The Psychology of Management - L. M. Gilbreth (read novel full TXT) 📗

Standardization Under Scientific Management Resembles Standardization of Spelling. — The need for standardization has already been emphasized, but might further be illustrated by the discussions, pro and con, of the question of simplified spelling. Before the days of dictionaries, our spelling was not standardized — it was the privilege of any good writer to spell much as he desired; but the creation of written standards of spelling, that is to say the making of dictionaries, fixed the forms of spelling at that time, that is, created standards. The Simplified Spelling Board is now endeavoring to make some new standards, their action being based upon sufficient reasons for making a change, and also for not changing the spelling of any word until it is determined that the suggested spelling is more advisable than the old spelling.

Just so, under Scientific Management, the best known standards are used continuously until better have been discovered. The planning department, consisting of the best men available, whose special duty it is to create new standards, acts as does the Simplified Spelling Board, as a court of appeals for new standards, which must pass this court before they can hope to succeed the old, and which must, if they are to be accepted, possess many elements of the old and be changed only in such a way that the users can, without difficulty, shift to the new use.

Under Scientific Management Nomenclature Is Standardized. — Under Standardization in Scientific Management the standardization of the nomenclature, of the names and of the terms used must be noted. The effect of this upon the mind is excellent, because the use of a word very soon becomes a habit — its associations become fixed. If different names are used for the same thing, — that is to say, if different names are used indiscriminately, the thing itself becomes hazy, in just such a degree as it possesses many names. The use of the fixed term, the fixed word, leads to definiteness always. Just so, also, the Mnemonic Symbol system in use by Scientific Management, leads to swift identification of the subdivision of the classification to which it is applied, and to elimination of waste in finding and remembering where to find any particular thing or piece of information desired. By it may be identified "the various articles of manufacture and papers relating to it as well as the operations to be performed on each piece and the various charges of the establishment."

Mnemonic Symbols Save Time and Effort. — These Mnemonic Symbols save actual motions and time in speaking and writing, and save time in that they are so designed as to be readily remembered. They also save time and effort in that the mind accustomed to them works with them as collective groups of ideas, without stopping to elaborate them into their more detailed form.

Standard Phraseology Eliminates Waste. — As typical of the savings effected by standardization, we may cite a lineman talking to the Central Telephone Office: —

"John Doe — 1234 L. Placing Extension Station," This signified — "My name is John Doe, I am telephoning from number 1234, party L. I have finished installing an extension station. Where shall I go next?"

In the same way standard signals are remembered best by the man who signals and are understood quickest by the man who receives them, with a direct increase in speed to the work done.

Standard Man Is the Man upon Whom Studies Are Made. — The standard man is the ideal man to observe and with whom to obtain the best Motion Study and Time Study data. He is the fastest worker, working under the direction of the man best informed in the particular trade as to the motions of best present practice, and being timed by a Time Study Expert.

Relation Between the Standard Man, the First-Class Man, the Given Man and the Task. — The "first-class man" under Scientific Management means the man who is best fitted by nature and by training to do the task permanently or until promoted.

The "given man" is the man who is actually put to work at the task, whether or not he is well fitted for its performance.

The "task" is that percentage of the standard man's achievement that the given man to whom the task is to be assigned can do continuously and thrive, that he can do easily enough to win his bonus without injuring himself, temporarily or permanently, in any way.

Writing the Standard Means for Conveying Information. — Under Scientific Management, and even in the early stages of Transitory Management, writing is the standard means of conveying information.

All orders, without exception, should be in writing. This insures that the "eye workers" get their directions in the most impressive form; does away with the need of constant oral repetition; eliminates confusion; insures a clear impression in the mind of the giver as well as of the receiver of the order as to exactly what is wanted; and provides a record of all orders given. Putting the instructions in writing in no way precludes utilizing the worker's natural aptitude to learn by imitation, for he also always has the opportunity to watch and imitate the workings of the functional teachers as well as his scientifically taught fellow-workers.

The Instruction Card the Standard Method of Conveying Instructions as to the Task. — The records of the work of the standard man are contained in data of the Motion Study and Time Study department. These records, in the form in which they are to be used by the man who is to perform the task, are, for the benefit of that man, incorporated in what is known as the instruction card.

Definition of the Instruction Card. — The instruction card is a set of directions for the man, telling him what he is to do, how he is to do it, how long it should take him to do it, and what he will receive for doing it, and giving him an opportunity to call for, and obtain, assistance the instant that he finds he cannot do it, and to report back to the managers as to how he has succeeded in the performance.

The Instruction Card has been called "a self-producer of a predetermined product."

Comparative Definition of Instruction Cards, Under Scientific Management. — There are three types of Instruction Cards, which may be described as follows:

Type One: — Largely geographical, telling

1. Where to Work.

2. From Whom to Take Orders.

3. What to Do.

Type Two: — Typical engineer's specification, — telling

1. Results desired.

2. Qualities of Products.

Type Three: — A list of elementary, step-by-step instructions, subdivided into their motions, with time allowed for each timable element, preferably for each motion, and a division between

1. Getting ready.

2. Making or constructing.

3. Clearing up. This is the only type used by Scientific Management.

Directions, Pay Allowance and Time Allowance Essential. — The Instruction Card under Scientific Management must contain directions, and state the pay allowance and time allowance.

Directions as to how the work shall be done eliminate waste by cutting out all wrong methods and prescribing the right method exactly.

The setting of a time in which the work is to be done is a great stimulus to the worker, and is also necessary, because upon the attainment of this set time depends the ability of the managers to pay the bonus to the worker, and also to maintain a schedule, or time-table, that will make possible the maintaining of necessary conditions for others, in turn, to earn their bonuses. It cannot be too often emphasized that the extra wages are paid to the men out of the savings, and are absolutely dependent upon the fact of there being savings. It is only when the worker does the work within the time prescribed, that the managers do save enough to warrant the payment of the extra wages that compensate the man for doing the stipulated quantity of work.

The instruction card contains a statement of the wage or bonus that will be earned for the complete performance of the task set therein, thus furnishing an incentive at the time that the work is done.

Standard Division of Instruction Card Necessary. — There are many reasons for dividing an instruction card in the present standard way, namely, —

(a) to reduce the amount of time study observation necessary to be taken,

(b) to reduce the difficulties of synthesizing the time studied element,

(c) to locate quickly just where the worker needs help and instruction to enable him to achieve his task,

(d) to keep up the interest of the worker by having short time elements with which to measure his relative ability,

(e) to present the subject-matter of instruction in such natural subdivisions that resting places are automatically provided that allow the mind to recover from its absorption of each subdivision. This provides definite stopping places between co-related units of instruction holding the attention as a complete unit against distraction, and a complete resting place between subdivisions that permits the mind to relax and wander without losing complete grasp of each unit as a whole.

Detailed Instruction Educative. — The greater the perfection of the detail of the instruction card, the greater the educative value of this plan of management. The educative value of the instruction card will be discussed at length under Teaching.

Those inexperienced in Scientific Management have complained that the detail of Instruction Cards and other parts of Scientific Management is tiresome. Dr. Taylor has answered such objectors in Discussions, and also in his own directions for planning the Instruction Card, which are to be found in "Shop Management."

The advantages of the detailed instruction card are more than might appear on the surface. Not only does the man whose attention is easily distracted keep to his work better if he is told every possible detail, but also the cards when filed can be taken out again, and every detail and item of the method reviewed at length and revised if necessary.

The experienced worker who gets to know the instruction by rote is not bothered by extreme detail. On the contrary, he grasps it at a glance, and focuses his mind upon any new feature and upon the speed and exactness of muscular action needed for compliance with the card.

Language of Instruction Card Important. — The language in which instructions and commands are transmitted on the instruction card is of sufficient importance to warrant careful consideration. It would be helpful if the instruction card clerk and the man who is to use the instruction cards were both masters of English, but this is hardly to be expected. The best substitute for such special English training is a "System" for the use of the instruction card clerk that will give him some outline of English that will by degrees make his wording terse, simple and unambiguous.

He should be impressed with the value of short sentences, and of sentences that will require no punctuation other than a period at the end. The short sentence is the most important step toward brevity, terseness, conciseness and clear thinking.

The second most important feature is that the instruction card clerk always uses the same standard wording for the same instructions. Repetition of phrasing is a virtue, and the use of the same word for the same thing and the same meaning repeatedly is very desirable. The wording, phrasing and sentencing should be standard wherever possible.

Standard Phrasing Desirable. — After a short time a phrase or sentence that is often repeated will be recognized as quickly as will a word or a letter. Men who cannot read and write at all are comparatively few. Men who can read and write but little are many. It is entirely possible to teach such men standard groupings, which they can recognize on the Instruction Card and use in a very short time.

For example, — laborers who do not even know their alphabets will learn quickly to