(a) Exhibits.
(b) Working models.
(c) Demonstrations by the Teacher.
(d) Demonstrations by the worker under Supervision.
WORKER A SOURCE OF THESE METHODS.--It should be often stated
that, ultimately, the elements of all methods are derived from a
study of workers, and that the worker should be enabled to realize
this. Only when he feels that he is a part of what is taught, and
that the teachers are a _means_ of presenting to him the underlying
principles of his own experience, will the worker be able to
coöperate with all his energy.
INSTRUCTION CARDS ARE DIRECTIONS.--Instruction Cards are direct
instructions for each piece of work, giving, in most concise form,
closely defined description of standard practice and directions as
to how each element of the standardized task is to be performed. The
makers know that they must make their directions clear ultimately,
therefore they strive constantly for clearness.
INSTRUCTION CARDS TEACH DIRECTLY AND INDIRECTLY.--These
Instruction Cards not only teach the worker directly best to do his
work, but also teach him indirectly how to become a leader,
demonstrator, teacher and functional foreman. Study of them may lead
to an interest in, and a study of, elements, and to preparation for
becoming one of the planning department. The excellent method of
attack of the Instruction Card cannot fail to have some good effect,
even upon such workers as do not consciously note it.[5]
SYSTEMS ARE REASONS AND EXPLANATIONS.--"Systems" or standing
orders are collections of detailed reasons for, and explanations of,
the decisions embodied in the directions of the Instruction Cards.
There is a system showing the standard practice of each kind of
work.
THEY ENLIST THE JUDGMENT OF THE WORKER.--Under really successful
management, it is realized that the worker is of an inquiring mind,
and that, unless this inquiring tendency of his is recognized, and
his curiosity is satisfied, he can never do his best work. Unless
the man knows why he is doing the thing, his judgment will never
reënforce his work. He may conform to the method absolutely, but his
work will not enlist his zeal unless he knows just exactly why he is
made to work in the particular manner prescribed. This giving of the
"why" to the worker through the system, and thus allowing his reason
to follow through all the details, and his judgment to conform
absolutely, should silence the objections of those who claim that
the worker becomes a machine, and that he has no incentive to think
at his work. On the contrary, it will be seen that this method
furnishes him with more viewpoints from which he can consider
his work.
DRAWINGS, CHARTS, PLANS AND PHOTOGRAPHS MEANS OF MAKING
DIRECTIONS CLEARER.--The Instruction Cards are supplemented with
drawings, charts, plans and stereoscopic and timed motion
photographs,--any or all,--in order to make the directions of the
Instruction Cards plainer.
STEREOSCOPIC AND MICRO-MOTION STUDY PHOTOGRAPHS PARTICULARLY
USEFUL.--Stereoscopic photographs are especially useful in helping
non-visualizers, and in presenting absolutely new work. The value as
an educator of stereoscopic and synthesized micro-motion photographs
of right methods is as yet but faintly appreciated.
The "timed motion picture," or "micro-motion study photograph"
as it is called, consists of rapidly photographing workers in action
accompanied by a specially constructed chronometer that shows such
minute divisions of time that motion pictures taken at a speed that
will catch the most rapid of human motions without a blur, 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.