Results to the Work. — Under the teaching of Traditional Management, the learner may or may not improve the quantity and quality of his work. This depends almost entirely on the particular teacher whom the learner happens to have. There is no standard improvement to the work.
Under the teaching of Transitory Management, the work gains in quantity as the methods become standardized, and quality is maintained or improved.
Under the teaching of Scientific Management, work, the quantity of work, increases enormously through the use of standards of all kinds; quantity is oftentimes tripled.
Under the teaching of Scientific Management, when the schools and Vocational Guidance movement coöperate, high output of required quality will be obtained at a far earlier stage of the worker's industrial life than is now possible, even under Scientific Management.
Results to the Worker. — Under Traditional Management, the worker gains a knowledge of how his work can be done, but the method by which he is taught is seldom, of itself, helpful to him. Not being sure that he has learned the best way to do his work, he gains no method of attack. The result of Page 267 the teaching is a habit of doing work which is good, or bad, as chance may direct.
Under Transitory Management, with the use of Systems as teachers, the worker gains a better method of attack, as he knows the reason why the prescribed method is prescribed. He begins to appreciate the possibilities and benefits of standardized teaching.
The method laid down under Scientific Management is devised to further the forming of an accurate accumulation of concepts, which results in a proper method of attack. The method of instruction under Scientific Management is devised to furnish two things:
- A collection of knowledge relating in its entirety to the future work of the learner.
- A definite procedure, that will enable the learner to apply the same process to acquiring knowledge of other subjects in the most economical and efficient way.
It teaches the learner to be observant of details, which is the surest method for further development of general truths and concepts.
The method of attack of the methods provided for in Scientific Management results, naturally, in a comparison of true data. This is the most efficient method of causing the learner to think for himself.
Processes differing but little, apparently, give vastly different results, and the trained habits of observation quickly analyze and determine wherein the one process is more efficient than the other.
This result is, of course, the one most desired for causing quick and intelligent learning.
The most valuable education is that which enables the learner to make correct judgments. The teaching under Scientific Management leads to the acquisition of such judgment, plus an all-around sense training, a