The Psychology of Management by Lillian Moller Gilbreth

3. assignment to less pleasant or less desirable work.

2660 words  |  Chapter 254

This assignment is done on an unscientific basis, the man being simply put at something which he dislikes, with no regard as to whether his efficiency at that particular work will be high or not. RESULTS ARE UNFORTUNATE.--The punishment, under Traditional Management, is usually meted out by the foreman, simply as one of his many duties. He is apt to be so personally interested, and perhaps involved, in the case that his punishment will satisfy some wrong notions, impulse of anger, hate, or envy in him, and will arouse a feeling of shame or wounded pride, or unappreciation, in the man to whom punishment is awarded. DIRECT INCENTIVES NOT SCIENTIFICALLY UTILIZED.--As for what we have called direct incentive, the love of racing was often used under Traditional Management through Athletic Contests, the faults in these being that the men were not properly studied, so that they could be properly assigned and grouped; care was not always exercised that hate should not be the result of the contest; the contest was not always conducted according to the rules of clean sport; the men slighted quality in hastening the work, and the results of the athletic contests were not so written down as to be thereafter utilized. Love of play may have been developed unconsciously, but was certainly not often studied, Love of personal recognition was probably often utilized, but in no scientific way. Neither was there anything in Traditional Management to develop self-confidence, or to arouse and maintain interest in any set fashion. Naturally, if the man were in a work which he particularly liked, which under Traditional Management was a matter of luck, he would be more or less interested in it, but there was no scientific way of arousing or holding his interest. Under Traditional Management, a man might take pride in his work, as did many of the old bricklayers and masons, who would set themselves apart after hours if necessary, lock themselves in, and cut bricks for a complicated arch or fancy pattern, but such pride was in no way fostered through the efforts of the management. Pugnacity was aroused, but it might have an evil effect as well as a good, so far as the management had any control. Ambition, in the same way, might be stimulated, and might not. There is absolutely nothing under Traditional Management to prevent a man being ambitious, gratifying his pride, and gratifying his pugnacity in a right way, and at the same time being interested in his work, but there was nothing under Traditional Management which provided for definite and exact methods for encouraging these good qualities, seeing that they developed in a proper channel, and scientifically utilizing the outcome again and again. PAY FOR PERFORMANCE PROVIDED FOR BY TRANSITORY MANAGEMENT.--Under Transitory Management, as soon as practicable, one bonus is paid for doing work according to the method prescribed. As standardization takes place, the second bonus for completing the task in the time set can be paid. As each element of Scientific Management is introduced, incentives become more apparent, more powerful, and more assured. DIRECT INCENTIVES MORE SKILLFULLY USED.--With the separating of output, and recording of output separately, love of personal recognition grew, self-confidence grew, interest in one's work grew. The Athletic Contest is so conducted that love of speed, love of play, and love of competition are encouraged, the worker constantly feeling that he can indulge in these, as he is assured of "fair play." INCENTIVES UNDER SCIENTIFIC MANAGEMENT CONSTRUCTIVE.--It is most important, psychologically and ethically, that it be understood that Scientific Management is not in any sense a destructive power. That only is eliminated that is harmful, or wasteful, or futile; everything that is good is conserved, and is utilized as much as it has ever been before, often much more than it has ever been utilized. The constructive force, under Scientific Management, is one of its great life principles. This is brought out very plainly in considering incentives under Scientific Management. With the scientifically determined wage, and the more direct and more sure plan of promotion, comes no discard of the well-grounded incentives of older types of management. The value of a fine personality in all who are to be imitated is not forgotten; the importance of using all natural stimuli to healthful activity is appreciated. Scientific Management uses all these, in so far as they can be used to the best outcome for workers and work, and supplements them by such scientifically derived additions as could never have been derived under the older types. CHARACTERISTICS OF THE REWARD.--Rewards, under Scientific Management are-- (a) positive; that is to say, the reward must be a definite, positive gain to the man, and not simply a taking away of some thing which may have been a drawback. (b) predetermined; that is to say, before the man begins to work it must be determined exactly what reward he is to get for doing the work. (c) personal; that is, individual, a reward for that particular man for that particular work. (d) fixed, unchanged. He must get exactly what it has been determined beforehand that he shall get. (e) assured; that is to say, there must be provision made for this reward before the man begins to work, so that he may be positive that he will get the reward if he does the work. The record of the organization must be that rewards have always been paid in the past, therefore probably will be in the future. (f) the reward must be prompt; that is to say, as soon as the work has been done, the man must get the reward. This promptness applies to the announcement of the reward; that is to say, the man must know at once that he has gotten the reward, and also to the receipt of the reward by the man. POSITIVE REWARD AROUSES INTEREST AND HOLDS ATTENTION.--The benefit of the positive reward is that it arouses and holds attention. A fine example of a reward that is not positive is that type of "welfare work" which consists of simply providing the worker with such surroundings as will enable him to work decently and without actual discomfort. The worker, naturally, feels that such surroundings are his right, and in no sense a reward and incentive to added activity. The reward must actually offer to the worker something which he has a right to expect only if he earns it; something which will be a positive addition to his life. PREDETERMINED REWARD CONCENTRATES ATTENTION.--The predetermined reward allows both manager and man to concentrate their minds upon the work. There is no shifting of the attention, while the worker wonders what the reward that he is to receive will be. It is also a strong factor for industrial peace, and for all the extra activities which will come when industrial conditions are peaceful. PERSONAL REWARD CONSERVES INDIVIDUALITY.--The personal reward is a strong incentive toward initiative, towards the desire to make the most of one's individuality. It is an aid toward the feeling of personal recognition. From this personal reward come all the benefits which have been considered under individuality.[1] FIXED REWARD ELIMINATES WASTE TIME.--The fact that the reward is fixed is a great eliminator of waste to the man and to the manager both. Not only does the man concentrate better under the fixed reward, but the reward, being fixed, need not be determined anew, over and over again; that is to say, every time that that kind of work is done, simultaneous with the arising of the work comes the reward that is to be paid for it. All the time that would be given to determining the reward, satisfying the men and arguing the case, is saved and utilized. ASSURED REWARD AIDS CONCENTRATION.--The assured reward leads to concentration,--even perhaps more so than the fact that the reward is determined. In case the man was not sure that he would get the reward in the end, he would naturally spend a great deal of time wondering whether he would or not. Moreover, no immediate good fortune counts for much as an incentive if there is a prospect of bad luck following in the immediate future. NEED FOR PROMPTNESS VARIES.--The need for promptness of the reward varies. If the reward is to be given to a man of an elementary type of mind, the reward must be immediately announced and must be actually given very promptly, as it is impossible for anyone of such a type of intellect to look forward very far.[2] A man of a high type of intellectual development is able to wait a longer time for his reward, and the element of promptness, while acting somewhat as an incentive, is not so necessary. Under Scientific Management, with the ordinary type of worker on manual work, it has been found most satisfactory to pay the reward every day, or at the end of the week, and to announce the score of output as often as every hour. This not only satisfies the longing of the normal mind to know exactly where it stands, but also lends a fresh impetus to repeat the high record. There is also, through the prompt reward, the elimination of time wasted in wondering what the result will be, and in allaying suspense. Suspense is not a stimulus to great activity, as anyone who has waited for the result of a doubtful examination can testify, it being almost impossible to concentrate the mind on any other work until one knows whether the work which has been done has been completed satisfactorily or not. PROMPTNESS ALWAYS AN ADDED INCENTIVE.--There are many kinds of life work and modes of living so terrible as to make one shudder at the thoughts of the certain sickness, death, or disaster that are almost absolutely sure to follow such a vocation. Men continue to work for those wages that lead positively to certain death, because of the immediateness of the sufficient wages, or reward. This takes their attention from their ultimate end. Much more money would be required if payment were postponed, say, five years after the act, to obtain the services of the air-man, or the worker subject to the poisoning of some branches of the lead and mercury industries. If the prompt reward is incentive enough to make men forget danger and threatened death, how much more efficient is it in increasing output where there is no such danger. IMMEDIATE REWARD NOT ALWAYS PREFERABLE.--There are cases where the prompt reward is not to be preferred, because the delayed reward will be greater, or will be available to more people Such is the case with the reward that comes from unrestricted output. For example,--the immediacy of the temporarily increased reward caused by restricting output has often led the combinations of working men to such restriction, with an ultimate loss of reward to worker, to employer, and to the consumer. REWARDS POSSIBLE OF ATTAINMENT BY ALL.--Every man working under Scientific Management has a chance to win a reward. This means not only that the man has a "square deal," for the man may have a square deal under Traditional Management in that he may have a fair chance to try for all existing rewards. There is more than this under Scientific Management. By the very nature of the plan itself, the rewards are possible of achievement by all; any one man, by winning, in no way diminishes the chances of the others. REWARDS OF MANAGEMENT RESEMBLE REWARDS OF WORKERS.--So far the emphasis, in the discussion of reward, has been on the reward as given to the worker, and his feeling toward it. The reward to the management is just as sure. It lies in the increased output and therefore the possibility of lower costs and of greater financial gain. It is as positive; it is as predetermined, because before the reward to the men is fixed the management realizes what proportion that reward will bear to the entire undertaking, and exactly what profits can be obtained. It is a fundamental of Scientific Management that the management shall be able to prophesy the outputs ahead. It will certainly be as personal, if the management side is as thoroughly systematized as is the managed; it will be as fixed and as assured, and it certainly is as prompt, as the cost records can be arranged to come to the management every day, if that is desired. RESULTS OF SUCH REWARDS.--There are three other advantages to management which might well be added here. First, that a reward such as this attracts the best men to the work; second, that the reward, and the stability of it, indicates the stability of the entire institution, and thus raises its standing in the eyes of the community as well as in its own eyes; and third, that it leads the entire organization, both managed and managing, to look favorably at all standardization. The standardized reward is sure to be attractive to all members. As soon as it is realized that the reason that it is attractive is because it is _standardized_, the entire subject of standardization rises in the estimation of every one, and the introduction of standards can be carried on more rapidly, and with greater success. REWARDS DIVIDED INTO PROMOTION AND PAY.--Rewards may be divided into two kinds; first, promotion and, second, pay. Under Scientific Management promotion is assured for every man and, as has been said, this promotion does not thereby hold back others from having the same sort of promotion. There is an ample place, under Scientific Management, for every man to advance.[3] Not only is the promotion sure, thus giving the man absolute assurance that he will advance as his work is satisfactory, but it is also gradual.[4] The promotion must be by degrees, otherwise the workers may get discouraged, from finding their promotion has come faster than has their ability to achieve, and the lack of attention, due to being discouraged, may be contagious. It is, therefore, of vital importance that the worker be properly selected, in order that, in his advancement and promotion, he shall be able to achieve his task after having been put at the new work. He must be advanced and promoted in a definite line of gradual development, in accordance with a fully conceived plan. This should be worked out and set down in writing as a definite plan, similar to the plan on the instruction card of one of his tasks. PROMOTION MAY BE TO PLACES WITHIN OR WITHOUT THE BUSINESS.--In many lines of business, the business itself offers ample opportunity for promoting all men who can "make good" as rapidly as they can prepare themselves for positions over others, and for advancement; but under Scientific Management provision is made even in case the business does not offer such opportunities.[5] This is done by the management finding places outside their own organization for the men who are so trained that they can be advanced. SUCH PROMOTION ATTRACTS WORKERS.--While at first glance it might seem a most unfortunate thing for the management to have to let its men go, and while, as Dr. Taylor says, it is unfortunate for a business to get the reputation of being nothing but a training school, on the other hand, it has a very salutary effect upon the men to know that their employers are so disinterestedly interested in them that they will provide for their future, even at the risk of the individual business at which they have started having to lose their services. This will not only, as Dr. Taylor makes clear, stimulate many men in the establishment whose men go on to take the places of those who are promoted, but will also be a great inducement to other men to come into a place that they feel is unselfish and generous. SUBDIVISIONS OF "PAY."--Under "Pay" we have included eight headings:

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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