The Psychology of Management by Lillian Moller Gilbreth

CHAPTER X

2572 words  |  Chapter 260

WELFARE DEFINITION OF WELFARE.--"Welfare" means "a state or condition of doing well; prosperous or satisfactory course or relation; exemption from evil;" in other words, well-being. This is the primary meaning of the word. But, to-day, it is used so often as an adjective, to describe work which is being attempted for the good of industrial workers, that any use of the word welfare has that fringe of meaning to it. "WELFARE" HERE INCLUDES TWO MEANINGS.--In the discussion of welfare in this chapter, both meanings of the word will be included. "Welfare" under each form of management will be discussed, first, as meaning the outcome to the men of the type of management itself; and second, as discussing the sort of welfare work which is used under that form of management. DISCUSSION OF FIRST ANSWERS. THREE QUESTIONS.--A discussion of welfare as the result of work divides itself naturally into three parts, or three questions: What is the effect upon the physical life? What is the effect upon the mental life? What is the effect upon the moral life? UNDER TRADITIONAL MANAGEMENT NO PHYSICAL IMPROVEMENT.--The indefiniteness of Traditional Management manifests itself again in this discussion, it being almost impossible to make any general statement which could not be controverted by particular examples; but it is safe to say that in general, under Traditional Management, there is not a definite physical improvement in the average worker. In the first place, there is no provision for regularity in the work. The planning not being done ahead, the man has absolutely no way of knowing exactly what he will be called upon to do. There being no measure of fatigue, he has no means of knowing whether he can go to work the second part of the day, say, with anything like the efficiency with which he could go to work in the first part of the day. There being no standard, the amount of work which he can turn out must vary according as the tools, machinery and equipment are in proper condition, and the material supplies his needs. NO GOOD HABITS NECESSARILY FORMED.--In the second place, under Traditional Management there are no excellent habits necessarily formed. The man is left to do fairly as he pleases, if only the general outcome be considered sufficient by those over him. There may be a physical development on his part, if the work be of a kind which can develop him, or which he likes to such an extent that he is willing to do enough of it to develop him physically; this liking may come through the play element, or through the love of work, or through the love of contest, or through some other desire for activity, but it is not provided for scientifically, and the outcome cannot be exactly predicted. Therefore, under Traditional Management there is no way of knowing that good health and increased strength will result from the work, and we know that in many cases poor health and depleted strength have been the outcome of the work. We may say then fairly, as far as physical improvement is concerned that, though it might be the outcome of Traditional Management, it was rather in spite of Traditional Management, in the sense at least that the management had nothing to do with it, and had absolutely no way of providing for it. The moment that it was provided for in any systematic way, the Traditional Management vanished. NO DIRECTED MENTAL DEVELOPMENT.--Second, mental development. Here, again, there being no fixed habits, no specially trained habit of attention, no standard, there was no way of knowing that the man's mind was improving. Naturally, all minds improve merely with experience. Experience must be gathered in, and must be embodied into judgment. There is absolutely no way of estimating what the average need in this line would be, it varies so much with the temperament of the man. Again, it would usually be a thing that the man himself was responsible for, and not the management, certainly not the management in any impersonal sense. Some one man over an individual worker might be largely responsible for improving him intellectually. If this were so, it would be because of the temperament of the over-man, or because of his friendly desire to impart a mental stimulus; seldom, if ever, because the management provided for its being imparted. Thus, there was absolutely no way of predicting that wider or deeper interest, or that increased mental capacity, would take place. MORAL DEVELOPMENT DOUBTFUL.--As for moral development, in the average Traditional Management it was not only not provided for, but rather doubtful. A man had very little chance to develop real, personal responsibilities, in that there was always some one over him who was watching him, who disciplined him and corrected him, who handed in the reports for him, with the result that he was in a very slight sense a free agent. Only men higher up, the foremen and the superintendents could obtain real development from personal responsibilities. Neither was there much development of responsibility for others, in the sense of being responsible for personal development of others. Having no accurate standards to judge by, there was little or no possibility of appreciation of the relative standing of the men, either by the individual of himself, or by others of his ability. The man could be admired for his strength, or his skill, but not for his real efficiency, as measured in any satisfactory way. The management taught self-control in the most rudimentary way, or not at all. There was no distinct goal for the average man, neither was there any distinct way to arrive at such a goal; it was simply a case, with the man lower down, of making good for any one day and getting that day's pay. In the more enlightened forms of Traditional Management, a chance for promotion was always fairly sure, but the moment that the line of promotion became assured, we may say that Traditional Management had really ceased, and some form of Transitory Management was in operation. "SQUARE DEAL" LACKING.--Perhaps the worst lack under Traditional Management is the lack of the "square deal." In the first place, even the most efficient worker under this form of management was not sure of his place. This not only meant worry on his part, which distracted his attention from what he did, but meant a wrong attitude all along the line. He had absolutely no way of knowing that, even though he did his best, the man over him, in anger, or because of some entirely ulterior thing, might not discharge him, put him in a lower position. So also the custom of spying, the only sort of inspection recognized under Traditional Management of the most elementary form, led to a feeling on the men's part that they were being constantly watched on the sly, and to an inability to concentrate. This brought about an inability to feel really honest, for being constantly under suspicion is enough to poison even one's own opinion of one's integrity. Again, being at the beck and call of a prejudiced foreman who was all-powerful, and having no assured protection from the whims of such a man, the worker was obliged, practically for self-protection, to try to conciliate the foremen by methods of assuming merits that are obvious, on the surface. He ingratiates himself in the favor of the foreman in that way best adapted to the peculiarities of the character of the foreman, sometimes joining societies, or the church of the foreman, sometimes helping him elect some political candidate or relative; at other times, by the more direct method of buying drinks, or taking up a subscription for presenting the foreman with a gold watch, "in appreciation of his fairness to all;" sometimes by consistently losing at cards or other games of chance. When it is considered that this same foreman was probably, at the time, enjoying a brutal feeling of power, it is no wonder that no sense of confidence of the "square deal" could develop. There are countless ways that the brutal enjoyment of power could be exercised by the man in a foreman's position. As has already been said, some men prefer promotion to a position of power more than anything else. Nearly all desire promotion to power for the extra money that it brings, and occasionally, a man will be found who loves the power, although unconsciously, for the pleasure he obtains in lording over other human beings. This quality is present more or less in all human beings. It is particularly strong in the savage, who likes to torture captured human beings and animals, and perhaps the greatest test for high qualifications of character and gentleness is that of having power over other human beings without unnecessarily accenting the difference in the situation. Under Military Management, there is practically no limit to this power, the management being satisfied if the foreman gets the work out of the men, and the men having practically no one to appeal to, and being obliged to receive their punishment always from the hands of a prejudiced party. LITTLE POSSIBILITY OF DEVELOPMENT OF WILL.--Being under such influence as this, there is little or no possibility of the development of an intelligent will. The "will to do" becomes stunted, unless the pay is large enough to lead the man to be willing to undergo abuses in order to get the money. There is nothing, moreover, in the aspect of the management itself to lead the man to have a feeling of confidence either in himself, or in the management, and to have that moral poise which will make him wish to advance. REAL CAPACITY NOT INCREASED.--With the likelihood of suspicion, hate and jealousy arising, and with constant preparations for conflict, of which the average union and employers' association is the embodiment, naturally, real capacity is not increased, but is rather decreased, under this form of management, and we may ascribe this to three faults: First, to lack of recognition of individuality,--men are handled mostly as gangs, and personality is sunk. Second, to lack of standardization, and to lack of time study, that fundamental of all standardization, which leads to absolute inability to make a measured, and therefore scientific judgment, and Third, to the lack of teaching; to the lack of all constructiveness. These three lacks, then, constitute a strong reason why Traditional Management does not add to the welfare of the men. LITTLE SYSTEMATIZED WELFARE WORK UNDER TRADITIONAL MANAGEMENT.--As for welfare work,--that is, work which the employers themselves plan to benefit the men, if under such work be included timely impulses of the management for the men, and the carrying of these out in a more or less systematic way, it will be true to say that such welfare work has existed in all times, and under all forms of management. The kind-hearted man will show his kind heart wherever he is, but it is likewise true to say that little systematic beneficial work is done under what we have defined as Traditional Management. DEFINITE STATEMENTS AS TO WELFARE UNDER TRANSITORY MANAGEMENT DIFFICULT TO MAKE.--It is almost impossible to give any statement as to the general welfare of workers under Transitory Management, because, from the very nature of the case, Transitory Management is constantly changing. In the discussion of the various chapters, and in showing how individuality, functionalization, measurement, and so on, were introduced, and the psychological effect upon the men of their being introduced, welfare was more or less unsystematically considered. In turning to the discussion under Scientific Management and showing how welfare is the result of Scientific Management and is incorporated in it, much as to its growth will be included. WELFARE WORK UNDER TRANSITORY MANAGEMENT IS USUALLY COMMENDABLE.--As to the welfare work under Transitory Management, much could be said, and much has been said and written. Typical Welfare Work under Transitory Management deserves nothing but praise. It is the result of the dedication of many beautiful lives to a beautiful cause. It consists of such work as building rest rooms for the employés, in providing for amusements, in providing for better working conditions, in helping to better living conditions, in providing for some sort of a welfare worker who can talk with the employés and benefit them in every way, including being their representative in speaking with the management. AN UNDERLYING FLAW IS APPARENT.--There can be no doubt that an enormous quantity of good has been done by this welfare work, both positively, to the employés themselves, and indirectly, to the management, through fostering a kinder feeling. There is, however, a flaw to be found in the underlying principles of this welfare work as introduced in Transitory Management, and that is that it takes on more or less the aspect of a charity, and is so regarded both by the employés and by the employer. The employer, naturally, prides himself more or less upon doing something which is good, and the employé naturally resents more or less having something given to him as a sort of charity which he feels his by right. ITS EFFECT IS DETRIMENTAL.--The psychological significance of this is very great. The employer, feeling that he has bestowed a gift, is, naturally, rather chagrined to find it is received either as a right, or with a feeling of resentment. Therefore, he is often led to decrease what he might otherwise do, for it is only an unusual and a very high type of mind that can be satisfied simply with the doing of the good act, without the return of gratitude. On the other hand, the employé, if he be a man of pride, may resent charity even in such a general form as this, and may, with an element of rightness, prefer that the money to be expended be put into his pay envelope, instead. If it is simply a case of better working conditions, something that improves him as an efficient worker for the management, he will feel that this welfare work is in no sense something which he receives as a gift, but rather something which is his right, and which benefits the employer exactly as much, if not more than it benefits him. WELFARE WORK NOT SELF-PERPETUATING.--Another fault which can be found with the actual administration of the welfare work, is the fact that it often disregards one of the fundamental principles of Scientific Management, in that the welfare workers themselves do not train enough people to follow in their footsteps, and thus make welfare self-perpetuating. In one case which the writer has in mind, a noble woman is devoting her life to the welfare of a body of employés in an industry which greatly requires such work. The work which she is doing is undoubtedly benefiting these people in every aspect, not only of their business but of their home lives, but it is also true that should she be obliged to give up the work, or be suddenly called away, the work would practically fall to pieces. It is built up upon her personality, and, wonderful as it is, its basis must be recognized as unscientific and temporary. SCIENTIFIC PROVISION FOR WELFARE UNDER SCIENTIFIC MANAGEMENT.-- Under Scientific Management general welfare is provided for by:-- The effect that the work has on physical improvement. This we shall discuss under three 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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