第31章

First.Find, say, 10 or 15 different men (preferably in as many separate establishments and different parts of the country) who are especially skilful in doing the particular work to be analyzed.

Second.Study the exact series of elementary operations or motions which each of these men uses in doing the work which is being investigated, as well as the implements each man uses.

Third.Study with a stop-watch the time required to make each of these elementary movements and then select the quickest way of doing each element of the work.

Fourth.Eliminate all false movements, slow movements, and useless movements.

Fifth.After doing away with all unnecessary movements, collect into one series the quickest and best movements as well as the best implements.

This one new method, involving that series of motions which can be made quickest and best, is then substituted in place of the ten or fifteen inferior series which were formerly in use.This best method becomes standard, and remains standard, to be taught first to the teachers (or functional foremen) and by them to every workman in the establishment until it is superseded by a quicker and better series of movements.In this simple way one element after another of the science is developed.

In the same way each type of implement used in a trade is studied.Under the philosophy of the management of "initiative and incentive" each workman is called upon to use his own best judgment, so as to do the work in the quickest time, and from this results in all cases a large variety in the shapes and types of implements which are used for any specific purpose.Scientific management requires, first, a careful investigation of each of the many modifications of the same implement, developed under rule of thumb; and second, after a time study has been made of the speed attainable with each of these implements, that the good points of several of them shall be united in a single standard implement, which will enable the workman to work faster and with greater ease than he could before.This one implement, then, is adopted as standard in place of the many different kinds before in use, and it remains standard for all workmen to use until superseded by an implement which has been shown, through motion and time study, to be still better.

With this explanation it will be seen that the development of a science to replace rule of thumb is in most cases by no means a formidable undertaking, and that it can be accomplished by ordinary, every-day men without any elaborate scientific training; but that, on the other hand, the successful use of even the simplest improvement of this kind calls for records, system, and cooperation where in the past existed only individual effort.

There is another type of scientific investigation which has been referred to several times in this paper, and which should receive special attention, namely, the accurate study of the motives which influence men.At first it may appear that this is a matter for individual observation and judgment, and is not a proper subject for exact scientific experiments.It is true that the laws which result from experiments of this class, owing to the fact that the very complex organism-the human being is being experimented with, are subject to a larger number of exceptions than is the case with laws relating to material things.And yet laws of this kind, which apply to a large majority of men, unquestionably exist, and when clearly defined are of great value as a guide in dealing with men.In developing these laws, accurate, carefully planned and executed experiments, extending through a term of years, have been made, similar in a general way to the experiments upon various other elements which have been referred to in this paper.

Perhaps the most important law belonging to this class, in its relation to scientific management, is the effect which the task idea has upon the efficiency of the workman.This, in fact, has become such an important element of the mechanism of scientific management, that by a great number of people scientific management has come to be known as "task management."There is absolutely nothing new in the task idea.Each one of us will remember that in his own case this idea was applied with good results in his schoolboy days.No efficient teacher would think of giving a class of students an indefinite lesson to learn.Each day a definite, clear-cut task is set by the teacher before each scholar, stating that he must learn just so much of the subject; and it is only by this means that proper, systematic progress can be made by the students.The average boy would go very slowly if, instead of being given a task, he were told to do as much as he could.All of us are grown-up children, and it is equally true that the average workman will work with the greatest satisfaction, both to himself and to his employer, when he is given each day a definite task which he is to perform in a given time, and which constitutes a proper day's work for a good workman.This furnishes the workman with a clear-cut standard, by which he can throughout the day measure his own progress, and the accomplishment of which affords him the greatest satisfaction.

The writer has described in other papers a series of experiments made upon workmen, which have resulted in demonstrating the fact that it is impossible, through any long period of time, to get workmen to work much harder than the average men around them, unless they are assured a large and a permanent increase in their pay.This series of experiments, however, also proved that plenty of workmen can be found who are willing to work at their best speed, provided they are given this liberal increase in wages.The workman must, however, be fully assured that this increase beyond the average is to be permanent.Our experiments have shown that the exact percentage of increase required to make a workman work at his highest speed depends upon the kind of work which the man is doing.