Appreciation of Varying Viewpoints Necessary. — No management can consider itself adequate that does not try to enter into the mental attitude of its workers. Actual practice shows that, with time and tact, almost any worker can be convinced that all criticism of him is constructive, and that for him to conform to the new standards is a mark of added proficiency, not an acknowledgment of ill-preparedness. The "Systems" do much toward this work of reconciling the older workers to the new methods, but most of all can be done by such teachers as can demonstrate their own change from old to standard methods, and the consequent promotion and success. This is, again, an opportunity for the exercise of personality.
Scientific Management Provides Places for Such Teaching. — Under the methods of teaching employed by Scientific Management, — right motions first, next speed, with quality as a resultant product, — it is most necessary to provide a place where learners can work. The standard planning of quality provides such a place. The plus and minus signs automatically divide labor so that the worker can be taught by degrees, being set at first where great accuracy is not demanded by the work, and being shifted to work requiring more accuracy as he becomes more proficient. In this way even the most untrained worker becomes efficient, and is engaged in actual productive work.
Measurement of Teaching and Learning. — Under Scientific Management the results of teaching and learning become apparent automatically in records
of output. The learner's record of output of proper prescribed quality determines what pay he shall receive, and also has a proportionate effect on the teacher's pay. Such a system of measurement may not be accurate as a report of the learner's gain, — for he doubtless gains mental results that cannot be seen in his output, — but it certainly does serve as an incentive to teaching and to learning.
Relation of Teaching in Scientific Management to Academic Training and Vocational Guidance. [60] — Teaching under Scientific Management can never be most efficient until the field of such teaching is restricted to training learners who are properly prepared to receive industrial training. [61] This preparedness implies fitting school and academic training, and Vocational Guidance.
Learner Should Be Manually Adept. — The learner should, before entering the industrial world, be taught to be manually adept, or fingerwise, to have such control over his trained muscles that they will respond quickly and accurately to orders. Such training should be started in infancy, [62] in the form of guided play, as, for example, whittling, sewing, knitting, handling mechanical toys and tools, and playing musical instruments, and continued up to, and into, the period of entering a trade.
Schools Should Provide Mental Preparedness. — The schools should render every student capable of filling some place worthily in the industries. The longer the student remains in school, the higher the position for which he should be prepared. The amount and nature of the training in the schools depends largely on the industrial work to be done, and will be possible of more accurate estimation constantly, as Scientific Management standardizes work and shows what the worker must be to be most efficient.
Vocational Guidance Must Provide Direction. — As made most clear in Mr. Meyer Bloomfield's book, "Vocational Guidance,"[63] bureaus of competent directors stand ready to help the youth find that line of activity which he can follow best and with greatest satisfaction to himself. At present, such bureaus are seriously handicapped by the fact that little data of the industries are at hand, but this lack the bureaus are rapidly supplying by gathering such data as are available. Most valuable data will not be available until Scientific Management has been introduced into all lines.
Progress Demands Coöperation. — Progress here, as everywhere, demands coöperation. [64] The three sets of educators, — the teachers in the school, in the Vocational Guidance Bureaus, and in Scientific Management, must recognize their common work,
and must coöperate to do it. There is absolutely no cause for conflict between the three; their fields are distinct, but supplementary. Vocational Guidance is the intermediary between the other two.