The Psychology of Management by Lillian Moller Gilbreth

(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.