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

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: —

1. When, where, how, and how much is individuality considered?

2. What consideration is given to the relation of the mind to the body of the individual?

3. What is the relative emphasis on consideration of individual and class?

4. In how far is the individual the unit?

5. What consideration is given to idiosyncrasies?

6. What is the effect toward causing or bringing about development, that is, broadening, deepening and making the individual more progressive?

Extent of Consideration of Individuality. — 1. Under Traditional Management consideration of individuality is seldom present, but those best forms of Traditional Management that are successful are so because it is present. This is not usually recognized, but investigation shows that the successful manager, or foreman, or boss, or superintendent succeeds either because of his own individuality or because he brings out to good advantage the individual possibilities of his men. The most successful workers under Traditional Management are those who are allowed to be individuals and to follow out their individual bents of greatest efficiency, instead of being crowded down to become mere members of gangs, with no chance to think, to do, or to be anything but parts of the gang.

Under Transitory Management, and most fully under Scientific Management, the spirit of individuality, far from being crowded out, is a basic principle, and everything possible is done to encourage the desire to be a personality.

Relation of Mind to Body. — Under Traditional Management, where men worked in the same employ for a long time, much consideration was given to the relation of the mind to the body. It was realized that men must not be speeded up beyond what they could do healthfully; they must have good sleeping quarters and good, savory and appetizing food to eat and not be fatigued unnecessarily, if they were to become successful workers. More than this, philanthropic employers often attempted to supply many kinds of comfort and amusement.

Under Transitory Management the physical and mental welfare are provided for more systematically.

Under Scientific Management consideration of the mind and body of the workman, and his health, and all that that includes, is a subject for scientific study and for scientific administration. As shown later, it eliminates all discussion and troubles of so-called "welfare work," because the interests of the employer and the worker become identical and everything that is done becomes the concern of both.

Scientific Management realizes that the condition of the body effects every possible mental process. It is one of the great advantages of a study of the psychology of management that the subject absolutely demands from the start, and insists in every stage of the work, on this relationship of the body to the mind, and of the surroundings, equipment, etc., of the worker to his work.

It is almost impossible, in management, to separate the subject of the worker from that of his work, or to think of the worker as not working except in such a sense as "ceasing-from-work," "about-to-work," "resting to overcome fatigue of work," or "resting during periods of unavoidable delays." The relation of the worker to his work is constantly in the mind of the manager. It is for this reason that not only does management owe much to psychology, but that psychology, as applied to any line of study, will, ultimately, be recognized as owing much to the science of management.

Relative Emphasis on Individual and Class. — Under Traditional Management the gang, or the class, usually receives the chief emphasis. If the individual developed, as he undoubtedly did, in many kinds of mechanical work, especially in small organizations, it was more or less because it was not possible for the managers to organize the various individuals into classes or gangs. In the transitory stage the emphasis is shifting. Under Scientific Management the emphasis is most decidedly and emphatically upon the individual as the unit to be managed, as has been shown.

Individual as the Unit. — Under Traditional Management the individual was seldom the unit. Under Transitory Management the individual is the unit, but there is not much emphasis in the early stages placed upon his peculiarities and personalities. Under Scientific Management the unit is always the individual, and the utilizing and strengthening of his personal traits, special ability and skill is a dominating feature.

Emphasis on Idiosyncrasies. — Under Traditional Management there is either no consideration given to idiosyncrasies, or too wide a latitude is allowed. In cases where no consideration is given, there is often either a pride in the managers in "treating all men alike," though they might respond better to different handling, or else the individual is undirected and his personality manifests itself in all sorts of unguided directions, many of which must necessarily be wasteful, unproductive, or incomplete in development. Under Scientific Management, functionalization, as will be shown, provides for the utilization of all idiosyncrasies and efficient deviations from class, and promotion is so planned that a man may develop along the line of his chief ability. Thus initiative is encouraged and developed constantly.

Development of Individuality. — The development of individuality is more sure under Scientific Management than it is under either of the other two forms of management, (a) because this development is recognized to be a benefit to the worker and to the employer and (b) because this development as a part of a definite plan is provided for and perfected scientifically.

 1. William James, Psychology, Briefer Course, p. 1.

 2. Hugo Münsterberg, American Problems, p. 34.

 3. Mary Whiton Calkins, A First Book in Psychology, p. 1.

 4. James Sully, Teacher's Handbook of Psychology, p. 14.

 5. James Sully, Teacher's Handbook of Psychology, p. 577.

 6. H.L. Gantt, Work, Wages and Profits, p. 52.

 7. F.W. Taylor, Shop Management, p. 25. (Harper & Bros.)

 8. F.B. Gilbreth, Motion Study, p. 7.

 9. L.B. Blan, A Special Study of the Incidence of Retardation, p. 89.

10. Hugo Münsterberg, American Problems, pp. 38-39.

11. F.B. Gilbreth, Cost Reducing System, Chap. III.

CHAPTER III FUNCTIONALIZATION

Definition of Functionalization. — A function, says the Century Dictionary, is — "The fulfilment or discharge of a set duty or requirement, exercise of a faculty or office, or power of acting, faculty, — that power of acting in a specific way which appertains to a thing by virtue of its special constitution; that mode of action or operation which is proper to any organ, faculty, office structure, etc. (This is the most usual signification of the term)."

"Functionalization" is not given in the Century Dictionary. The nearest to it to be found there is "Functionality,"