SYSTEMS INELASTIC.—­Being written, these systems have all the disadvantages of anything that is written.  That is to say, they require considerable adaptability on the part of the man who is using them.  He must consider his own mind, and the amount of time which he must put on studying; he must consider his own work, and adapting that method to his work while still obeying instructions.  In the case of the system being in great detail, he can usually find a fairly detailed description of what he is going to do, and can use that.  In the case of the system being not so complete, if his work varies, he must show intelligence in varying the system, and this intelligence often demands a knowledge which he has not, and knows not where to obtain.

WASTE OF TIME FROM UNSTANDARDIZED SYSTEMS.—­The time necessitated by the worker’s laying out details of his method is taken from the total time of his working day, hence in so far cuts down his total product.  Moreover, if no record is kept of the details of his planning the next worker on the same kind of work must repeat the investigation.

LATER TRANSITIONAL MANAGEMENT EMPHASIZES USE OF STANDARDS.—­Later Transitional Management eliminates this waste of time by standardizing methods composed of standardized timed units, thus both rendering standards elastic, and furnishing details.

TEACHING MOST IMPORTANT UNDER SCIENTIFIC MANAGEMENT.—­Teaching is a most important element under Scientific Management not only because it increases industrial efficiency, but also because it fosters industrial peace.[2]

IMPORTANCE DEPENDS ON OTHER ELEMENTS OF SCIENTIFIC MANAGEMENT.—­As we have seen, Scientific Management has as a basic idea the necessity of divided responsibility, or functionalization.  This, when accompanied by the interdependent bonus, creates an incentive to teach and an incentive to learn.  Scientific Management divides the planning from the performing in order to centralize and standardize knowledge in the planning department, thus making all knowledge of each available to all.  This puts at the disposal of all more than any could have alone.  The importance of having this collected and standardized knowledge conveyed best to the worker cannot be overestimated.  Through this knowledge, the worker is able to increase his output, and thus insure the lowered costs, that provide the funds with which to pay his higher wages,—­to increase his potential as well as actual efficiency, and best to cooeperate with other workers and with the management.

IMPORTANCE OF TEACHING ELEMENT BEST CLAIM TO PERMANENCE OF SCIENTIFIC MANAGEMENT.—­Upon the emphasis which it places on teaching rests/a large part of the claim of Scientific Management for permanence.[3] We have already shown the derivation of the standards which are taught.  We have shown that the relation between the planning and performing departments is based largely on means and methods for teaching.  We have only to show here that the teaching is done in accordance with those laws of Psychology that are the laws of Pedagogy.