THE GANG INSTRUCTION CARD.—­A gang instruction card is used for such work only as must be done by a group of men all engaged at the work at once, or who are working at a dependent sequence of operations, or both.  This card contains but those portions of the instructions for each man which refer to those elements which must be completed before a following element, to be done by the next man in the sequence, can be completed.  Because of the nature of the work, the gang instruction card must be put in the hands of a leader, or foreman, whether or not it is also in the hands of each of the individuals.  The amount of work which can be required as a set task for each individual member of the gang, the allowance for rest for overcoming fatigue, the time that the rest periods must occur, and the proper pay, are fully stated on the Individual Instruction Cards.

METHODS OF TEACHING FOSTER INDIVIDUALITY.—­As will be shown at length in the Chapter on Teaching, under Scientific Management teaching is not only general, by “Systems,” “Standing Orders,” or “Standard Practice,” but also specific.  Specialized teachers, called, unfortunately for the emphasis desired to be put on teaching, “functional foremen,” help the individual worker to overcome his peculiar difficulties.

This teaching not only allows every worker to supplement his deficiencies of disposition or experience, but the teachers’ places give opportunities for those who have a talent for imparting knowledge to utilize and develop it.

INDIVIDUAL INCENTIVE AND WELFARE.—­Finally, individual incentive and individual welfare are not only both present, but interdependent.  Desire for individual success, which might lead a worker to respond to the incentive till he held back perhaps the work of others, is held in balance by interdependence of bonuses.  This will be explained in full in the Chapters on Incentives and Welfare.

SUMMARY

RESULT OF IDEA OF INDIVIDUALITY UPON WORK.—­To recapitulate;—­ Under Traditional Management, because of its frequent neglect of the idea of individuality, work is often unsystematized, and high output is usually the result of “speeding up” only, with constant danger of a falling off in quality overbalancing men and injury to men and machinery.

Under Transitory Management, as outputs are separated, separately recorded, and as the idea of Individuality is embodied in selecting men, setting tasks, the instruction cards, periods of rest, teaching, incentives and welfare, output increases without undue pressure on the worker.

Under Scientific Management—­with various elements which embody individuality fully developed, output increases, to the welfare of worker, manager, employer and consumer and with no falling off in quality.

EFFECT UPON THE WORKER.—­The question of the effect upon the worker of emphasis laid upon individuality, can perhaps best be answered by asking and answering the following questions:—­