RESULT ON THE WORKER.—­The greatest effect, on the worker, of these relations of record to programme under Scientific Management is the confidence that he gains in the judgment that is an outcome of Scientific Management.  When the worker sees that Scientific Management makes possible accurate predictions of times, schedules, tasks, and performance; that the methods prescribed invariably enable him to achieve prescribed results, his confidence in Scientific Management grows.  So also does the manager’s confidence in Scientific Management grow,—­and in this mutual confidence in the system of management is another bond of sympathy.

The place left for suggestions and improvements, in the ever-present opportunities to better standards, fulfills that longing for a greater efficiency that is the cause of progress.

CHAPTER VII FOOTNOTES:  =============================================

 1.  Gillette and Dana, Cost Keeping and Management Engineering,
    p. 65.
 2.  H.L.  Gantt, Paper No. 1002, A.S.M.E., page 2.
 3.  Gillette and Dana, Cost Keeping and Management Engineering,
    p.  VII.
 4.  H.L.  Gantt, Paper No. 1002, A.S.M.E., p. 1336.
 5.  William James, Psychology, Briefer Course, p. 179.

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CHAPTER VIII

TEACHING

DEFINITION OF TEACHING.—­The Century Dictionary defines “teaching” as “the act or business of instructing,” with synonyms:  “training” and “education;” and “to teach” is defined:—­

    1. “to point out, direct, show;” “to tell, inform, instruct,
       explain;”
    2. “to show how (to do something); hence, to train;”
    3. “to impart knowledge or practical skill to;” “to guide in
       learning, educate.”

“Educate,” we find meaning “to instruct, to teach methodically, to prescribe to; to indoctrinate;” and by “indoctrinate” is meant “to cause to hold as a doctrine or belief.”  “To educate,” says the same authority, “is to develop mentally or morally by instruction; to qualify by instruction and training for the business and duty of life.”

UNDER TRADITIONAL MANAGEMENT NO DEFINITE PLAN OF TEACHING.—­ Under Traditional Management there is either no definite scheme of teaching by the management itself, or practically none; at least, this is usually the condition under the most elementary types of Traditional Management.  In the very highest examples of the traditional plan the learner may be shown how, but this showing is not usually done in a systematic way, and under so-called Traditional Management is seldom in the form of written instructions.