mules and oxen. The instruction card for the act of changing of teams from an empty cart to a full cart should state the side that the driver gets down from his seat to the ground, the sequence in which he unhooks the harness and hooks it up again, and the side on which he gets up to his seat in the cart. Even the wording of his orders to his horse should be standardized. While this book will deal with the human mind only, it is in order to state that a book could be written to advantage on training the horse by means of a standard man-horse language and a standard practice of their combined action. Animals have not the capacity for forming new habits that they have for remembering the sequence of former acts. They have little ability to adapt themselves to a sequence of motions caused by unexpected conditions, unless those conditions suggest the opportunity of revenge, or the necessity of self-preservation, or immediate welfare. This is only touched upon here from the man side. Naturally, the output earning power of a man working with animals depends largely upon the handling of the animal, and the man can never attain his full output, or the managers get what they might expect to get from the man-horse combination, until the psychology of the horse, or mule, or elephant, or whatever animal is used, is also studied and combined with the other studies on Scientific Management. An example of the benefits of standardized work with animals:--The standard fire signals in the Fire House cause such perfect horse action that fire horses always have a reputation for superior intelligence. THE WORKER WHO IS BEST SUITED FOR HIS WORK IN THE PERFORMING DEPARTMENT IS INCAPABLE OF DISCOVERING THE BEST METHOD.--An exaggerated case of the result of leaving the selection of the method to the worker is that of the West Indian negro who carried the wheelbarrow on his head.[12] This well-known example, though it seems impossible and absurd, is no more inefficient than are hundreds of methods in use in the industrial world to-day. UNDER SCIENTIFIC MANAGEMENT QUALITY IS STANDARDIZED.--Scientific Management determines exactly what quality as well as what quantity of work is needed, and the method prescribed is that one not only of lower costs, but which fits the particular need of the particular occasion most accurately. Workers are kept under pressure for quality, yet the pressure is not irksome, because the worker understands exactly what quality is desired, and what variations from exactness are permitted. VARIATIONS IN QUALITY OR EXACTNESS INDICATED BY STANDARD SIGNS.--All dimensions on the drawings of work have either a letter or symbol or plus or minus signs. There is much to be said about the effect this has on the worker.

Chapters

1. Chapter 1 2. CHAPTER I PAGE 3. CHAPTER II 4. CHAPTER III 5. CHAPTER IV 6. CHAPTER V 7. CHAPTER VI 8. CHAPTER VII 9. CHAPTER VIII 10. CHAPTER IX 11. CHAPTER X 12. CHAPTER I 13. 1. Management is a life study of every man who works with other 14. 2. A knowledge of the underlying laws of management is the most 15. 3. This knowledge is to be had _now_. The men who have it are 16. 4. The psychology of, that is, the mind's place in management is 17. 5. It is a division well fitted to occupy the attention of the 18. introduction to psychology and to management, can suggest the 19. 2. what we have defined as the "Transitory" plan of 20. 3. management which not only is not striving to be 21. 4. the distinctive name is the Taylor Plan of Management. 22. 1. To enumerate the underlying principles on which scientific 23. 2. To show in how far the other two types of management vary 24. 3. To discuss the psychological aspect of each principle. 25. 1. The relation of Scientific Management to the other types 26. 3. The relation between the various elements of Scientific 27. 4. The psychology of management in general, and of the three 28. 9. Welfare. 29. 2. Appearance and importance of the idea in Traditional and 30. 3. Appearance and importance of the idea in Scientific 31. 4. Elements of Scientific Management which show the effects 32. 5. Results of the idea upon work and workers. 33. 3. Contrary to a widespread belief that Scientific Management 34. 4. Scientific Management fosters individuality by 35. 5. Measurement, in Scientific Management, is of ultimate 36. 6. These measured ultimate units are combined into methods of 37. 7. Standardization under Scientific Management applies to all 38. 8. The accurate records of Scientific Management make 39. 9. Through the teaching of Scientific Management the 40. 10. The method of teaching of Scientific Management is a 41. 11. Incentives under Scientific Management not only stimulate 42. 12. It is for the ultimate as well as immediate welfare of 43. 13. Scientific Management is applicable to all fields of 44. 14. Scientific Management is applicable to self-management as 45. 15. It teaches men to coöperate with the management as well 46. 17. The psychological element of Scientific Management is the 47. 18. Because Scientific Management is psychologically right it 48. 19. This psychological study of Scientific Management 49. 20. Scientific Management simultaneously 50. 2. Halbert P. Gillette, Paper No. 1, American Society of 51. 6. F.W. Taylor, _Shop Management_, para. 16, Am. Soc. M.E., Paper 52. 9. Morris Llewellyn Cooke, _Bulletin No. 5 of the Carnegie 53. 10. F.W. Taylor, _Shop Management_, para. 234, Am. Soc. M.E., Paper 54. 13. Henry R. Towne, Introduction to _Shop Management_. (Harper & 55. 14. F.W. Taylor, _Principles of Scientific Management_, p. 123. 56. 16. F.W. Taylor, _Principles of Scientific Management_, p. 137. 57. CHAPTER II 58. 1. The importance of the study of the individual, and the 59. 2. The difficulty of the study, and the necessity for great 60. 3. The necessity of considering any one individual trait as 61. 4. The importance of the individual as distinct from the 62. 1. The work is more specialized, hence requires more 63. 2. With standardized methods comes a knowledge to the 64. 3. Motion study, in its investigation of the worker, supplies 65. 1. By psychological and physiological study of workers under 66. 2. By scientific study of the worker made before he comes 67. 1. Determining the capabilities of the boy, that is, seeing 68. 2. Determining the possibilities of his securing work in the 69. 11. Rewards must be prompt and provided for all 70. 12. Appreciation must be shown.[11] 71. 2. It is prepared for the particular individual who is 72. 1. When, where, how, and how much is individuality 73. 2. What consideration is given to the relation of the mind to 74. 3. What is the relative emphasis on consideration of 75. 6. What is the effect toward causing or bringing about 76. 9. L.B. Blan, _A Special Study of the Incidence of Retardation_, 77. 11. F.B. Gilbreth, _Cost Reducing System_, Chap. III. 78. CHAPTER III 79. 4. What are the results to the worker? 80. 9. Good health. 81. 1. That the position will be best filled by a very high and 82. 2. That the man is forced to use every atom of all of his 83. 3. That in many cases the work assigned for him to do calls 84. 4. That psychology tells us that a man fitted to perform some 85. 11. poor investigation of workers' special capabilities. 86. 4. assigning competent workers to fitting work. 87. 8. quantity of additional pay that shall be given for doing it. 88. 1. coöperation with the management in obtaining the prescribed 89. 2. the exercise of their ingenuity in making improvements 90. 3. the fitting of themselves for higher pay and promotion. 91. 4. Disciplinarian 92. 8. Inspector 93. 2. a good observer, able to note minute variations of method, 94. 3. a good teacher. 95. 1. the particular place in the field of knowledge in which 96. 2. the change in the type of criticism expected from the 97. 3. the far greater emphasis placed on duties as a teacher. 98. 6. an offense against the system (disobeying orders), falling 99. 1. in doing the work itself, as will be shown at length in 100. 2. outside of the regular working hours, but in connection 101. 2. Decide whether the place can be best handled as one, or 102. 2. the long time job. 103. 5. Gillette and Dana, _Cost Keeping and Management Engineering_, 104. 7. F.W. Taylor, _Shop Management_, para. 221-231. Harper Ed., 105. 12. For excellent example of special routing see: Charles Day, 106. 13. C. Babbage, _Economy of Manufacturers_. p. 172. "The constant 107. 14. F.W. Taylor, _On the Art of Cutting Metals_, Paper No. 1119, 108. 15. C.G. Barth, _Slide Rules for Machine Shops and Taylor System_. 109. 17. Adam Smith, _Wealth of Nations_, p. 2. "The greatest improvement 110. 18. H.K. Hathaway, _The Value of "Non-Producers" in Manufacturing 111. 19. Gillette and Dana, _Cost Keeping and Management Engineering_, 112. 20. Morris Llewellyn Cooke, _Bulletin No. 5, Carnegie Foundation for 113. 21. H.L. Gantt, _Work, Wages and Profits_, p. 120. 114. CHAPTER IV 115. 1. The student will discover, in the books on experimental 116. 2. He will receive priceless instruction in methods of 117. 4. What accurate measurement determines his 118. 3. time for overcoming delays. 119. 3. be willing to coöperate. 120. 2. that all get an ample compensation for what 121. 3. that under them general welfare is considered; 122. 2. the length of time required for a worker to do a 123. 3. the amount of rest and the time of rest required to 124. 3. how best to use them. 125. 4. furnish resulting timed elements to the synthesizer 126. 1. The maintained tension on a belt bears a close relation to 127. 2. The speed of a buzz planer determines its liability to 128. 2. what function it will be best to assign them to and to 129. 2. ability to assign men to the work which they should do, to 130. 3. ability to predict. On this ability to predict rests the 131. 2. The worker's judgment is appealed to. The method that he uses 132. 3. The worker's reasoning powers are developed. Continuous 133. 4. The worker fits his task, therefore there is no need of 134. 5. There is elimination of soldiering, both natural and 135. 1. The worker will become more and more willing to impart his 136. 2. G.M. Stratton, _Experimental Psychology and Its Bearing upon 137. 4. For apparatus for psychological experiment see Stratton, p. 38, 138. 6. Morris Llewellyn Cooke, Bulletin No. 5, _The Carnegie Foundation 139. 12. F.W. Taylor, _Shop Management_, pp. 398-391. Harper Ed., p. 179. 140. 13. President's Annual Address, Dec., 1906. Vol. 28, Transactions 141. 15. R.T. Dana, For Construction Service Co., _Handbook of Steam 142. 20. F.W. Taylor, _Shop Management_, para. 46. Harper Ed., p. 30. 143. CHAPTER V 144. 3. how many elements that it contains are likely to be 145. 4. how many new elements that it contains are likely to be 146. 5. the probable cost of the work after it has been studied-- 147. 6. The loss, if any, from delaying the work until after it 148. 7. the availability of trained observers and measurers, 149. 8. the available money for carrying on the investigations. 150. 2. "labor imposed, especially a definite quantity or amount 151. 3. "a lesson to be learned; a portion of study imposed by a 152. 5. "burdensome employment; toil." 153. 1. The tools and surrounding conditions with which the work 154. 3. The time that the work shall take is scientifically 155. 5. The quality of the output is prescribed. 156. 1. law of no ratio between the foot-pounds of work done and 157. 3. law of classification of work according to percentage of 158. 6. laws that will predict the right speed, feed and cut on 159. 7. laws for predicting maximum quantity of output that a man 160. 8. laws for determining the selection of the men best suited 161. 1. Compare _Mechanical Analysis_. Taylor and Thompson, _Concrete, 162. 9. London, _Engineering_, Sept. 15, 1911. 163. CHAPTER VI 164. 1. to analyze the best practice known into the smallest 165. 4. to synthesize the necessary standard elements into 166. 1. that all management data would be available to 167. 2. that such data, being available also to all standardizers, 168. 4. that, from a study and comparison of the collected data a 169. 8. All of these various savings could be invested in more 170. 9. These more valuable results would again be available to 171. 1. for use as records of successful methods which may be 172. 2. for use by the instruction card clerk in explaining to 173. 3. What to Do. 174. 2. Qualities of Products. 175. 3. Clearing up. This is the only type used by Scientific 176. 1. Because they directly increase output by eliminating 177. 2. Because all surroundings suggest an easy achievement. Knowing 178. 1. It gives the worker immediate knowledge of the prescribed 179. 2. He does not have to worry as to the maximum variation that 180. 3. There is no fear of criticism or discharge for using his 181. 2. The idea of perfection is not involved in the standard of 182. 6. For desirability of standard signals see R.T. Dana, _Handbook of 183. 8. F.W. Taylor, _Shop Management,_ para. 285, Harper Ed., 184. 14. Charles Babbage, _On the Economy of Machinery and Manufactures_, 185. 16. F.A. Parkhurst, _Applied Methods of Scientific Management, 186. 17. H.L. Gantt, paper 928, A.S.M.E., para. 15. 187. CHAPTER VII 188. 3. Increase efficiency. 189. 1. The necessity of having more accurate records of the 190. 2. The necessity for so training the worker, before, as well 191. 2. the work as it is planned out by the managers, and handed 192. 2. to route the worker to the placed materials. 193. 4. Conscious record, conscious programme. 194. 10. Standardized record, standardized programme. 195. 1. One of a gang, unconscious 196. 2. Individual output,--standardized 197. 1. Gillette and Dana, _Cost Keeping and Management Engineering_, 198. 3. Gillette and Dana, _Cost Keeping and Management Engineering_, 199. 5. William James, _Psychology, Briefer Course_, p. 179. 200. CHAPTER VIII 201. 1. "to point out, direct, show;" "to tell, inform, instruct, 202. 3. "to impart knowledge or practical skill to;" "to guide in 203. 1. In that he is required to render reasons in writing for 204. 2. That, as soon as work is placed on the bonus basis, the 205. 2. Teaching of right habits of doing the right methods. 206. 2. Worker has no opportunity under the old industrial 207. 5. Right habits can be instilled. 208. 5. The Management. } 209. 1. Written, by means of 210. 3. Object-lessons: 211. 4. The instruction comes at the exact time that the learner 212. 3. from actual practice in teaching. 213. 10. develops the will. 214. 2. read to oneself aloud--eyes and ears appealed to, also 215. 4. read aloud to one and also read silently by one,-- 216. 5. read aloud, and at the same time copied--eyes, ears, 217. 7. read to one while process is performed by oneself 218. 1. right motions first, that is to say,--the right number 219. 2. speed of motions second, that is to say, constantly 220. 3. constantly improving quality.[25] 221. 2. "The particular one of having images which are not 222. 4. mixed. 223. 3. that he may be sure of advancement with age and 224. 4. that he is sure of the "square deal." 225. 3. Competition with the standard record. 226. 1. During working hours, where the recognition of his 227. 2. Outside the work. He has, under Scientific Management, more 228. 1. A collection of knowledge relating in its entirety to the 229. 2. A definite procedure, that will enable the learner to 230. 12. Opportunities and demands for "thinking" 231. 16. Resultant happiness of worker. 232. 2. H.K. Hathaway, _Prerequisites to the Introduction of Scientific 233. 6. F.W. Taylor, _Shop Management_, para. 289, Harper Ed., 234. 8. W.D. Ennis, _An Experiment in Motion Study, Industrial 235. 9. C.S. Myers, M.D., _An Introduction to Experimental Psychology_, 236. 12. F.B. Gilbreth, _Bricklaying System_, chap. I, _Training of 237. 19. Imbert, _Etudes experimentales de travail professionnel ouvrier, 238. 21. _Ibid._, p. 138. William James, Psychology, Advanced Course. 239. 24. Prof. Bain, quoted In William James' _Psychology, Briefer 240. 30. Attracting the attention is largely a matter of appealing to 241. 39. M.S. Read, _An Introductory Psychology_, pp. 212-213. William 242. 51. For example, see W.D. Scott's _Increasing Efficiency in 243. 52. R.A. Bray, _Boy Labor and Apprenticeship_, chap. II, especially 244. 53. Wilfred Lewis, _Proceedings of the Congress of Technology_, 245. 56. For value of personality see J.W. Jenks's, _Governmental Action 246. 58. Compare with the old darkey, who took her sons from a Northern 247. 61. Morris Llewellyn Cooke, _Bulletin No. 5_ of _The Carnegie 248. 62. A well known athlete started throwing a ball at his son in 249. 63. Meyer Bloomfield, _The Vocational Guidance of Youth_, Houghton 250. 64. A. Pimloche, _Pestalozzi and the Foundation of the Modern 251. 65. Friedrich Froebel, _Education of Man_, "To secure for this 252. CHAPTER IX 253. 1. fines, which are usually simply a cutting down of wages, 254. 3. assignment to less pleasant or less desirable work. 255. 8. Professional standing. 256. 9. coöperative work 257. 3. industrial coöperation. These are defined and discussed at 258. 5. F.W. Taylor, _Shop Management_, para. 310-311, Harper Ed., 259. 6. See also C.U. Carpenter, _Profit Making in Shop and Factory 260. CHAPTER X 261. 3. physical development. 262. 2. Habits, under Scientific Management, 263. 3. Physical development 264. 1. As for habits we must consider 265. 2. General mental development is provided for by the experience 266. 1. Personal responsibility is developed by 267. 2. Responsibility for others is provided for by the 268. 3. Appreciation of standing is fostered by 269. 4. Self-control is developed by 270. 5. "Squareness." This squareness is exemplified first of all by 271. 1. Contentment is the outgrowth of the personal responsibility, 272. 2. The idea of brotherhood is fostered particularly through the 273. 3. The "will to do" is so fostered by Scientific Management that 274. 1. It will educate the worker to the point where workers will 275. 2. It will aid the cause of Industrial Peace. 276. 6. See remarkable work of Dr. A. Imbert, _Evaluation de la Capacite 277. 7. Clark and Wyatt, Macmillan, pp. 269-270. 278. introduction of new, 137.

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