APPRENTICES ARE EASILY HANDLED.—­Teaching apprentices is a comparatively simple proposition, far simpler than under any other type of management.  Standard methods enable the apprentice to become proficient long before his brother could, under the old type of teaching.  The length of training required depends largely on how fingerwise the apprentice is.

OLDER WORKERS MUST BE HANDLED WITH TACT.—­With adult workers, the problem is not so simple.  Old wrong habits, such as the use of ineffective motions, must be eliminated.  Physically, it is difficult for the adult worker to alter his methods.  Moreover, it may be most difficult to change his mental attitude, to convince him that the methods of Scientific Management are correct.

A successful worker under Traditional Management, who is proud of his work, will often be extremely sensitive to what he is prone to regard as the “criticism” of Scientific Management with regard to him.

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.