The Psychology of Management Part 25

SCHOOLS SHOULD PROVIDE MENTAL PREPAREDNESS.--The schools should render every student capable of filling some place worthily in the industries. The longer the student remains in school, the higher the position for which he should be prepared. The amount and nature of the training in the schools depends largely on the industrial work to be done, and will be possible of more accurate estimation constantly, as Scientific Management standardizes work and shows what the worker must be to be most efficient.

VOCATIONAL GUIDANCE MUST PROVIDE DIRECTION.--As made most clear in Mr. Meyer Bloomfield's book, "Vocational Guidance,"[63] bureaus of competent directors stand ready to help the youth find that line of activity which he can follow best and with greatest satisfaction to himself. At present, such bureaus are seriously handicapped by the fact that little data of the industries are at hand, but this lack the bureaus are rapidly supplying by gathering such data as are available. Most valuable data will not be available until Scientific Management has been introduced into all lines.

PROGRESS DEMANDS COoPERATION.--Progress here, as everywhere, demands cooperation.[64] The three sets of educators,--the teachers in the school, in the Vocational Guidance Bureaus, and in Scientific Management, must recognize their common work, and must cooperate to do it. There is absolutely no cause for conflict between the three; their fields are distinct, but supplementary. Vocational Guidance is the intermediary between the other two.

SUMMARY

RESULTS TO THE WORK.--Under the teaching of Traditional Management, the learner may or may not improve the quant.i.ty and quality of his work. This depends almost entirely on the particular teacher whom the learner happens to have. There is no standard improvement to the work.

Under the teaching of Transitory Management, the work gains in quant.i.ty as the methods become standardized, and quality is maintained or improved.

Under the teaching of Scientific Management, work, the quant.i.ty of work, increases enormously through the use of standards of all kinds; quant.i.ty is oftentimes tripled.

Under the teaching of Scientific Management, when the schools and Vocational Guidance movement cooperate, high output of required quality will be obtained at a far earlier stage of the worker's industrial life than is now possible, even under Scientific Management.

RESULTS TO THE WORKER.--Under Traditional Management, the worker gains a knowledge of how his work can be done, but the method by which he is taught is seldom, of itself, helpful to him. Not being sure that he has learned the best way to do his work, he gains no method of attack. The result of the teaching is a habit of doing work which is good, or bad, as chance may direct.

Under Transitory Management, with the use of Systems as teachers, the worker gains a better method of attack, as he knows the reason why the prescribed method is prescribed. He begins to appreciate the possibilities and benefits of standardized teaching.

The method laid down under Scientific Management is devised to further the forming of an accurate acc.u.mulation of concepts, which results in a proper method of attack. The method of instruction under Scientific Management is devised to furnish two things:

1. A collection of knowledge relating in its entirety to the future work of the learner.

2. A definite procedure, that will enable the learner to apply the same process to acquiring knowledge of other subjects in the most economical and efficient way.

It teaches the learner to be observant of details, which is the surest method for further development of general truths and concepts.

The method of attack of the methods provided for in Scientific Management results, naturally, in a comparison of true data. This is the most efficient method of causing the learner to think for himself.

Processes differing but little, apparently, give vastly different results, and the trained habits of observation quickly a.n.a.lyze and determine wherein the one process is more efficient than the other.

This result is, of course, the one most desired for causing quick and intelligent learning.

The most valuable education is that which enables the learner to make correct judgments. The teaching under Scientific Management leads to the acquisition of such judgment, plus an all-around sense training, a training in habits of work, and a progressive development.

A partial topic list of the results may make more clear their importance.

1. Worker better trained for all work.

2. Habits of correct thinking instilled.

3. Preparedness provided for.

4. Productive and repet.i.tive powers increased.

5. Sense powers increased.

6. Habits of proper reaction established.

7. "Guided original work" established.

8. System of waste elimination provided.

9. Method of attack taught.

10. Brain fully developed.

11. "Standard response" developed.

12. Opportunities and demands for "thinking"

provided.

13. Self-reliance developed.

14. Love of truth fostered.

15. Moral sentiment developed.

16. Resultant happiness of worker.

RESULTS TO BE EXPECTED IN THE FUTURE.--When the schools, vocational guidance and teaching under Scientific Management cooperate, the worker will not only receive the benefits now obtained from Scientific Management, but many more. There will be nothing to unlearn, and each thing that is learned will be taught by those best fitted to teach it. The collection of vocational guidance data will begin with a child at birth, and a record of his inheritance will be kept. This will be added to as he is educated, and as various traits and tendencies appear. From this scientifically derived record will accrue such data as will a.s.sist in making clear exactly in what place the worker will be most efficient, and in what sphere he will be able to be most helpful to the world, as well as to himself. All early training will be planned to make the youth adept with his muscles, and alert, with a mind so trained that related knowledge is easily acquired.

When the vocation for which he is naturally best fitted becomes apparent, as it must from the study of the development of the youth and his desires, the school will know, and can give exactly, that training that is necessary for the vocation. It can also supplement his limitations intelligently, in case he decides to follow a vocation for which he is naturally handicapped.

This will bring to the industry learners prepared to be taught those things that characterize the industry, the "tricks of the trade," and the "secrets of the craft," now become standard, and free to all. Such teaching Scientific Management is prepared to give. The results of such teaching of Scientific Management will be a worker prepared in a short time to fill efficiently a position which will allow of promotion to the limit of his possibilities.

The result of such teaching will be truly educated workers, equipped to work, and to live,[65] and to share the world's permanent satisfactions.

The effect of such education on industrial peace must not be underestimated. With education, including in education learning and culture,--prejudice will disappear. The fact that all men, those going into industries and those not, will be taught alike to be finger wise as well as book wise, up to the time of entering the industries, will lead to a better understanding of each other all through life.

The entire bearing of Scientific Management on industrial peace cannot be here fully discussed. We must note here the strong effect that teaching under Scientific Management will ultimately have on doing away with industrial warfare,--the great warfare of ignorance, where neither side understands the other, and where each side should realize that large immediate sacrifices should be made if necessary, that there may be obtained the great permanent benefit and savings that can be obtained only by means of the heartiest cooperation.

CHAPTER VIII FOOTNOTES: ============================================

1. F.B. Gilbreth, _Bricklaying System_, para. 541-545.

2. H.K. Hathaway, _Prerequisites to the Introduction of Scientific Management, Engineering Magazine,_ April, 1911, p. 141.

3. H.L. Gantt, paper 928, A.S.M.E., p. 372.

4. H.L. Gantt, _Work, Wages and Profits_, p. 116.

5. H.L. Gantt, paper 928, A.S.M.E., p. 342.

6. F.W. Taylor, _Shop Management_, para. 289, Harper Ed., pp. 127-128.

7. H.K. Hathaway, _Engineering Magazine_, April, 1911, p. 144.

8. W.D. Ennis, _An Experiment in Motion Study, Industrial Engineering_, June, 1911, p. 462.

9. C.S. Myers, M.D., _An Introduction to Experimental Psychology_, chap. V, p. 73.

10. G. M. Stratton, _Experimental Psychology and Culture_, p. 125.

11. William James, _Psychology, Briefer Course_, p. 171.

12. F.B. Gilbreth, _Bricklaying System_, chap. I, _Training of Apprentices_.

13. _McClure's Magazine_, May, 1911, Dec, 1911, Jan., 1912.

14. As a woodman's keenness of hearing.

15. M.W. Calkins, _A First Book in Psychology_, chap. III.

16. Stratton, _Experimental Psychology and Culture_, chap. VII.

17. Compare with an actor's learning a part.

18. As proved by experimenting with a six-year-old child.

19. Imbert, _Etudes experimentales de travail professionnel ouvrier, Sur la fatigue engendree par les mouvements rapides_.

20. William James, _Psychology, Briefer Course_, p. 134.

21. _Ibid._, p. 138. William James, Psychology, Advanced Course.

p. 112.

22. F.B. Gilbreth, _Bricklaying System_, p. 142.

23. Stratton, _Experimental Psychology and Culture_, p. 214.

24. Prof. Bain, quoted In William James' _Psychology, Briefer Course_, pp. 145-147.

25. F.B. Gilbreth, _Bricklaying System_, para. 18-19.

26. M.W. Calkins, _A First Book in Psychology_, p. 354.

27. James Sully, _The Teacher's Handbook of Psychology_, p. 119.

28. Stratton, _Experimental Psychology and Culture_, p. 99.