The Psychology of Management, L. M. Gilbreth [always you kirsty moseley txt] 📗

will show a different time of day in each photograph. The difference in the time in any two pictures gives the elapsed time of the desired motion operation or time unit.

Self-Made Records Educative. — The educative value of the worker's making his own records has never been sufficiently appreciated. Dr. Taylor insists upon this procedure wherever possible.6 Not only does the worker learn from the actual marking in of the spaces reserved for him, but also he learns to feel himself a part of the record making division of the management. This proof of the "square deal," in recording his output, and of the confidence in him, cannot fail to enlist his coöperation.

Oral Instruction Comes from the Functional Foremen. — The Functional Foremen are teachers whose business it is to explain, translate and supplement the various written instructions when the worker either does not understand them, does not know how to follow them, or makes a mistake in following them.

Oral Instruction Has Its Fitting Place Under Scientific Management. — Oral instruction under Scientific Management has at least four advantages over such instruction under Traditional Management.

1. The Instructor is capable of giving instruction.

2. The Instructor's specialty is giving instruction.

3. The instruction is a supplement to written instructions.

4. The instruction comes at the exact time that the learner needs it.

Teacher, or Functional Foreman, Should Understand Psychology and Pedagogy. — The successful teacher must understand the minds of his men, and must be able to present his information in such a way that it will be grasped readily. Such knowledge of psychology and pedagogy as he possesses he may acquire almost unconsciously

1. from the teaching of others,

2. from his study of Instruction Cards and Systems,

3. from actual practice in teaching.

The advantages of a study of psychology itself, as it applies to the field of teaching in general, and of teaching in the industries in particular, are apparent. Such study must, in the future, become more and more prevalent.

Advantage of Functional Foreman-Teacher Over Teacher in the Schools. — The Functional Foreman-teacher has an advantage over the teacher in the school in that the gap between him and those he teaches is not so great. He knows, because he remembers, exactly how the worker must have his information presented to him. This gap is narrowed by functionalizing the oral teaching, by using it merely as a supplement to the written teaching, and by supplementing it with object-lessons.

Teacher Must Have Practical Knowledge of the Trade He Is to Teach. — The teacher must have an intimate practical knowledge of the art or trade that he is to teach. The most profound knowledge of Psychology will never be a substitute for the mastery of the trade, as a condition precedent to turning out the best craftsmen. This is provided for by securing teachers from the ranks of the workers.7

He Must Have a Thorough Knowledge of the Standards. — He must have more than the traditional knowledge of the trade that he is to teach; he must have also the knowledge that comes only from scientific investigation of his trade. This knowledge is ready and at hand, in the standards of Scientific Management that are available to all for study.

He Must Be Convinced of the Value of the Methods He Teaches. — The teacher must also have an intimate acquaintance with the records of output of the method he is to teach as compared with those of methods held in high esteem by the believer in the old methods; for it is a law that no teacher can be efficient in teaching any method in which he does not believe, any more than a salesman can do his best work when he does not implicitly believe in the goods that he is selling.

He Must Be an Enthusiast. — The best teacher is the one who is an enthusiast on the subject of the work itself, who can cause contagion or imitation of his state of mind, by love of the problems themselves.

Such Enthusiasm Contagious. — It is the contagion of this enthusiasm that will always create a demand for teachers, no matter how perfect instruction cards may become. There is no form or device of management that does away with good men, and in the teacher, as here described, is conserved the personal element of the successful, popular Traditional foreman.

Valuable Teacher Interests Men in the Economic Value of Scientific Management. — The most valuable teacher is one who can arouse his pupils to such a state of interest in the economic values of the methods of Scientific Management, that all other objects that would ordinarily distract or hold their attention will be banished from their minds. They will then remember each step as it is introduced, and they will be consumed with interest and curiosity to know what further steps can be introduced, that will still further eliminate waste.

Object-lesson May Be "Working Models." — The object-lesson may be a "fixed exhibit" or a "working model," "a process in different stages," or "a micro-motion study film" of the work that is to be done. Successful and economical teaching may be done with such models, which are especially valuable where the workers do not speak the same language as the teacher, where many workers are to perform exactly similar work, or where the memory, the visualizing and the constructive imagination, are so poor that the models must be referred to constantly. Models naturally appeal best to those who take in information easiest through the eyes.

Object-lessons May Be Demonstrations by the Teacher. — The teacher may demonstrate the method manually to the worker, or by means of films showing synthesized right methods on the motion-picture screen. This, also, is a successful method of teaching those who speak a different language, or of explaining new work, — though it calls for a better memory than does the "working model," The model, however, shows desired results; the demonstration, desired methods.

Demonstration Method Chief Method of Teaching by Foremen. — The manual demonstration method is the chief method of teaching the workmen by the foremen under Scientific Management, and no method is rated as standard that cannot be successfully demonstrated by the teacher, at any time, on request.

Worker may Demonstrate Under Supervision. — If the worker is of that type that can learn only by actually doing the work himself, he is allowed to demonstrate the method under supervision of the teacher. 8

Teaching Always Available Under Scientific Management. — Under Scientific Management all of these forms of teaching are available constantly. The instruction card and accompanying illustrations are given to the worker before he starts to work, and are so placed that he can consult them easily at any time during the work. As, also, if object-lessons are used, they are given before work commences, and repeated when necessary.

The teacher is constantly available for oral instruction, and the systems are constantly available for consultation.

Methods of Teaching Under Scientific Management Psychologically Right. — In order to prove that teaching under Scientific Management is most valuable, it is necessary to show that it is psychologically right, that it leads to mental development and improvement. Under Scientific Management, teaching, —

 1. uses and trains the senses.

 2. induces good habits of thinking and acting.

 3. stimulates attention,

 4. provides for valuable associations.

 5. assists and strengthens the memory.

 6. develops the imagination.

 7. develops judgment.

 8. utilizes suggestion.

 9. utilizes "native reactions."

10. develops the will.

Teaching Under Scientific Management Trains the Senses. — Scientific Management, in teaching the man, aims to train all of his senses possible. Not only does each man show an aptitude for some special sense training, 9 but at certain times one sense may be stronger than another; for example, the sense of hearing, as is illustrated by the saying, "The patient in the hospital knoweth when his doctor cometh by the fall of his footsteps, yet when he recovereth he knoweth not even his face." At the time that a certain thing becomes of interest, and becomes particularly interesting to one sense, that sense is particularly keen and developed.

Scientific Management cannot expect, without more detailed psychological data than is as yet available, to utilize these periods of sense predominance adequately. It can, and does, aim to utilize such senses as are trained, and to supply defects of training of the other senses.

Such Training Partially Determines the Quality of the Work. — The importance of sense training can scarcely be overestimated. Through his senses, the worker takes in the directions as to what he is to do, and on the accuracy with which his senses record the impressions made upon them, depends the mental model which he ultimately follows, and the accuracy of his criticism of the resulting physical object of his work. Through the senses, the worker sets his own task, and inspects his work.

Sense Training Influences Increase of Efficiency. — With the training of the senses the possibility of increased efficiency increases. As any sense becomes trained, the minimum visable is reduced, and more accurate impressions become possible.10 They lead to more rapid work, by eliminating time necessary for judgment. The bricklayer develops a fineness of touch that allows him to dispense with sight in some parts of his work.

Selective Power of Senses Developed. — James defines the sense organs as "organs of selection." 11 Scientific Management so trains them that they can select what is of most value to the worker.

Methods of Sense Training Under Scientific Management. — The senses are trained under Scientific Management by means of the various sources of teaching. The instruction card, with its detailed descriptions of operations, and its accompanying illustrations, not only tends to increase powers of visualization, but also, by the close observation it demands, it reduces the minimum visible. The "visible instruction card," or working model, is an example of supplementing weak power of visualization. The most available simple, inexpensive and easily handled device to assist visualizing is the stereo or three-dimension photograph, which not only serves its purpose at the time of its use, but trains the eye to see the third dimension always.

Much training is given to the eye in Scientific Management by the constant insistence on inspection. This inspection is not confined to the inspector, but is the constant practice of worker and foremen, in order that work may be of such a quality as will merit a bonus.

Senses That Are Most Utilized Best Trained. — The relative training given to the various senses depends on the nature of the work. When the ear is the tester of efficiency, as it often is with an engineer watching machinery in action, emphasis is laid on training the hearing. In work where touch is important, emphasis is on such training as will develop that sense. 12

Variations in Sense Power Should Be Utilized. — Investigations are constantly going to prove that each sense has a predominance at a different time in the age of the child or man. Dottoressa Montessori's experience with teaching very young children by touch shows that that sense is able to discriminate to an extraordinary extent for the first six years of life. 13

So, also, acute keenness of any sense, by reason of age or experience should be conserved. 14 Such acuteness is often the result of some need, and, unless consciously preserved, will vanish with the need.

Progress in Such Training. — The elementary sense experiences are defined and described by Calkins. 15 Only through a psychological study can one realize the numerous elements and the possibility of study. As yet, doubtless, Scientific Management misses many opportunities for training and utilizing the senses. But the standardizing of elements, and the realization of the importance of more and more intensive study of the elements lends assurance that ultimately all possibilities will be utilized.

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