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,--