CHAPTER II
INDIVIDUALITY
DEFINITION OF INDIVIDUALITY.--"An individual is a single thing, a being that is, or is regarded as, a unit. An individual is opposed to a crowd. Individual action is opposed to associate action. Individual interests are opposed to common or community interests." These definitions give us some idea of the extent of individuality. Individuality is a particular or distinctive characteristic of an individual; "that quality or aggregate of qualities which distinguishes one person or thing from another, idiosyncrasy." This indicates the content.
For our purpose, we may define the study of individuality as a consideration of the individual as a unit with special characteristics. That it is a _unit_ signifies that it is one of many and that it has likeness to the many. That it has _special characteristics_ shows that it is one of many, but different from the many. This consideration of individuality emphasizes both the common element and the diverging characteristics.
INDIVIDUALITY AS TREATED IN THIS CHAPTER.--The recognition of individuality is the subject of this chapter. The utilization of this individuality in its deviation from class, is the subject of the chapter that follows, Functionalization.
INDIVIDUALITY AS CONSIDERED BY PSYCHOLOGY.--Psychology has not always emphasized the importance of the individual as a unit for study. Prof. Ladd's definition of psychology, quoted and endorsed by Prof. James, is "the description and explanation of states of consciousness, as such."[1] "By states of consciousness," says James, "are meant such things as sensation, desires, emotions, cognitions, reasonings, decisions, volitions, and the like." This puts the emphasis on such divisions of consciousness as, "attention," "interest," and "will."
With the day of experimental psychology has come the importance of the individual self as a subject of study,[2] and psychology has come to be defined, as Calkins defines it, as a "science of the self as conscious."[3]
We hear much in the talk of today of the "psychology of the crowd," the "psychology of the mob," and the "psychology of the type," etc., but the mind that is being measured, and from whose measurements the laws are being deduced and formulated is, at the present the _individual_ mind.[4]
The psychology which interested itself particularly in studying such divisions of mental activity as attention, will, habit, etc., emphasizes more particularly the likenesses of minds. It is necessary to understand thoroughly all of these likenesses before one can be sure what the differences, or idiosyncrasies, are, and how important they are, because, while the likenesses furnish the background, it is the differences that are most often actually utilized by management. These must be determined in order to compute and set the proper individual task for the given man from standard data of the standard, or first-class man.
In any study of the individual, the following facts must be noted:--
1. The importance of the study of the individual, and the comparatively small amount of work that has as yet been done in that field. 2. The difficulty of the study, and the necessity for great care, not only in the study itself, but in deducing laws from it. 3. The necessity of considering any one individual trait as modified by all the other traits of the individual. 4. The importance of the individual as distinct from the type.
Many students are so interested in studying types and deducing laws which apply to types in general, that they lose sight of the fact that the individual is the basis of the study,--that individuality is that for which they must seek and for which they must constantly account. As Sully says, we must not emphasize "_typical developments_ in a new individual," at the expense of "typical development _in a new individual_."[5] It is the fact that the development occurs in an individual, and not that the development is typical, that we should emphasize.
INDIVIDUALITY SELDOM RECOGNIZED UNDER TRADITIONAL MANAGEMENT.--Under Traditional Management there was little or no systematized method for the recognition of individuality or individual fitness.[6] The worker usually was, in the mind of the manager, one of a crowd, his only distinguishing mark being the amount of work which he was capable of performing.
SELECTING WORKERS UNDER TRADITIONAL MANAGEMENT.--In selecting men to do work, there was little or no attempt to study the individuals who applied for work. The matter of selection was more of a process of "guess work" than of exact measurement, and the highest form of test was considered to be that of having the man actually tried out by being given a chance at the work itself. There was not only a great waste of time on the work, because men unfitted to it could not turn it out so successfully, but there also was a waste of the worker, and many times a positive injury to the worker, by his being put at work which he was unfitted either to perform, to work at continuously, or both.
In the most progressive type of Traditional Management there was usually a feeling, however, that if the labor market offered even temporarily a greater supply than the work in hand demanded, it was wise to choose those men to do the work who were best fitted for it, or who were willing to work for less wages. It is surprising to find in the traditional type, even up to the present day, how often men were selected for their strength and physique, rather than for any special capabilities fitting them for working in, or at, the particular line of work to be done.
OUTPUT SELDOM SEPARATED UNDER TRADITIONAL MANAGEMENT.--Under Traditional Management especially on day work the output of the men was not usually separated, nor was the output recorded separately, as can be done even with the work of gangs.
FEW INDIVIDUAL TASKS UNDER TRADITIONAL MANAGEMENT.--Seldom, if ever, was an individual task set for a worker on day work, or piece work, and even if one were set, it was not scientifically determined. The men were simply set to work alone or in gangs, _as the work demanded_, and if the foreman was overworked or lazy, allowed to take practically their own time to do the work. If, on the other hand, the foreman was a "good driver," the men might be pushed to their utmost limit of their individual undirected speed, regardless of their welfare.
LITTLE INDIVIDUAL TEACHING UNDER TRADITIONAL MANAGEMENT.--Not having a clear idea either of the present fitness and the future possibilities of the worker, or the requirements of the work, no intelligent attempt could be made at efficient individual teaching. What teaching was done was in the form of directions for all, concerning the work in general, the directions being given by an overworked foreman, the holding of whose position often depended more upon whether his employer made money than upon the way his men were taught, or worked.
SELDOM AN INDIVIDUAL REWARD UNDER TRADITIONAL MANAGEMENT.--As a typical example of disregard of individuality, the worker in the household may be cited, and especially the "general housework girl." Selected with no knowledge of her capabilities, and with little or no scientific or even systematized knowledge of the work that she is expected to do, there is little or no thought of a prescribed and definite task, no teaching specially adapted to the individual needs of the taught, and no reward in proportion to efficiency.
CAUSE OF THESE LACKS UNDER TRADITIONAL MANAGEMENT.--The fault lies not in any desire of the managers to do poor or wasteful work, or to treat their workers unfairly,--but in a lack of knowledge and of accurate methods for obtaining, conserving and transmitting knowledge. Under Traditional Management no one individual knows precisely what is to be done. Such management seldom knows how work could best be done;--never knows how much work each individual can do.[7] Understanding neither work nor workers, it can not adjust the one to the other so as to obtain least waste. Having no conception of the importance of accurate measurement, it has no thought of the individual as a unit.
INDIVIDUALITY RECOGNIZED UNDER TRANSITORY MANAGEMENT.-- Recognition of individuality is one of the principles first apparent under Transitory Management.
This is apt to demonstrate itself first of all in causing the outputs of the workers to "show up" separately, rewarding these separated outputs, and rewarding each worker for his individual output.
BENEFITS OF THIS RECOGNITION.--The benefits of introducing these features first are that the worker, (1) seeing his individual output, is stimulated to measure it, and (2) receiving compensation in accordance with his output, is satisfied; and (3) observing that records are necessary to determine the amount of output and pay, is glad to have accurate measurement and the other features of Scientific Management introduced.
INDIVIDUALITY A FUNDAMENTAL PRINCIPLE OF SCIENTIFIC MANAGEMENT.--Under Scientific Management the individual is the unit to be measured. Functionalization is based upon utilizing the particular powers and special abilities of each man. Measurement is of the individual man and his work. Analysis and synthesis build up methods by which the individual can best do his work. Standards are of the work of an individual, a standard man, and the task is always for an individual, being that percentage of the standard man's task that the particular individual can do. Records are of individuals, and are made in order to show and reward individual effort. Specific individuals are taught those things that they, individually, require. Incentives are individual both in the cases of rewards and punishments, and, finally, it is the welfare of the individual worker that is considered, without the sacrifice of any for the good of the whole.
INDIVIDUALITY CONSIDERED IN SELECTING WORKERS.--Under Scientific Management individuality is considered in selecting workers as it could not be under either of the other two forms of management. This for several reasons:
1. The work is more specialized, hence requires more carefully selected men. 2. With standardized methods comes a knowledge to the managers of the qualifications of the "standard men" who can best do the work and continuously thrive. 3. Motion study, in its investigation of the worker, supplies a list of variations in workers that can be utilized in selecting men.[8]
VARIABLES OF THE WORKER.--This list now includes at least 50 or 60 variables, and shows the possible elements which may demand consideration. When it is remembered that the individual selected may need a large or small proportion of most of the variables in order to do his particular work most successfully, and that every single one of these variables, as related to the others, may, in some way affect his output and his welfare in doing his assigned work, the importance of taking account of individuality in selection is apparent.
SCIENTIFIC MANAGEMENT NEEDS SUPPORT IN STUDYING WORKERS.--The best of management is by no means at its ultimate stage in practice in this field. This, not because of a lack in the laws of management, but because, so far, Scientific Management has not received proper support from other lines of activity.
PRESENT LACK OF KNOWLEDGE OF APPLICANTS.--At present, the men who apply to the Industries for positions have no scientifically determined idea of their own capabilities, neither has there been any effort in the training or experience of most of those who apply for work for the first time to show them how fit they really are to do the work which they wish to do.
SUPPLEMENTS DEMANDED BY SCIENTIFIC MANAGEMENT.--Before the worker can be scientifically selected so that his individuality can be appreciated, Scientific Management must be supplemented in two ways:--
1. By psychological and physiological study of workers under it. By such study of the effect of various kinds of standardized work upon the mind and body, standard requirements for men who desire to do the work can be made. 2. By scientific study of the worker made before he comes into the Industries, the results of which shall show his capabilities and possibilities.[9]
WHENCE THIS HELP MUST COME.--This study must be made
a. In the Vocational Guidance Work. b. In the Academic Work,
and in both fields psychological and physiological investigations are called for.
WORK OF VOCATIONAL GUIDANCE BUREAUS.--Vocational Guidance Bureaus are, at present, doing a wonderful work in their line. This work divides itself into two parts:
1. Determining the capabilities of the boy, that is, seeing what he is, by nature and training, best fitted to do. 2. Determining the possibilities of his securing work in the line where he is best fitted to work, that is, studying the industrial opportunities that offer, and the "welfare" of the worker under each, using the word welfare in the broadest sense, of general wellbeing, mental, physical, moral and financial.
WORK OF ACADEMIC WORLD.--The Academic World is also, wherever it is progressive, attempting to study the student, and to develop him so that he can be the most efficient individual. Progressive educators realize that schools and colleges must stand or fall, as efficient, as the men they train become successful or unsuccessful in their vocations, as well as in their personal culture.
NEED FOR PSYCHOLOGICAL STUDY IN ALL FIELDS.--In both these complementary lines of activity, as in Scientific Management itself, the need for psychological study is evident.[10] Through it, only, can scientific progress come. Here is emphasized again the importance of measurement. Through accurate measurement of the mind and the body only can individuality be recognized, conserved and developed as it should be.
PREPAREDNESS OF EXPERIMENTAL PSYCHOLOGY.--Experimental psychology has instruments of precision with which to measure and test the minds and bodies brought to it, and its leading exponents are so broadening the scope of its activities that it is ready and glad to plan for investigations.
METHOD OF SELECTION UNDER ULTIMATE MANAGEMENT.--Under Ultimate Management, the minds of the workers,--and of the managers too,--will have been studied, and the results recorded from earliest childhood. This record, made by trained investigators, will enable vocational guidance directors to tell the child what he is fitted to be, and thus to help the schools and colleges to know how best to train him, that is to say, to provide what he will need to know to do his life work, and also those cultural studies that his vocational work may lack, and that may be required to build out his best development as an individual.
It is not always recognized that even the student who can afford to postpone his technical training until he has completed a general culture course, requires that his culture course be carefully planned. Not only must he choose those general courses that will serve as a foundation for his special study, and that will broaden and enrich his study, but also he must be provided with a counter-balance,--with interests that his special work might never arouse in him. Thus the field of Scientific Management can be narrowed to determining and preparing standard plans for standard specialized men, and selecting men to fill these places from competent applicants.
What part of the specialized training needed by the special work shall be given in schools and what in the industries themselves can be determined later. The "twin apprentice" plan offers one solution of the problem that has proved satisfactory in many places. The psychological study should determine through which agency knowledge can best come at any particular stage of mental growth.
EFFECT ON WORKERS OF SUCH SELECTION.--As will be shown at greater length under "Incentives," Scientific Management aims in every way to encourage initiative. The outline here given as to how men must, ultimately, under Scientific Management, be selected serves to show that, far from being "made machines of," men are selected to reach that special place where their individuality can be recognized and rewarded to the greatest extent.
SELECTION UNDER SCIENTIFIC MANAGEMENT TO-DAY.--At the present day, the most that Scientific Management can do, in the average case, is to determine the type of men needed for any particular kind of work, and then to select that man who seems, from such observations as can be made, best to conform to the type. The accurate knowledge of the requirements of the work, and the knowledge of variables of the worker make even a cursory observation more rich in results than it would otherwise be. Even such an apparently obvious observation, as that the very fact that a man claims that he can do the work implies desire and will on his part to do it that may overcome many natural lacks,--even this is an advance in recognizing individuality.
EFFECT OF THIS SELECTION.--The result of this scientific selection of the workman is not only better work, but also, and more important from the psychological side, the development of his individuality. It is not always recognized that the work itself is a great educator, and that acute cleverness in the line of work to which he is fitted comes to the worker.
INDIVIDUALITY DEVELOPED BY SEPARATING OUTPUTS.--Under Scientific Management the work of each man is arranged either so that his output shows up separately and on the individual records, or, if the Work is such that it seems best to do it in gangs, the output can often be so recorded that the individual's output can be computed from the records.
PURPOSE OF SEPARATING OUTPUTS.--The primary purpose of separating the output is to see what the man can do, to record this, and to reward the man according to his work, but this separating of output has also an individual result, which is even more important than the result aimed at, and that is the development of individuality.
Under Traditional Management and the usual "day work," much of the work is done by gangs and is observed or recorded as of gangs. Only now and then, when the work of some particular individual shows up decidedly better or worse than that of his fellows, and when the foreman or superintendent, or other onlooker, happens to observe this is the individual appreciated, and then only in the most inexact, unsystematic manner.
Under Scientific Management, making individual output show up separately allows of individual recording, tasks, teaching and rewards.
EFFECT ON ATHLETIC CONTESTS.--Also, with this separation of the work of the individual under Scientific Management comes the possibility of a real, scientific, "athletic contest." This athletic contest, which proves itself so successful in Traditional Management, even when the men are grouped as gangs and their work is not recorded or thought of separately, proves itself quite as efficient or more efficient under Scientific Management, when the work of the man shows up separately. It might be objected that the old gang spirit, or it might be called "team" spirit, would disappear with the separation of the work. This is not so, as will be noted by a comparison to a baseball team, where each man has his separate place and his separate work and where his work shows up separately with separate records, such as "batting average" and "fielding average." Team spirit is the result of being grouped together against a common opponent, and it will be the same in any sort of work when the men are so grouped, or given to understand that they belong on the same side.
The following twelve rules for an Athletic Contest under Transitory System are quoted as exemplifying the benefits which accrue to Individuality.
1. Men must have square deal. 2. Conditions must be similar. 3. Men must be properly spaced and placed. 4. Output must show up separately. 5. Men must be properly started. 6. Causes for delay must be eliminated. 7. Pace maker must be provided. 8. Time for rest must be provided. 9. Individual scores must be kept and posted. 10. "Audience" must be provided. 11. Rewards must be prompt and provided for all good scores--not for winners only. 12. Appreciation must be shown.[11]
This list shows the effects of many fundamental principles of Scientific Management,--but we note particularly here that over half the rules demand that outputs be separated as a prerequisite.
None of the benefits of the Athletic Contest are lost under Scientific Management. The only restrictions placed are that the men shall not be grouped according to any distinction that would cause hatred or ill feeling, that the results shall be ultimately beneficial to the workers themselves, and that all high scores shall win high prizes.
As will be brought out later under "Incentives," no competition is approved under Scientific Management which speeds up the men uselessly, or which brings any ill feeling between the men or any feeling that the weaker ones have not a fair chance. All of these things are contrary to Scientific Management, as well as contrary to common sense, for it goes without saying that no man is capable of doing his best work permanently if he is worried by the idea that he will not receive the square deal, that someone stronger than he will be allowed to cheat or to domineer over him, or that he will be speeded up to such an extent that while his work will increase for one day, the next day his work will fall down because of the effect of the fatigue of the day before.
The field of the contests is widened, as separating of the work of the individual not only allows for competition between individuals, but for the competition of the individual with his own records. This competition is not only a great, constant and helpful incentive to every worker, but it is also an excellent means of developing individuality.
ADVANTAGES TO MANAGERS OF SEPARATING OUTPUT.--The advantages to the managers of separating the work are that there is a chance to know exactly who is making the high output, and that the spirit of competition which prevails when men compare their outputs to their own former records or others, leads to increased effort.
ADVANTAGES TO WORKERS OF SEPARATING OUTPUT.--As for advantages to the men:
By separation of the individual work, not only is the man's work itself shown, but at the same time the work of all other people is separated, cut away and put aside, and he can locate the man who is delaying him by, for example, not keeping him supplied with materials. The man has not only an opportunity to concentrate, but every possible incentive to exercise his will and his desire to do things. His attention is concentrated on the fact that he as an individual is expected to do his very best. He has the moral stimulus of responsibility. He has the emotional stimulus of competition. He has the mental stimulus of definiteness. He has, most valuable of all, a chance to be an entity rather than one of an undiscriminated gang. This chance to be an individual, or personality, is in great contradistinction to the popular opinion of Scientific Management, which thinks it turns men into machines. A very simple example of the effect of the worker's seeing his output show up separately in response to and in proportion to his effort and skill is that of boys in the lumber producing districts chopping edgings for fire wood. Here the chopping is so comparatively light that the output increased very rapidly, and the boy delights to "see his pile of fire wood grow."
With the separation of the work comes not only the opportunity for the men to see their own work, but also to see that of others, and there comes with this the spirit of imitation, or the spirit of friendly opposition, either of which, while valuable in itself is even more valuable as the by-product of being a life-giving thought, and of putting life into the work such as there never could be when the men were working together, more or less objectless, because they could not see plainly either what they were doing themselves, or what others were doing.
Separation of the output of the men gives them the greatest opportunity to develop. It gives them a chance to concentrate their attention at the work on which they are, because it is not necessary for them to waste any time to find out what that work is. Their work stands out by itself; they can put their whole minds to that work; they can become interested in that work and its outcome, and they can be positive that what they have done will be appreciated and recognized, and that it will have a good effect, with no possibility of evil effect, upon their chance for work and their chance for pay and promotion in the future. Definiteness of the boundaries, then, is not only good management in that it shows up the work and that it allows each man to see, and each man over him, or observing him to see exactly what has been done,--it has also an excellent effect upon the worker's mind.
INDIVIDUALITY DEVELOPED BY RECORDING OUTPUT SEPARATELY.--The spirit of individuality is brought out still more clearly by the fact that under Scientific Management, output is recorded separately. This recording of the outputs separately is, usually, and very successfully, one of the first features installed in Transitory Management, and a feature very seldom introduced, even unconscious of its worth, in day work under Traditional Management. It is one of the great disadvantages of many kinds of work, especially in this day, that the worker does only a small part of the finished article and that he has a feeling that what he does is not identified permanently with the success of the completed whole. We may note that one of the great unsatisfying features to such arts as acting and music, is that no matter how wonderful the performer's efforts, there was no permanent record of them; that the work of the day dies with the day. He can expect to live only in the minds and hearts of the hearers, in the accounts of spectators, or in histories of the stage.
It is, therefore, not strange that the world's best actors and singers are now grasping the opportunity to make their best efforts permanent through the instrumentality of the motion picture films and the talking machine records. This same feeling, minus the glow of enthusiasm that at least attends the actor during the work, is present in more or less degree in the mind of the worker.
RECORDS MAKE WORK SEEM WORTH WHILE.--With the feeling that his work is recorded comes the feeling that the work is really worth while, for even if the work itself does not last, the records of it are such as can go on.
RECORDS GIVE INDIVIDUALS A FEELING OF PERMANENCE.--With recorded individual output comes also the feeling of permanence, of credit for good performance. This desire for permanence shows itself all through the work of men in Traditional Management, for example--in the stone cutter's art where the man who had successfully dressed the stone from the rough block was delighted to put his own individual mark on it, even though he knew that that mark probably would seldom, if ever, be noticed again by anyone after the stone was set in the wall. It is an underlying trait of the human mind to desire this permanence of record of successful effort, and fulfilling and utilizing this desire is a great gain of Scientific Management.
MENTAL DEVELOPMENT OF WORKER THROUGH RECORDS.--It is not only for his satisfaction that the worker should see his records and realize that his work has permanence, but also for comparison of his work not only with his own record, but with the work of others. The value of these comparisons, not only to the management but to the worker himself, must not be underestimated. The worker gains mental development and physical skill by studying these comparisons.
ADVANTAGES TO WORKER OF MAKING HIS OWN RECORDS.--These possibilities of mental development are still further increased when the man makes his own records. This leads to closer attention, to more interest in the work, and to a realization of the man as to what the record really means, and what value it represents. Though even a record that is made for him and is posted where he can see it will probably result in a difference in his pay envelope, no such progress is likely to occur as when the man makes his own record, and must be conscious every moment of the time exactly where he stands.
POSSIBILITIES OF MAKING INDIVIDUAL RECORDS.--Records of individual efficiency are comparatively easy to make when output is separated. But even when work must be done by gangs or teams of men, there is provision made in Scientific Management for recording this gang work in such a way that either the output or the efficiency, or both, of each man shows up separately. This may be done in several ways, such as, for example, by recording the total time of delays avoidable and unavoidable, caused by each man, and from this computing individual records. This method of recording is psychologically right, because the recording of the delay will serve as a warning to the man, and as a spur to him not to cause delay to others again.
The forcefulness of the "don't" and the "never" have been investigated by education. Undoubtedly the "do" is far stronger, but in this particular case the command deduced from the records of delay to others is, necessarily, in the negative form, and a study of the psychological results proves most instructive.
BENEFITS TO MANAGERS OF INDIVIDUAL RECORDS.--The value of the training to the foremen, to the superintendents and to the managers higher up, who study these records, as well as to the timekeepers, recorders and clerks in the Time and Cost Department who make the records, is obvious. There is not only the possibility of appreciating and rewarding the worker, and thus stimulating him to further activity, there is also, especially in the Transitory stage, when men are to be chosen on whom to make Time Study observations, an excellent chance to compare various methods of doing work and their results.
INCENTIVES WITH INDIVIDUAL RECORDS.--The greatest value of recorded outputs is in the appreciation of the work of the individual that becomes possible. First of all, appreciation by the management, which to the worker must be the most important of all, as it means to him a greater chance for promotion and for more pay. This promotion and additional pay are amply provided for by Scientific Management, as will be shown later in discussing Incentives and Welfare.
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 illustrated, 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 passes 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 retard 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 assigned for a certain individual, that proportion of the work of the standard or first class man is assigned 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 assures 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 quantity 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 assigned 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 class? 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 amusement.
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 CLASS.--Under Traditional Management the gang, or the class, 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 classes 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 latitude 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 class, 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 Muensterberg, _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 Retardation_, p. 89. 10. Hugo Muensterberg, _American Problems_, pp. 38-39. 11. F.B. Gilbreth, _Cost Reducing System_, Chap. III.
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