Not only is the work appreciated by the management and by the man himself, but also the work becomes possible of appreciation by others. The form of the record as used in Scientific Management, and as introduced early in the transitory stage, makes it possible for many beside those working on the job, if they take the pains to consult the records, which are best posted in a conspicuous place on the work, to know and appreciate what the worker is doing. This can be best ill.u.s.trated, perhaps, by various methods of recording output on contracting work,--out-of-door work.

The flag flown by the successful contestants in the athletic contests, showing which gang or which individual has made the largest output during the day previous, allows everyone who pa.s.ses to appreciate the attainment of that particular worker, or that group of workers. The photographs of the "high priced men," copies of which may be given to the workers themselves, allow the worker to carry home a record and thus impress his family with what he has done. Too often the family is unable by themselves to understand the value of the worker's work, or to appreciate the effect of his home life, food, and rest conditions upon his life work, and this entire strong element of interest of the worker's family in his work is often lost.

RELATION OF INDIVIDUAL RECORDS TO SCIENTIFIC MANAGEMENT IN GENERAL.--Any study of Records of an individual's work again makes clear that no one topic of Scientific Management can be properly noted without a consideration of all other elements. The fact that under Scientific Management the record with which the man most surely and constantly competes is his own, as provided for by the individual instruction card and the individual task; the fact that under Scientific Management the man need be in no fear of losing his job if he does his best; the fact that Scientific Management is founded on the "square deal";--all of these facts must be kept constantly in mind when considering the advantages of recording individual output, for they all have a strong psychological effect on the man's mind. It is important to remember that not only does Scientific Management provide for certain directions and thoughts entering the man's mind, but that it also eliminates other thoughts which would surely have a tendency to r.e.t.a.r.d his work. The result is output far exceeding what is usually possible under Traditional Management, because drawbacks are removed and impetuses added.

The outcome of the records, and their related elements in other branches of Scientific Management, is to arouse interest. Interest arouses abnormally concentrated attention, and this in turn is the cause of genius. This again answers the argument of those who claim that Scientific Management kills individuality and turns the worker into a machine.

INDIVIDUAL TASK UNDER SCIENTIFIC MANAGEMENT.--Individuality is also taken into consideration when preparing the task. This task would always be for an individual, even in the case of the gang instruction card. It usually recognizes individuality, in that,--

1. It is prepared for one individual only, when possible.

2. It is prepared for the particular individual who is to do it.

The working time, as will be shown later, is based upon time study observations on a standard man, but when a task is a.s.signed for a certain individual, that proportion of the work of the standard or first cla.s.s man is a.s.signed to that particular given man who is actually to do it, which he is able to do. It is fundamental that the task must be such that the man who is actually put at it, when he obeys orders and works steadily, can do it; that is, the 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 a.s.sures 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 quant.i.ty 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 a.s.signed 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 cla.s.s?

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 amus.e.m.e.nt.

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 CLa.s.s.--Under Traditional Management the gang, or the cla.s.s, 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 cla.s.ses 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 lat.i.tude 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 cla.s.s, 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.

CHAPTER II FOOTNOTES: ==============================================

1. William James, _Psychology, Briefer Course_, p. 1.

2. Hugo Munsterberg, _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 r.e.t.a.r.dation_, p. 89.

10. Hugo Munsterberg, _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 const.i.tution; 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," which is defined as--"The state of having or being a function." Functionalization as here used means--the state of being divided into functions, or being functionalized. "Functionalize" is given in the Century Dictionary, defined as "to a.s.sign some office or function to"--the note being made that it is rare. "Functionalize" may not be the best word that could be used in this connection, but there seems to be no other word in the English language which contains its full meaning, therefore we will use the word here in the sense of a.s.signing work according to capacity or faculty. A faculty means--"A specific power, mental or physical; a special capacity for any particular kind of action or affection; natural capability."