The Psychology of Management by Lillian Moller Gilbreth
2. It is prepared for the particular individual who is
967 words | Chapter 71
to do it.
The working time, as will be shown later, is based upon time
study observations on a standard man, but when a task is assigned
for a certain individual, that proportion of the work of the
standard or first class man is assigned to that particular given man
who is actually to do it, which he is able to do. It is fundamental
that the task must be such that the man who is actually put at it,
when he obeys orders and works steadily, can do it; that is, the
task must be achievable, and achievable without such effort as would
do mental or physical injury to the worker. This not only gives the
individual the proper amount of work to do, recognizes his
particular capabilities and is particularly adapted to him, but it
also eliminates all dread on the score of his not being appreciated,
in that the worker knows that if he achieves or exceeds his task he
will not only receive the wage for it, but will continue to receive
that wage, or more, for like achievement. The rate is not cut. Under
the "three-rate with increased rate system," which experience has
shown to be a most advanced plan for compensating workmen, the
worker receives one bonus for exactness as to methods, that is, he
receives one bonus if he does the task exactly as he is instructed
to do it as to methods; and a second bonus, or extra bonus, if he
completes his task in the allotted time. This not only assures
adequate pay to the man who is slow, but a good imitator, but also
to the man who, perhaps, is not such a good imitator, and must put
attention on the quality rather than the quantity of his performance.
INDIVIDUALITY EMPHASIZED BY INSTRUCTION CARD.--This individual
task is embodied in an individual instruction card.
In all work where it is possible to do so, the worker is given
an individual instruction card, even though his operations and rest
periods are also determined by a gang instruction card. This card
not only tells the man what he is to do, how he can best do it, and
the time that it is supposed to take him to do it,--but it bears
also the signature of the man who made it. This in order that if the
worker cannot fulfill the requirements of the card he may lose no
time in determining who is to give him the necessary instructions or
help that will result in his earning his large wages. More than
this, he must call for help from his assigned teachers, as is stated
in large type on a typical Instruction Card as follows: "When
instructions cannot be carried out, foreman must at once report to
man who signed this card."
The signature of the man who made the card not only develops his
sense of individuality and responsibility, but helps create a
feeling of inter-responsibility between the workers in various parts
of the organization.
THE GANG INSTRUCTION CARD.--A gang instruction card is used for
such work only as must be done by a group of men all engaged at the
work at once, or who are working at a dependent sequence of
operations, or both. This card contains but those portions of the
instructions for each man which refer to those elements which must
be completed before a following element, to be done by the next man
in the sequence, can be completed. Because of the nature of the
work, the gang instruction card must be put in the hands of a
leader, or foreman, whether or not it is also in the hands of each
of the individuals. The amount of work which can be required as a
set task for each individual member of the gang, the allowance for
rest for overcoming fatigue, the time that the rest periods must
occur, and the proper pay, are fully stated on the Individual
Instruction Cards.
METHODS OF TEACHING FOSTER INDIVIDUALITY.--As will be shown at
length in the Chapter on Teaching, under Scientific Management
teaching is not only general, by "Systems," "Standing Orders," or
"Standard Practice," but also specific. Specialized teachers,
called, unfortunately for the emphasis desired to be put on
teaching, "functional foremen," help the individual worker to
overcome his peculiar difficulties.
This teaching not only allows every worker to supplement his
deficiencies of disposition or experience, but the teachers' places
give opportunities for those who have a talent for imparting
knowledge to utilize and develop it.
INDIVIDUAL INCENTIVE AND WELFARE.--Finally, individual incentive
and individual welfare are not only both present, but interdependent.
Desire for individual success, which might lead a worker to respond
to the incentive till he held back perhaps the work of others,
is held in balance by interdependence of bonuses. This will be
explained in full in the Chapters on Incentives and Welfare.
SUMMARY
RESULT OF IDEA OF INDIVIDUALITY UPON WORK.--To recapitulate;--
Under Traditional Management, because of its frequent neglect of the
idea of individuality, work is often unsystematized, and high output
is usually the result of "speeding up" only, with constant danger of
a falling off in quality overbalancing men and injury to men and
machinery.
Under Transitory Management, as outputs are separated,
separately recorded, and as the idea of Individuality is embodied in
selecting men, setting tasks, the instruction cards, periods of
rest, teaching, incentives and welfare, output increases without
undue pressure on the worker.
Under Scientific Management--with various elements which embody
individuality fully developed, output increases, to the welfare
of worker, manager, employer and consumer and with no falling off
in quality.
EFFECT UPON THE WORKER.--The question of the effect upon the
worker of emphasis laid upon individuality, can perhaps best be
answered by asking and answering the following questions:--
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