SUMMARY
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
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:
1. A collection of knowledge relating in its entirety to the future work of the learner.