TS 155. A41 
 
 Foreman training courses November 1919 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 3 192- ■■-•■■ 
 
 
 .^ 
 
 TS 
 
 fAllen, Chrrles Ricketson^ 
 
 yorenan trpinJng coursep ... Kovember, IC^IQ. 
 
 'S 
 
 \i5 
 
CORNELL UNIVERSITY 
 
 LIBRARY 
 
 NEW YORK STATE SCHOOL 
 
 OF 
 
 INDUSTRIAL AND LABOR 
 
 RELATIONS 
 
 THE GIFT OF 
 
 I^xm A. fimerBon 
 
FOREMAN 
 TRAINING COURSES 
 
 I Foreman Training and the Vocational Education Act 
 II. Suggestive Schedules for Eighty-two Foreman Meetings 
 
 III. The Need of Foreman Training — Sdnte Past Difficulties 
 
 IV. Planning and Initiation of Foreman Training Courses 
 V. Conducting Foreman Training Courses 
 
 PARTI 
 
 NOVEMBER, I9I9 
 
 Issued by the 
 
 FEDERAL BOARD FOR VOCATIONAL EDUCATION 
 Washington 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFTICE 
 
 1920 
 
FEDERAL BOARD FOR VOCATIONAL EDUCATION. 
 
 MEMBERS. 
 
 David F. Houston, Chairman, 
 
 Secretary of Apriculiitre. 
 William' C. Redpield, 
 
 Secretary of Commerce. 
 William B. Wilson, 
 
 Secretary of Labor. 
 r. P. Claxton, 
 
 Commissioner of Education. 
 
 James P. Muneoe, Vice Chairman. 
 
 Manufacture and Commerce. 
 Calvin F. McIntosh, 
 
 Agriculture. 
 Aethub E. Holder, 
 
 Labor. 
 
 EXECUTIVE STAFF. 
 
 Latton S. Havckins, Chief Vocational Education Division. 
 
 TJel W. Lamkin, Chief Rehabilitation Division. 
 
 L. H. Caeris, Assistant Chief Vocational Education Division. 
 
 C. H. Lane, Agricultural Education. 
 
 F. G. Nichols, Commercial Education. 
 
 Anna E. Kiohabdson, Home Economics Education. 
 
 J. C. Wright, Trade and Industrial Education. 
 
CONTENTS. 
 
 rf.i 
 
 y 
 
 Unit 
 Unit 
 
 Unit 
 Unit 
 
 o 
 
 Foreword 7 
 
 Section I. — Foreman training and the vurutional education act f' 
 
 Preliminary t' 
 
 Purpose of the vocational education act '■' 
 
 Foreman training as distinguished from teacher training 
 
 Federal funds available for foreman training 'A 
 
 Administration and organization of foreman training fliissos 11 
 
 Section II. — Suggestive schedules for eighty-two foreman meetings 13 
 
 The preliminary unit 13 
 
 Unit A-I. — Supervision of material 17 
 
 Unit A-II. — Cost elements on material 18 
 
 Unit A-III. — Managerial problems — material 22 
 
 B-I. — Supervision of equipment — processes and operations 2.5 
 
 B-II. — Co.st elements in connection with operations, proce.s.ses. 
 
 and equipment 2i; 
 
 Unit B-III. — Managerial problems ou equipment. proce.sse.«, and 
 
 operations 
 
 C-I. — Supervision — man factors 
 
 C-II. — Cost elements In connectlcm with men 
 
 Unit C-III.— MANAGEUIAL— Men 
 
 Unit D. — Mnthods of luvpslisatlnt' and adjustlns troubles 
 
 Section III. — The need of foreman training' and .some past difficulties 
 
 A — The need for foreman training 
 
 Types of training already developed 
 
 Foreman training still ueede<l 
 
 Reasons for present Interest in foreman training 
 
 B — The general method by which the worli was <ariiod on 
 
 The two necessary steps 
 
 Scope of the worlv 
 
 C — Success factors in training courses 
 
 Preliminary 
 
 Standards for vocational courses ^ 
 
 Some past difficulties 
 
 Mistaken or undefined aims 
 
 Unsuitable instructors 
 
 Faith in generalization 
 
 Unorganized work 
 
 Emphasis in the wrong field 
 
 Possible types of courses 
 
 Relative order of theory and practice 
 
 Efficiency courses 
 
 The typo of men for wlioni these courses have been de- 
 
 veloped 
 
 20 
 32 
 30 
 41 
 49 
 .52 
 52 
 ."12 
 53 
 
 54 
 54 
 54 
 
 oTY OF UB^'^^'' - 
 
 56 
 
 57 
 58 
 58 
 ■ 5S 
 59 
 GO 
 
 GO 
 
 "M 
 
CONTENTS. 
 
 Page. 
 61 
 61 
 
 Section IV. — Planning and initiation of foreman training courses ol 
 
 Preliminary 
 
 The value of preliminary planning 
 
 The particular nature of the course 
 
 Possible sources of information 
 
 The need of definite plans "^ 
 
 Tyne of courses that may be offered "^ 
 
 Conditions under which a training course in any field can be effective 
 
 in meeting actual needs "^ 
 
 Degree of specialization required for the different types of courses— 64 
 
 AVorklng conditions 64 
 
 Are courses to be cooperative or noncooperative 65 
 
 Relative value of the two tj-pes of courses 65 
 
 Are the courses to be preparatory, extension, promotional in aim 66 
 
 Are the courses to be " working-time " or " leisure-time " courses 66 
 
 Advantages and disadvantages 67 
 
 Conditions under which courses may be conducted 68 
 
 1. Training on company time inside the plant : 68 
 
 2. Training on company time outside the plant 68 
 
 3. Training on men's time inside the plant 69 
 
 4. Training on men's time outside the plant 69 
 
 5. Training on combined company time and leisure time inside 
 
 the plant 69 
 
 6. Training partly on company time and partly on men's time 
 
 outside the plant 69 
 
 The desirability of carrying on work on company time 70 
 
 What is to be the make-up of the group 70 
 
 Conditions of admission 71 
 
 Where are the groups to meet 71 
 
 Schoolrooms undesirable 72 
 
 The geographical location of the place of meeting 72 
 
 What equipment will be required 73 
 
 What is to be the number, frequency, and length of meetings 73 
 
 The question of follow up — Is there to be " follow up "' 74 
 
 What are to be the objectives and methods 74 
 
 What general educational principles and methods are to be followed 
 
 and used 74 
 
 Where can instructors be secured 74 
 
 The cooperating committee 75 
 
 What should instructors be paid 75 
 
 Qualifications of instructors 75 
 
 Difficulties facing the " teacher instructor '' 7(3_ 
 
 Difficulties facing a foreman instructor 7g 
 
 Special difficulties facing any Instructor 77 
 
 General description of the organization of the courses as presented in 
 
 this biiUetin rjrj 
 
 Section Y. — Conducting foreman training courses gQ 
 
 A — General preliminary oa 
 
 Why the following suggestions are made_' gO 
 
 B — Description of the instruction material g-i 
 
 Layout of units oj 
 
 Organization of material g2 
 
 Order of presentation when used as a complete course g2 
 
CONTEXTS. 
 
 Soptlon V — I 'djiduii in;.' foi-oiuiin traluliig courses — (outiuiuil. 
 
 B — I)(wcrl)itloii of the histrnctlon materinl— Cdntinued. PaB"-. 
 ArrangiMiieiit hv imrallclinK material, cost, and inanai^crial 
 
 units S2 
 
 Arranwinint by paralleling material, operations, in-.u-es-^os, 
 
 iiiiil eqtilpmeut and man-factor units _ Si' 
 
 A (.unibined method S2 
 
 Other combinations s:l 
 
 "Working the I, II, III units in parallel _. __ S3 
 
 Staring at other points S3 
 
 Developing partial courses S3 
 
 Selecting from units ' _. .S3 
 
 The Instructor must decide S4 
 
 The general use of material , __.. _ _. 84 
 
 Character of the instruction mnrerlal _ ^.■> 
 
 Operating sheets ^_ s.-. 
 
 Forms . S.") 
 
 Purpose of tlie reporting forms sQ 
 
 Purpose of the anjilysis forms ST 
 
 Working up forms . _ ^, S7 
 
 Method of using forms . S" 
 
 Use of forms in meetings _ S7 
 
 Tse of forms out of the meeting _ _ _ SS 
 
 Points for discussion ._ 88 
 
 I'so of points for discussion . ss 
 
 Preparation of points for discussion S8 
 
 Instruction notes ^ SS 
 
 The abuse of instruction notes • 89 
 
 Summary and conclusion Si) 
 
 C — Some general suggestions to the Instrmtdrs _ '.'() 
 
 Preliminary <.iO 
 
 Some general requirements — conditions to be met 10 
 
 The general aim of the course 01 
 
 Objectives ;il 
 
 Direct :ind Indirect objectives 01 
 
 Planning by objectives instead of topics Oi; 
 
 The methods to be used '.i:2 
 
 Analysis _ '.i2 
 
 Informal directed discussion fi?, 
 
 Suggestive questions Oi 
 
 Tlie instrtictor in llie plant 94 
 
 Lectures 05 
 
 Texts 95 
 
 Examinations 90 
 
 The relations of the Instructor to the group 9(3 
 
 Individual and group instruction 97 
 
 I Jetting tlie group to work outside the meetings 07 
 
 Standard size for forms, instruction notes, etc OS 
 
 Appendix — Sugsesiive analysis and classification of the foreman's job 99 
 
 • 'hart A— llnterial (.stock) 99 
 
 Chart B — Equipment, processes, and openuions 101 
 
 ("hart C — Man factors — utilization of the Avorking force in carrying 
 
 on ojierations and processes 103 
 
 A\ailtilile bulletins of the Federal Board fm- Vocational Edueatlcn 108 
 
Cornell University 
 Library 
 
 The original of this book is in 
 the Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924002748691 
 
FOREWORD. 
 
 Up to the pi-esent time the development in the field of trade and 
 industrial education has been chiefly along the line of training ex- 
 ecutives and technical experts on the one hand and on the other of 
 training the workers in the plant. 
 
 More recently, however, those who have given careful study to 
 the problems of yoct'tional education have turned their attention to 
 the middle group which stands between the two above mentioned, 
 namely, the minor executives or noncommissioned officers of industry. 
 
 Among this latter is the foreman groupi_ In this field of training 
 minor executives, it has been thought best to start with this fairly 
 well defined and widely distributed group. 
 
 In setting up this course, the first task was to get the content. 
 A cooperative arrangement was therefore set up with E. I. du Pont 
 de Nemours & Co., of Wilmington, Del., and the Federal Board for 
 carrying on a course for training foremen at the Harrison's plant of 
 this company, at Philadelphia ; the purpose of the com-se being two- 
 fold — (1) to draw up the subject matter content for the course, and 
 (2) to work out the course with a group of foremen from the plant. 
 
 This work was carried on under the general direction of a com- 
 mittee consisting of Charles E. Allen and Michael J. Kane, repre- 
 senting the Federal Board, E. I. Anderson and J. L. Semple, repre- 
 senting the Harrison's plant of E, I. du Pont de Xemours & Co. 
 
 This bulletin is based upon the work done under the direction of 
 this committee, and has been prepared by Charles R. Allen and 
 Michael J. Kane, special, agents X(£ the TedfidLBoacd. 
 
 In the preparation of the material, acknowledgment is hereby 
 given to the assistance and cooperation of the following persons 
 connected with E. I. du Pont de Nemours & Co.: Mr. H. L. Gard- 
 ner, Mr, Ralph G. Wells, Mr. R. I. Anderson, Mr. C. C. Feagley, 
 Mr. J. L. Semple, and the foremen who took part in the course. 
 
 This is issued not as the final word on training foremen, but 
 rather as a record of an experiment in foreman training. It is 
 hoped, however, that the methods and means herein set forth will 
 be of assistance to those whe are working on this problem. 
 
 The material prepared is intended to serve two purposes: (1) To 
 give information and suggestions to those who are interested in pro- 
 moting, initiating, or conducting foreman training courses; and 
 (■2) To provide suggestive samples of instruction material that could, 
 if desired, be placed directly in the hands of men attending such 
 
 7 
 
8 
 
 POKEWOED. 
 
 courses or could serve as a basis for further development of instruc- 
 tion material. 
 
 Since the material prepared for the first purpose would be of no 
 interest to men under instruction, and if placed in their hands would 
 be somewhat detrimental in certain ways, it has seemed desirable to 
 print the information material in one pamphlet (Part I) and the in- 
 struction material separately (Part II). 
 
 In preparing this bulletin it has seemed desirable to present in Part 
 I, in different sections, material that would be of interest to indi- 
 viduals who would be in contact with the work at different stages of 
 its development. 
 
 Section I is primarily for the State or local executive, or other 
 official, who may be concerned with the question of the possibility of 
 operating such courses under the vocational education act; and in- 
 cludes suggestions as to how such courses should be classified as be- 
 tween trade extension work and teaoher training, pointing out that 
 courses of the type suggested in this bulletin are trade extension and 
 not teacher training courses. 
 
 Section II presents a series of suggestive schedules for 82 meetings. 
 It is intended to give to the school or industrial executive an idea of 
 the possible material that can be drawn upon in laying out a fore- 
 man's training course to meet given local conditions. 
 
 It is also intended to give the instructor certain " operating " sug- 
 guestions on the teaching side, based on the experience obtained in 
 conducting the " try-out " work. : 
 
 Section III is intended for the industrial or school executive who 
 is interested in the development of effective training courses or who 
 may have had some experiences in that line that may not have been 
 altogether satisfactory. It presents a number of suggestions as to 
 future work and comments on past work which it is hoped may be of 
 service. 
 
 Section IV is specifically for the industrial or school executive who 
 is faced with the problem of planning, promoting, or initiating fore- 
 man training courses. It presents information which, it is hoped, 
 will be of value in that connection, including a brief outline of the 
 organization of the suggestive material and the possibilities of elastic 
 development of courses. 
 
 Section V is specifically for the instructor. It suggests methods, 
 teaching devices, etc. It is, of necessity, Somewhat technical in char- 
 acter. 
 
 The appendix contains certain sugge"stive analyses of the foreman's 
 job as they were developed in connection with the working up of the 
 courses. 
 
 LATTOJf S. Hawkixs, 
 Chief, Division for Vocational Education. 
 
SECTIOX I. 
 FOREMAN TRAINING AND THE VOCATIONAL EDUCATION ACT. 
 
 PRELi:\riXABT. 
 
 Foreman training courses are a form of vocational education and 
 as such fall within the scope of the vocational education act. Since 
 under this act certain specific funds are designated as for certain 
 definite types of training (teacher training, industrial training, etc.), 
 it has seemed desiiuble to include in this bulletin certain information 
 regarding the classification of such courses for purposes of adminis- 
 tration and supervision, as a guide for State and local supervisors 
 and administrators. 
 
 PURPOSE OF THE VOCATIONAL EDUCATION ACT. 
 
 The vocational education act has for its^ purpose the preparation 
 of men and vcomen for more efficient service in wage-earning pur- 
 suits. The provisions of tlie act make possible either the preparation 
 of an individual for employment in a specific occupation, or the 
 improvement of the trade and technical skill of those already em- 
 ployed. 
 
 The vocati<inal education act was brought about for the purpose 
 of .stimulating States to promote vocational education in the fields 
 of agriculture, trade, home economics, and industry. Its specific aim 
 is to make efficient wage earners. This may be done by preparing 
 persons for new occupations or by increasing the skill and knowl- 
 edge of those who have already entered a chosen vocation. The act 
 is exceedingly broad in its scope and makes provision both for those 
 who are yet in attendance upon school in the form of day trade 
 schools, and for those who have entered employment, by evening and 
 part-time schools or classes. Emphasis is here placed on the fact 
 that the act is not intended for general academic education, as it is 
 assumed that the States are already making ample provisions for the 
 education of their youth along general lines. Consideration is given 
 to the wage-earning occupations, and the instruction for which Fed- 
 e) nl funds are received should adequately prepare persons for, or im- 
 ])rove persons in, such employment. 
 
 F0RE:MAN TRAININO as DISTIXCUISIIED FROJI teacher TRAINING. 
 
 In accordance with the provisions of the Federal and State voca- 
 tional acts, all of the Stntes have made provision for giving both 
 
 9 
 
10 FOREMAN TKAINING GOJJESES. 
 
 trade and industrial education and for training teachers for trade 
 and industrial classes. 
 
 After a careful consideration of the field of foreman training, it is 
 the opinion of the Federal Board that all classes designated and ap- 
 proved as foreman training should be classified as trade preparatorj 
 or trade extension courses ; that is, as industrial training courses and 
 not as teacher courses, for the following reasons : 
 
 1. It is generally recognized that the aim of trade preparatory or 
 trade extension instruction is to equip the individual for some form 
 of productive v7ork or to carry on to a better advantage some form 
 of product^^'e v^ork in which he is already employed. 
 
 2. It is generally recognized that the aim of the teacher-training 
 class is to equip an individual not for direct production work, but to 
 train others for production work ; that is, a teacher is not himself a 
 direct worker. 
 
 In the opinion of the Board only those courses which aim to train 
 individuals for foremanship or to equip foremen for better foreman- 
 ship should be designated as foreman-training courses, because it ap- 
 pears clearly that such courses can only be considered as trade pre- 
 paratory or trade extension courses as defined above. 
 
 Courses given to individuals, whether foremen or others, whose 
 purpose is to equip those individuals for teaching, whether in schools 
 or in industrial plants, would appear clearly to be teacher-training 
 courses as defined above. 
 
 For example, courses dealing with such subjects as supervision of 
 production, management, handling of men, plant practice, etc., which 
 evidently function in the work of the foreman as an industrial pro- 
 ducer should be classed as trade preparatory or trade extension 
 courses, as the case may be. 
 
 In the same way courses dealing with such subjects as methods of 
 instruction, organization of trade knowledge into effective teaching 
 courses, class management, etc., should properly be considered' as 
 teacher-training courses and should be so designated and not be 
 designated as foreman-training courses. 
 
 State boards should require courses to be specifically designated as 
 either foreman-training courses or teacher-training courses, as de- 
 fined above, and should require a sufficiently full outline of tlie pro- 
 posed content in order to establish a definite classification. 
 
 The more important possibilities for trade extension and trade pre- 
 paratory courses are: 
 
 (1) Training in either manual skill or technical knowledge in any 
 recognized industrial occupation. 
 
 (2) Training of foremeii, minor executives, and other individuals 
 in whatever may serve to directly equip them, or better equip them 
 for their work in industrial production. 
 
FOREMAN TRAINING COUBSES. 11 
 
 jVmoiig tlie more important possibilities for teacher-training are: 
 
 (1) Tlie training of suitably qualified individuals to become in- 
 structors in the various trades and industries either in public or 
 private schools or in industrial plants. 
 
 (2) To train suitably qualified individuals to conduct training 
 toui-ses for foremen, minor executives, etc. 
 
 (3) To train suitably qualified individuals to conduct training 
 courses for the training of individuals who desire to become trade 
 s-nd industrial instructors. 
 
 It is recognized that a foreman in connection with production 
 work had to do a greater or less amount of incidental training 
 through the medium of directions, orders, and suggestions. Material 
 dealing with the proper way of giving such directions, orders, and 
 suggestions to working men, to green men, and to apprentices could 
 be properly included in a course classified as a foreman-training 
 course, but should not include formal organized training in the prin- 
 ciples of teaching. 
 
 Foreman-training courses which may be organized from the sug- 
 gestive material in this bulletin should be classified as trade-prepara- 
 tory or trade-extension courses and given in part time or evening 
 classes. They should not be classified as teacher-training courses. 
 
 Attention is drawn to the statements made in the body of the 
 bulletin with regard to difficulties which are likely to be encoun- 
 tered by instructors of foreman-training courses of the character 
 therein suggested where those instructors are drawn directly either 
 from plants or from schools. This makes it highly desirable that 
 steps should be taken to' establish a definite teacher-tiaining course 
 whose aim is to train the best-qualified individuals that can be 
 reached to give foreman-training courses of the character outlined, 
 
 FEDERAL FUNDS A\AILABLE FOK FGREAIAN TRAIXIXG. 
 
 The appropriation for trades and industries made under the vo- 
 cational education act increases from year to year until more than 
 $3,000,000 will be available annually as Federal aid for approved 
 schools in trades and industries and home economics. The apportion- 
 ment to the States is made on a basis of urban population. The funds 
 to be used in foreman training must come from the appropriation for 
 trades and industries. In order that Federal funds may be used the 
 States or local communities are required to expend a like sum. 
 
 ADMIXISTRATIOX AND ORGANIZATION OF FOREMAN-TRAIXING CLASSES. 
 
 In the organization of foreman-training classes consideration must 
 be given to certain conditions of the vocational education act com- 
 
12 
 
 FOEEMAK TKAINISTG COURSES. 
 
 mon to all 3tate plans and as applied to the evening and part-time; 
 school. These conditions may be briefly summarized as follows : 
 
 (1) The classes must be under public supervision and control. 
 
 (2) The controlling purpose of the instruction must be to further 
 fit for useful employment. 
 
 (3) The instruction must be of less than college grade. 
 
 (4) The minimum age for pupils in the evening school is 16 years 
 and in the part-time school 14 years. Since foreman training will 
 only be given to men of mature years these provisions will not be 
 difficult to meet. 
 
 (5) Federal money can be used for reimbursement only for the 
 salaries of teachers. All expenditures for equipment, supplies and 
 other forms of maintenance must be provided otherwise. 
 
 (6) Federal money is given only as reimbursement and must be 
 matched by an equal amount of State or local funds used for the 
 same purpose. 
 
 (7) All instructions in the evening school must be supplementary 
 to the daily employment. 
 
 (8) Part-time trade extension schools must be organized for not 
 less than 144 hours of instruction during the year. 
 
SECTION II. 
 
 SUGGESTIVE SCHEDULES FOR EIGHTY-TWO FOREMAN 
 
 MEETINGS. 
 
 This section presents suggestive schedules for 82 meetings of two 
 hduis each, u total of 1G4 hours, together with certain suggestions 
 :is to methods, approach, direct and indirect objectives and suitable 
 instruction material. 
 
 The subtopics are, of course, merely siiggpstive and ;uo ban'd on 
 the suggestive instruction given in Part II. An instiiictor will, of 
 course, modify, add, and change as he deems best. 
 
 In the same way it is not assumed that the entire S-i schedules 
 would be included in any one courso, but that selections would be 
 made according to the local requirements, >o that the time given to 
 any unit and the total time given to the course would be in ac- 
 cordance with the demands of local conditions. 
 
 The material presented in this section is intended primarily for 
 school or industrial executives as giving a general idea of the charac- 
 ter of the material that can be drawn on in laying out foreman- 
 training courses to meet given local conditions. 
 
 In laying out the schedules it has been assumed that men could 
 give from four to six hours per week outside of the meetings when- 
 ever such work coidd be profitably started in the meeting, and then 
 completed outside. With the exception of the preliminary unit each 
 sot of schedules includes one unassigned meeting for overflow and 
 summary. 
 
 The "operating'' suggestions have, of course, only a value to the 
 instructor. It is hoped that they may be of service to him, especially 
 in taking up the work for the first time, especially in giving him 
 something to go on until he has " found his feet." 
 
 A general description of the organization of the various units will 
 be found in Section IV. page 78. 
 
 THE PRELIMINARY UNIT. 
 
 (Seven meetings. > 
 
 This unit is purposely made independent so that it can be used as 
 an introduction without regard to the order in which the other units 
 are taken up. It is not even necessary that the different subjects 
 
 13 
 
14 FOEEMAN TRAINING COURSES. 
 
 should be considered in one continuous series, though, under ordi- 
 nary conditions, this is to be recommended. It deals in a, general 
 way with the foreman's place in industry, his general functions and 
 responsibilties and the division of his functions into supervision of 
 production, cost, control, and management. 
 
 It includes suggestive schedules for six meetings as follows: 
 
 FIRST MEETING. 
 
 General topic : The foreman's place in ttie development of American " industry." 
 Subtopics : 
 
 " Major and busli league teams." 
 
 " Major and bush manufacturing." 
 
 " Standing the gaff." 
 
 The best teain wins. 
 
 A good busines.s team. 
 
 The production job of a business team. 
 
 The foremaa's job. 
 
 One way of helping him. 
 
 Summary. 
 Objectives : 
 
 Direct: Tiie direct objective of this, the first meeting of the course, is to get 
 organized, to give the members of the group a general idea of their 
 function in terms of competitive production, and to give some idea of the 
 function of the series of meetings. 
 
 Indirect : Indirectly, the foremen should feel, as a result of the meeting, 
 
 that they have an important part to play in the development of American 
 
 industry — their job pride should be stirred. The instructor and the 
 
 group should get acquainted and have reached a working basis. 
 
 Methods and approaches: The methods «sed and lines of approach followed 
 
 must be in this case largely informational. Men must get acquainted 
 
 with each other and with the instructor before they will talk or discuss 
 
 freely. In breaking the ice the points for discussion will be found helpful. 
 Instruction material : Instruction notes and points for discussion are available. 
 
 SECOND MEETING. 
 
 General topic : Bossing jobs and doing jobs. 
 Subtopics : 
 
 What is a job? 
 
 Responsibility and the job. ^ 
 
 Bossing jobs and doing jobs. 
 
 Names of bossing jobs. 
 
 Managerial and supervising bossing jobs. 
 
 General bossing jobs versus specific bossing jobs. 
 
 What is a foreman? 
 
 What is his job? 
 
 Summary. 
 Objectives : 
 
 Direct: To secure a pretty clear conception of the foreman'.s job as dis- 
 tinguished from the workman's job. 
 Indirect: To get the men to thinking about their jobs as they carry them 
 on under actual working conditions. 
 
FOREMAN TRAINING (!OUR.SES. 15 
 
 Methods and approaches : The developujeut line of approach and the use of 
 suggestive qtiestions can be effectively useil liere. By uslni,' such ques- 
 tions and buUdlua upou the blackboard, the desired poiats cau be brought 
 out without it being necessary for the instructor to state them. The 
 notes sliould be given to the men at the eud of the meeting In connection 
 with the summary. 
 
 Instruction material: Notes and points for discussion. 
 
 THIKD MEETING. 
 
 General subject: The foreman as a supervisor and as a manager. 
 Subtopics : 
 
 Preliminary review of preceding meeting. 
 Supervisory jobs defined. 
 The foreman as a supervisor. 
 Managerial jobs defined. 
 The foreniiin as a manager. 
 Summary. 
 Objectives : 
 
 Direct: To get ii clear general conception of tlip supervising and manag- 
 ing sides of the foreman's joli ami Hie different kinds of responsibility 
 Involved. 
 Indirect: To give the men a wider viev(T)olnt with retrard to tlie sfopi" 
 of their jobs as foremen. 
 Metl\ods and approach : 
 Pevelopment approach. 
 
 Suggi'slive qupslions and (lisonssinn lirlnging out the two kinds of re- 
 sponsibilities and theli' dilTerences. 
 Build up a partial cinssilied analysis on tlie lioard. 
 Instruction niaterini : Notes and points for discussion. 
 
 FOURTH MEETING, 
 
 General suliject : The foreman as a supervisor. 
 Subtopics : 
 
 The Job of the foreman as n supervisor. 
 
 Production Job defined. 
 
 Stock — quantity. 
 
 Stock — quality. 
 
 Service production Jobs. 
 
 Supervision goes with production. 
 
 Summary. 
 Objectives : 
 
 Direct : To get the men to clearly get the super^■ipo^y functions of the fore- 
 man's job. 
 
 Indirect: Concentrate thinking on supervisory side of the job as a pre- 
 liminary to taking up any one of the A units. 
 Methods and approacli : 
 
 Suggestl\e questions bearing on experiences of the men— classifying as 
 supervisory or nonsupervisory. 
 
 Build up partial-classified lists of supervisory and nonsupervisory respon- 
 sibilities on the board. 
 
 I'se points for discussion. 
 Instruction material ; 
 
 Instruction notes. 
 
 Points for discussion. 
 
16 FOREMAN TRAINING COURSES. 
 
 FIFTH MEETING. 
 
 General subject: 
 
 Supervisory responsibilities antl metliods of discharging tliem. 
 Subtopics : 
 
 Preliminary review preceding meeting. 
 The job determines the responsibilities. 
 Foreman must knovsf his job to tnow his responsibilities. 
 Responsibility points defined. 
 
 Foreman must Icnow method of discharging responsibilities. 
 Ways of discharging responsibilities. 
 (a) Acting. 
 ( 6 ) Recommending, 
 (•c) Reporting. 
 The foreman's job in any given plant. 
 Objectives : 
 
 Direct : Bring out the necessity of knowing one's whole job before one can 
 know all one's responsibilities and of his knowing the proper procedure 
 to follow in discharging all responsibilities. 
 Indirect : Develop still further each man's detail thinking on his super- 
 visory job. 
 Methods and approach : Informational questions as to specific responsibilities 
 
 of the different men and the procedure they follow In discharging them. 
 Instruction material : Notes and points for discussion. 
 
 SIXTH MEETING. 
 
 General subjects : 
 
 The determination of indi\-idual resiionslbilltles. 
 
 Preliminary. 
 Subtopics : 
 
 The determination of responsibility points and procedure. 
 
 The responsibility and procedure analysis. 
 
 Analysis defined. 
 
 Kinds of analysis. 
 
 The foreman's analyses. 
 
 Why knowing all responsibility points is not more common. 
 
 Difficulties in making analysis. 
 
 Need for a responsibility analysis. 
 
 Summary and conclusion. 
 Objectives : ^ 
 
 Direct : To put over tlu' idea of analysis as a " stock taking." 
 
 To emphasize the need of a complete knowledge of all responsibility 
 points. 
 
 Indirect: To show men that it is not easy to make an analysis even of 
 something that one is perfectly familiar with — to lead up still further 
 to units requiring analysis. 
 Methods and approach : 
 
 Lead up to the successive ideas by development through questions. 
 
 Do not put notes in hands of men till end of meeting. 
 
 Bring out idea of difficulty of analysis by class demonstrations on analy- 
 sis of simple jobs as suggested in points for discussion. 
 Instruction material: 
 
 Notes. 
 
 Points for discussion. 
 
 Exercises in analysis. 
 
FOKBMAK TRAIXINO COUBSES. 17 
 
 .SEVENTH MEETING. 
 
 OviTllow unci suiiiuuiry. 
 
 Unit A-I. 
 
 SUPERVISION OF MATERIAL. 
 
 (Four meetings.) 
 
 PicUminury. — Tliu general purpose of this unit is to deal with the 
 foreman's responsibilities with regard to material, stock in bulk, 
 assigned stock, stock in process (including all intermediate products), 
 and finished product. 
 
 Schedules provide for four meetings, an follows: 
 
 ] IH.ST MKETIXG. 
 
 <!eueriil subject: Rnw sfoek. 
 .^ulitoiiies : 
 
 rivlinilniiry. 
 
 'I'lje foi-eiimn's job on stock in bulk. 
 Kimls ')!' stock. 
 (Jriides of stock. 
 Quantity of stock. 
 Aiiriety of stock. 
 Storage of stock. 
 Methods of storage. 
 CdiKlltidiis (it storage. 
 Handling I'or storage. 
 Keeping up stock. 
 The analysis of the foreman's responsibilities for stock in storage. 
 The jirocedure that he follows in discharging his responsibilities. 
 Objectives : 
 
 Oirect : To secure a list of each man's responsibilities ns to raw stock. 
 Indirect : Develop power to make an analysis of responsibilities and to 
 impress the fact that \vithout such an analysis many men are not 
 entirely clear as to just what their responsibilities are. To get the 
 men to thinking intensively about this part of their jobs. 
 Methods and approach : Individual ; informational. A good method is to give the 
 men the notes and the form and handle the group on an individual 
 basis, with no preliminary discussion. 
 Iiistruelioii material : 
 Notes. 
 
 Checking forms for determining each man's specific responsibility points 
 as to stock in storage and for the procedure by which he discharges his 
 responsibilities. 
 
 SICCONO >rEEnNG. 
 
 Ocnenil subject: Stock in process. 
 Subtopics : 
 
 Preliminary — Review of last meeting. 
 
 Getting assigned stock from storage. 
 H0474''— 20 2 
 
18 FOEEMAJSr -IRAIKUSG COUJISES. 
 
 Subtopics — Continued. 
 
 Getting necessary quality. 
 
 Getting necessary quantity. 
 
 Handling intermediate stock. 
 
 Analysis for foreman's responsibilities fcr stock in process. 
 
 Tlie procedure that lie follows in discharging these responsibilities. 
 Objectives : 
 
 Direct : Same as first meeting applied to stock in process. 
 
 Indirect : Same as first meeting applied to stock in process. 
 Methods and approach.: Same as first meeting. 
 iBStrnction material: 
 
 Noftes. 
 
 Points for discussion. 
 
 Checking forms for determining each man's, specific responsibility points 
 as to stock in pi'ocess and for the procedure by which he discharges his 
 responsibilities. 
 
 THIUU MEETITsG. 
 
 General subject : 
 
 Finished stock. 
 
 Preliminary. 
 Subtopics : 
 
 Storing final product 
 
 Delivering final product. 
 
 Recording and reporting. 
 
 The analysis of the foreman's responsibilities as to finished product. 
 
 The procedure that he follow^ in discharging the,ie re.sponsibilities. 
 
 Summary. 
 Objectives ; 
 
 Direct : Same as previous meeting applied to finished stocTi. 
 
 Indirect : Same as previous meeting applied to finished stock. 
 
 Methods and approach : Same as in previous meeting, using points for dis- 
 cussion before lising forms. 
 Instruction material : 
 
 Notes. 
 
 Points for discussion. 
 
 Checking forms for determining each man's responsibility points as to 
 finished stock and fpr the procedure by which he discharges his respon- 
 sibilities. 
 
 rotajTn meeting. 
 Overflow and final summary. 
 
 Unit A-II. 
 
 COST ELEMENTS ON MATERIAL. 
 
 (Seven meetii^gs.) 
 
 Preliminary. — This unit deals with the elements of cost control in 
 connection with material (stock) in storage, in process as inter- 
 mediate .and final product's and as stored or delivered as final products. 
 
 The schedule provides ior seven loeetingB, as follows: 
 
FOKE.MAX TRAINING COUKSES. 19 
 
 III:ST MKETINO. 
 
 (ieiK-ral suli.lcct: Co^l I'leraciiin on raw stock. 
 Subtopics: 
 
 Prellniinury. 
 
 Cost elements in uietliotls of storage, 
 (a) Containers (nature of). 
 (h) Overloading. 
 
 (c) Exposure to weather. 
 
 (d) Temperature. 
 
 (e) Fumes. 
 
 (/■) Fire protection. 
 (ff) Light, 
 (/i) Loss, 
 (t) Theft. 
 
 U) Other possibilities. 
 Tlie anal.vsis of the foreman's cost responsibilities on raw stock. 
 The proceduro by which he dlscharws these responsibilities. 
 Summary. 
 Objectives : 
 
 l>irorl : Bring out and define the ost elements in oneh mnirs job by secur- 
 ing an accurate and complete report. 
 Indirect : Develop Intensive thinking as to possible cost elements in this 
 part of each man's Job. 
 Metliods and approach : 
 Informational. 
 Give notes and forms. 
 
 Individual work followed by points for discussion. 
 Instruction material: 
 Notes. 
 
 Points for discussion. 
 
 Suitable checking forms to determine Individual responsibility points and 
 procedure (standard practice). 
 
 SECOND MEETINQ. 
 
 General siiliject : Cost elements in handling raw stock for storage. 
 Subtopics : 
 
 Preliminary. 
 
 Methods of handling a cost element. 
 The speed element. 
 The protection element. 
 Transporting stock — methods : 
 
 (a) Hand. 
 
 (b) Mechanical. 
 The amount carried. 
 
 The value of fixed responsibility. 
 
 The analysis of the foreman's cost responsibilities on handling of raw stock. 
 
 The procedure by which he discharges his responsibilities. 
 
 Summary. 
 Objectives : 
 
 Direct: Bring out and define the cost elements in each man's job by secur- 
 ing an accurate and complete report. 
 
 Indirect : Proiuote intensive thinking as to cost elements on this part of 
 each man's job. 
 
20 FOEEMAN TEAINING COXJESES. 
 
 Methods and approach : 
 Informational. 
 
 Give notes and forms following use of discussion based on points for dis- 
 cussion. 
 Instruction material : 
 Notes. 
 
 Points for discussion. 
 
 Suitable checking forms to determine Individual responsibility points and 
 procedure (standard practice). 
 
 THIKD MEETING. 
 
 General subject: Cost elements in methods of securing stock for processes cr 
 
 operations. 
 Subtopics : 
 
 Preliminary. 
 
 Review of previous meeting. 
 Methods of securing stock. 
 Cost elements. 
 Arrangement. 
 Classification. 
 Accessibility. 
 The analysis of each foreman's cost responsibilities on securing stock for 
 
 operations or processes. 
 The procedure whereby he discharges these responsibilities. 
 Objectives : 
 Direct : 
 
 Bring out and define all cost elements in this part of the foreman's job. 
 Determine what cost elements apply in the case of each man. 
 Indirect : Develop intensive thinking on cost in relation to this phase of 
 the foreman's job. 
 Methods and approach : Informational ; discussion and questions, followed by 
 
 use of notes and forms. 
 Instruction material : 
 Notes. 
 Suitable checking forms as in previous meeting, 
 
 FOTJETH MEETING. 
 
 General subject : Cost elements on stock in process. 
 Subtopics : 
 
 Preliminary. 
 
 Yield. 
 
 Conversion. 
 
 Operating waste. 
 
 Value of special knowledge and skill. 
 
 The analysis of each foreman's co?t responsibilities iu this phase of his 
 work. 
 
 The procedure whereby he discharges his responsibilities. 
 
 Summary. 
 Objectives : 
 
 Direct : 
 
 Bring out and define all cost elements In this part of the foreman's job. 
 Make each man determine how theseelements apply in his special case. 
 
 Indirect : As in preceding meeting. 
 
FCFEMAN TRAIMNG COURSES. 21 
 
 Methods iinU iiiii'iniicli : Discussion aiul questions foUowixl by use of notes and 
 
 forms. 
 Instniotlon niaterlul : 
 
 -Votes. 
 
 Points for discussion. 
 
 Forms. 
 
 riFTlI JIEKTING. 
 
 •ionerul subject: ("ost elements on finished stock. 
 Subtopics: 
 
 Preliminary. 
 
 Storing. 
 
 Arningement, 
 
 Accessibility. 
 
 < "lassificatlon. 
 
 .\dulteration. 
 
 l>:image. 
 
 Loss. 
 
 Amount carried. 
 
 Delivery. 
 
 Jlolliods of delivery. 
 
 Condition when delivered. 
 
 Promptness of dellverj-. 
 
 Summary. 
 Objectives : 
 
 I'irect: To define and bring out possible cost elements In tb.Is piiase of tlie 
 fcu'eman's job. 
 
 Indirect : To force Intensive thinking as to possibilities not thought of in 
 this connection. 
 Mel hods and approach : 
 
 Iievelopment. 
 
 Suggestive questions. 
 
 \\'ork built up on board followed by informal reports by different men as to 
 their specific situation with regard to the different cost elements. 
 
 Notes given out at close of meeting. 
 Instruction material: 
 
 Notes. 
 
 Points for discussion. 
 
 SIXTH irKKTING. 
 
 <ieneral subject: Tost elements in recording and reporting on material. 
 Subtopics : 
 
 Preliminary. 
 
 Cost value of accuracy of reports and record. 
 
 Cost value of promptness of reports and record. 
 
 Cost value of completeness of reports and record. 
 
 Cost value of unnecessary reports and record. 
 
 Cost value of form of reports and record. 
 
 Cost value of verbal and written reports. 
 
 The determination of each man's responsibilities for records and reports on. 
 
 Jfatprlal. 
 
 SiAimary. 
 
22 FOREMAN TKAIliriNG COUBSES. 
 
 Objectives : 
 
 Direct : Define cost elements in recording. 
 
 Indirect: Impress each man with the importance of proper records and 
 reports as a cost factor. 
 Methods and approach : 
 
 Development. 
 
 Suggestive questions. 
 
 Discussion. 
 
 Board work. 
 Instruction material : 
 
 Instruction notes. 
 
 Points for discussion ; reporting form. 
 
 SEVENTH MEETING. 
 
 Gener.al subject : General summary and provision for overflow. 
 
 Unit A-III. 
 
 MANAGERIAL PROBLEMS— MATERIAL. 
 
 (Six meetings.) 
 
 Preliminary. — This unit deals with the managerial pixjblems in 
 discharging responsibilities connected with material (stock) and with 
 production cost control in this phase of the foreman's work. 
 
 The schedule provides for six meetings, as follows: 
 
 FIRST MEETING. 
 
 General subject : Managerial problems on storing stock in bulk. 
 Subtopics : 
 
 Preliminary. 
 
 Anticipating and preventing trouble by planning ahead. 
 Prompt discovery and adjustment. 
 Storing to prevent loss. 
 Storing to prevent adulteration. 
 Storing to prevent damage. 
 Discussion of cases. 
 Summary. 
 Objectives : 
 Direct : 
 
 To bring out the principles of good practice in this field. 
 To train .the men to apply these principles to their own specific con- 
 ditions. 
 To make each man analyze his own job from the standpoint of his 
 specific problems in this field. 
 Indirect : To increase the interest of the men in running down and solving 
 cost problems in connection with the storage of stock. 
 Methods and approach : 
 Development. 
 Suggestive questions. 
 
 Discussion followed by points for discussion and u.'iG of notes. 
 Instruction material : Notes and points for discussion. 
 
FOHEMAN TRAINING COURSES. 2.; 
 
 SKCOND MF.ETINO. 
 
 Ociii'i-al subject: Managerial problems on humiUng stock iu bulk. 
 Subtoidcs : 
 
 Prellnilnur.v. 
 
 The iiroblein of handling stock to prevent adulteration. 
 
 Damage. 
 
 Itwlucing time cost. 
 
 Reducing loss. 
 
 Holding down to wdrking minimum. 
 
 IntolllKf'tit ordering. 
 
 Value of ordering by inventor.v and nut by guess. 
 
 Discussion of cases. 
 
 Summary. 
 Objectives : 
 
 Direct : 
 
 To pull out and define the possible problems and to dlscass means oi 
 
 dealing with them. 
 To direct the thinking of each man to the special foi-ni in ^vllil li tlie.s(> 
 problems come up in his work. 
 
 Indirect: To iironiole interest In securing greater eflieiency in tills held 
 of each man's work. 
 Methods and approach : 
 
 rpjrelopment. 
 
 Discussion without notes, followed by pf>ints for dis;ussion with notes. 
 Instruction material : 
 
 Notes, 
 
 Points for discussion. 
 
 THIltn MKETTNc;. 
 
 GenernI subject: Alanagerial problems on stock in process. 
 Subtopics : 
 
 Preliminary. 
 
 The liini and power cost factors. 
 The problem of cutting time cost. 
 The problem of cutting power cost. 
 The cost value of— 
 Clear directions. 
 Properly marked material. 
 Proper supervision. 
 Classifying material by grade and size. 
 Securing maximum yield. 
 Iledueing operating waste. 
 Discussion of cases. 
 Summary. 
 Objectives : 
 
 Direct : A study of managerial problems in this field and of the principles 
 involved in them. Malting each man apply these principles to his own 
 special case. 
 Indirect: Promote and develop interest and more intelligent thinking and 
 action in this phase of the foreman's job. 
 ?letliods and approach: Informational discussion based on points for dis- 
 cussion. 
 
24 FOBEMAN TRAINING COUKSES. 
 
 Instruction material : 
 Notes. 
 Points for discussion. 
 
 FOrRTH MEETINQ. 
 
 General subject : Jhmagerial problems on llnal product. 
 Subtopics : 
 
 Preliminary. 
 
 Storing of final product. 
 Arrangement. 
 Classification. 
 Accessibility. 
 Protection, etc. 
 Delivery of final product. 
 Cost value of prompt delivery. 
 Selection of methods of delivery. 
 Cost value of correct deliveries. 
 Cost value of delivery in good condition. 
 Discussion of cases. 
 Summary. 
 Objectives : 
 Direct : 
 
 To study the managerial problems in connection with storing and de- 
 livering final products. 
 To make each man determine how the general principles discussed 
 apply on his own particular job. 
 Indirect : 
 
 To get the men interested in the cost problems in this part of their 
 
 job. 
 To promote thinking and action. 
 IMethods and approach: Questions and discussion with the notes. 
 Instruction material : 
 Notes. 
 Points for discussion. 
 
 riFTH MEETING. 
 
 General subject : Managerial iiroblems on recording an(* reporting on stock in 
 
 bulk. 
 Subtopics : 
 
 Preliminary. i 
 
 Advantage of simple methods. 
 Advantage of following procedure. 
 Cost value of promptness. 
 Cost value ot accuracy. 
 Making accuracy easy. 
 Automatic versus man-made records. 
 Discussion of cases. 
 Summary. 
 Objectives : 
 Direct : 
 
 To bring out the principles of the relation of records and reports to 
 cost in this field. 
 Indirect ; 
 
 To get men to do a better job in getting records and reports and In 
 making them. 
 
FOKEMAX TRAIXIXG COURSES. 25 
 
 Mi'IIkhIs and apprimcli : 
 
 Pevelopnient. 
 
 Suggestive qiiestlons. 
 
 Discussion based on the instruction notes used iis a reference. 
 
 Discussion anil analysis of ci'st-s ln-nviu'lit up l>y tlie men. 
 Instruction material: Notes. 
 
 SIXTH MEETING. 
 
 • Iciierul :,ul>Je<t: ( )vi rlluw und tinnl > mnuiary. 
 
 TTxiT r,-i. 
 
 SUPERVISION OF EQUIPMENT— PROCESSES AND OPERATIONS. 
 
 (Four meetings.) 
 
 Preliin'niary. — This unit deals with supervisory points in connec- 
 tion with that part of the foreman's work that has to do with opera- 
 tions, proces.ses, and equipment. It will be noted that the possession 
 of adequate technical knowledge and skill is assumed. The schedule 
 provides for four meetings as follows: 
 
 l-lKSl MKKTINQ. 
 
 < U'neral ."subject : 
 Supervision. 
 Equipment. 
 Sul)topics : 
 
 Preliminary. 
 Minimum maintenance. 
 T'se of necessary equipment. 
 .\ssi};nnu'nt of units. 
 Control of output. 
 
 (!an-yinR reserve tool.s and equipment. 
 Keepins different jolts going. 
 
 Devise special volume arrangements to meet an emergency. 
 Determination, of individual responsibilities. 
 Summary. 
 I >i)ip(tivcs : 
 Direct : 
 
 To define and brius out the possible resiionslbililies in this piirt of 
 
 the foreman's job. 
 To get from each man an analy.sis of liis particular responsibilities. 
 Indirect : 
 
 To start the men tliinklng about this phase of tlieir jobs. 
 To uncover supervising points that they have not thought of. 
 .Moiliods and approach: 
 Informational. 
 
 Get out individual responsibilities by use of checking form and notes, 
 following a discussldn. 
 Instruction material : 
 Notes. 
 
 Points for (liscnsslon. 
 
 Reporting forms for the determination of individual responsibilities and 
 standard practice in discharging them. 
 
26 FOREMAN TRAINING COURSES. 
 
 SECOND MEETING. 
 
 General subject : 
 
 Supervision. 
 
 Processes and operations. 
 Subtopics : 
 
 Preliminary. 
 
 Starting jobs and processes. 
 
 Watching jobs and processes. 
 
 Stopping jobs and processes. 
 
 Necessary checks and observations. 
 
 Kinds of jobs requiring supervision — 
 Departmental jobs. 
 Working jobs. 
 Operating points. 
 
 Special working conditions. 
 
 Supervising operating methods. 
 
 Supervising methods of using equipment units. 
 
 Determination of Individual responsibilities. 
 
 Determination of standard practice. 
 
 Summary. 
 Objectives : 
 
 Direct : As in previous meeting. 
 
 Indirect : As in previous meeting. 
 Methods and approach : 
 
 Development. 
 
 Board work. 
 
 Suggestive questions, followed by use of form for analysis. 
 Instruction material ; 
 
 Notes. 
 
 Reporting forms for determination of individual responsibilities and of 
 standard practice in discharging them. 
 
 THrED MEETING. 
 
 General subject : Records and reports on operations, processes, and equipment. 
 Subtopics: As in notes in unit A-I. 
 
 Objectives: As in meeting on records and reports in unit A-I and unit C-1. 
 Methods and approach : As in meeting on records and reports in unit A-I and 
 
 unit OI. 
 Instruction material : Essentially as in notes on A-I applied to this phase of the 
 
 foreman's job. 
 
 FOtTETH MEETING, 
 
 General subject; Overflow and summary. 
 
 Unit B-II. 
 
 COST ELEMENTS IN CONNECTION WITH OPERATIONS, PROCESSES, 
 
 AND EQUIPMENT. 
 
 (Six meetings.) 
 
 Preliminary.— This unit deals with cost elements in . connection 
 with operations, processes, and equipment. The possession of ade- 
 quate technical knowledge-and skill is assumed. 
 
FOREMAN TRAINING COURSES. 27 
 
 The schedule pi'ovides for six meetings, as follows : 
 
 FIB8T MEETING. 
 
 General sultject : Cost elements on operations and processes. 
 Subtopics : 
 
 Preliminary. 
 
 I*roces.s on operation costs. 
 Cost elements. 
 
 Operating cost responsibility points. 
 Actual responsibility on the Job. 
 Two general elements- — 
 Power cost. 
 Time cost. 
 Summary. 
 Ob.1ectlves : 
 Direct : 
 
 To bring out the value of the different points as possible cost elements. 
 To secure from each man an analysis of his specific responsibilities in 
 this field. 
 Indirect: To uncover points, cost responsibility not thought of, and pro- 
 mote greater interest and develop a wider viewpoint in this field of the 
 foreman's .lob. 
 Methods and opprouch : Dt^velopment, sugge.stive questions and discussion, fol- 
 lowed by use of reporting forms, notes. 
 Instruction material : 
 Notes. 
 
 Points for discussion. 
 Forms. 
 Reporting. 
 
 RE(-ONt) MKETTNO. 
 
 General subject: C^ist elements on operations and processes — continued. 
 Subtopics : 
 
 Preliminary. 
 
 Cost responsibility points on the foreman's job. 
 
 The effectiveness of operating supervision. 
 
 Petprmination of each man's cost responsibility points. 
 
 Discussion. 
 
 Summary. 
 Objective's : 
 
 Direct: To develop and discuss the iwssible cost elements on supervision. 
 
 Indirect : To get men to thinking about possible supei-visory co.st points 
 that tliey have not thought of and to get them interested in looking up 
 such points. 
 Methods and approach : 
 
 Development ; suggestive questions. 
 
 Build up partial analysis of cost responsibility points ou Uie board fol- 
 lowed by use of reporting form and notes. 
 Instruction material : Notes ; reporting form. 
 
28 rOEEMAN THAl^TING (JOUESES. 
 
 THIKD MEETING. 
 
 General subject: Cost elemeuts on operations and processes — coutiuued. 
 Subtopics : 
 
 Preliminarj-. 
 
 Checks and observations. 
 
 Cost elements in cliecks and observations. 
 
 Cost value of unnecessary checks and observations. 
 Cost value of inaccurate checks and observations. 
 
 Cost value of observations and checks taken or not taken on time. 
 Discussion. 
 Summary. 
 Objectives : 
 
 Direct : To develop and discuss cost elements on checks and observations. 
 Indirect : To get men to thinking about possible cost elements on checks 
 and observations and to I'ouse their interest in improving this phase 
 of their work. 
 Blethods and approach : 
 Development. 
 
 Suggestive questions, etc., as In second meeting. 
 Instruction material : 
 Notes. 
 Points for discussion. 
 
 FOURTH JIEETING, 
 
 General subject : Cost elements on equipment. 
 Subtopics : 
 
 Preliminary. 
 
 Repairs and replacements. 
 
 Types of equipment units. 
 
 Lay-out of equipment. 
 
 Balance of equipment. 
 
 Duty of each equipment unit in use. 
 
 Overloading and underloading. 
 
 Amount of reserve tools and equipment. 
 
 Damage and abuse of equipment. 
 
 Breakdown. 
 
 Idle load. 
 Summary : Specifio cost elements on each man's job. 
 Objectives : 
 
 Direct: Same as In previous meeting applied to this phase of the work. 
 
 Indirect : Same as in previous meeting applied to this phase of the work. 
 Methods and approtich : Same as in previous meeting. 
 Instruction material: 
 
 Notes. 
 
 Reporting forms. 
 
 FIFTH MEETING. 
 
 General subject : 
 
 Continuation of fourth meeting. 
 
 Preliminary. 
 Subtopics : 
 
 Operating cost elements. 
 -How number of different jobs afCect cost. 
 
 How number of operations affect cost. 
 
FOIIEMAX TRAINING COURSES. 29 
 
 Sohtoi>lt's— t'ontlrnied. 
 
 How order of* operations nfltect cpst. 
 
 How nuiuber of opprntiiiR points affect cost. 
 
 How time consunied affects cost. 
 
 How degree to which right working conditions are maintained affects 
 cost. 
 
 How accuracy of records and reports affect cost. 
 
 Iti'sponslliility points on each man's job. 
 
 Sunniiary. 
 Olijeclivos: 
 
 Direct : .\s in previous meeting. 
 ?.Iel!M"ls and approach: As in previous meeting. 
 
 SIXTH MEETING. 
 
 General subject: Overflow and summary. 
 
 Unit B-ITT. 
 
 M.^NAGERIAL PROBLEMS ON EQUIPMENT, PROCESSES, AND 
 
 OPERATIONS. 
 
 (Eight mcf'tings. ) 
 
 PirJImhiaii/. — While under •normal conditions, (he foreman has 
 much managerial responsibility in the field of equipment manage- 
 ment, his managerial functions in devising operations and processes is 
 likely to be small. Processes and operations as such are likely to be 
 determined by technical experts rather than by the foreman. On 
 til is account the aim of the work on operations and processes is 
 likely to bo to secure a better understanding of the value of the 
 services of technical and planning departments, and to promote 
 more intelligent cooperation with them, rather than to undertake 
 to give direct training in the technical field. 
 
 For this reason much more time is given to questions of equipment 
 management than to operations and processes. 
 
 FIRST JrEETING. 
 
 Goneral subject ; 
 
 I>etermining effective distribution of supervision from job analysis. 
 Preliminary. 
 Subtopics : 
 
 C<mditions of effective suiiervision as to — 
 
 (a) Coveriiii: all points. 
 
 (6) Effectively distributed supervision. 
 
 (c) .\vailability in ease of emergency. 
 Securing effective supervision. 
 
 The guess method. 
 Tlie method by analysis. 
 
 Departmental jobs. 
 
 .Tobs in departmental jobs. 
 
 Operations in jobs. 
 
 Operating points in operations. 
 Ad\antages of the analysis method. 
 Summary. 
 
30' FOEEMAN TRAINIlSr.G COUESES. 
 
 Objectives : Direct : To give a general idea of the method oi: job analysis and its 
 advantages. . , 
 
 Indirect : To get the men to realize that tlielr distribution of supervision 
 
 can probably be Improved. 
 Methods and approach: 
 
 Informational. 
 
 Discussion of cases from men's experience. 
 Instruction material — Kotes. 
 
 SECOND MEETING. 
 
 General subject: 
 
 Job analysis — first meeting continued. 
 Preliminary. 
 Subtopics : 
 
 Departmental analysis. 
 Job analysis. 
 Operation analysis. 
 Operation point analysis. 
 Summary. 
 Objectives : 
 
 Direct ; To get men so that they can make correct analyses. 
 Indirect : To show the men that they can not carry a full list of jobs, opera- 
 tions, etc.. In their minds, although they -usually think they can. 
 Blethods and approach : Development ; suggestive questions. 
 Instruction material: Notes. 
 Analysi.s forms for — ■ 
 
 Departmental analysis. 
 Departmental jobs analysis. 
 Job analysis. 
 Operation analysis. 
 Operation point analysis' 
 
 TUIED MEBl'INC. 
 
 General subject : Determining efEectlve distribution of supervision from job 
 
 analysis. 
 C-Jubtopics : 
 
 Establishing supervising value of operating points. 
 Topics as in preceding meeting. 
 Objectives : 
 
 Direct : To complete analysis work and present the method of determining 
 supervisory value of operating points. 
 
 Note.— The complete work of analyzing a department can not be car- 
 ried out in the meetings. If men desire to use the method complete]:; 
 in their departments, they must do the work outside. In the class they 
 can only secure a command of the method and an appreciation of its 
 value. 
 JMethods and approach : 
 Informational. 
 Exercise work on forms. 
 Instruction material : Same as in preceding meeting with addition of fonu.^ 
 for rating supervisory value of operating points. 
 
FOREMAX TRAININI (BOURSES. 31 
 
 rorr.Tii xiKnTiN-.. 
 <;«if ml Rtibject : 
 
 " lOquipiiieiit iiianiiKi'ineiit." 
 Pri'llmlnary. 
 Subtopics : 
 
 Situring proper checks, observations, and reports from men by tlio foreman. 
 Essential and nonessential checks and reports. 
 Securing accurate records and reports from subordinates. 
 Discussion of cases. 
 Summary. 
 (Objectives : 
 Pirect— 
 
 r>.\' discussion and questioning to bring out the principle-i involved. 
 To get men to apply those principles in discussing specific casi-; in their 
 own experience. 
 Indirect : To get men interested In this phase of tlieir work and to lead up to 
 more Intelligent thinking and action on this part of the job. 
 Methods and approach : 
 Development. 
 Suggestive questions. 
 
 Discussion based on notes iis(^(l n*: refereiicp. 
 Instruction material : 
 Notes. 
 
 Points for discussion. 
 Reporting forms. 
 
 FIFTH MBExnsrc. 
 
 General subject : " Equipment management " — continued. 
 Subtopics : 
 
 Preliminary. 
 
 Repairs and replacements. 
 
 Finding the economic disposal point. 
 
 Substituting types of equipment. 
 
 Selecting equipment units. 
 
 The effective layout. 
 
 Grouping units for given Jobs. 
 
 Summary. 
 Objectives: 
 
 Direct : To develop and discuss the principles of good nian;;5einenf In 
 keeping up and replacing equipment. 
 
 Indirect: None. 
 Methods and approach': Development leading uii to formulaiiou of principles. 
 Instruction material : 
 
 Notes. 
 
 Points for discussion. 
 
 SIXTH MEETIBTfi. 
 
 General subject : " Equipment management "^continued. 
 Subtopics : 
 
 Preliminary. 
 
 Securing full duty. 
 
 Reducing idle load. 
 
 Speciiil volume arrangement to luoet s[)ecLal cases. 
 
 Summary. 
 
32 FOREMAN TRAINING COURSES. 
 
 Objectives : 
 
 Direct : As in preceding meeting. 
 
 Indirect : None. 
 Methods and approacli: 
 
 Development leading up to the formulation of principles. 
 
 Discussion of cases. 
 Instruction material : 
 
 Notes. 
 
 Points for discussion. 
 
 SEVENTH MEETING. 
 
 General subject : " Operating management." 
 Subtopics r 
 
 Preliminary. 
 
 Laying out work in advance. 
 
 Planning — 
 
 Progress charts. 
 Planning boards. 
 Graphic diagrams, etc. 
 Dealing with time and power costs. 
 Summary. 
 Objectives : 
 
 Direct : To present the general principle that may be involved in this phaso 
 
 of the foreman's worlj. 
 Indirect : Get men to thinking about the value of scientific planning so 
 that they will cooperate more readily and intelligently with a technical 
 or planning department. 
 Methods and approach: Development; discussion. 
 Instruction material : 
 Notes. 
 Points for discussion. 
 
 EIGHTH MEETING. 
 
 Overflow .-nid suiinnary. 
 
 Unit C-I. 
 SUPERVISION— MAN FACTORS. 
 
 (Seven meetings.) 
 
 PreliTninary . — This unit deals with possible supei'visory responsi- 
 bilities in connection with the " man factors." It is the field to which 
 the average foreman has given the least careful thought, and his con- 
 ception of his "man, factor" responsibilities is usually limited. 
 Methods and approaches must, therefore, be largely developed, and 
 discussion must be used freely. In many cases, men will be intro- 
 duced to responsibility points that have never come to their atten- 
 tion. 
 
 In following the plan of the work as laid out the instructor should 
 bear in mind that this unit (C-I) only deals with responsibility 
 points in supervision, not with cost or management. Unless this 
 point is continually kept in mind in directing discussions, much con- 
 
FOREMAN TRAIN1XG COIRSES. 33 
 
 fiihioii Mill iTsiilt. Till' questions and discussions should all center 
 around qnc&tions of responsibilities. Should, or should not a fore- 
 man be held responsible for (?) as a part of getting out his product ? 
 Suggestions as to instruction material include forms for reports, 
 points for discussion, and notes. In general, the notes should be 
 given out after the discussion and used as references only. Much 
 development work built up on the board is desirable. 
 
 J'lEST MEETINQ. 
 
 General subject : Labor distribution. 
 Subtiipics : 
 
 I'rt'llniinary. 
 Man factor detined. 
 
 General supervisory divisions In the man-lai.'tor field. 
 Labor as such. 
 Men as men. 
 Men as part of the production equipment — 
 Covering all operating points. 
 
 Providing at least the minimum of sl<ill on each operating point. 
 High, medium, and lovsr operating points. 
 Grade of skill and skill on the job must be known. 
 .Tob requirements must be met. 
 Summary. 
 Objectives : 
 Direct- 
 To put over the principles of labor distribution from the standpoint 
 
 of RPtting tlio job done at all. (Not from cost standpoint.) 
 To get from each man a report on his special responsibilities in this 
 connection. 
 Indirect : Lead men to see that there is more in labor distribution than 
 putting men onto job.s. 
 Mi'thods and approaches: 
 Informational . 
 Discussions. 
 Instruction materiiil : 
 Xotes : 
 Points for discussion. 
 
 SECOND MEETING. 
 
 fliMieral subject: Orders, suggestions, directions. 
 Subtopics : 
 
 Preliminary. 
 
 Oireotlnns. orders, suggestions defined. 
 
 Receiving orders from superiors. 
 
 Carrying out orders. 
 
 Carrying out orders intelligently. 
 
 Asking for orders. 
 
 Back checking. 
 
 Written and spoken orders. 
 
 Tnllowing directions. 
 
 Carrying out suggestions. 
 
 Summary. 
 
 140474°— 20 3 
 
34 FOREMAN .TRAINING OGUESES- 
 
 Objectives: 
 Direct ; 
 
 To get a clear idea of the possible responsibility points ii^ tl^e fore- 
 man's jab in this connection. 
 . To get from each man a report on the particular points for whi-di he 
 is responsible. 
 Indirect : To get the men to thinking intensiv«ly about this- pbase' of their 
 work and to uncover cases where orders, suggestions, and directions can 
 be handled to better advantage. 
 Methods and approaches: 
 Development. 
 
 Discussion followed by use of responsibUitj- report with reference to note.s. 
 Instruction material: 
 Notes. 
 
 Points for discussion. 
 Form for report. 
 
 THIKD MEETING. 
 
 General subject: 
 
 Recording and reporting. 
 Subtopics : 
 
 Preliminary. 
 
 Possible recording and reporting points on the foreman's job. 
 Prescribed and devised metiods. 
 Carrying on work by prescribed procedure — 
 For records — 
 
 (a) Seeing that records are correct. 
 (6) Seeing that records are complete. 
 
 (c) Seeing that they are Isept in prescribed manner and form. 
 id) Seeing that they are kept up to date, 
 (e) Seeing that they are legible. 
 For reports — 
 
 (a) Making reports correctly. 
 (&) Making complete reports. 
 
 (c) Reporting on time. 
 
 (d) Reaching the right person. 
 
 (e) Making them in prescribed form. 
 (/) Making them legible. 
 
 Carrying on the work by devised methods — (points as for prescribed 
 methods). 
 Objectives : 
 Direct : 
 
 To bring out the different possible responsibility points and their •neces- 
 sity. 
 To get from each man a repoart on liis specific responsibility points in 
 this field on his particular job. 
 Indirect: To get men to thinking intensively about this phase of their 
 work; to increase interest In keeping records in proper form and in re- 
 porting properly. 
 Methods and approaches: 
 Development. 
 
 Suggestive questions on subjects followed by filliug out a responsibility 
 point form using the notes as a reference. 
 
FOREMAN TRAINING ('OURSE.S. 35 
 
 InHtrnctlon ninlcrlal : 
 Notes. 
 
 Form for report. 
 Points for discussion. 
 
 FOUBTH MEETING. 
 
 General subject: 
 
 Working with otiier men : 
 
 (a) Cooperating. 
 
 (b) Keei)lng ui) morale. 
 
 (1) Interest. 
 
 (2) Satisfaction. 
 Subtopics : 
 
 Prolimiiiar.v. 
 
 Working witli other men. 
 Cooperating willi the management. 
 Cooperating with iiuniodiate superiors. 
 Cooperating \\ith oilier foremen : 
 
 (a) In same department. 
 
 (&) In other departments. 
 
 (c) On fsame work. 
 ((/) On different work. 
 
 Morale defined. 
 Interest deflneil. 
 Satisfaction defined. 
 Uesponslbilitles for promoting interest. 
 IJosponsiliilltles ]'<ir promoting siitisfactlon. 
 Objectives : 
 Dired : 
 
 To get a dear notion of the different pns.silile responsibility points In 
 
 this field. 
 To get fi'oui each man a report on his specific responsibility points lu 
 this connection. 
 Indirect : As in preceding meeting's. 
 Methods and approaches: 
 Development. 
 Suggestive questions. 
 Build up on board without use of notes. 
 • Get out report with notes as references. 
 Instruction material : 
 Notes, 
 Form for responsibility report. 
 
 lU'TH MEETING. 
 
 General subject : Keeping up the working force. 
 Subtopics : 
 
 Preliminary. 
 
 Hiring men. 
 
 Firing men. 
 
 Penalizing men. 
 
 Reprimanding men. 
 
 Commending men. 
 
 Transferring men. 
 
 Summary. 
 
36 
 
 FOREMAN XEAINING COURSES. 
 
 Objectives : 
 Direct : 
 
 To open up tliis pliase of the foreman's job and get a clear conception 
 
 of the various possible responsibility points. 
 To get from each man a report of his responsibilities in this field. 
 Indirect : To get the men to thinking of their job in much broader terni.s 
 than they have heretofore. 
 J.Iethods and approaches: 
 Development. 
 Suggestive questions. 
 
 Discussion followed by report with use of notes as a reference. 
 In.struction material : 
 Notes. 
 Points for discussion report forms. 
 
 SIXTH MEETING. 
 
 General subject : Keeping up the working force — continued. 
 Subtopics : 
 
 Preliminary. 
 
 Physical condition of the working force. 
 
 Illness. 
 
 Incipient disease. 
 
 Chronic disease. 
 
 Personal habits. 
 
 Physical fatigue. 
 
 Mental fatigue. 
 
 Dangers of personal injury due to special conditions of the man 
 First aid. 
 Summary. 
 Oljjectives : 
 
 Direct: As in preceding meeting. 
 Indirect : As in preceding meeting. 
 :\Iethods and approaches: As in preceding meeting. 
 Instruction material : 
 Notes. 
 Report forms. 
 
 Overflow and summary. 
 
 SEVE?sTH ^lEETriSTQ. 
 
 y Unit C-II. 
 COST ELEMENTS IN CONNECTION WITH MEN. 
 
 (Ten meetings.) 
 
 rehiiotlrrr^'"' "f '^''^■' ^''^' ^ S™"P °f '''' ^-^t«rs whose 
 relations to cost are so often ignored that to many foremen many of 
 
 ^oin't'll f '\"^ '"'i° *^^ development of an'^entirely new^feC- 
 lTf-,,yfV^''^ ««"ditions the instructor must make <.reat ^e 
 of skillfully c lirected discussions, holding them down to coTre a- 
 tions and heading off tendencies to run into the managerialside of 
 
rOREMAX Tl;.\INIXO (,<OURSES. 37 
 
 FIBST MEETI.NO. 
 
 Oeneral subject: Oist iliments in labor disiribution. 
 Subtdpics: 
 
 Prfllniliiiiry. 
 
 Time ctist. 
 
 MlsplHcHiieiit cost. 
 
 Cost of iiu|iid|icr giouping. 
 
 f'osl of cxcuss skill. 
 
 Cost of lniiiiip[ici- ilistribution. 
 
 Suiiiinary. 
 Objectives: 
 
 Direct: To develop the iiiinclples of eff<>ctlve distribution and apply them 
 to the mens' specific cases. 
 
 Indirect: To develop a greater interest in this pbiisc of Ibe work and to 
 get men (o sec that their work in this field cuu be improvid. 
 Methods and approaches: 
 
 Development. 
 
 Discussion of cases. 
 Instruction material: 
 
 Notes. 
 
 I'oints for discussion. 
 
 SECOND MEETING. 
 
 Ceneral subject : 
 
 Orders. 
 
 Directions. 
 
 Reports. 
 Subtopics : 
 
 I'rcllminary. 
 
 How necessary and tinnecessary ni-ders, directions, and sutrfrcstlons affect 
 cost. 
 
 Cost elements in taking orders. 
 
 Cost elements in carrying out orders. 
 
 Cost value of carrying out ordeis intelliL'cntly. 
 
 Cost value of back checking. 
 
 Cost elements in giving orders. 
 
 Cost elements in choosing between written and spoken orders. 
 
 Cost value of proper use of suwestinns, directions, and orders. 
 
 .Summary. 
 Objectives : 
 
 Direct : To bring out clearly cost values of the various topics discussed. 
 
 Indirect: To promote more intensive thinking in this field of the fei-iinan's 
 job and a greater interest in cost-cutting possibilities. 
 Methods and approaclies : 
 
 Development. 
 
 Suggestive questions. 
 
 Points for rliscussion, fully discussed, on basis of noteil as references. 
 Instruction material : Xotes and points for discussion. 
 
 THIED MEETING. 
 
 General subject : 
 
 f'ost elements in liceping up the working force. 
 Working conditions. 
 
38 FOKEMAN TRAINING COURSES. 
 
 Subtopics : 
 
 Preliminary. 
 
 Working conditions defined. 
 Cost elements in safety. 
 Cost elements in ventilation. 
 Cost elements in illumination. 
 Cost elements in temperature conditions. 
 Cost elements In modern surroundings. 
 Cost elements in working facilities. 
 Welfare work vs. cost control. 
 
 Through working conditions. ^ 
 
 Summary. 
 Objectives : 
 Direct : 
 
 The cost affecting elements in the topics presented to be brought out 
 
 and defined. 
 To secure from each man a report of his specific responsibility points 
 in this part of his job. 
 Indirect : 
 
 To get the men to thinking more about cost possibilities in this field 
 
 that they have ignored up to this time. 
 To develop a wider viewpoint on these points. 
 Methods and approaches : 
 
 Discussion based on statements of experience with the men. 
 Suggestive questions. 
 Notes used as a reference. 
 Determination of responsibilities of each man. 
 Instruction material : 
 Notes. 
 
 Points for discussion. 
 Forms for safety first analysis and for responsibility report. 
 
 fotSbth meeting. 
 General subject: 
 
 Cost elements in keeping up the working force. 
 
 Mental conditions. 
 
 The cost value of interest. 
 Subtopics : 
 
 Preliminary. 
 
 How mental condition affects labor loss and* turnover, hence cost. 
 
 Elements affecting mental condition, 
 (a) Interest. 
 (6) Satisfaction. 
 
 What is interest? 
 
 The foreman and interest. 
 
 Interest factors. 
 
 The cost value of — 
 
 (1) Possibility of gratifying ambition. 
 
 (2) Job pride. 
 
 (3) Self-respect. 
 
 (4) Fear. 
 
 (5) Curiosity. 
 Summary. 
 
FOREMAN TKAININU COURSES, 39 
 
 Olijectivcs: 
 
 I>irect: To got a clear Idra of the conuection between cost and Interest. 
 
 Indirect: To get men to thinkinj; about possible cost cutting possibilities 
 in this Held which is usually new to them. 
 Mi'thnds and nppronclies : 
 
 Pisfusslon and suggestixi- questions based on the use of the notes as a ref- 
 erence. 
 
 I'l lints foi- discussion to follow. 
 Instruction material: 
 
 Notes. 
 
 Points for discussion. 
 
 rilTH MEETING. 
 
 Oeueral subject: 
 
 Cost elements in keeping up the working force. 
 Satisfaction. 
 Subtopics : 
 
 Preliminary. 
 Satisfaction defined. 
 
 Some cost elements in satisfaction or dissatisfaction with the job — 
 Cost of the dissatisfied man who is dissatisfied with his job. 
 Cost of the dissatisfied man \\ho does not think that " he is getting a 
 
 fair show." 
 Cost of the man who is dissatisfied with the worlcins facilities. 
 Cost of the man who thinks that his job Is not important enough. 
 Cost of the man who thinks that his job is " beneath him." 
 Tlie man who " knows too much for his joli." 
 Cost of tlie man on the wrong job. 
 
 Cost of the man wlio thinks that he is beinj: " put upon." 
 Cost of the poorly adjusted team. 
 Summary. 
 Objectives : 
 
 Direct : To present and develop the various cost elements. 
 Indirect : To widen the viewpoint Of the man as to cost elements in this 
 field. 
 Methods and approaches: 
 Development. 
 
 Sufcgestivo questions and discussions. 
 Discussion of cases. 
 Instruction material : 
 Notes. 
 Points for discussion. 
 
 SIXTH MEETING. 
 
 General subject : Cost elements in keeping up the working force. 
 Subtopics : 
 
 Some cost elements due to the foreman's attitude — 
 
 (1) The cost of " having a grouch." 
 
 (2) The cost of fear of " loss of dignity." 
 
 (3) The cost of having only a "labor" interest in the men. 
 
 (4) The cost of playing favorites. 
 
 (5) The cost of "goins off half cocked " in matters of discipline. 
 
 (6) The co.st of setting a poor example. 
 
 (7) The cost of lack of consideration. 
 Sunmiary. 
 
40 FOREMAN TRAINING COURSES. 
 
 Objectives : 
 
 Direct and indirect : Same as the previous meeting.. 
 Methods and approach : Same as previous mteting. 
 Instruction material : 
 
 Notes. 
 
 Points of discussion. 
 
 SEVENTH MEETING. 
 
 General subject : 
 
 Cost elements in keeping up the working force. 
 
 Physical condition and cost. 
 Subtopics : 
 
 Preliminary. 
 
 Wliy phy.sical condition of tlie working force is a cost factor. 
 
 Cost of fatigue due to length of working period. 
 
 Working conditions. 
 
 Character of the job a cost factor. 
 
 Monotony a cost factor. 
 
 Incipient disease a cost factor. 
 
 Chronic disease a cost factor. 
 
 First aid a cost factor. 
 
 Summary.' 
 Objectives : 
 
 Direct: As in the previous meeting on topics taken up in this meeting. 
 
 Indirect : As in previous meeting. 
 Methods and approach : 
 
 Development. 
 
 Discussion. 
 
 Use of points for discussion. 
 Instruction material : 
 
 Notes. 
 
 Points for discussion. 
 
 EIGHTH MEETING. 
 
 General subject : Cost elements in cooperation. 
 Subtopics : 
 
 Preliminary. 
 
 Cooperation defined. 
 
 Why cooperation is a cost factor. 
 
 Cost value of cooperation with — 
 (a) The management. 
 (6) Immediate superiors, 
 (c) Equals. 
 
 Cost ^•alue of cooperation from the working force. 
 
 The foreman's cooperating job as a cost proposition. 
 
 Summary. 
 Objectives : 
 
 Direct : To define and bring out the cost values of the topics presented. 
 
 Indirect : To increase the conception of the men as to the value of coopera- 
 tion as a cost element rather than as a matter of good fellowship. 
 Methods and approach : 
 
 Development. 
 
 Discussion — use of notes as a reference. 
 
 Points for discussion. 
 
FonEMAN TRAINING COURSES. 41 
 
 Iiistructliin iimlriiiil : 
 
 Points for dlsi ussion. 
 
 NINTH MEETING. 
 
 iJeueral subject: 
 
 Ciist elements. 
 
 Chrelessiiess on the job. 
 Subtopks : 
 
 Carelessness on the job defined. 
 
 Tempi I ra ry carelessness. 
 
 Permanent carlessness. 
 
 <'iist values of each. 
 
 Cost values of temporary carelessness due to— 
 
 (1) Ignorance. 
 
 (2) Fatigue. 
 
 Cost values of liei-iiianent carelessness due to— 
 
 (1) Sense of accuracy lacking. 
 
 (2) Man on wronK job. 
 
 (3) Sense of responsibility lacking. 
 
 (4) Individual does not want to work. 
 Summary. 
 
 Objectives : 
 
 Direct : As in preceding meeting. 
 
 Indirect ; As in preceding meeting. 
 Methods and approach : As in preceding meeting. 
 Instruction material : 
 
 Notes. 
 
 Points for discnssion. 
 
 TENTH MEETING. 
 
 (ipiioi-al subject: Overflow and final summary. 
 
 Unit C-III. 
 MANAGERIAL— MEN. 
 
 (Seventeen meetings.) 
 
 Prelim I imnj. — This unit deals with the managerial problems con- 
 nected with labor distribution and with dealing with men. Since the 
 human-relation phase of the foreman's work is, as a rule, of great 
 importance, and it is a field with which many foremen have but little 
 acquaintance and to which they have given but little thought, the 
 schedule provides for 17 meetings, as follows: 
 
 FIKST XIEETING. 
 
 General subject : Labor distribution. 
 Subtopics : 
 
 Preliminary. 
 
 Number of men on each operating point must be known from job analysis 
 for operating points. 
 
 Kind of skill required must be known. 
 
42 FOREMAN, TBAINENG- COUESES. - 
 
 Subtopics — Continued. 
 
 Minimum requirements must be known in terms of — 
 (o) Trade k:nowledge required. 
 (6) Trade skill required, 
 (c) Mental and physical requirements. 
 Exercises in determining minimum requirements on various jobs; discus- 
 sions of actual cases (use of job analyses here if desired). 
 Summary. 
 Objectives : 
 
 Direct: Present and put over the ideas as listed. 
 Indirect : Lay a basis for the next meeting. 
 Methods and approach: 
 Development. 
 Discussion. 
 Instruction material: Notes. 
 
 8EC0>'B SIErTT^-fi. 
 
 General ."subject: 
 
 Labor placement. 
 
 Matching man qualifications to job reqviirements. 
 Subtopics : 
 
 , Preliminary. 
 
 Use of job analysis — to get job requirements (as in notes on B-III). 
 
 Use of qualification analysis. 
 
 The method. 
 
 Listing man qualifications against job requirements. 
 
 Summary. 
 Objectives : 
 
 Direct: To present and train in the method. 
 
 Indirect : To reduce " guesswork " in placing men. 
 Approach and method : 
 
 Informational. 
 
 Practice on actual cases as worked out by men. 
 
 Individual work. 
 Instruction material : 
 
 Notes. 
 
 Man qualification. 
 
 Forms. 
 
 THIRD MEETING. 
 
 General subject : 
 
 Orders, directions, and suggestions. 
 Preliminary. 
 Subtopics : 
 
 Managerial problems in — 
 
 Reducing time spent in giving orders, directions, and suggestions. 
 
 Possible devices. 
 
 Determining when to use orders, vs'hen directions, when suggestions. 
 
 Discussion of cases. 
 
 Getting orders obeyed. 
 
 Getting directions followed. 
 
 Getting suggestions taken up. 
 Discussion of cases. 
 Summary. 
 
FOREMAN TRAIN TNG COURSES. 43 
 
 Olijcctivos : 
 
 Dlifct: To briiiK out tlif vnrioiis nianagorial means of dealing with this 
 pliiisc of the fiireniiiii's job and their relative values. 
 
 Indirect : I'roniott^ thinl(inK leading to better handling of this mutter. 
 Methods and approach : 
 
 Discussion. 
 
 Application of principles presented to specific cases as presented by the men. 
 In.striicllon aiuterial : Notes. 
 
 FOUBTH MEETING. 
 
 General subject : 
 
 Gcttins orders understood. 
 
 Preliminary. 
 Subtopics : 
 
 Getting orders understood. 
 
 Making sure orders are understood. 
 
 Effective instruction. 
 
 (A brief presentation of the principles of the instructing proces.s.) 
 Objectives : 
 
 Direct: To put over the general idea that there is an instructing process 
 consisting of certain step.s. 
 
 Indirect: To get men interested in improving methods of ordering and 
 directing. 
 Methods and approach : Informatloual. 
 Instruction material : Notes. 
 
 FIFTH MKETING. 
 
 General subject: (Jettinj; accurate reports. 
 Subtopics : 
 
 Preliminary. 
 
 Methods of recording and reporting, such as — 
 The graph. 
 Tlie planning board. 
 The card catalogue. 
 The loose-leaf book. 
 The progi-ess sheet, etc. 
 Conditions under which those dlfterent methods will give the greatest 
 
 chance of accuracy, convenience, and speed. 
 Summary. 
 Objectives: 
 
 Direct : To present a number of means of recording data and di.'icuss their 
 
 advantages and disadvantages with regard to given cases. 
 Indirect : To Improve condition of the department records. 
 Methods and approach: 
 Informational. 
 Discussion. 
 Instruction material: If possible demonstrate from material of the various 
 devices. 
 
 SIXTH MEETING. 
 
 General subject : Safety practices. 
 Subtopics : 
 
 I'rellminary. 
 
 The foreman's responsibility outside of cost. 
 
44 FOREMAN TEAINING COURSES. 
 
 Subtopics — Continued. 
 
 Managerial problems in safety practice. 
 
 Preventing accidents due to carelessness or Ignorance. 
 
 Preventing accidents by developing a greater interest in care. 
 
 By use of transfer and discbarge. 
 
 By selection of men. 
 
 By use of safety devices. 
 
 Automatic. 
 
 Nonautomatic. 
 
 Marking danger points. 
 
 Minimizing occupational dangers. 
 
 Cooperating with management and safety department. 
 
 Summary. 
 Objectives : 
 
 Direct : To put over the general methods and devices for reducing accidents. 
 
 Indirect : "Jack up " this side of the work by promoting greater intelli- 
 gence and sense of responsibility. 
 Methods and approach: Development discussion followed by use of notes and 
 
 discussion of cases. 
 Instruction- material : 
 
 Notes. 
 
 Points for discussion. 
 
 SEVENTH MEETING. 
 
 General subject : Safety practices. 
 Subtopics : 
 
 Preliminary. 
 
 Training habits of safety. 
 
 Cooperating with other departments in using safety material provided. 
 
 Giving instructions. 
 
 Trusting " the other man." 
 
 Minimizing occupational dangers. 
 
 The pro and con. 
 
 Use of job analysis to determine " high " and " low " danger points. 
 
 Summary. 
 Objectives : 
 
 Direct : To put over and discuss methods of making safety surveys in the 
 department. 
 
 Indirect : To " stir men up " on this work. 
 Methods and approach: 
 
 Information discussion. 
 
 Use of forms for identification of danger points on operations. 
 Instruction material : 
 
 Notes. 
 
 Forms for danger point surveys. 
 
 EIGHTH MEETING. 
 
 General subject : The promotion of interest. 
 Subtopics : 
 
 Preliminary. 
 
 Interest factors. 
 
 Promotion of interest through recognition of ability. 
 
FORKMAN TnAlXINO counsES. 45 
 
 subtopics — Ccintlnueil. 
 
 Uiiw (1 Idii'iimii can iccofrnlze ability through transform, rfrdinmenilations, 
 pi-oniotlons, etc., uiidei- tin- ("^tiihlishi'd prucedim'. 
 
 iJlsciisslon of cases. 
 
 .The value of good equipment, tools, etc., in promoting interest. 
 
 How till' foreman's attitude may affef-t Interest. 
 
 Summary. 
 Objectives : 
 
 I'irect: To direct the attention nf the men lu the vnlue of the use of in- 
 terest as a managerial tool. 
 
 Indirect; To widen their viewpoint and rouse their Interest in this phase 
 of the foreman's work, 
 Blethods and approaches : 
 
 Development. 
 
 I )iscu.ssion. 
 
 SujiKt'stivc questions. 
 Instruction material : 
 
 Notes. 
 
 Points for discussion. 
 
 xt:<!tii meeting. 
 
 (Jeneral subject : The promotion of interest — continued. 
 Subtopics : 
 
 Preliminary. 
 
 .Job pride, as an interest factor. 
 How a foreman can promote job pride. 
 Effect of good tools, equipment, etc., on Job pride. 
 Self-respect as an Interest factor. 
 How a foreman can affect self-respect in men — 
 In giving orders. 
 In " bawling out." 
 In abuse. 
 In criticism. 
 In encouragement, etc. 
 Sumniaiy. 
 Objectives : 
 
 Direct: To direct the attention of the men to the value of encouraging 
 
 job pride. 
 Indirect: To get the men to thinking about how far the imnlioils that thoy 
 have been using in the past measure up to the best management standanls. 
 Methods and approaches : 
 Development. 
 Discussion. 
 
 Points for discussion. 
 Instruction material : 
 Notes. 
 Points for discussion. 
 
 TENTH JfEETTNG. 
 
 General subject : The promotion of interest — continued. 
 Subtopics : 
 
 Prelinilnnry. 
 
 The managerial use of curiosity as nn interest factor. 
 
46 FOEBMAKT TKAINING COtTKSES. 
 
 Subtopics — Contiuued. 
 
 Under -svliat conditions it lias a value. 
 
 The use of fear as an interest factor. 
 
 Why it usually fails. 
 
 The value of the threat to discharge. 
 
 Why a scared man is not likely to be interested. 
 
 Summary. 
 Objectives : 
 
 Direct: To develop some elementary notions of the slight value of fear 
 as n means of maintaining interest. ' 
 
 Indirect : To get the men to criticizing to themselves their methods of deal- 
 ing with men and to get them to thinking about the possibility of using 
 better methods. 
 Methods and approaches : 
 
 Development. 
 
 Discussion. 
 
 Much discussion of cases. 
 Instruction material : 
 
 Notes. 
 
 Points fof discussion. 
 
 ELEVENTH MEETING. 
 
 General subject : The promoting of satisfaction. 
 Subtopics : 
 
 Preliminary. 
 
 Satisfaction defined. 
 
 Its general relation to stability. 
 
 Dealing with some problems. 
 
 The man who does not think that he is " getting as much as he is 
 
 worth." 
 The man who does not think that he is " getting a fair show." 
 What is to be done? 
 Discussion of cases. 
 Working conditions and satisfaction. 
 What the foreman can do to improve working conditions. 
 The case where working conditions are, in the nature of the case, bad. 
 What can the foreman do? 
 Discussion of cases. 
 Summary. 
 Objectives : 
 
 Direct : To bring out the principles that should be applied in dealing with 
 
 dissatisfaction as it comes up in such cases as those given above. 
 Indirect : To develop a wider viewpoint and start self-examination of 
 methods as used In the past. 
 Methods and approaches: 
 
 Develop general principles from discussion of ^)eciflc cases, suggestive 
 
 questions. 
 Directed discussion. 
 Instruction material : 
 Notes. 
 Points for discussion. 
 
FOKEAtAN TRAINING COURSES. 47 
 
 TWKLt'lU MKi;riNG. 
 
 (ii'iieral subject : 
 
 Sutisfiictloii — coiiiinued. 
 Suhtopics : 
 
 I'rellnilnarj. 
 
 'I'lic man who " wants " a more Important job. 
 
 The man who thinks " the job is beneath him." 
 
 The man who " Ijnows too much for his job." 
 
 The green man learning a job. 
 
 What can the foreman do In such cases iso as to liandle tiiem to the best 
 advantage? 
 
 Discussion of cases. 
 
 Tlie man on tlie wrong job. 
 
 Tlie poorly adjusted group. 
 
 Discussion of cases. 
 
 How can such situations be avoided? 
 
 Tlie foreman's attitude and liow it affects stability. 
 
 Summary. 
 Cihjectivcs: 
 
 Direct and Indirect: As iu previous meeting. 
 Blethods and approaciies : 
 
 Development. 
 
 Directed discussion of cases. 
 InstnK-tion material: 
 
 Nod'S. 
 
 Points for discussion. 
 
 TnreTfno."fT[i mptettng. 
 
 General subject : Tempoi'ary carelessness. 
 .'Subtopics ; 
 
 rreliminary : Saving or dlsclmrging men. 
 Distinguishing temporary from permanent carelessness. 
 Dealing with temporary carelessiu'ss. 
 Making it easy to be careful. 
 Seeing that instructions ni-e clearly understood. 
 Seeing that the need of accuracy and care is ftilly understood. 
 Reprimanding — when it pays. 
 Discharging — when it oays. 
 Transferring — when it pays. 
 Analysis of cases — why it pays. 
 Summary. 
 Objectives : 
 
 Direct: To pres^it the method of analyzing cases of carelessness to de- 
 termine the nature, so that the most economical action can be tsiken. 
 Indirect: To secure a bett'er handling of carelessness l>y getting tlie men 
 to study and classify cases. 
 Methods and approaches: 
 
 Largely Informational discussions, followed ljy analj'sis forms. 
 Nok's given out at the beginning of the meeting. 
 Instruction material : 
 Notes. 
 Analysis forms, points for discussion. 
 
i8 FOREMAN TEAINING COURSES. 
 
 FOURTEENTH MEETING. 
 
 General subject: Permanent carelessness. 
 Subtopics : 
 
 Preliminary. 
 
 Handling cases to save men ; to lose men. 
 
 Handling permanent carelessness. 
 
 Transferring men to different kinds of jobs. 
 
 Breaking up routine. 
 
 Discharging men. 
 
 Conditions under which discharge is the cheapest thing to do.. 
 
 Analysis of cases. 
 
 Summary. 
 Objectives: As in preceding meeting. 
 Methods : As in preceding meeting. 
 Approaches : As in preceding meeting. 
 Instruction material: 
 
 Notes. 
 
 Analysis forms. 
 
 Points for discussion. ' 
 
 FIFTEENTH MEETING. 
 
 General subject : Cooperation with the management and ■with immediate su- 
 periors. 
 Sul)topics : 
 
 Preliminary. 
 
 The managerial problem of cooperating with the management. 
 
 Carrying out policies. 
 
 Xot " knocking " the concern. 
 
 Transmitting orders intelligently. 
 
 Making suggestions carefully when they are asked for. 
 
 Being a part of the organization. 
 
 Having plant pride. 
 
 The managerial problem of cooperating with immediate superiors. 
 
 Understanding instructions fully before acting on them. 
 
 Passing on instructions clearly. 
 
 Getting instructions to the right man. 
 
 ^Making careful and correct general reports promptly when called for. 
 
 Not knocking. 
 
 Summary. 
 Objectives : 
 
 Direct : To put over the principles that should be followed in dealing with 
 the topic as presented, and to give some training in applying them in 
 specific situations. 
 
 Indirect : To promote a better and more intelligent cooperation between the 
 men and their superiors. 
 Methods and approach : 
 
 Development. 
 
 Discussion of problems. 
 
 Use of points for discussion with notes as reference. 
 Instruction material : 
 
 Notes and points for discussion. 
 
FOREMAN TRAINING COURSES. 49 
 
 SIXTEKNTH ^rEETING. 
 
 Ocnei-nl subject: Cooperation with equals, and securing fuoiM ration from ihe 
 
 working force. 
 Suliloplrs : Preliminary. 
 
 A. JIanugerlnl problems in cooperating with equals. 
 
 Appreciating the other fellow's troubles. 
 Not knocking other departments. 
 Helping the other fellovv' out. 
 "Plii.ving .square." 
 
 B. Managerial problems In securing cooperation from the working force. 
 
 Telling the truth. 
 
 Giving a square deal. 
 
 Developing departmental pride. 
 
 Develojjiug plant pride. 
 
 Playing no favorites. 
 Summary. 
 
 Objeclives: 
 
 Direct : As in previous meeting. 
 
 Indirect : As in previous meeting. 
 Methods and approach : 
 
 -\s in previous meeting. 
 Instruction material : 
 
 Notes. 
 
 Points for discussion. 
 
 SEVENTEENTH MEETING. 
 
 Final summary and overflow. 
 
 Unit D. 
 METHODS OF INVESTIGATING AND ADJUSTING TROUBLES. 
 
 (Six ineetinfTs.) 
 
 Preliminary. — This unit deals with the metliocls of investigating 
 and adjusting "troubles": that is, diiRculties whose cau-e is not ob- 
 vious. 
 
 It presents certain general methods of studying such cases hy^toni- 
 atically rather than by purely " guess " methods. The chief work 
 in presenting this unit would be to give practice in analyzing and 
 adjusting actual cases. It should be noted that work in this unit 
 would draw from all of the preceding units, and so would serve as a 
 general " tie-up " and final review. 
 
 The schedule provides for six meetings, sufficient to develop the 
 general ideas : of course, as many more meetings as desired could be 
 given to the working out of specific cases. 
 140474°— 20 1 
 
5.0 PQEEMAN TEAINIKG COTJilSES. 
 
 FIEST MEETING. 
 
 General subject : Locating trouble. 
 SilWtopics : 
 
 Preliminary. 
 
 Difficulties versus troubles defined. 
 
 Methods for adjusting difficulties. 
 
 Methods for locating troubles. 
 
 Testing out for trouble — the two methods. 
 
 The method of testing by guess. 
 
 The method of following a regular procedure by progressive testing. 
 
 Summary. 
 Objectives : 
 
 Direct : To present and discuss the two general methods in a general way. 
 
 Indirect : To get the men interested in the method of progressive testing. 
 Methods and approach: Informational discussion based on notes used as a 
 
 reference. 
 Instruction material : Notes. 
 
 SECOND MEETING. 
 
 General subject : Locating by the method of progressive testing. 
 Subtopics : 
 
 Preliminary. 
 
 Review of first meeting. 
 
 The method. 
 
 Defining the difficulty definitely. 
 
 The analysis by groups. 
 
 The analysis of groups. 
 
 The method of testing by elimination. 
 
 The method of testing by variation. 
 
 Summary. 
 Objectives : 
 
 Direct : To put over the method. 
 
 Indirect : None. 
 Methods and approach : 
 
 Informational. 
 
 Questions and discussion. 
 Instruction material : Notes. 
 
 THIBD MEarriNG. 
 
 General subject : Practice in locating trouble. 
 Subtopics : 
 
 The discussion and "-testing "' out of cases brought out by the man. 
 
 The discussion and testing out by the gi-oup of cases brought in by differ- 
 ent men. 
 Objectives : 
 
 Direct : To secure practice In application of -the methods presented in the 
 two previous meetings. 
 
 Indirect : None. 
 Methods and approaches : 
 
 Suggestive questions. 
 
 Discussion. 
 
 Group work. 
 Instruction material : Notes. 
 
KOnKMAX TRAINING COURSES. 51 
 
 FouiiTH mi;i:tikg. 
 
 General subject: Exercises in "trouble sliiniting." 
 
 Subtoi)lc: Tlie working out of tiisos iudlvlUually, u^iug .suitable forms. 
 
 Objectives: 
 
 Direct: Tn givo practice in working out the inetliods as applied to specific 
 cases. 
 
 Indlre<'l : None. 
 Methods and approach : 
 
 Development. 
 
 Individual work. 
 
 Get each man to work out an iBdiTidual problem with the aid of sugges- 
 tions and comments from the instructor and using the notes as a 
 reference, 
 lustruetimi material: 
 
 Suitable forms. 
 
 Notes. 
 
 FIFTH MEETING. 
 
 (loneral subject : " Trouble shocrting " — continued. 
 
 Subtoplc : A continuation of tbe work of the fourth meeting. 
 
 BIXTH MEETING. 
 
 Final. 
 
SECTION III. 
 
 THE NEED OF FOREMAN TRAINING AND SOME PAST DIFFI- 
 
 CULTIES. 
 
 PRELIMINARY. 
 
 This section is intended for industrial or school officials or execu- 
 tives who may be contemplating the establishment of foreman-train- 
 ing courses or who may desire to increase the effectiveness of courses 
 already in operation. It presents for consideration certain genera] 
 standards, discusses a number of important points about which a 
 certain amount of confusion has existed in the past, and makes cer- 
 tain suggestions as to ways and means by which training efficiency 
 may be increased. 
 
 There is also presented a brief discussion of the reasons why fore- 
 man training seems to be, at the same time, one of the most vital and 
 pressing problems in the field of industry and in vocational training. 
 
 The material presented is, of necessity, brief and general in its 
 character, and is, of course, intended to be suggestive only. As such 
 it is hoped that it may be of value. 
 
 A brief statement as to the cooperative method by which the sug-. 
 gestive courses were developed is also included. 
 
 A THE NEED FOR FOREMAN TRAINING. 
 
 TYPES or TEAJNIXG ALREADY DEVELOPED. 
 
 The development of vocational training in this country is just 
 entering on the third of three stages, of which the first, the training 
 of executives and technical experts, has received attention for a rela- 
 tively long time; the second, of comparatively recent development, 
 has concerned itself with the training of the actual worker, mainly 
 in certain skilled trades; the third, at this time just beginning to 
 receive careful attention, concerns itself with the training of the 
 man who stands between the executive and technical expert and the 
 actual producer — ^that is, the foreman. 
 
 Early in American industry the recognition of the need of trained 
 executives and technical experts led to the development of means 
 of supplying this type of training through colleges and technical, 
 schools, so that the demands of this phase of vocational education 
 have been well met for some time. 
 52 
 
FOHEMAX TRAINING COURSES. 53 
 
 Soon aftei" 1879 the importance of training workers began to be 
 increasingly recognized, and as a result serious attempts to meet this 
 demand have been developed, until recently the movement has be- 
 come sufficiently important to warrant national attention, as wit- 
 nessed by the Federal Vocational Education Act. 
 
 FOnEMAN 'JRAINIXO STILL NEEDED. 
 
 Even with these phases of vocational training provided for, there 
 has appeared a need for still another phase of training which will 
 link the two previous phases of vocational training to each other. 
 This training is for the men who are by virtue of their position 
 bound by responsibilities to both working force and executives, and 
 who are usually designated as foremen. They form a very important 
 link in the industrial chain which might be said to be made of (1) 
 a link of executive functions, (2) a link of operating or working 
 functions, and (3) the foremanship link, which completes the chain. 
 This middle link of foremanship is one which, until very recently, 
 has received little or no attention from the standpoint of training, 
 and at present, forms the Aveakest point in our industrial chain. 
 
 It may be said that from the standpoint of training for industrial 
 efficiency, the original theory was that competent leaders or securing 
 competent leaders was all that was necessary to secure industrial 
 efficiency. While this.theory largely obtains up to the present time, 
 for some time farsighted men have seen that competent leaders with 
 untrained men could not develop ii fully effective industrial organi- 
 zation. 
 
 Eecently it has become more and more apparent that no matter 
 how competent the leaders, or the men, they could not do a thoroughly 
 effective job without the aid of effective foremanship. 
 
 RKASOXS FOR PHKSl'.N-l- INTEREST IN F(iRE3IAN TRAINING. 
 
 The present strong interest in foreman training as a means of 
 securing more effective industrial efficiency is due to two very active 
 causes. The first is, that owing to war emergencies during the past 
 few years, the value of properly organized training and its definite 
 results have been demonstrated on a much larger scale than ever 
 before. Second, that many men concerned with the future of 
 American industry feel that to meet anticipated active foreign com- 
 petition, much more effective methods of production must be estab- 
 lished, and that the weak link in the chain must be strenthened. 
 Owing to these facts, many foreman-training courses are being 
 undertaken or are contemplated in various parts of the country. As 
 a result of this situation the Federal Board deemed it advisable to 
 
54 FOREMAN TRABNING COURSES. 
 
 make a study of the foreman's job, and of the possibilities of train- 
 ing with a view to furnishing helpful suggestions to those engaged 
 in formulating foreman-training courses. 
 
 B.— THE GENERAL METHOD BY WHICH THE WORK WAS 
 CARRIED ON. 
 
 THE TWO JSTECESSART STEPS. 
 
 The problems of securing this material required two steps: 
 
 (1) To determine the actual responsibilities of the foreman on 
 his job which it was felt could only be secured by direct contact with 
 foremen and executives. 
 
 (2) To embody the information so obtained, in suggestive train- 
 ing courses, in which the material be so organized and such instruc- 
 tional methods suggested that effective training could be promoted. 
 It was felt that this could only be done by experimental work with 
 actual working foremen. 
 
 Through cooperation with a large industrial organization, such a 
 first-hand study and trying out of instructing methods was made 
 possible. The work was developed and tried out through a com- 
 mittee composed of a superintendent and an employment manager, 
 detailed for the service by the management, representatives of the 
 Federal Board, assisted by groups of supervisors and foremen who 
 volunteered to assist in the work by furnishing first-hand informa- 
 tion and experience and by taking the training work as it was de- 
 veloped. The material presented is the result of the cooperative 
 work of this group. 
 
 SCOPE OF THE WORK. 
 
 From their experience it was the opinion of the men on this com- 
 mittee that while a demand for manual and technical training might 
 enter into some courses, in such cases it must be specialized in its 
 application to the particular industries in which the members of the 
 gix)up under training were employed. This would mean that work 
 of that character would be practically trade-extension work for 
 which the methods are well established, but which are not actual 
 features of foremanship training proper. 
 
 The consensus of opinion was that the crucial points of foreman 
 training lie on the side of the foreman's functions as a supervisor 
 and as a manager and therefore it seemed desirable to confine the 
 study and development of the course to the supervising, managing, 
 and instructing pjiases of the foreman's job. 
 
FORE MAX TKAIKriCC! I'OURSKS. 55 
 
 C — SUCCESS FACTORS IN TRAINING COURSES. 
 
 rnrxiMTXAiiT. 
 
 The following paragi-aphs discuss some problems in connection 
 with the general standards that should be met by training courses of 
 the type under discussion and point out certain ways in which some 
 courses as conducted in the past have failed to meet altogether these 
 standards and with coiTcsponding loss of effectiveness. 
 
 STANDARDS I'OK VOCATIONAL COUIi'^E.S. 
 
 Training courses for foremen are, of course, one form of industrial 
 education and their efficiency depends upon the degree to which they 
 meet the same standards that must be met in any form of industrial 
 education. Among the more important of these standards are : 
 
 (1) The material presented in the course must meet a real 
 
 vocational need. 
 
 (2) In order to do this it must be specialized in terms of the 
 
 particular occupation followed by the members of the 
 group to which it is given. 
 
 (3) The members of the group to which it is given must 
 
 either have a common vocational aim or a common back- 
 grovmd of the same kind of vocational experience. 
 
 (4) The membership of the group to which the course is given 
 
 must be confined to individuals who are able to profit by 
 the instructions. 
 
 (5) Tlie working conditions must be such that the members 
 
 of the group can profit by the instruction, that is, the 
 course must be specifically efficient. 
 
 SOME PAST DIFFICULTIKS. 
 
 As is always true during a period of experimental development, 
 many of the foreman and training courses that have been conducted 
 in Qie past have failed to render the greatest service of wliich they 
 might have been capable thi-ough real or fancied inability to meet 
 some or all of these conditions. This has been particularly true in 
 connection with mistaken or undefined aims, unsuitable instructors, 
 improper conditions, work based on unsuitable educational theory 
 and unorganized work. 
 
 MISTAKEN' OR T7XDEFTNED AIMS. 
 
 A training course can not be efficient unless those planning aaid 
 conducting have in mind exactly what they wish to accomplish and 
 utilize methods that will enable them to achieve that aim. A course 
 
56 FOEEMAUr TRAINING COTJESES. 
 
 whose aim is merely " to do good " can not be effective vinless it is 
 also determined what sort of good is to be done. 
 
 For illustration, in many concerns it is highly desirable that fore- 
 men should meet with each other and with higher supervisors and 
 executives for conference, discussion of immediate problems, ex- 
 planation of policies, etc. Such an organization is a part of any 
 Avell-organized concern. But a series of meetings of this kind has 
 a totally different aim from that of an organized training course. 
 Subjects discussed must be determined by current happenings in 
 the plant. A large part of the value of the meetings may lie in the 
 " get together " field. Under these conditions, from tlie standpoint 
 of training, the work can be neither organized nor 'can the aims 
 be definite. 
 
 One common error in connection with foreman training has been 
 to confound the function and undoubted value of foremen's meetings 
 with the function of a training course and to expect to obtain from 
 such meetings, valuable as they are, in terms of their proper func- 
 tion, the results that can only come through a well-organized and 
 well-taught training course. 
 
 UNSUITABLE IXS1J?UCT0ES. 
 
 The second case of failure of foreman-training courses to do all 
 that could be reasonably expected from them has been a failure to 
 use a competent instructor. A very common method has been to 
 bring into foremen's meetings various experts who presented some 
 phase of their expert knowledge and, no doubt, did it with some 
 profit, but men of this type are not instructors and should not be 
 expected to do instructing work as distinguished from informing 
 work. A competent instructor is able not only to keep clearly in 
 mind the particular aims that he may be working for at any par- 
 ticular point but he knows how to organize his material in line with 
 those aims, and he knows how to " put it across " by the use of 
 proper methods of instruction. As pointed out elsewhere the value 
 of a training course comes out in the degree to which men trained 
 are able to use and apply what they get in the training course on 
 their every-day jobs; and this involves much more than the passing 
 out of, or even the acquirement of, information about their jobs or 
 about how to do their jobs. The instructor usually employed for 
 training courses is either a man drawn from the org'anization who 
 has little or no instructing ability, or a man drawn from the school 
 organization with little or no plant experience and who usually 
 uses the same instructing methods that he has been in the habit of 
 using in his regular school work. In neither case are the results as 
 efficient as they should be, and in many cases the result has been to 
 
FOREMAN TKAINIXC COrr.SKS. 57 
 
 condemn the whole iiU-a of foreman triiininjr. because it was found 
 that with foui-ses conducted under tliese conditions the results did 
 not show (Infinitely improved foremanship work on the job. Tlie 
 rjucstion of ways and means for securing the most promising type of 
 instructor are discussed in Section III, and iti suffices here to draw 
 attention to the facts as stated above. 
 
 rAITH IX GEXEEALIZATION. 
 
 Another difficulty in the operating of many foreman-training 
 courses has been that they have been too general. General principles 
 have been presented and the man has been left to apply those general 
 principles to the particular conditions under which he has to work 
 without any specific training in their application under special condi- 
 tions. A presentation of a general method of planning work is, for 
 example, of little value unless the man is actually made to work that 
 plan out to meet his own particular working conditions, and under 
 the particular procedure of the concern in which he is employed. A 
 presentation of certain general principles of efficiency is likewise of 
 little value unless the man is trained in applying those principles 
 under his own particular working conditions. Many foreman-train- 
 ing courses, as they have been organized and presented, have been 
 subject to this difficulty. The work has been organized and presented 
 in terms of abstract general principles. This has been (particularly 
 true where such work was undertaken by men drawn from the school 
 force or where it was given by technical experts who were not in 
 close contact with the actual working conditions of the men with 
 whom they were dealing. An important point of this kind is that 
 generalized courses often appeal both to the promotors and to the in- 
 structors as being in themselves complete, whereas they are incom- 
 plete and must remain incomplete unless they are worked out in terms 
 of actual practice and experience. 
 
 For example, a course may deal with the general principles of per- 
 sonal efficiency. Men may be told about the value of planning ahead, 
 scheduling their work, etc., and the advantages of such devices 
 pointed out, but the man is often left unaided to work out these val- 
 uable general principles in the specialized form in which they must 
 be worked out in his own practice. Speaking from the standpoint of 
 teaching, application is omitted. 
 
 Men are rarely able to make such specialized application unaided; 
 they need to be shown how to apply general methods and principles 
 to their own special working conditions, and this usually calls for 
 much assistance and directed thinking, and a training course that 
 fails to do this will inevitably fail of full effectiveness. 
 
 The same statement will apply to many " general "' courses in 
 management, supervision, etc. 
 
68 FOREMAN TRAINING COUESES. 
 
 UNORGANIZED WORK. 
 
 Stiir another difficulty in many foreman-training courses has been 
 that the work has not been organized in terms of certain definitely 
 determined aims and objectives. Meetings have been held at which, 
 in many cases, the instructor, having at his disposal little or no time 
 for preparation, since he was carrying the course as a, " siiie line " 
 to his regular work, has selected at random, at the last moment, a 
 topic which he thought would be of interest and which he thought, 
 eould be successfully put through at that meeting, without having 
 definite knowledge of its desirability or applicability from the stand- 
 point of the men being trained and without proper advanced plan- 
 ning and organization, so that the work of the course has not headed 
 up into an organized form and men have lost interest because they 
 could not see the connection between the work in the training class 
 and the demands of their own work. 
 
 EMPHASIS IN THE WRONG FIEUD. 
 
 The general testimony of foremen and executives is that, in the ma- 
 jority of cases, the greatest difficulty in effective foremanship lies on 
 the sides of supervision and of management, especially the manage- 
 ment of men. Under normal conditions, foremen who do not pos- 
 sess the necessary technical knowledge and skill to properly super- 
 vise the operations and processes for which they are responsible do 
 not remain as foremen; only under exceptional conditions, such as 
 existed during the war, should it be commonly necessary to offer 
 training in technical knowledge and skill to foremen . or prospec- 
 tive foremen, since any well-organized concern will not employ or 
 promote to foremanship men who are distinctly lacking in these 
 lines, except under exceptional circumstances. Up to the present 
 time many courses in foremanship training have concerned them- 
 selves witii the technical and manipulative phases of the foreman's 
 job rather than with the supervisory and managerial phases, espe- 
 cially with regard to the management of men. 
 
 POSSIBLE TYPES OF COUESES. 
 
 Training courses as conducted may have any one of three aims: 
 (1) They may be informing courses whose aim is to simply pass out 
 certain information; (2) they may be organizing courses whose pur- 
 pose is to aid men in organizing and classifying what they already 
 know by virtue of their past experience; (3) they may be training 
 courses proper whose aim is to train men in applying to their own 
 particular working conditions and to the solution of their own par- 
 ticular working problem general methods or principles. The ma- 
 
FOREMAN TRAINING COURSES. 59 
 
 jority of courses offered up to this time have been informing rather 
 than organizing or training courses, and training courses proper 
 ha^e been compaintively rare. This has been largely due to the 
 character of the instructors employed, to abnormal conditions due 
 to the war, and to the general belief on the part of executives without 
 knowledge of effective training methods, that informing courses 
 were entirely sufEcient to secure the desired results. 
 
 HELATI^E OKDER OF THEORY AXD PRACTICE. 
 
 Another difficulty with many foreman training courses has been 
 that in dealing both with standiird practice and the theory or under- 
 lyiiig pi'inciples on which standard practice is based, theory was 
 presented in advance of practice, and in some cases but little atten- 
 tion was given to what may be called the practical side of the prob- 
 lems. 
 
 In dealing with this question from the instructing standpoint 
 there are two recognized methods : ( 1 ) To start with standard prac- 
 tices as facts and work up to the general principles on which they 
 are based, and (2) to start with general principles and work down 
 to the standard practices in which those principles are developed and 
 applied in specific practice. 
 
 As an example of the first method we might take a course dealing 
 Avith such general principles as the conservation of time and power, 
 through planning, scheduling, etc., following such a general presen- 
 tation by some discussion of the application of these general prin- 
 ciples in practice. An example of the second method would be where 
 standard practice in the particular form in which it was worked out 
 in the particular concerns in which the men were employed was 
 first taken up and the underlying principles developed from that 
 foundation. Under ordinary working conditions the second method 
 is much more effective than the first since for the type of course for 
 which most foreman training courses are developed (trade extension 
 or promotional) tke work can be started with material with which 
 the men are already more or less familiar. For example, the prin- 
 ciple that responsibility must always be fixed, stated as an abstract 
 principle, will usually mean little to them, but the fact that in prac- 
 tice they receipt for material, keep job records, etc., can be made the 
 basis on which that general principle can be developed. 
 
 Courses dealing with the general principles of personal and in- 
 dustrial efficiency have often failed to be as effective as they might 
 have been because they started " at the wrong end " ; with general 
 theory instead of with specific practice with which the men were 
 familiar. They " started to build the roof before setting up the 
 foundation." 
 
60 FOREMAN TRAINING COURSES. 
 
 The material presented in this bulletin has been developed on 
 the plan that it would be used by the method of working from the 
 specific to the general, that out of the discussion of the various spe- 
 cific items of standard practice, the problems of supervision, mana- 
 gerial control, etc., would gradually come an appreciation of the 
 underlying principles and their value. 
 
 EFFICIEXCT COURSES. 
 
 Ji'oreman training courses, when effectively conducted, undoubtedly 
 result in increased efficiency on the part of the foreman in the broad 
 sense in which the term " efficiency " can be used. In the more nar- 
 row and technical sense of the term such courses as are suggested in 
 this bulletin are not "efficiency" courses, should not be so labeled, 
 and should not be given by an efficiency expert. The fundamental aim 
 of the courses as suggested is to develop the ability to deal more 
 effectivelj' with individual problems as they arise under actual con- 
 ditions and according to the specific procedure as established. 
 
 THE TYPE 01- iIAJ{ FOR WHOM THESE COURSES HAVE BEEN DEVELOPED. 
 
 To avoid possible misunderstanding it may be well to state here 
 that the suggestive courses presented in this bulletin were developed 
 for service as trade extension or promotional courses for foremen, 
 using the term as designating the man who stands next to the work- 
 ing force, whatever may be his special title in any given industry. 
 As presented they were not intended to be used for the training of 
 higher minor executives such as assistant superintendents, super- 
 visors, etc. 
 
 For this reason the content is confined to those points with which 
 a foreman, as defined above, may have to deal, and does not include 
 material that might be of value in the training of higher minor 
 executives. 
 
SECTION IV, 
 PUNNING AND INITIATION OF FOREMAN-TRAINING COURSES. 
 
 PKKLIMINAKY. 
 
 This part of the bulletin contains information and suggestions 
 which it is hoped will be of value in connection with the initiating 
 and operating of suggestive foreman training courses as outlined 
 and contains information and suggestions in connection with the 
 initiation, planning, and preliminary organization of the work. It 
 is, in effect, a suggestive handbook for the executive or school of- 
 ficial who desires to initiate such courses, giving such information 
 and suggestions as experience has shown may be of value in initiat- 
 ing and planning effectively. 
 
 Suggestions and comments that apply to the work of the instruc- 
 tor who conducts the course are presented in the following section : 
 
 THE VALUE or PRELI51INAHY PLAXXIXC. 
 
 The success of any training course depends as much, if not more, 
 on the care exercised in the preliminary planning as on the actual 
 operation of the course itself. Unless the. answers to certain ques- 
 tions are carefully determined in advance, any course will fail in 
 rendering the degree of service that should be expected. These 
 questions, in general, should cover at least three fields: 
 
 (1) The kind of course to be given. 
 
 (2) The working conditions to be established. 
 
 (3) The kind of an instructor to be put in charge of the 
 
 course. 
 
 THE PARTICULAR NATURE OF THE COURSE. 
 
 The course to be given must be based on a determination of 
 actual needs. Probably in no two communities are the needs for 
 foreman training the same, and this statement is generally true of 
 different industrial plants in the same community. In one case the 
 need may be for additional technical training on a trade extension 
 basis; in another case, for training on the supervisory phases of the 
 foreman's work; in another, for training in effective methods of 
 handling men or controlling cost. Unless the particular need is 
 known, a course can not be planned to meet that need. 
 
 61 
 
62 POEEMAN TRAINING COUESES. 
 
 The particular kind of course to be given determines the sort 
 of an instructor required, and, to a certain extent, the working con- 
 ditions, hence, the first step in planning should be a determination 
 of the special kind of training i^equired through some form of study 
 of local requirements. Simply advertising a course for foremen 
 training that has been developed on a purely theoretical basis, or 
 that happens to fit the qualifications of some one who can be con- 
 veniently secured as an instructor, will not result in an effective 
 course or build up the work on a permanent basis. 
 
 POSSIBLE SOURCE OF INFOKTMATION. 
 
 In determining local needs there are two chief sources of informa- 
 tion, executives and foremen, and if possible contact should be made 
 with both groups. As the " man higher up " the executive sees the 
 general fields wliere, in his organization, training should be of value. 
 As the " man on the firing line," most foremen are aware of their own 
 detail difficulties. ' A course worked out from information obtained 
 from either side alone is likely to be more or less " lopsided." 
 
 Such a study should be made some time in advance of the time 
 fixed for the opening of the coui"se and should be conducted, if 
 possible, by some one especially qualified to determine from the in- 
 formation which he obtains the actual needs. To do this effectively, 
 it is highly desirable that he knows the general organization and 
 procedure of industrial plants and should also possess some in- 
 structing ability. An advisory committee, as discussed later, will 
 often be found helpful in this preliminary work. 
 
 As a result of such a study it should be possible to formulate a 
 definite plan, embodying definite aims in definitely defined fields, 
 making provision for working under definitely determined working 
 conditions, the whole proposition showing a recognition of definite 
 recognized needs and offering promise of meeting those needs ef- 
 fectively. 
 
 THE NEED OF DEFINITE PLANS. 
 
 It must always be remembered that in industrial training of any 
 sort a man is attracted by a training proposition only to the ex- 
 tent that he is convinced that he will obtain from it some tangible 
 tenefit. If it is desired to establish a part-time extension course, 
 the management employing the men who take the course must be 
 convinced that the ct^t of the loss of time in production service will 
 be more than made up in increased efficiency, and it judges the value 
 of the work by the actual evidence of such inci-eased efficiency as 
 it appears in a reduction of what it knows to be cost factoid. 
 
 If the course is planned for " leisure .time " men will be atti-acted 
 to it and will continue to attend only in proportion as they see 
 
FOEE-MAN TEAIKIXG COURSES. 63 
 
 in it some direct personal or occupational advantage. It ib, therefore, 
 highly desirable that com-ses definitely planned to meet local condi- 
 tions should be fully developed before they are offered as \ olimtary 
 attendance courses in leisure time or before employers are approached 
 with any form of part-time proposition. 
 
 TYPES OF COURSES. 
 
 TYPES OF COURSES THAT MAY BE OFFERED. 
 
 As already stated the fundamental key to any effective planning 
 is the determination of the type of course required. There are five 
 possibilities coverinfr five general phases of the foreman's work. 
 These are: 
 
 (1) Courses dealing with the supervisioii of production. 
 
 (2) Courses dealing with managerial cr>st controL 
 
 (3) Courses dealing with the training of help. 
 
 (4) Courses dealing with the necessary technical knowledge. 
 
 (5) Courses offering training in necessary manual skill. 
 The type of course needed, will, therefore, be one or niore of these 
 
 five, as thfi need may be determined l>y pz'eliminary investigation. 
 
 coxditioxs uxder which a training course in any field can be 
 epi't;cti\'e in jieeting actual needs. 
 
 Whatever may be the tj'pe of course or types of eourses determined 
 n^wn they must be planned to closely meet the local need, or the needs 
 of (he particular gix)up served. "Standard"' courses that will fit 
 ttve requirements of all localities or CA-en of the foremen in different 
 concerns in the same locality should seldom, if ever, be planned, and a 
 course as conducted one year will often require radical changes 
 aiwtber year. Hence, a course developed on any one of the &ye pos- 
 sibilities must be elnstic. The entire contents as laid out will seldom 
 be required for any one groui^ of foremen or prospective foremen 
 and different groups will need different portions of the course as 
 it may be laid out as a whole. This makes it highly desirable to 
 organize the work on the basis of short unit courses rather tlian in 
 one long course, and even to select certain topics fi-om any one unit 
 according to the special situation with which tlie course is designed to 
 deal. For example, study of the situation may show that in a unit 
 on handling men, labor change may not be a " live point " while co- 
 operation may require little consideration. In a unit on supervision 
 of processes and operations, balance of equipment may not be a serious 
 question, but reporting and recording may be of great importance. 
 * The second important point that must be taken into consideration 
 is that to be effective, courses, whetlier initial or extension, must be 
 
64 
 
 FOREMAN TEAINIITG COXTESBS. 
 
 specialized with regard to the particular line of work in which the 
 foremen who are to be served are engaged, in terms of their specific 
 responsibilities, and with regard to the special procedure as deter- 
 mined by the particular organization of which they form a part. 
 While the general principles may be the same, the special ways in 
 which these principles apply in practice and in different concerns 
 vary widely according to special conditions as noted above. 
 
 The kinds of courses required having been determined it is therefore 
 necessary to plan so that they can be both elastic as to selection of 
 content and specialized as to specific form of content. 
 
 DEGREE OF SFECIALIZATION REQUIRED FOR THE DIFFERENT TYPES OF 
 
 COURSES. 
 
 Of the five types of courses given, those dealing with technical 
 knowledge and skill require almost absolute specialization. For ex- 
 ample, it is almost imposible to secure effective results in a course in 
 shop work that attempts to deal with foremen from different trades, 
 say, machine-shop work and printing, or shoes and rubber goods. 
 This is nearly as true for courses dealing with technical knowledge 
 owing to the degree to which general principles are specialized ia 
 the fonn in which they are worked out in different occupations. For 
 example, general courses in shop mathematics are seldom effective 
 from the standpoint of direct vocational advantage when given to" 
 groups composed of foremen from different occupations, or to pros- 
 pective foremen going into different occupations, because under these 
 conditions the work can not be made sufficiently concrete. In courses 
 dealing with the first three fields — supervision, cost management, and 
 training — general principles can be presented to a somewhat greater 
 extent than in the case of the last two, but the course must be so 
 arranged that these principles are " interpreted " in terms of the 
 particular character of the work of the group members. 
 
 WORKING CONDITIONS. 
 
 PRELIMINARY. 
 
 The types of courses having been determined and the material 
 organized so that specialization and elasticity are possible, considera- 
 tion should be given to the working conditions. Under this heading 
 should be included at least answers to the following questions : 
 
 (1) Are the courses to be cooperative or noncooperative ? 
 
 (2) Are they to be preparatory, extension, or promotional in 
 
 aim? 
 
 (3) Are they to be "leisure-time" or "working-time" 
 
 courses ? 
 
 (4) What is to be the make-up of the groups? 
 
 (5) Where are the groups to meet? 
 
lOKEMAN TRAINIXU l(JrRSi;S. 65 
 
 (G) AA'Iiat o(|iiiprncnt will be icqiiiiTcl ? 
 
 (7) Whiit is to be the length, number of meetings, and fre- 
 
 quency of meetings? 
 
 (8) Is there to be ii follow up? 
 
 ■ (9) AVliat are to be the objectives ;uid methods? 
 
 (10) "What general educational ^irinciples and methods are 
 
 to be applied and used ? 
 
 (11) Whei-e can instructors be secured? 
 
 (12) What should be the qualifications of instructors? 
 
 (13) "\\'hat should instructors be paid? 
 
 ARE COTJRSES TO BE (•lOPERATlVK ni; XO N COOPERATIVE ? 
 
 A cooperative course is one in which the concern or concenig 
 employing the men in attendance make some actual contribution to 
 the work as caried on by some outside agency, say. the public-school 
 authorities. This contribution may take the form of contributing 
 men's time, as in work-time courses, where men are released for 
 attendance, in paying men for their time, in providing a meeting 
 place, in contributing to the cost of instruction, in contributing spe- 
 cial instruction material. The test of a true cooperative course is 
 that the employing concerns actually assume some poi'tion of the 
 cost they contribute other tlian " good wishes." A noncooperative 
 course is the converse of the cooperative course. The entire cost is 
 borne by the outside agency or by that agency and the men. The 
 employing concerns assume no part of the cost directly or indirectly. 
 
 RELATIV]': \ALUE OF THE T^^'0 TYPES OF COURSES. 
 
 The " standard " course up to the present has been the noncoopera- 
 tive course. This has been the case for several reasons. First, such 
 a course conducted as a voluntary, free-for-all proposition has been 
 in accord with regular school methods and traditions and is the 
 easiest to initiate and operate. Courses of this character have been 
 conducted in the past in all pai-ts of the countrj', chiefly as ti-ade 
 preparatory or trade extension courses. 
 
 That such courses ha\-e >evved a useful purpose, that they have 
 licen better than nothing, can not be denied, but that they have been 
 thoroughly efficient (except possibly in the case of trade extension 
 courees conducted on a basis of individual instruction) can hardly be 
 successfully affirmed. The chief difficulty, often realized, has been 
 that the work did not " get down to brass tacks;" that it was too gen- 
 eral; that, whatever the good intentions of those operating it, they 
 were not in close enough touch with the actual special working condi- 
 tions under which the men must work and the concrete problems with 
 which they iiiii>t deal. 
 140474°— 20 5 
 
66 FOREMAN TRAINING COURSES,. 
 
 With regard to cooperative courses it is generally true that any 
 form of cooperation tends to break down the wall between the school 
 and the industry and so aids in improving the situation. 
 
 Again, men are always more interested in things to which they have 
 made an actual contribution ; if employing concerns have actually con- 
 tributed to the proposition they are much more likely to maintain 
 interest in it. 
 
 Again, if a course is effective the employing concerns are " parties 
 iu interest;" they expect to get something out of the training and 
 can properlj^ contribute thereto. 
 
 Again, cooperatively organized training, from certain points re- 
 lating to attendance and convenience as discussed in detail later, 
 can be made much more effective than noncooperative work. 
 
 The points just discussed apply with special weight to the type 
 of foreman training courses outlined in this bulletin and it is strongly 
 recommended that, if possible they be planned for operation on a 
 cooperative basis as discussed in detail on page 75. 
 
 ARE THE COURSES TO BE PREPARATORY, EXTEIstSION, OR PROMOTlOIs AL 
 
 IN AIM? 
 
 Like any vocational course, a foreman training course can be or- 
 ganized to meet either a trade extension, a promotional, or a trade 
 preparatory aim. In order to meet the general requirements as to 
 the make up of the group, and so to determine admission require- 
 ments, it is important that this question be settled well in advance. 
 
 The type of courses outlined in this bulletin can best be given on 
 a trade extension basis, that is, to men already employed as fore- 
 men, and if posible the work should be planned on this basis. It 
 can be given, with less degree of efficiency, on a promotional basis to 
 competent workmen who have been selected as promising material 
 for foremanship. 
 
 It is practically impossible to conduct these courses or any course 
 designed to increase or develop foremanship efficiency with any 
 results commensurate with the expenditure of time, money, and 
 energy, unless the members of the group under instruction have had 
 plant experience either as foremen or in working under foremen, 
 and a course for foreman training to be given on a trade preparatory 
 basis offers so little hope of efficiency that it has been left out of 
 consideration in the working out of the courses as presented and 
 suggested in this bulletin. 
 
 ARE THE COURSES TO BE " WORKING-TIME " OR " LEISURE-TIME " COURSES ? 
 
 As already stated, training courses carried on with men employed 
 during the working day may be organized either as " part-time " or 
 " working-time '" courses, or as " leisure-time " courses. In the first 
 
FOREMAN TRAINING COURSES. 67 
 
 case the time required to cany on the work is taken out of the regular 
 working day; in the second case it is taken out of the nonworking 
 part of the day ; that is, out of the man's " leisure " time. 
 
 While it is possible, it is rarely the case that the employer pays a 
 man for time put into a " leisure-time " course, while in " part-time " 
 courses the man is, as a rule, paid for his time. From the standpoint 
 of the make-up of the group it is evident that attendance on leisure- 
 time courses must be voluntary. In part-time courses attendance may 
 be either voluntary or an employer may detail men for attendance as 
 a part of their jobs. 
 
 ADVANTAGES AND DISADVANTAGES. 
 
 The great apparent advantage of the leisure-time organization 
 from the standpoint of initiation of courses is that it does not bother 
 the employer, who will nearly always approve of his men attending 
 such courses, since he will generally take the position that " it is a 
 good thing and costs him nothing." Hence the majority of courses 
 for employed men ha^e in the past been organized as " leisure-time " 
 courses because they were the easiest to put over, both from the stand- 
 point of the management and of the promotors. 
 
 Such courses are, however, subject to several distinct disadvantages. 
 First, as they take men after a day's woi'k when they are tired, hence 
 the work is carried on under the most inefficient conditions. Second, 
 since " leisure-time " courses must be carried on between the close of 
 the working day and bedtime, the amount of time available for work 
 is limited ; in fact, experience has shown that two hours a night, two 
 nights a week, is the practicable working limit. 
 
 Attendance upon any training course if given in the leisure time 
 of the men must be voluntary. This means that on the whole the 
 most ambitious, energetic, and best equipped foremen will be the ones 
 who will attend such courses, whereas the less efficient and less 
 equipped foremen will be on the whole the ones who will not attend; 
 that is, the men who need the training most are least likely to get it. 
 The plan of the leisure-time course often appeals to the management 
 because they feel it will not cost them anything, and they do not 
 realize that the lost opportunity for training the type of foremen 
 mentioned above may prove a serious cost. 
 
 Another danger inherent in the leisure-time course is that since it 
 is most likely to be attended by the more ambitious men, these men 
 are likely to make a very good showing in the course, and the man- 
 agementis liable to feel that thoroughly satisfactory results have been 
 obtained ]>y this method, forgetting that the men who need the train- 
 ing most have not been reached at all. 
 
68 j?OEEMASr TEAINliirG COURSES. 
 
 CONDITIOXS UNDER WHICH COUESES 31 AY BE CONDUCTED. 
 
 Whether organized as leisure-time or part-time courses, a number 
 of possible arrangements suggest themselves, among which are : 
 
 (1) Tram'mg on company time inside the plant. — By company 
 time is meant that the men are paid by the company for the time 
 they attend their training course. This may be either time taken out 
 of the working day or may be overtime. The great obstacle in arrang- 
 ing for work on regular time is that it is very difficult to make ar- 
 rangement whereby foremen can be pulled off their work. It is much 
 more difficult to do this with foremen than it is with workmen. 
 Whereas it has often been possible to arrange for trade or trade-ex- 
 tension courses in company time for workmen, apprentices, learners, 
 etc., this is a very different problem from arranging for a foreman's 
 course in company time, because in the first case we are dealing with 
 workmen, and the only loss to the company is their loss of production 
 for that time ; whereas in a foreman's training course we are dealing 
 with supervisors, and it is often impossible to replace them by other 
 supervisors and leave the worldng force without supervision during 
 that time. The advantages of this plan lie, first, in the fact that men 
 are not asked to give their own time to training, which, rightly or 
 wrongly, they are liable to think results fully as much to the benefit 
 of the company as it does to them. Second, it is not putting on men 
 who have put in a full day's work the additional burden of taking up 
 training work. It is quite possible that the expense of providing in 
 some way for taking care of supervision during the absence of a fore- 
 man is actualh less than the loss in his efficiency during the working 
 hours by putting on him the additional strain of attending a training 
 course outside of work time. 
 
 The ideal time to put on a course on company time is in the first 
 part of the working day. At this time the men are the freshest and 
 are more easily able to do the necessary thinking. It is most diffi- 
 cult to arrange because a foreman or supervisor almost always wants 
 to take the morning time to get his woik started. 
 
 (2) Training on com,pamj time outside the plant. — This plan, be- 
 sides offering all the difficulties incident to training men inside the 
 plant, offers additional difficulties dvie to the fact that it is rarely 
 possible to find a meeting place immediately adjacent to the plant, 
 so that considerable time is lost if men must go from the place where 
 they work to some other meeting place. An incidental reason, which 
 is in fact quite strong but which is often ignored, is that while men 
 are perfectly willing to attend a class inside the plant in their ordi- 
 nary working clothes, they are often unwilling to go into a different 
 kind of building outside the plant under the same conditions. 
 
ronE^rAN traixixc cornsF.s. 69 
 
 (3) Training an nun's tunc Inside the plant. — This plan can often 
 1)0 ^lK•cessf^lly can-ied out, especially if the training course is op- 
 erated ininiediately at the close of the working day. For example, in 
 one concern it was found possible to arrange to have the men meet 
 in the restaurant; supper was served promptly at 5.30 at the expense 
 of the company and at 6 o'clock the work was taken up until the 
 close of the session — in this particidar case at 7.30. This arrange- 
 ment was found to be entirely feasible and to lend itself very well 
 to the purposes of the training. Under this plan, of course, the men 
 taken into a training course would come entirely from the plant in 
 which the meeting was held. 
 
 (4) Training on men''s time outside the plant. — These conditions 
 are set up by the ordinary trade-extension course as commonly con- 
 ducted in the evening. From the standpoint of convenience, it is 
 easiest to arrange and the one which at first usually recommends 
 itself both to school authorities and to plant managers. It is in- 
 effective because, first, it requires men at the close of a working day 
 to go home and change their clothes, wash up, and go to the meeting 
 l)lace — usually a school house — at an early hour in order that the 
 session may be of reasonable length, and second, the time given to a 
 meeting is often limited by the necessity of men being obliged to 
 leave at an early hour so that they can get home and get to bed at 
 a reasonable hour in order to be in shape for the next day's job. 
 
 (5) Training on cambined company thne and leisure time inside 
 the jiJant. — An arrangement which may be useful where training on 
 full company time can not be arranged is to arrange a meeting so 
 that the time taken is divided between the company and the men. 
 For example, if a plant shut down at 5 o'clock it might be possible to 
 conduct courses from 4 to 6 o'clock, so that one hour was on the com- 
 pany time and one hour on the men's time. The great objection to 
 this arrangement is that it makes it necessary to carry on the train- 
 mg couraes at the close of the working day, hence it is subject, but in 
 a somewhat less degree, to the same drawbacks that exist in the case 
 of the regular evening course. 
 
 As in the case of the course given on full company time, it is 
 evident that such a course should be conducted inside the plant, and 
 for the same reason. Under this arrangement all foremen can be 
 brought together for at least that part of the session which is on 
 the company time, and if the work is effective they should voluntar- 
 ily remain for the rest of the time. 
 
 (6) Training partly on company tunc and partly on men''s time 
 outside the plant.— Exce^^t under very unconmion conditions, this 
 is not a satisfactory or workable arrangement. It might, for ex- 
 ample, be true that a plant was situated directly across the street 
 from a school building and it might be possible to carry on such a 
 
70 FOREMAN TEAIMTNG COUESES. 
 
 training course outside the plant. Such conditions are very uncom- 
 hion, however, and it is not probable that this arrangement will be 
 of much value. It is only mentioned .because it is a possibility 
 that might be considered if no other possibilities appear to be open, 
 and if considered its undesirable points should require careful con- 
 sideration before its adoption. 
 
 THE DESIRABILITY OF CAEEYING ON WORK ON COMPANY TIME. 
 
 Men attending an effectively conducted training course must work 
 intensively during the time of the meeting. They are subjected to 
 considerable mental strain and they are unquestionably less equipped 
 to carry tliis mental strain and do effective work if they take 
 up the work of the class at the close of a full work day during which 
 they have been under mental or physical strain. It is, therefore, 
 recommended that in organizing foremen's training courses every 
 effort should be made to arrange for the work to be carried on dur- 
 ing the regular working day. Obviously, where courses are arranged 
 to be given during the working day it is highly desirable that the 
 meeting place shall be in the plant, because of the saving of time 
 in getting the men back and forth from their jobs. Where a place 
 of meeting has to be arranged at any distance outside the plant this 
 loss of time is practically prohibitive for work of this character. 
 It will rarely be found that a plant sufficiently interested to give 
 men time for training can not find some place for them to meet. 
 
 WHAT IS TO BE THE MAKE-tTP OF THE GROUP? 
 
 It is desirable that the group under training should be composed 
 of foremen of about the same grade, that is, where the organization 
 includes foremen, subforemen, and supervisors, it would be well 
 to avoid handling foremen and subforemen in the same group. The 
 chief reason for this is that free discussion is more or less hampered 
 if inferiors are put in a position where they may be called upon to 
 dispute conclusions with superiors. 
 
 If it is proposed to carry on both the trade-extension training and 
 promotional training, the work should be carried on in distinct 
 groups, for obvious reasons. 
 
 No advantage is gained by endeavoring to form groups of fore- 
 men who are all dealing with the same product, since the work, if 
 carried on as designed, will make each man work out his problems 
 in terms of his special job. 
 
 Certain desirable advantages are, however, gained by the use of 
 the unit-plant group as discussed in the next pi}.ragraph. 
 
FOREMAN TRAINING C'OUKSES. 71 
 
 The ynit-phni/ /jroitp. — A training course of the kind outlined 
 in this pamplilet can be most effecti\ely carried out if it is given 
 to groups of foremen all of whom come from the same plant. This 
 is chiefly because, if the work is to be effective, there must be a very 
 free discussion of processes, working conditions, procedure, etc., in 
 the plant. This kind of discussion will not be carried on by men 
 from one plant in the presence of men from a rival plant, so that 
 every effort should be made to give this course to group foremen 
 by plants. If it is found necessary to deal with groups from dif- 
 ferent plants, the efficiency of the work will be very much reduced, 
 and this should not be done if it can possibly be avoided. 
 
 CONDITIONS or ADMISSION. 
 
 Such a course as is suggested in this bulletin ib only designed to 
 serve a group having sufficient experience to form a satisfactory 
 working basis. While conditions will vary, a good guide is the 
 age and length of experience, and as a basis the following are sug- 
 gested : 
 
 For working foremen: At least three years" experience in 
 foremanship, 25 years of age or over, the equivalent of a 
 grammar-school education. 
 For prospective foremen: At least five years of experience 
 as a workman, age, and other requirements the same as 
 for the working foreman. 
 For such work as is suggested the equivalent of a grammar- 
 school education is adequate. 
 Any man who can read, write, and speak English can do 
 satisfactory work if he is interested and in earnest. 
 
 WHEKE AKE THE GROUPS TO INIEET? 
 
 Whether carried on as part-time or leisure-time courses certain 
 important points must be taken into consideration in deciding on 
 the location and character of the place provided for the meetings. 
 In general there are two possibilities; the place of meeting can be 
 either inside of some plant or outside, in a school, hall, or other 
 building. With part-time courses and unit-plant groups on com- 
 pany time, as already indicated, there is likely to be little question. 
 A concern willing to arrange for such a course will rarely be un- 
 willing or unable to provide a meeting place somewhere within its 
 own plant. With part-time courses dealing with mixed-plant groups 
 and with leisure-time courses, in almost all cases some outside 
 meeting place must be found. The most available quarters are 
 
72 FOREMAN TRAINING COURSES. 
 
 almost always school buildings, especially if they arc already in use 
 for other purposes, though in some cases institutional buildings 
 (Y. M. C. A., etc.) or halls can be used. 
 
 SCPIOOLROOMS TjXDESIRABU:. 
 
 The simple character of the equipment called for, as given on 
 page 73 shows that the use of a conventional schoolroom is not neces- 
 sary and such a meeting place has some distinct disadvantages. 
 School fui'niture and school surroundings do not lend themselves 
 well to work with mature men. They require the placing of cer- 
 tain restrictions, necessary under these circumstances, but not con- 
 ducive to the best working conditions for this special work. For 
 example, the ordinary school furniture is not very suitable for 
 grown men, it is often difficult to properly protect instruction material 
 and in conceding to regular school conventions certain more or less 
 desirable freedom of action may be, out of courtesy, if nothing else 
 very greatly restricted. 
 
 If a room in a school building is used it is recommended that when- 
 ever possible some place not fitted as a regular schoolroom be used. 
 For example, a library can often be used to advantage or an office 
 room. Distinct advantage will, however, be gained if the work can 
 be housed outside of regular school buildings, and this is recom- 
 mended wherever possible even if it requires some additional expense. 
 
 THE GEOGRAPHICAL LOCATION OF THE PLACE OF MEETING. 
 
 A^liatever may be the character of the housing, its geographical 
 location is of importance whenever the work is given outside of the 
 plant in which the men work. One of the most important facts to 
 be taken into consideration is that the men of this class rarely live 
 where they work, and that for leisure-time courses the meeting place 
 should be located so that it will be as easy of access as possible, not 
 from their working places, but from their homes, since it must be re- 
 membered that in such courses the man comes from his home and not 
 from his shop. Transportation facilities should therefore be taken 
 into consideration from the residential standpoint. 
 
 The ideal meeting place would therefore be one that met at least 
 the following conditions, if the work is to be given outside the plant : 
 
 (1) It is not in a school building, or if in a school building, is 
 
 not in a schoolroom. 
 
 (2) It is used for this special work only. 
 
 (3) It is so located geographically that if a leisure-time 
 
 course, it is as easy of access as possible to the members 
 of the instruction group from their homes. 
 
yonEMAN TRAINING COURSES. 73 
 
 Of coiu~c, in practice the question often rcsolveb itself into using the 
 only housing facilities iivailahle, but the considerations piven above 
 are urged upon the consideration of anyone who may have to pro- 
 vide housing facilities for courses of this character. 
 
 WHAT EQUIPMENT WILL BE REQUIRED? 
 
 As already btated, e\ery attempt should be made to avoid the use 
 of reaular school seats and desks. The essential furniture required 
 should consist of a sufficient number of chairs, tables, and at least one 
 blackboard of the ordinary portable size. More blackboard space 
 is, of course, desirable if available. Since men must do considerable 
 writing, a good allowance of table space should be allowed. An 
 ordinary 8-foot table will comfortably accommodate six men, two on 
 each side and one at each end. The next best substitute for tables 
 and chairs is tablet ai-m chairs, but they are not as good. If the 
 work must be located in a school building — a high school, for ex- 
 ample — laboratory desks or commercial room desks are the best type 
 of furniture to use. As already stated, regular school desks should 
 be a last resort. 
 
 Since the men collect much instruction material during the prog- 
 ress of the course, it is highly desirable that there should be provided 
 some form of loose-leaf binder for each man. If these can not be pro- 
 vided, men should be encouraged to buy them. Unless some device 
 of this sort is used much instruction material will be lost or spoiled. 
 A type of binder that works by pressure and does not require 
 punched paper is recommended. 
 
 Incidental equipment should include pencils, scratch pads, etc., 
 as for any class where more or less writing is done. 
 
 As is pointed out in section IV, there will be need for the produc- 
 tion of a considerable quantity of instruction notes, forms, questions, 
 points for discussion, etc. This will require provision, for manifold- 
 ing — some manifolding device should be at the disposal of the in- 
 structor at all times. Attention is drawn to the desirability of using 
 some form of manifolder that will give clear, legible copies. 
 
 V.llAT IS TO BE THE XUJIBER, IT.EQUEXCV, AND LENGTH OF MEETINGS; 
 
 The courses as laid out in full provide for a total of 82 meetings, 
 which, under the recommended arrangement as given below, would 
 require 41 weeks. As stated in Section IV, it is not assumed that all 
 units or that all topics in all units will be given in any one course, 
 but that courses will be made up according to local needs. 
 
 Experience has shown that two hours is the maximum practicable 
 length for a meeting— on less than that time ground can not be thor- 
 oughly gone over; on more than that time men become fatigued. 
 Tlie schedules given arc estimated on two-hour periods. 
 
u 
 
 rOEEMAK TEAINIKG COUESES. 
 
 Experience has also shown that two meetings a week is the best 
 number. With other drafts on the time of the men, more meet- 
 ings will result in irregular attendance; fewer meetings mean too 
 much " carry over." It is therefore recommended that the course be 
 planned for two two-hour meetings a week. 
 
 THE QUESTION OF FOLLOW UP — IS THEEE TO BE A " FOLLOW UP?" 
 
 Where it can be arranged a " follow up " is a very valuable adjunct 
 to a foreman training courge. Under such arrangement the in- 
 structor has access to the plants in which the foremen are employed 
 and keeps in touch with them. In this way he can pick up many 
 valuable points for discussion and for illustration, as well as noting 
 how the different men apply the various principles discussed in the 
 class. This, of course, requires that the instructor should have free 
 time outside of the work of the class. 
 
 WHAT ARE TO BE THE OBJECTIVES AND METHODS? 
 
 These points are discussed in Section III from the standpoint of 
 the instructor. It suffices to point out here that the value of the 
 course lies much more in its indirect effects than in its direct results, 
 and methods promoting these indirect objectives should be used. 
 
 WHAT GENERAL EDUCATIONAL PRINCIPLES AND METHODS ARE TO BE 
 
 FOLLOWED AND USED? 
 
 The general educational principles that can be used most effect- 
 ively ape two : First, the deyelopment as distinguished from the in- 
 formational line of approach, and, second, working from concrete 
 experiences and situations to general principles as distinguished from 
 the method using the reverse order. That is, an apperceptive basis 
 must always be established as the first step in developing any given 
 subject. Since it is assumed that any courses developed from the 
 material in this bulletin will be given to men who are employed as 
 foremen (trade extension courses) or who have worked in plants 
 under foremen (promotion courses) , the material for the instruction 
 base exists and can be used. The degree to which the instructor 
 utilizes it effectively wiU have much to do with the value of the work. 
 
 WHERE CAN INSTRUCTORS BE SECURED? 
 
 There are practically two sources from which instructors can 
 be drawn^ — industry and the schools. Under ordinary conditions an 
 instructor drawn from industry would be a minor executive or fore- 
 man and may be designated as a " foreman instructor," and in the 
 same way, an instructor drawn from the schools may be called a 
 
FOREMAN TRAINING COl'ItSEs. 75 
 
 ''teacher instructor.'' In neither case are tlie most desirable quali- 
 fications likely to he fully secured. The following suggestions may 
 be lielpful in t-ecuring instructors with-ilS- good qualif "'•♦icrrj as can 
 be obtained under the conditions. 
 
 THE COOPKRATIXG COMailTTEE. 
 
 A cooperating or directing committee, such as was organized in 
 developing these courses, will go far toward helping either the 
 " foreman instructor " or the " teacher instructor " to deal effec- 
 tively with his special difficulties. Such a committee might be com- 
 posed of a good plant supervisor, a good foreman, a good teacher, 
 and an employment manager, either the foreman or the teacher 
 being the instructor in charge of actually carrying on the work. 
 For a unit-plant course such a committee could be drawn from one 
 plant; for a mixed plant group members of the committee might 
 be drawn from more than one plant. 
 
 Such a committee, if well chosen, will be of great aid in developing 
 effective training courses. 
 
 WHAT SHOULD INSTRrCTORS BE PAID? 
 
 Instructors who can carry on wdrk of this sort effectively must 
 be good men in their own lines, and to secure their services adequate 
 compensation must be paid. Local conditions vary to such an extent 
 that it is impossible to give figures, but a " cheap " instructor is a 
 poor investment at any price. 
 
 Particular attention should be given to the fact that the ordinary 
 standards of payment to teachers (evening school-teachers espe- 
 cially) do not apply to instructors capable of carrying on work of 
 •foreman training courses effectively. Such men must be employed on 
 commercial and not on an educational basis. 
 
 QtTALIT-ICATIONS OF INSTRUCTORS. 
 
 An instructor, whether drawn from school or industry, should 
 possess rather special qualifications. Among these are : 
 
 (1) He should have had a considei-able amount of contact 
 
 with industrial processes, operations, and procedure, 
 if possible in the plants from which the men come. 
 
 (2) He should be a good teacher, particularly in his ability 
 
 to use development methods of teaching as against 
 informational methods; that is, he should know how 
 to keep men thinking. 
 
 (3) He should be resourceful, active m thought, a "live 
 
 wire." 
 
76 FOEBMAN TKAINIHG COXJKSES. 
 
 (4) He should be a " good miy^r," informal, yet able to keep 
 control of the work. 
 
 (Xj) lie should poss?-«s tact' and know how to use it with the 
 type of men with whom he deals, including plant, ex- 
 ecutives, foremen, etc. 
 
 (6) He must be free from the notions of using ordinary 
 
 school discipline. 
 
 (7) He should not be a " textbook " teacher. 
 
 DIFnCULTIES TACIXG THE " TEACHER IMSTETJCTOB." 
 
 A regular professional teacher undertaking to train foremen has 
 several handicaps, which number among others — 
 
 (a) He lacks knowledge of the foreman's actual job. 
 (h) He lacks knowledge of the organization built up to dis- 
 tribute the burden of responsibilities. 
 
 (c) He does not know what are vital problems among those 
 
 presented. 
 
 (d) He can not, even if an expert, be sure that methods of 
 
 solving problems that he may suggest are correct as far 
 as the general policy of management goes. 
 
 (e) He is not familiar with specific plant conditions. 
 
 As the success or failure of any training course must be measured 
 in results on the job, it is evident that unless some means to over- 
 come these serious handicaps are arranged for, a regular teacher 
 alone can not be successful to any great degree. This is true because 
 the very essentials of foreman training are outside his regular equip- 
 ment. 
 
 DIITICULTIES FACING A FOREMAN IMSTRUCTOR. 
 
 A foreman who undertakes to train other foremen, unless specially 
 
 trained as an instructor, has some special difficulties, which include: 
 
 (a) Lack of ability to plan successful "lessons or meetings." 
 
 He can not analyze or organize what he laiows for 
 
 teaching. 
 
 (h) Lack of command of those teaching methods which will 
 
 cause a man in training to grasp and apply through 
 
 his own thinking. He is liable to talk instead of teach. 
 
 (c) Inability to distribute the instruction work evenly through- 
 
 out entire group. He is liable to work almost entirely 
 with some men and leave others out entirely. 
 
 (d) Inability to " put over " the new knowledge which is 
 
 necessary. He lacks knowledge of the instructing 
 process and how to use it. 
 
I'lir.E.MAN TnAlXIXG COUKSES. 77 
 
 As with the regular leiichcr, he has little chance to >how clear-cut 
 results, bcciuiso his lack of teaching experience and inability to con- 
 duct classes is a distinct handicap which must be overcome before 
 he can get his own valuable experience and knowledge as a foreman 
 in such shape that it is of much value to him as a teacher. Thus, 
 neither regular teacher alone nor regular foreman alone makes the 
 kind of a man who can successfully carry on foreman training 
 courses. 
 
 SPECIAL DIFEICtTLTIES FACING ANY INSTRUCTOU. 
 
 Foreman-training courses deal with men who are employees of 
 one or more industrial concerns. These concerns have their own 
 policies, special situations, procedure, etc. If the course is a unit- 
 plant course and the instructor is drawn from that plant, he will 
 presumably be familiar with these policies, and situations ; while with 
 a '' teacher instructor " or a " foreman instructor "' drawn from an- 
 other plant there are certain dangers that should be carefully guarded 
 against. Among these dangers are : 
 
 (a) Chances of misunderstanding on i^art of the men as to 
 
 the real objects of the courses. 
 (h) Serious trouble caused by discussing subjects which are 
 outside the foreman's field, such as wage questions, 
 piecework, bonus work, policy of the management, etc. 
 (c) Discontent caused by improperly handling delicate situa- 
 tions. 
 (il) Friction between pai"ts of the managerial >tatf and the 
 teacher due to the foreman's lack of understanding of 
 teaching methods and of the general aims of the course, 
 or the latter's lack of knowing the ordinary procedure 
 or routine in organization. 
 An instructor unless he can keep himself " posted " may easily dis- 
 credit the whole training plan through lack of tact and through not 
 confining himself to those subjects properly belonging to the course 
 that he is conducting. 
 
 OENEIUL DESCRirTION OF THE ORGANIZATION OF THE COURSES AS PRE- 
 SENTED IN THIS BULLETIN. 
 
 PirJimlnary.—The following pages describe briefly the general 
 organization of the suggested courses for the information of anyone 
 eoneerned with planning and initiating. A more detailed discussion 
 of possible combinations whereby a variety of courses can be de- 
 veloped is given in Section V for the benefit of individuals who have 
 the actual responsibility of conducting them. 
 
 The general underlying principle on which the work is organized 
 i« that, within the limits of his particular work, the foreman is, in 
 
78 
 
 FOEEMABT TEAINING COURSES. 
 
 essence, a manufacturer. That is, he takes material (stock), carries 
 out operations or processes with the aid of equipment and menjrand 
 produces a product of required or standard quality and quantity at 
 minimum cost. 
 
 His work therefore presents two phases, one in which his responsi- 
 bilities head up into getting his product, which has been designated 
 as the supervisory phase, the other in which his responsibilities lie 
 in the field of cost control, which has been designated as the man- 
 agerial phase. 
 
 The material is therefore divided into two general di-visions. The 
 first, having to do with those things which are actually necessary 
 for the getting out of a product and which might be considered as 
 " supervising points." 
 
 The second, broad division, that of management, for purposes of 
 clear distinction has been divided further into things which affect 
 cost; that is, cost elements and the means by which as a manager 
 these cost factors can be controlled, subdivided as in the first general- 
 division; that is, (1) stock and materials, (2) equipment, processes, 
 iind operations, and (3) working force. 
 
 Each of these subdivisions forms in itself a complete unit, and the 
 material is therefore organized into 11 units as in the diagram below. 
 
 
 Preliminary. 
 
 
 
 
 
 
 
 A-I. 
 
 Supervision of 
 
 materials. 
 
 
 A-n. 
 
 Cost elements of 
 materials. 
 
 
 A-III. 
 
 Cost control of 
 
 materials. 
 
 
 
 
 
 
 B-I. 
 Superrision o£ equip- 
 ment, processes, and 
 operations. 
 
 
 B-II. 
 
 Cost elements of egnip- 
 
 ment, processes, and 
 
 operations. 
 
 
 B-III. 
 Cost control of equip- 
 ment, processes, and 
 operations. 
 
 ' 
 
 
 
 
 
 C-I. 
 Supervision of oper- 
 ating force. 
 
 
 C-II. 
 Cost elements of 
 working force. 
 
 
 c-m. 
 
 Cost control of the 
 working force. 
 
 
 
 
 
 
 
 D. 
 Dcaline with 
 difflctflties. 
 
 
FOREMAN TRAINIXO COURSES. 79 
 
 This arrangement makes it possible to select any unit or parts of 
 units which will best apply to the individual conditions of the group 
 under training. As an illustration, if the local conditions were 
 such that the main purpose in training foremen was to reduce labor 
 turnover or to secure more intelligent handling of men and evciv 
 (ither particular feature was well attended to, then the sections which 
 would be selected would be C-II and C-III, which would cover that 
 particular feature. If it were further decided that this turnover 
 was due to conditions discussed in any particular parts of C-II and 
 C'-III, such as the mental conditions of the men — that is, their in- 
 terest, ambitions, etc. — those particular sections or subsections of 
 C-II and C-III could be pulled out separately and given as an 
 independent course. Or let us suppose that it were found that the 
 handling of stock or materials was what chiefly needed attention. 
 Then units A-I, A-II, and A-III would cover the points on which 
 training would be required. Yet, if a further consideration revealed 
 the fact that it was only matters connected with the handling or 
 storing of general stock that needed attention, that part of A-I, 
 A-II, and A-III might be treated as a separate course and only that 
 portion of the entire plan used. 
 
SECTION V. 
 CONDUCTING FOREMAN-TRAINING COURSES. 
 
 A.— GENERAL PRELIMINARY. 
 
 This section presents a number of suggestions that it is hoped 
 will be of service to an instructor in operating a training course 
 of the general type suggested in this bulletin. The whole success 
 or failure of such courses depends almost entirely on the way they 
 are handled. If the relations of the instructor and the men are 
 not what they should be; if the methods of instruction are not 
 suitable; if the content does not directly meet the needs of the 
 group ; if the work at every stage does not " head up " to a definite 
 objective, the courses will fail to produce the results that should 
 be expected from them. The suggestions and information given in 
 this part of the bulletin are based on a considerable experience in 
 carrying on work of this character and will, it is hoped, aid any 
 instructor in carrying on the work successfully. 
 
 WHY THE FOLLOWIXG SUGGESTIONS ARE MADE. 
 
 As pointed out in Part III, an instructor put in charge of work 
 of this character is likely to be either a man with plant experience 
 but lacking teaching experience (a foreman or other minor execu- 
 tive) or a man with teaching experience but lacking plant expe- 
 rience. We can designate the former as a " foreman instructor," 
 the latter as a "teacher insitructor." 
 
 The " foreman instructor," no matter how well he knows his sub- 
 ject, will have much difficulty in " putting it over " if he fails to 
 utilize at least the simpler principles and methods of effective teach- 
 ing. The "teacher-instructor," without experience in this par- 
 ticular line of work, is liable to use methods that are not efficient in 
 view of the particular aims and conditions under which the work 
 must be conducted, and is in many cases liable to inject too much 
 "school" atmosphere into the work, since he naturally follows his 
 usual customs. 
 
 For the benefit of both classes of instructors it has seemed ad- 
 lisable to include in this section some suggestions as to preparation 
 and use of instruction material, methods, etc., which it is hoped may 
 be of service. 
 80 
 
roREMAN TBAINIXti COURSES. 81 
 
 B.-DESCRIPTION OF THE INSTRUCTIONAL MATERIAL. 
 
 l'I!i:i.IMlNAKY. 
 
 Included in the scope of the Ntiuly was the preparation of con- 
 ciderable instructional material and its use on a "try-out" basis in 
 operating a training course. This material included instruction 
 notes, forms of various kinds, points for discussion, etc. A con- 
 siderable amount of this material is included in the *cond part of 
 this bulletin. This material makes no pretense of being complete; 
 it is presented fpr its suggestive value only. Any instructor will, 
 of course, elaborate, change, develop according to his judgment and 
 the special emphasis that he may wish to place upon certain phases 
 of the work. As it is, it affords at least a starting point to an 
 instructor taking up the work for the first time, and to that extent 
 may be of other than purely suggestive value. 
 
 LA TOUT OF UNITS. 
 
 
 Preliminary imit. 
 
 
 
 
 • 
 
 
 
 A-I. 
 
 Supervision of 
 
 material. 
 
 
 A-II. 
 
 Cost elements of 
 
 material. 
 
 
 A-III. 
 
 Management rf 
 
 material. 
 
 
 
 
 
 
 B-I. 
 SupcTTlsion ot equip- 
 ment, processes, and 
 operations. 
 
 
 B-II. 
 
 Cost elements ot equip- 
 ment, processes, and 
 operations. 
 
 
 B-III. 
 
 Management of equip- 
 ment, processes, and 
 operations. 
 
 
 
 
 
 
 C-I. 
 
 Supervision ot the 
 man factor. 
 
 
 C-II. 
 
 Cost elements ot tlie 
 man factor. 
 
 
 C-III. 
 
 Management ottho 
 man factor. 
 
 
 
 
 
 
 
 D. 
 
 Locating and correct- 
 ing trouble. 
 
 
 It will bo noted that all "A" units refer to materials, " B " units 
 to equipment, operations, and processes, and " C " units to men. 
 
 Eoman figures I. TI, and III indicate supervision, cost elements, 
 and managerial problems, respectively. 
 140474° 20 6 
 
82 POEEMAW TEAINING COURSES. 
 
 OEGANIZATION OP MATERIAL. 
 
 As shown in the accompanying chart, the content is organized into 
 11 units, of which the first is preliminary, the next nine deal with 
 (I) responsibility, (II) cost elements, and (HI) managerial prob- 
 lefms with regard to (A) material, (B) operations, processes, and 
 equipm-ent, and (C) men, while the eleventh unit deals with general 
 difficulties and" methods of dealing with them. Each unit is com- 
 plete in itself and can be used without regard to any other i unit. 
 By this organization great flexibility is made possible, both in 
 the order of presentation and in the possibility of making up a 
 course from any desired group of units or parts of units to meet 
 the conditions in any given local situation. 
 
 OEDEE or PKESEXTATIOX WHEN USED AS A COMPLETE COTTESE. 
 
 Wliatever the order of presentation, the preliminary unit can be' 
 taken up first and unit D, on " Locating and correcting trouble," can 
 be taken up last. The remaining units can be arranged in several 
 orders, the more important of which are discussed below. 
 
 AEEANGEJIENT BX PAEALLELING JIATEEIAL, COST, AND MANAGEEIAL 
 
 UNITS. 
 
 According to this arrangement, the unit order would be (disregard- 
 ing the preliminary unit) A-I, B-I, C-I, A-II, B-II, C-II, A-III, 
 B-III, C-III, D;. the order being supervision, cost, management. 
 The chief advantage of this arrangement lies in the fact that the 
 average foreman or prospective foreman has been thinking more 
 about the supervisory phases of his work than about any other, and 
 this order takes him from what he knows most about to what, as a 
 rule, he has been thinking least about, which is^ of course, good in- 
 struction practice. 
 
 AERAXGE3IENT BY PABALLELIKG MA TF.ETA T,, OPEEATIONS, PEOCESSiS, AND 
 EQUIPMENT, AND MAN-FACTOE UNITS. 
 
 In this case the order would be A-I, A-II, A-III, B-I, B-II, 
 B-III, C-I, C-II, C-III, D. The chief advantage in this case lies in 
 the fact that the problems of supervision, cost, and management in 
 any one part of the manufacturing process (taking materials, stock, 
 changing them by operations or processes by the aid of equipment 
 and men) form a progressive series so that the use of this order 
 also offers a distinct instructing advantage. 
 
 A COMBIXED 31ETH0]>. 
 
 A combination of the two methods that partially combines the ad- 
 vantages of either is A-I, A-II, A-III, B-I, C-I, B-II, B-III, 
 C-II, C-III, D. 
 
FOKEAIAN TRAINING COURSES. 83 
 
 OTHER COJIBIXATION.',. 
 
 It is evident that the units can be arranged in many other orders, 
 but those given above are recommended as probably the most effec- 
 tive. Under normal conditions, where a long, complete training is 
 to be carried on, the first method will probably give the best results. 
 With work starting on a more advanced basis, as in well-advanced 
 trade-extension work, the second or third plan is to be recommended. 
 
 WORKlN<i THE r, II, III UNITS IX PARALLEL. 
 
 It is, of course, equally possible to take up any subject in any I 
 Unit and carry it through Units II and III, for example, coopera- 
 tion or recording and reporting or giving orders may be taken up 
 progressively as a supervisory responsibility, as a cost element and 
 as a managerial problem, and any other subject, can be prescribed 
 in the same way. Thus, for example, on giving orders the order 
 of topics might be : 
 
 Giving orders to men (C-I). 
 
 Cost elements in giving orders (C-II). 
 
 The managerial problems in giving orders and how to deal 
 
 with them (C-IIl). 
 
 The suggestive in^ruction notes as presented in Part II are not 
 
 organized in this way, but if this method is followed it is merely 
 
 necessary to assemble the instruction notes on any given topic fv>n,- 
 
 the notes on the three units. 
 
 STARTING AT OTHER POINTS. 
 
 Obviously either B-I or C-I could be taken as a starting point, 
 but only under very unusual conditions would such an order be of 
 any advantage. 
 
 DEVELOPING PARTIAL COURSES. 
 
 Accor'ding to the needs of the special situation or the time avail- 
 able any group of units can be selected. For example, managerial 
 problems only might be considered (the III group) or supervisory 
 only (the A-I, B-I, C-I group) or any special units could be taken 
 froin the group, as one on man management, C-IIL 
 
 SELECTING FROM TTNITS. 
 
 It is Of course, possible to omit from or add to the content of any 
 unit as circumstances may require. For example, in a given case 
 in Unit C-TII. cooperation might not be needed, but turnover might 
 be highly important. 
 
84 FOREMAN TRAIJSTIH'G COURSES. 
 
 THE INSTRUCTOR SIUST DECIDE. 
 
 In all cases the instructor must decide whether a selected course 
 or a complete course consisting of one or more units will best meet 
 the requirements and fit closest to the needs of the instruction group ; 
 and if an entire course is to be given, including all units, he must 
 determine the most effective order of presentation by considering 
 the degree to Avhich his group is already advanced in experience 
 and ability. 
 
 THE GEMERAL USE OF JIATERIAL. 
 
 Any instruction material is serviceable only in proportion as it is' 
 used for the particular purpose. for which it was prepared. The in- 
 struction material included in Part II of this bulletin and described 
 and discussed here was prepared for a course having very specific 
 aims as to objectives to be a/ttained and methods to be used in con- 
 ducting the work. 
 
 It is assumed that a course of this character will be given to a 
 group of men who are either employed as foremen (on a trade-exten- 
 sion basis), or who are men selected from the working force of some 
 plant as good material for foremen (on a promotional basis). It can 
 be fairly assumed that under normal conditions, no concern would 
 be interested in training green outsiders for foremanship. More- 
 over, if such training were attempted, there could be little hope for 
 securing effective results, except possibly under most abnormal con- 
 ditions. 
 
 Under these circumstances the principles and methods presented 
 must be interpreted and worked out by each member of the group in 
 terms of his own specific problems, and the particular procedure that 
 he must follow and, as already stated, the chief value of the course 
 will lie in the degree to which each man does gain in ability to think 
 and act more intelligently on his job. Application as a teaching step 
 must therefore be an individual matter of working out individual 
 problems under suggestion and guidance, since it must be remembered 
 that even in the case of foremen employed in the same concern, the 
 specific conditions and character of the problems vary with the de- 
 partment in which any given foreman is employed. 
 
 The instruction material must therefore be so designed as to force 
 each man to think out the applications of any general principle in 
 terms of his own definite experience and his own special working 
 conditions; that is, it must set up problems and exercises that can 
 be worked out under as many different specific conditions as there 
 are different foreman's jobs. 
 
KIllIK.MAX TRAIXIXC COUrSKS. 85 
 
 I UAitAciKit OK THK iNsrnudioN :material. 
 
 The suggestive in^tiiKtino; mateiial consists of the following: 
 
 (1) Suggestive operating sheets for a series of meetings for 
 
 the use of the instructor only. 
 (-2) Samples of forms of various kinds to he filled out by the 
 
 men. 
 
 (3) Samples of points for discussion to he used as a basis for 
 
 group discussion. 
 
 (4) Samples of suggestive instruction notes, to be used by the* 
 
 men as reference material in connection with points for 
 discussion, in filling out forms, etc. 
 
 OPERATING SHEETS. 
 
 Included in this bulletin are a number of operating sheets suggest- 
 ing subjects fori a series of meetings and giving operating data. 
 According to the probable time requirements various numbers of 
 operating sheets cover the work of one unit. It is assumed that these 
 operating sheets will be considered as tentative and suggestive, not 
 accurate and final. They do, however, indicate the sort of informa- 
 tion that an instructor should lay out for each meeting and for that 
 reason should be of value. The items given include — 
 
 (a) Subject of the meeting. 
 
 (h) Direct objectives (as discussed on p. 91). 
 
 (c) Indirect objectives (as discussed on p. 91). 
 
 (d) Outline of topics (a part of topical outline of the unit). 
 
 (e) Method to be used (as discussed on p. 92). 
 
 (/) Instruction material required (fonns, points for discus- 
 sion, instruction notes, etc.). 
 
 They are estimated to cover an approximate time of the maxi- 
 mum effective length of meeting, as discussed in Section IV, two 
 hours, with a certain amount of work done by the men outside of 
 the meeting. 
 
 They in no sense indicate a rigid lay-out, such a thing is impos- 
 ^ible, but it is hoped that they will aid an instructor in carrying 
 through a meeting with proper distribution on the different points. 
 Of course, it will often happen that work as laid down on an opera- 
 tion sheet can not be completed in the meeting for which it was 
 laid out. This will even vary in working with different groups. 
 As an approximation, however, the operating sheet has great value 
 and can be very effectively used as a checking and operating device. 
 
 FORMS. 
 
 In cairving on work of this >ort there are many points at which 
 ,,u-.fullv worked out foiu.> are <,f great value in guiding the think- 
 
86 roEEMAJsr teaisting courses. 
 
 ing of the men, securing data in uniform forms, etc. Samples of 
 a number of such forms are included in the material presented in 
 Part n. The samples given by no means represent all the forms 
 that should be developed; they are included as suggestive samples 
 only, both in content and in form. 
 
 Experience has shown that serviceable forms fall in general into 
 one of two classes: 
 
 (1) Eeporting forms as where a man is asked to state his 
 
 specific responsibilities as to some specific part of his 
 job (say, for procuring raw stock), or the specific 
 method by which he discharges some responsibility 
 (say, maintaining his equipment) . 
 
 (2) Analysis or classification forms, as where a man is asked 
 
 to analyze a job in his department into its operations, 
 or to determine and classify his motives in taking cer- 
 tain action with regard to a case of operating care- 
 lessness. 
 
 PURPOSE or THE EEPOBTIJfG FORM. 
 
 While somewhat similar, owing to the different purpose for 
 which it is used, it has seemed best to distinguish it from the sec- 
 ond type of form which is designated as an analysis form. The 
 general purpose of a reporting form is to aid a man in visualizing 
 completely some part of his job for purposes of clearly and com- 
 pletely defining it. If, for example, a man is aslced to state exactly 
 how, under the procedure in his department, he stores bulk stock 
 so as to prevent loss of time in getting it out, or he is aslced to 
 check off from a list of possible i-esponsibilities, his specific respon- 
 sibilities, he is forced to " stand outside of his job and look at it," 
 or to consider it objectively, as a teacher would say. As is pointed 
 out in various parts of this bulletin this is a very difficult thing 
 for the . average man of experience to do because so much of his 
 work is done subconsciously. 
 
 An incidental value that often comes out of the use of well chosen 
 reporting forms is that their use will often uncover the fact that 
 there are certain responsibilities with regard to which the fore- 
 man and the management are not in accord in their understanding 
 as to relative responsibilities or methods of discharging them, that 
 is, it will often be found that the understanding of the foreman as 
 to what he is responsible for and what he is not responsible far 
 does not agree with the understanding of the management as to 
 the assignment of those same responsibility points. 
 
FOREMAX TRAINING COURSES. 87 
 
 Pt-KPOSE OF THE ANALYSIS FORM. 
 
 The purpose of forms of this type is to guide the man in making 
 an analysis. If, for example, a man is asked to divide a job into its 
 component operations, or an operation into its operating points, 
 forms of this sort are of great value. As in the case of reporting 
 forms, it will be often found that men have diflSculty in working 
 out forms of this sort, and for the same reasons. 
 
 Forms of this type serve several useful purposes. Their use tends 
 to develop the habit of analysis, which is in itself a very valuable 
 asset to a foreman. They often form a working base for the solu- 
 tion of related problems, as in matching man qualifications against 
 job requirements, or in bringing out the reasons for certain methods 
 of procedure. In these, as in other cases, this type of form is a 
 very useful form of instructing material when it can be used to ad- 
 vantage and when it is properly laid out. 
 
 WORKING UP FORMS. 
 
 As the instructor gets into the work, he will find many cases 
 where forms can be developed and used to advantage. He will find, 
 however, that a good deal of study and a number of trials are usu- 
 ally required before a form is "just right." Often a form that 
 seems entirely clear to the instructor will, for no apparent reason, 
 fail to work, and must be changed or even abandoned as an in- 
 structing device. 
 
 METHOD or TJSING FORMS. 
 
 The value of forms is entirely determined by the way in which 
 they are used. In general, they can be used in two ways — (1) in 
 the meeting and (2) for outside work. 
 
 USE OF FORJIS IX MEETINGS. 
 
 The conditions under which forms can be used to advantage dur- 
 ing the meetings is in connection with the introduction of a new idea, 
 or when a series of forms is to be filled out and the instructor wishes 
 to be sure that they are fully understood. Reporting forms can 
 usually be best handled in this way. Of couifee. it must be borne 
 in mind that time in the meeting used for filling out forms is time 
 taken from that available for discussion, and too much form work 
 under these conditions is not desirable. Where form Avork is c:u- 
 ried on during the meeting, the instructor should carefully super- 
 vise the work, going from man to man— asking suggestive ques- 
 tions, checking up, etc. Unless he does this, most of the value of 
 the form work will be lost. 
 
OS FOREMAN TEAINING COTJESES. 
 
 USE OF FORMS OUT OF THE MEETING. 
 
 Where a number of forms have to be filled out, as in analyzing 
 a series of jobs, the work can be started in the meeting to be sure 
 that the men have the idea, and they can then be asked to complete 
 the work at home before the next meeting. This method of using 
 forms, if properly handled, will greatly reduce the time spent in 
 the meetings on form work. 
 
 POINTS FOR DISCUSSION. 
 
 These are essentially problems whose answers require the exer- 
 cise of judgment in the applying of principles as discussed in the 
 meetings. These included in this bulletin are only inserted as sug- 
 gestive samples. To be effective, they must outline situations or 
 raise questions that apply to actual experiences in the industrial 
 life of the men. In no case should the actual answer to a point for 
 discussion appear in the instruction notes. 
 
 In proportion as an instructor is familiar with working conditions 
 and as he works with the men, he can pick up incidents or situations 
 that can be used as a basis for points for discussion. He should, of 
 course, gradually accummulate many more than he uses with any one 
 group. 
 
 USE OF POINTS FOR DISCUSSION. 
 
 Points for discussion can be handled either inside or outside of the 
 meeting in the same general way as forms. Taken from the meeting 
 they often form the basis of much discussion and argument between 
 meetings which works to the advantage of the training work. They 
 serve as a basis for directed discussion in the meetings themselves. 
 In some cases a man can be asked to prepare his answers in advance 
 and defend them in the meeting. 
 
 PREPARATION OF POINTS FOR DISCUSSIOS^. 
 
 In getting out points for discussion, as in the case of forms, con- 
 siderable difficulty is likely to be experienced in selecting good 
 '' points " and in phrasing in such a way that the point is clearly set 
 out for consideration. As in the case of forms, useful points for dis- 
 cussion must often be worked out by trial and error. 
 
 INSTRUCTION NOTB^. 
 
 The general purpose of instruction notes is to present on paper in- 
 formation and discussion that would otherwise have to be given by 
 the instructor. To the degree to which this can be effectively done 
 the instructor's time is saved for other work in the meeting. They 
 are in all cases strictly supplementary to the work. 
 
F'lREMAX THAIXIXG COUKSES. 89 
 
 One of the most difficult parts of the instructor's work is the pre- 
 puriufT of suitable instruction notes for a course of the type discussed 
 in this bulletin. As in the case of other instruction material given, 
 the instruction notes that are included are suggestive rather than 
 complete. Some of the above important uses of instruction notes 
 arc — 
 
 (1) In analysis and classification work to define terms used 
 
 and give a sufficient number of illustrations to give the 
 men the idea (as in the case of classification of re- 
 sponsibilities) . 
 
 (2) In preventing general principles and discussions that can 
 
 be referred to in group discussions (as in the case of 
 the relation of good working conditions to turnover). 
 
 (3) In describing some specific method of procedure (as in 
 
 the case of the method of determining proper distribu- 
 tion of supervision). 
 
 (4) To direct a man's line of thinking in connection with cer- 
 tion points for discussion, but not to give the answers 
 
 to such points. 
 
 THE ABUSE OF INSTHUCTIOM NOTES. 
 
 In preparing instruction notes it is easy to prepare material that 
 is actually detrimental to the work of the course. For example, they 
 should not be prepared as an information text. They should not 
 attempt to completely treat any sitbject so as to practically do a man's 
 thinking for him. If the language used is not that of the shop, \ij 
 such technical and trade terms as are used are not used correctly, in- 
 struction notes lose their ^alue. 
 
 In all cases it should be remembered that no set of notes, forms, 
 or points for discussion, no matter how well prepared, can take 
 the place of a live instructor who knows his job. They can not do 
 any of his work for him; they can only enable him to do more 
 work than he could do without them. They are merely tools that 
 he uses on his training job as a workman uses his tools on a pro- 
 duction job— their value lies in the skill with which they are used. 
 Just as a poor workman with "good tools" can spoil a job. so a 
 poor instructor with good instructing material can spoil his job. 
 
 SUMMARY AND CONCLUSION. 
 
 As stated in the preliminary paragraph, the foregoing descrip- 
 tion of instruction material and suggestions for its preparation and 
 i.-e are particularly intended to aid an instructor in carrying 
 through a eroup for the first time. As he gains in experience he 
 
90 FOEEMAW TEAINING COXJESES. 
 
 will, of course, more and more develop his own special methods 
 through which he finds that he can work to advantage. The gen- 
 eral principles on which the suggestions are based are those on 
 which the suggestive material was developed and should be ad- 
 hered to. 
 
 C— GENERAL SUGGESTIONS TO THE INSTRUCTOR. 
 
 PEELIMIXART. 
 
 An instructor who undertakes to conduct courses of the type 
 suggested in this bulletin must continually bear in mind that his 
 primary aim must be to stimulate and guide the men to more intel- 
 ligent thinking about their work, so that the result is that they do 
 their work more intelligently and with a broader conception of their 
 function. 
 
 As pointed out elsewhere, such an aim can only be accomplished 
 with a group whose members have some basis of experience. Each" 
 man must be aided to organize his own special experience around 
 these general principles whose correct application in practice is 
 fundamental in effective supervision and management. It is the 
 function of the instructor to make such organizing easy, to use 
 effective instructional methods in " putting over " th& various ideas, 
 to act as a leader and guide in discussion, but not to take the posi- 
 tion that he knows it all and that his job is merely to pass out what 
 he knows to men who do not know. The instructor in charge of the 
 type of course suggested, working with a group of the makeup 
 suggested, has therefore the fundamental problems of conducting 
 the course on a development and not on an informational line of 
 approach. '^ 
 
 fOJIE GENERAL REQUIREMENTS CONDITIONS TO BE MET. 
 
 In order to carry on the work successfully an instructor must be 
 clear on certain fundamental points, among the most important of 
 which are: 
 
 (1) A clear understanding of the general aims of the course. 
 
 (2) Definite understanding as to the direct and indirect ob- 
 
 jectives to be attained at each stage of the course. 
 
 (3) Clear knowledge as to the instructional methods that will 
 
 enable these objectives to be attained. 
 
 (4) Ability to establish such relations with the instruction 
 
 gi'oup that these methods can be effectively used. 
 
 (5) Clear understandings as to the nature o.f the contribu- 
 
 tion that he can make to the work of the group. 
 
FOREMAN TKAINING COURSKS. 91 
 
 THE GENERAL ATM OF THE COURSE. 
 
 The general aim of the suggestive course as presented in this bul- 
 letin is to develop and stimulate intelligent thinking about the re- 
 quirements and responsibilities of the foreman's job rather than to 
 supply specific formulae and rules for dealing specifically with a 
 given situation under the working conditions in a given organiza- 
 tion. The measure of the effectiveness of the course is therefore 
 the degree to which " intelligence on the job " is promoted. This 
 general aim can not be achieved by supplying information, but by 
 promoting ability to apply the general principles of good practice 
 to specific situations as they occur under actual working conditions. 
 The organization, procedure, and worldng conditions are so different 
 in different industrial organizations, the same problem appears in 
 so many different forms from day to day, that a specific informa- 
 tional couree can not hope to be of great value, while, as already 
 stated, the mere presentation of general principles, leaving the man 
 to work these out to meet his special conditions unaided, is equally 
 futile. 
 
 OBJECTIVES. 
 
 The instructing process consists in essentially putting over ideas 
 by the use of suitable methods, lines of approach, etc. The particu- 
 lar group of ideas that an instructor is endeavoring to " put across " 
 at any given stage of a training course is his lesson, and his objective 
 is to "put over" that -lesson completely and thoroughly. His suc- 
 cess depends on the degree to which he attains his objective. In 
 order to " keep on the road " he must know exactly where he wants 
 to go; that is, he must know his objective, know exactly what he 
 is driving at. 
 
 It should be noted that attaining an objective does not mean 
 imparting certain information, but putting over certain ideas. The 
 means by which an instructor attains his objective are, of course, 
 tlie instruction material and the methods he uses. 
 
 DIRECT AXn INDIRECT OBJEm\T:S. 
 
 Objectives may be direct or indirect. Where the objective is di- 
 rect, both the instructor and the men know what it is; when the 
 object is indirect, the instructor knows what it is, but the men 
 do not. For example, in using the method of job analysis for the 
 determination of effective distribution of supervision, the direct ob- 
 jective may be to present the method and show the men how to use 
 it, while the indirect objective may be to rouse their interest in more 
 cffectivelj- distributed supervision and to make them realize that 
 their supervision has not been as effective as it might be. The m- 
 
92 FOKEMAN TEAINING COURSES. 
 
 structor knows both objectives, if the men know the first, but if 
 they also know the second, the purpose of the indirect objective 
 would be, in many cases, defeated. 
 
 plan:nixg bt objectives instead or topics. 
 
 The ordinary method of laying out an informational course is by 
 topics. This is the proper procedure for that £ort of a course, but 
 any well-developed training course consists of both direct and in- 
 direct objectives and the instructor must lay out his course by such 
 objectives and not by topics. Hence, provision is made on the sug- 
 gestive operating sheets for noting objectives of both types. 
 
 the methods to be used. 
 
 Teaching methods that will bring the best results in conformity 
 with the general aim of the course would be those which followed 
 out the development line of approach, which simply means that from 
 the individual thought of the members of the group must come 
 Avhatever results the group achieves as well as any results the plant 
 may expect from the training. In general the methods that will be 
 )nost successful will be analysis, informal directed discussions, sug- 
 gestive questions. 
 
 ANALYSIS. 
 
 "When we use the word analysis we simply mean that starting with 
 a situation or problem which as a whole is well known to the group, 
 that situation or problem is taken apart or spread out for inspection 
 in such a manner that every component feature is considered and 
 noted. We know that carrying on an analysis according to any 
 plan is perhaps the last thing that a foreman or any ordinary lay- 
 man thinks of. In view of this, one of the purposes of using the 
 analysis is to develop the habit of unconsciously analyzing problems 
 as they present themselves. After an analysis is made and it is 
 certain that all elements have been identified and classified, the next 
 procedure is, of course, to make a classified synthesis of the material ; 
 that is, a good general method of procedure for such cases is to 
 take a situation or a problem apart, become fully familiar with each 
 separate part, and then reassemble them. 
 
 The use of the analysis has a greater value in work of this charac- 
 ter than appears at first sight. In practical work, very few men have 
 had the opportunity to really take time and thought to " take ac- 
 count of stock," lay out their particular job or problem as a whole, 
 and look at it carefully. They have, of necessity, been largely 
 '* opportunists," dealing with each situation as it came up, but with- 
 out time to consider each situation from the standpoint of all the ele- 
 
FnnEMAX TEAINTXfi COtTSES. 93 
 
 ments that may enter into it. As a result they have often worked 
 on a " partial formula "' rather than a complete formula. This is 
 particularly true in those fields of foremanship dealing with costs 
 and with the human factor. The development of the habit of com- 
 plete analysis in dealing with situations and problems is one of the 
 important outcomes of a properly conducted training course. 
 
 Not only is the analysis habit itself of value, but analyses, to be 
 cffecti\ e. must be made in terms of proper elements. Xot only must 
 the formula be complete but it must include the right variables. 
 Hence, a second value of the use of the method of analysis and syn- 
 thesis is in the training that it gives in classify inic the various ele- 
 ments under proper clffssification headings. 
 
 The instructor will find it profitable to use the method of analysis 
 and classification very largely in work of this character and should 
 use it wherever possible. As an aid in such work forms of the 
 general type of those given in the course itself will be found valua- 
 ble in guiding the thinking of the man and should be dcvelopi'd as 
 needed. 
 
 Much analysis Avork can be done with the aid of blackboard, build- 
 ing up preliminary to presenting checking forms of the type in- 
 cluded in the sample instruction material. This is e-^peeially valua- 
 ble in such work as identification of re~]ioiisibilities under given pro- 
 cedure, job ana]ysis\ etc. 
 
 IXrORJIAL DIKECTED 1)IS( USSldX. 
 
 Free discussion of the problem is porliaps the best means of bring- 
 ing out the elements which are to be considered in the analysis and 
 in working from concrete examples to general conclusions. Free 
 discussion must, of course, be informal. A man must express him- 
 self in a natural manner and as a result of natural mental reactions 
 to get the greatest value from the discussion, the value being, of 
 course, internal and not external. The tendency, of course, of a 
 perfectly free discussion is to wander into a variety of fields, so 
 that it' usually winds up at a considerable distance from the point 
 :.t which it started. In order to prevent this wandering the instruc- 
 tor leading a group in a free discussion must very skillfully hold 
 his o-roup to the particular point with which the discussion is in- 
 tended to deal. In order to do this, he must be at all times perfectly 
 clear as to the objective at which he is driving. In order to direct, 
 or lead, free informal discussion with men who are usually, especi- 
 ally at first, diffident about expressing themselves freely in a group 
 which often contains strangers, and who are not m the habit of 
 holdin'T closelv to one point, the instructor must use great tact and 
 diplomacy to 'avoid having his men "shut up like clams ' on the 
 
94 FOEBMAN TEAtNING COUKSES. 
 
 one hand and avoid aimless and inconclusive discussion on the other. 
 One of the best means of securing discussion that " heads up " to the 
 desired objective is the skillfully used suggestive question. 
 
 STJGGESTrVE QUESTIOXS. 
 
 A suggestive question may perhaps be best defined as a question 
 so framed that the attempt to formulate an answer leads a man's 
 thinking in the desired direction without his knowing it. It is, 
 of course, what is known among teachers as the Socratic method of 
 questioning. For examiDle, the suggestive Instruction Notes which 
 are given in Part II are not a text in the sense that definite assign- 
 ments are to be made for study, but are to be used as a part of the 
 equipment or resources which the foreman can use in discussions. 
 As a means of making tlie fullest use of the notes in directing such 
 discussions, the instructor must very carefully and skillfully use 
 questions which wiU cause the men in the group to refer to the 
 notes as a means of bolstering up their viewpoints or of convincing 
 another member of the group that he is taking/ the wrong stand ; 
 that is, suggestive questions will not only direct the discussion but 
 will stimulate the use of the notes in the most effective manner. In 
 this particular case an additional advantage is gained in gradually 
 leading the men into using printed material as a reference by select- 
 ing from it what happens to apply to a given point in a ^ven- 
 discussion. 
 
 Again, if a man wanders from the point under discussion, a 
 skillfully directed suggestive question will^ often bring him back 
 and will avoid the necessity of stopping him or telling him directly 
 that he is off the track. 
 
 The instructor will find that the suggestive question has great 
 A'alue in work of this character and should make great use of it, 
 both on a group and an individual basis. 
 
 THE INSTETJCTOE IN THE PLANT. 
 
 Wherever it can be arranged it is of great advantage for the in- 
 structor of a foreman's group to have access to the plant in which 
 the training is to be applied. The degi-ee to which he becomes fa- 
 miliar with the working organization and with the particular con- 
 ditions under which his foremen work, will enable him to more 
 successfully carry on the work. Where such an arrangement is 
 set up it should be fully realized that there is grave danger to any 
 plant in admitting an outsider to wander at will throughout its 
 departments and be in a position to discuss certain phases of the 
 work with the force and an instructor must use all his tact and com- 
 mon sense when taking advantage of such a situation. While the 
 
FOREMAN TRAIXIXi; COrRSES. 95 
 
 advantajro to the instructor iy great, the taMv of so handling this 
 adyantagc as to prevent friction from developing -will require his 
 greatest efforts. In this a man who has had industrial experience is 
 at a great ad\ antage over one who has had only school experience. 
 
 LECTURES. 
 
 Any training course including that outlined in this bulletin may be 
 used as the basis of a set of lectures, but the use of this method will 
 certainly defeat the purpose for which such course should be given. 
 The lecture that is simply passing out information, which is undoubt- 
 edly the easiest way of conducting courses and so recommends itself 
 to many instructors, has been most widely used and abused, and in 
 very few instances can any definite results in increased efficiency be 
 traced to a course of lectures given to men in connection with the 
 doing of real jobs. Perhaps it would be well to give some considera- 
 tion as to the cause of the lecture being ineffective. As pointed out 
 in a previous paragraph, results can only be expected where men have 
 been led to think intelligently. This is never the result of lectures, 
 first, because each man hearing a lecture interprets it differently from 
 other men, and they all may interpret it differently from the lecturer ; 
 and, second, that most men listening to a lecture do not think con- 
 structively at all, since the lecturer has done all the thinking for them. 
 If there is no means of comparing views with the purpose of getting 
 a definite point of view generally distributed, the main effect is lost. 
 Another point against the lecture is the fact that a man may attend 
 a lecture and be bodily present with his mind entirely concentrated 
 on a foreign subject far removed from the lecture, and the lecturer 
 has no means of knowing this; from all outward appearances each 
 man is giving attention. While it is sometimes necessary in courses 
 of the kind under discussion to give out information, the means of 
 giving out this information should not be by formal lectures. Infor- 
 mation must be ffiven when a desir© for that definite information has 
 been created through discussion or the study of definite problems if 
 it is to be absorbed. The lecture method as a method should rarely, 
 if ever, be used in courses of this kind. 
 
 TEXTS. 
 
 TTnder any ordinary working conditions under which such a course 
 as that under discussion can be conducted the use of reference texts, 
 " required readings," etc., should be avoided. In the ordmary course 
 any " out-of -class time " that a man may be able to give can be better 
 utilized in working out problems or points for discussion brought out 
 in connection with the work of the group. The instructor must con- 
 stantly bear in mind that the object of such a course is to tram a man 
 
96 FOREMAST TRAINING COURSES. 
 
 in thinking, to increase his ability to deal with situations as they 
 come to him on his job ; and while the possession of certain informa- 
 tion may be of some value, correct action based on straight thinking 
 is of vastly more importance. In connection with the suggestive 
 course presented the instruction notes offer a strong temptation to an 
 instructor to make use of them as a text, from which definite assign- 
 ments for study and memorizing can be made or for class reading. 
 Xotes should not be used in this way, but, as already stated, should 
 only be used in such a way that they become a reference book for the 
 men from which they may secure information which has a bearing 
 on the subjects discussed as these subjects come up. Making out 
 assignments with the view of confining the discussion to the bare) 
 contents of the notes would be a misuse of the notes as presented. 
 They must be strictly regarded as only supplementary to the actual 
 discussions which arise in the work and their use confined to that 
 purpose alone. 
 
 EXA3IINATI0NS. 
 
 The use of the forms and points for discussion must not be con- 
 sidered as an examination in the sense of determining the particu- 
 lar progress that the men in the group have made. They are a 
 means of determining how effective the instruction has been and they 
 are a means of clinching or crystalizing the points as brought out 
 in the discussion. They are not a means of securing evidence for 
 marking or grading a man on his progress and they are as a rule re- 
 tained by the men at the close of the course. The instruptor is not 
 concerned in using forms to determine the degree to which they meet 
 standard methods of filling out, but he is interested .in determining 
 from the way the form is filled out and the difficulties that the man 
 meets in filling them out, how effectively he has directed the think- 
 ing of the men with regard to the particular objective to which that 
 form applies. An instructor conducting work of this kind will have 
 no use for periodic tests or examinations, either oral or written. 
 There is no useful purpose served by having a man recite any par-- 
 ticular phase of the work or in having the entire group answer a 
 number of questions Avith a view to giving them a rating or a mark 
 in their standing. 
 
 TIIK RELATIONS 0¥ THE INSTRUCTOR TO THE GROUP. 
 
 Courses of the type under discussion can only be given to intelli- 
 gent, full-grown men ; any attempt to conduct them after the fash- 
 ion of the ordinary school, such as school " formalities " and the 
 aloofness of the instructor from his group will prevent the successful 
 carrying on of the work. The instructor will succeed in proportion 
 
FOREiMAN TRAINING COURSES. 97 
 
 8.K he comers to the nieii tlie idea that he is working with them and 
 they with him, rather than that they are simply taking from him 
 some information or training which he has decided they must re- 
 ceive. The best relationship for successfully conducting the group 
 is that of informal meetings where the group recognizes the in- 
 stnictor as a leader in discussions and yet are not repressed in the 
 expression of their own thoughts. Another important feature which 
 must be considered if the success is to be what it should be, is the 
 " iitmosphere " that must go with the successful handling of groups 
 of this kind ; that is, the general relationships, the closeness of mutual 
 interests and the general tendency on the part of both instructor 
 and group to give the best they have to each other, rather tlian to 
 sit quietly and let events take their course, feeling that it is none of 
 their particular affair. The best atmosphere is that wherein cacli 
 man feels perfectly free to take sides for or against the instructor on 
 the questions as they arise and to express himself with tlie greatest 
 freedom, knowing that due consideration will be given his point of 
 view and that if he can succeed in carrj-ihg his point, he has done 
 something for the general good of the course rather than for his own 
 personal situation. It will be noted that this is essentially the at- 
 mosphere of the university seminar rather than that of the conven- 
 tional schoolroom. 
 
 INDrVIDUAL AND GROUP INSTRUCTION. 
 
 As repeatedly pointed out in this bulletin, each man must be 
 trained to work out his problems in terms of his own particular 
 job and under the special established procedure. This means that 
 much work must be carried on on an individual basis. Except when 
 discussions are going on or objectives are being attained by the use 
 of general suggestive questions, but little work can be carried on on 
 a " class " basis. During much of the work, the men will be working 
 at their individual problems with the instructor quietly circulating 
 among them, dropping a suggestion here and a criticism there. He 
 is in fact acting much as a good foreman would handle a group of 
 men on production work. The more skill the instructor can develop 
 along the lines of individual instruction the more effectively he luu 
 put over the course. 
 
 GETTING THE GROUP TO WORK OUTSIDE THE SIEETINGS. 
 
 The limited amount of time which can usually be given to training 
 cpurses makes it desirable to secure a certain amount of work from 
 the men outside the regular meetings. This work might be com- 
 pared to "home work" as commonly carried on in schools. As a 
 140474°— 20 7 
 
98 FOEEMAN TEAINING COURSES. 
 
 rule work of this kind can not be required, but if an instructor can 
 so arrange discussions and so direct the efforts of the men that they 
 will be sufficiently interested to want to carry on some work between 
 sessions, a Considerable amount of this "outside work" can be 
 secured. The degree to which an instructor succeeds in developing 
 " outside work " will make the course just that much more effective. 
 
 STANDARD SIZE FOE FORMS, INSTRUCTION NOTES, ETC. 
 
 Where such " home work " is undertaken care must be used to see 
 that it is definite in its character. It may, for example, call for 
 the complete filling out of partially completed forms or the formula- 
 tion of carefully thought-out answers to problems of a nature simi- 
 lar to those already discussed in the class. In Part II of this 
 bulletin are included a number of sample forms, points for discus- 
 sion, and suggestive instruction notes. The size of these samples 
 makes it, of course, impossible to use them as presented. An in- 
 structor is strongly urged to prepare copies of all forms, instruction 
 notes, etc., of a standard size for group use. The most convenient 
 size is on letter-size paper (approximately 8| by 11 inches). 
 
APPENDIX. 
 
 SUGGESTIVE ANALYSIS AND CUSSIFICATION OF THE 
 
 FOREMAN'S JOB. 
 
 Chart A.— MATERIAL (STOCK). 
 
 Unit A-I. 
 
 Unit a-ii. 
 
 Unit A-III. 
 
 Supervlslan. 
 
 Cost elements. 
 
 Management 
 
 The foreman's responsibilities 
 may Include— 
 
 Among the more Important cost 
 elements are— 
 
 The management problems and 
 some possible means of dealing 
 with them are — 
 
 RECEIVING AND STORING BULK STOCK. 
 
 Beoelvliig and storing stock of one 
 
 Und; ol one quality (grade); of 
 
 various qualities. 
 Stock of various kinds in various 
 
 quantities; of various qualities; 
 
 uiider such conditions that it Is 
 
 kept in good condition until 
 
 drawn out tor use. 
 Protection as to quantity of stock 
 
 in storage. 
 
 Methods of storage with regard 
 to conditions aQecting quality , 
 such as— 
 Temperature. 
 Fumes. 
 Light. 
 
 Exposure to weather, etc. 
 According to the special con- 
 ditions. 
 Degree to wtiich stock In storage 
 is protected from— 
 Loss. 
 Theft. 
 Fire, etc. 
 
 To adopt methods of storage that 
 win insure proper protection of 
 stored stock, accordmg to its spe- 
 cial character from any agents 
 that may cause deterioration, 
 damage, etc. 
 
 To store under such conditions that 
 the entire amount received and 
 stored can be used for the produc- 
 tion of the particular product for 
 which it was Intended to be used. 
 
 Storing stock under various condi- 
 tions, such as- 
 Loose— in bulk. 
 In containers — solid stock: 
 Bins. 
 Barrels. 
 Boxes. 
 Packages. 
 Racks. 
 In containers — liquid stock: 
 Talks. 
 Cans. 
 Barrels. 
 Drums. 
 In containers- gas-prossure 
 tanks, 
 
 Suitabllitv of the methods of 
 storage with regard to such 
 items as— 
 Suitability of the containers 
 
 used. 
 The degree to which they 
 are kept in good condition 
 while in storage. 
 The degree to which such 
 items OS- 
 Leakage. 
 
 Evaporation, etc., are 
 minimized wtme in 
 storage. 
 
 To store so as to prevent or mln • 
 mize detcrloratiOTi, loss or dam- 
 age by such means as — 
 
 Protection of containers. 
 
 Not storing in damaged con- 
 tainers. 
 Frequent inspection, making 
 
 storage conditions right for the 
 
 special properties of the stock 
 
 to be stored, etc. 
 
 HANDLING FOR STORAGE. 
 
 Breaking bulk from oars, trucks, 
 etc.: 
 
 By hand. 
 
 Mechanically . 
 
 Transporting stock to storage: 
 
 By manual work. 
 
 By mechanical means (con- 
 veyors, trucks, etc.) 
 
 Degree of loss, damage, adultera- 
 tion. 
 
 Labor cost. 
 
 Time cost, etc., that occurs in 
 breaking bulk. 
 
 Degree of loss, damage, adulter 
 ation that occurs during trans- 
 portation. 
 
 Degree to which the chemest 
 cflective methods are used. 
 
 To make an efficient choice be- 
 tween manual and mechanical 
 methods. 
 
 To adopt methods that give mini- 
 mum cost. 
 
 To prevent loss, damage, etc., by 
 careful supervision and proper 
 handlhig. 
 
 Same as above. 
 
 KEEPING ur STOCK. 
 
 Keeping up stock of one kind ; of 
 dlQerent quantities; ol dillerent 
 grades; of various kinds; of dif- 
 ferent qualities; of different 
 gisides: 
 By ordering direct. 
 By requisitioning. 
 By receiving from another de- 
 putment, etc. 
 
 The amount carried. 
 
 The time it is carried. 
 
 The methods used for determin- 
 ing the amount carried. 
 
 Degree to which any given 
 grade, quality, or kind is not 
 ia stock when called for. 
 
 To hold stock in storage down to 
 
 the working minimum. 
 To know the working minimum. 
 To know the exact amountofstock 
 
 available at all times (invent 
 
 tory— not guess). 
 
 99 
 
100 
 
 FOREMAN TRAINING COURSES. 
 Chart A. — Material (stocTo) — Continued. 
 
 Unit A-I. 
 
 Unit A-II. 
 
 UnttA-III. 
 
 Supervision. 
 
 Cost elements. 
 
 Mam^ement. 
 
 Tlie foreman's responsibilities 
 may include— 
 
 ; Among the more imporCant cost 
 elements are — 
 
 The management problems and 
 some possible means of dealing 
 with them are— 
 
 MATEBIAL, IN PROCESS. 
 
 Getting stock from storage. 
 Getting the required kind, grade, 
 etc. . 
 
 Methods used for securing stock, 
 especially with regard to mis- 
 takes, etc. 
 
 The arran-ement. 
 
 The classification. 
 
 The accessibility of all stock. 
 
 CoDditions of the transportation. 
 
 To secure stock with the head time 
 and power cost and with the 
 greatest accuracy by following 
 procedure carefully, keeping aU 
 stock accessible, well arranged, 
 and classified, and transporting 
 as in handling for storage. 
 
 Getting the necessary quality and 
 quantify of all intermediate 
 products. 
 
 Amount of yield, conversfon or 
 operating waste of material 
 and on the final product. 
 
 With the given operation to secure 
 the greatest possible yield or 
 conversion or least operating 
 waste by preventing adulters 
 tion, waste, loss, damage, etc. 
 
 Handling all Intermediate prod- 
 ucts, from one process cr oper- 
 ation to another. 
 
 As in handling stock. 
 
 As in handling stock. 
 
 STORING OR DELIVEEnsra FESTAL PRODUCT. 
 
 Storing final product. 
 
 Accessibility. 
 
 Arrangement, > 
 
 Glassiication. 
 
 Degree of adulteration, damage, 
 
 loss. 
 Amount carried in storage: 
 Time carried in storacc, etc. 
 
 Same as for stock. 
 
 Delivering at once to some one 
 else. 
 (Customer, another depart- 
 ment, etG.> 
 
 Methods of delivery (mechanic 
 
 cal, hand, trucks, carts, etc.) 
 
 that are the most effective 
 
 under the fecial conditiona:— 
 
 Praniptness-of delivery. 
 
 Condition when delivered. 
 
 To get delivery promptly, cheaply, 
 and in good condition. 
 
 RECORDXNG AND REPORTING ON MATERIAL IN ALL STAGES. 
 
 Ilaking reports. 
 
 Receiving reports from men. 
 
 Making observations and checks 
 on quantities, grades, condi- 
 tion, protection, etc. 
 
 Vahie, accuracy, and prompt- 
 ness of reports on material, 
 either made by the foromani 
 or made to him. 
 
 To secure and make, accurate re- 
 ports on material by- 
 Checking carefully. 
 
 Using simple methods. 
 
 Following procedure carefully. 
 
 Being prompt and requiring 
 promptness in alt reports. 
 
 M^kiiig sure that allreports are 
 delivered to the right person. 
 
 Making accuracy easy. 
 
 Properly distributed super- 
 vision. 
 
 NECESSARY SPECIAL TECHNICAL KNOWLEDGE. AS TO STOCK. 
 
 (The possession of the necessary 
 technical knowledge as to prop- 
 erties of stock, ability to recog- 
 nize different qualities and 
 grades, etc., on raw stock. Inter- 
 mediate products, and final 
 products is assumed. 
 
 The degree to which the fore- 
 man knows his stoc£: and his 
 products cuts cost. 
 
 If such knowledge Is lacking, to get 
 it (trade extension conrses, tech- 
 nical courses). 
 
FOREMAN TRAINING COURSES. 101 
 
 Chart B.— EQUIPMENT, PROCESSES, AND OPERATIONS. 
 
 Unit B-I. 
 
 Unit B-II. 
 
 Unit B-III. 
 
 Supervision. 
 
 Cost elements. 
 
 Uanagement. 
 
 The (oreman's responsibilities 
 may Include— 
 
 Among the more Important cost 
 elements are— 
 
 The management problems and 
 some possible metbods o{ dealing 
 with them are— 
 
 EQUIPMENT IN SERVICE. 
 
 SNPlng equipment up to maln- 
 tmance standards by— 
 Direct action. 
 Work orders. 
 Discarding. 
 BuyinR. 
 Requisitioning. 
 Recommending. 
 Reporting, etc. 
 
 The cost of maintenance, re- 
 pairs, etc , as against the cost 
 ofneweqiupment. 
 
 The cost of brealcdown in stop- 
 ping production. 
 
 To find the economic disposal 
 point, and when that point is 
 reached, act, recommend, or re. 
 port, according to procedure. 
 
 Carrying re.'serve tools and equlp- 
 equipment. 
 
 Amount of reserve tools and 
 equipment carried. 
 
 To plan to carry only the necessary 
 amount by Imowuig and antici- 
 pating needs. 
 
 NEW EQUIPMENT. 
 
 Lay out new equipment. 
 Rearrange equipment. 
 Order now equipment. 
 
 Grouping. 
 
 Spacmg. 
 
 Arrangements, etc. 
 
 Type. sultabUlty, cost, etc., 
 with regard to the particular 
 product and the worldng con- 
 Sitlon. 
 
 To secure the TntnlTnuTn cost per 
 unit of production under the 
 worldng conditions. 
 
 OPERATIONS AND PROCESSES. 
 
 Worldngf rom operation sheet- 
 (0) Furnished to him. 
 ^Ii) Made by him. 
 
 Number of Jobs or processes. 
 Number of operations. 
 Order of operations. 
 Numberandcharacterofoperat- 
 Ing points In each Job. 
 
 (a) To follow directions accurately 
 and intelligently. 
 
 (6) To plan to do the work at mini- 
 mum cost by study of the re- 
 quired Jobs, operations, etc. 
 (jobanalysis, planning). 
 
 Assigning necessary equipment 
 tor each Job. 
 
 Type of different equipment 
 
 units used: 
 Layout of equipment. 
 Duty of each equipment ujilt in 
 
 use. 
 Degree of balance of equipment 
 
 units used. 
 
 To lay out worlc in advance so as: 
 To select best available types. 
 To secure efEe(iliive conditions 
 as to distance, intermediate 
 products, travel and work- 
 mg space J)er units. 
 To determine relative capaci- 
 ties of units and balance as 
 near as possible, etc. 
 
 Controlling the amount of output. 
 
 Degree to which equipment 
 unitsinuseare operatedat full 
 duty. 
 
 To get as near full duty from ail 
 live equipment units as the job 
 permits. 
 
 Keeping the different Jobs going. 
 Starting, watching, and stopping 
 each Job or process. 
 
 Amount of idle load. 
 Abuse. 
 Damage. 
 Breakdown, etc. 
 Effectiveness of supervision. 
 Proper man distribution, etc. 
 (Necessary technical knowledge 
 assumea.) 
 
 To reduceidle load to the minimum 
 and to prevent abuse, damage, 
 and breakdo^vn by carefully dis- 
 tributed supervision and thor- 
 ough instruction. 
 
 To mid the most effective super- 
 vision distribution by the use 
 
 ^ of department and job analyses. 
 
102 FOREMAN TRAINING COURSES. 
 
 Chart B. — Equipment, processes, and operations — Continued. 
 
 Unit B-I. 
 
 Unit B-H. 
 
 Unit B-in. 
 
 Supendsian. 
 
 Cost elements. 
 
 Management. 
 
 The foreman's responsibilities 
 may indnde— 
 
 Among the more important cost 
 elements are— 
 
 The management problems aoA 
 some possible meuiods of dealing 
 with them are— 
 
 OPERATIONS AND PEOCESSES— Continued. 
 
 Making special volume arrange- 
 ments to meet a special emer- 
 gency. 
 
 In snch cases cost is i 
 arrangement. 
 
 To devise the most economic ar- 
 rangement with the means at 
 hand, under the working con- 
 ditions. 
 
 Determining operating methods 
 (processes or operations). 
 
 Particular character of methods, 
 processes, or operations used. 
 (Time required, equipment 
 and labor cost, etc.) 
 
 To devise the cheapest and most 
 efficient methods. (A tecdmical 
 problem.) 
 
 Setting up special working condi- 
 tions for special purposes. 
 
 Degree to which such special 
 conditions are effective. 
 
 To get maximum results at mini- 
 mum cost. (A ^cbnical prob- 
 lem.) 
 
 Determining the: 
 
 Departmental jobs. 
 Working jobs. 
 Opetarijons. 
 
 Operating points in bis de- 
 ment. 
 
 Number of different jobs or 
 processes used in getting out 
 each product. Number of 
 working jobs. Grade of help 
 employed. Nmnber of operat- 
 ing pomts in each worldag job. 
 
 To hold time and power cost to 
 practicable Tninimnm by use of 
 job analysis, production cost, 
 data, etc. (An expert tedmicai 
 problem.) 
 
 RECORDING AND REPORTING. 
 
 Reporting to supervisors. 
 
 Degree to which reports actually 
 ' serve the purpose for which 
 they are required. 
 
 To make reports promptly, accu- 
 rately, in proper form, etc. 
 
 Receiving reports from subordi- 
 nates, records, observations, etc. 
 
 Reliability of reports, records, 
 observations,, etc. 
 
 To secure reliable reports, observa- 
 tions, records, etc., -by making 
 the necessity for accuracy clear, 
 by selecting the rightmen, choos- 
 ing merely between man-made- 
 and automatic records, etc.; by 
 making accuracy easy. 
 
 Making necessary checks and ob- 
 servations for nis own use. 
 
 The value of snch checks and 
 observations, efEecUveness of 
 methods used. 
 
 To make only necessary observa- 
 tions and checks and to use as 
 little time as possible by careful 
 study and development of the 
 simplest methods that will do 
 the work. 
 
 TRADE TECHNICAL KNOWLEDGE AND SKILL. 
 
 To possess the necessary technical 
 knowledge and skill to properly 
 deal with all operations and 
 processes under his charge as- 
 sumed. 
 
 To possess the necessary mechan- 
 ical knowledge to take care of 
 his equipment assumed. 
 
 The degree to which it is pos- 
 sessed and used intelligently. 
 
 If lacking to secure it, (Trade es- 
 tension courses, etc.) 
 
FOREMAN TRAINING fOrRSES. 
 
 103 
 
 CSuurt C— MAN FACTORS— UTILIZATION OF THE WORKING FORCE 
 IN CARRYING ON OPERATIONS AND PROCESSES. 
 
 Vnrt C-l. 
 
 Unit C-n. 
 
 Unit C-m. 
 
 Supervision. 
 
 Cost elements. 
 
 Management. 
 
 ne (bramim'9 responslblUties 
 may Incluae— 
 
 Among the more important 
 cost elements are— 
 
 The management problems and 
 some possible means of dealing 
 with them are— 
 
 DISTRIBUTION OF THE WORKING FORCE. 
 
 nvrldinK snlBctent help to cover 
 all operaUng points on all Jobs. 
 
 Degree to which all operating 
 points on all jobs are eflec- 
 tively covered. 
 
 Number of men used on each 
 tqjetatlng point. 
 
 To determine all operating points 
 and cover them with the mini- 
 mum effective number of men 
 (Job analysis). 
 
 innldfilE at least the minimum 
 ttide knowledge, skill, etc., tin 
 eaeb Job (high, medium, or low, 
 IS tho case may be). 
 
 la) By placement. 
 
 (ti By transfer. 
 
 (e) By training. 
 
 Degree to which the quallflca- 
 tfons of each man meets the re- 
 quirements of the job. 
 
 Degree to which skill, erperlence^ 
 etc., are conserved in transfers, 
 promotions and placements. 
 
 Excess sUll, etc. 
 
 To determine Job requirements 
 (job analysis), man quaUflca- 
 tions (man analvsls), and match 
 man qualifications to job re- 
 quirements. 
 
 To get as eloae a "fit" as possibla. 
 
 TAKING ORDERS, SUGGESTIONS, DIRECTIONS FROM SUPERIORS. 
 
 IdUngordeta from saperlois relat- 
 tvtothe utlUzatlon of the work- 
 ing force. 
 
 reOowlng directions given by su- 
 ptrlors as to utiliiation oi the 
 vorUn force. 
 
 AoHng on suggestions from supe- 
 An as to uGuliatiou of the wock- 
 
 itatoree. 
 
 '^ftSBnitttlng orders ftom supe- 
 
 '. donastoutlllsatlanafthework- 
 
 tatftree. 
 
 Degree of accuracy and prompt- 
 ness with which orders are exe- 
 cuted so that the desired re- 
 sults are fully secured. 
 
 Degree to which directions are 
 promptly, tullv, and carefully 
 followed, so that the desired 
 results are fully secured. 
 
 Degree to which suggestions are 
 given careful consideration and 
 utilized. 
 
 Effectiveness with which orders 
 are fully and clearly transmit- 
 ted. 
 
 Degree to which all persons in- 
 tended are reached. 
 
 Degree to which "back check- 
 ing" is carried on when it Is 
 
 To fully understand orders before 
 acting on them. 
 
 To know when to ask for supple- 
 mentary orders. 
 
 A& (or orders. 
 
 To make the best possible use of 
 suggestions. 
 
 To get suggestions freely. 
 
 To devise and use such methods of 
 transmitting ocdecs and getiliis; 
 them to the proper people that 
 the desited results are obtained. 
 
 To "back check" when necessary. 
 
 orVINQ ORDERS, SUGGESTIONS, DIRECTIONS TO MEN. 
 
 OMog orden to men relating to 
 ntilitation of the worUng force. 
 Olviiig directions to men. 
 VaUng suggestions to men . 
 
 Deena to which orders are 
 obeyed. 
 
 Degree to which only neces.sary 
 orders ore given. 
 
 Degree to which directions and 
 suggestions are necessary, 
 timely, and result in work 
 being done conectly and 
 rapimy. 
 
 To team to distinguish between 
 necessary and unnecessary or. 
 dfirs. suraBstioD^ etc 
 
 To gel air directions and ordera 
 fufiy understood and obeyed by 
 ms£ing all directions and orders 
 dear, timely, accurate, and 
 complete, choosing properly be- 
 tween spoken and wntten orders 
 and directions, carefully follow- 
 ing up to see that orders and 
 directions are fully understood. 
 
 Choosing between orders, direc- 
 tions, and suggestions according 
 t»the spec^ ratuation. 
 
 Detemune when orders, directions, 
 and suggestions are necessary 
 and when they are not. 
 
104 
 
 FOREMAN TRAINING COURSES. 
 
 Chart G.—Man factors — Utilization of the working force in carrying on 
 operations and processes' — Continued. 
 
 Unit C-I. 
 
 Unit C-H. 
 
 Unit C-in. 
 
 Supervision. 
 
 Cost elements. 
 
 Management. 
 
 The foreman's responsibilities 
 may Include— 
 
 Among the more Important 
 cost elements are — 
 
 The management problems and 
 some possible means of dealing 
 with them are— 
 
 REOOEDS, CHECKS, EEPOETS. 
 
 Receiving reports from men. 
 Getting reports from men. 
 
 Accuracy and promptness of 
 reports. 
 
 Accuracy and completeness of 
 records. 
 
 To get accurate and prompt re- 
 ports from men by making clear 
 the necessity of reports that are 
 accurate and reliable. 
 
 To cross check. 
 
 Same as reports. 
 
 To make accuracy easy. 
 
 To cross check. 
 
 To choose between man and auto- 
 matic records according to the 
 special situation. 
 
 Making reports to superiors. 
 Making records himself. 
 
 Degree to which reports serve 
 the purpose for which they are 
 required. 
 
 Accuracy, completeness, and 
 value of records. 
 
 To make reports serviceable by 
 furnishing reports that are com- 
 plete, legible, accurate, in proper 
 fonn, etc., sent on time, and 
 received by the person who 
 should receive them. 
 
 Checking reports. 
 Checking records. 
 
 Accuracy, completeness, and 
 promptness with which rec- 
 ords and reports are checked. 
 
 To develop and use effective meth- 
 ods of checking to keep work 
 checked up. 
 
 WORKING CONDITIONS. 
 
 Promoting safety. 
 
 Giving first aid. 
 
 Making safety inspections 
 
 Controlling or changing ventila- 
 tion. 
 
 Number and seriousness of acci- 
 dents. 
 
 Promptness and effectiveness of 
 first-aid. 
 
 Thoroughness of inspection and 
 resultmg action. 
 
 Slowing down or poor work re- 
 sulting from poor ventilation. 
 
 Increased turnover and absen- 
 teeism. 
 
 To promote, develop and secure 
 enective general safety practice 
 by interesting men in safety and 
 training them in habits of safety 
 
 By introducing automatic or non- 
 automatic safety devices, as re- 
 quired, wherever they will'beo.f 
 value. 
 
 To report, act, or recommend 
 according to procedure. 
 
 To know how to give first aid effec- 
 tively. 
 
 To make all inspections thorough 
 and complete. 
 
 To secure the best possible ventila- 
 tion by action, report or recom- 
 mendation, according to the spec- 
 ial case and the.profedure. 
 
 Controlling or changing illumina- 
 tion. 
 
 Degree to which illumination 1 
 good or bad, as to— 
 (1^ Qeneial lighting. 
 (2) Distribution. 
 
 To secure the best possible illumin- 
 ation, natural and artificial, as 
 to— 
 
 (o) Amount. 
 
 Distribution, with regard 
 to— 
 
 (1) Danger points. 
 
 (2) Operating points by 
 report, recommendation or ac- 
 tion, accordijig to the case and 
 the procedure. 
 
 Controlling tsmperature. 
 
 Degree to which temperatures 
 are too high or too low for the 
 best work. 
 
 To_ secure the best possible condi- 
 tions, by recommendation, re- 
 port, or action. 
 
 To make unavoidably bad condi- 
 tions more attractive. 
 
KOBEMAN TRAINING COTIBSBS. 
 
 105 
 
 Chart ('. — Man factors— UliUzation of the working force in carrying on 
 operations and processes — Continued. 
 
 OwtC-I. 
 
 UmrC-n. 
 
 UmrC-m. 
 
 Sopervlslan. 
 
 Cost elements. 
 
 Management. 
 
 nw fimnan's responslbUIUes 
 may Incluoe— 
 
 Among the more important 
 cost elements are— 
 
 The management problems and 
 some possible means of dealing 
 with them are— 
 
 WORKING CONDITIONS— Continued. 
 
 Cantmlling or changing. 
 
 Degree to which surroundings 
 are good or bad. 
 
 To secure the best possible sur- 
 roundings (sanitary washrooms, 
 clean and neat shops, etc.), by 
 recommendation, action, or re- 
 port, according to the case and 
 the procedure. 
 
 Controlling or changing the worlc- 
 log AuUltles. 
 
 Degree to which the working 
 facilities (tools, equipment, 
 etc.) are good or poor. 
 
 To secure the best possible working 
 fadUlties for aU the men by ree- 
 ommendation, action, or reporc, 
 according to the case and tht 
 procedure. 
 
 MENTAL ATTITUDE. 
 
 Keeping up morale. 
 
 Interest or lack of interest on the 
 
 To promote Interest by nklllfal use 
 of interest factors that count (am- 
 
 
 part of the worHng force, due 
 topresenceor absence of ambi- 
 
 
 bition, job pride,, self-respect, 
 curiosity, etc.) by recognizing 
 ability, securing good tools and 
 equipment, riving deserved 
 praise, etc., and by avoiding 
 appeal to tear and breaking down 
 self-respect (bawling out, threat- 
 
 
 tion, Job pride, self-respect, 
 
 
 etc. 
 
 
 
 
 
 
 
 
 
 
 
 ening to discharge, etc.). 
 To reduce dlssatisKictlon to a mini- 
 
 
 Satisfaction or dissatislbotlan on 
 
 
 the part of the working force 
 due to general working condi- 
 tions, attitude of the foreman. 
 
 mum by emphastElng the im- 
 portance of the job, developing 
 
 
 
 craft pride, being considerate, 
 
 * 
 
 etc. 
 
 fair, firm, human. 
 
 Desiing with carelessness on the 
 
 Degree to which temporary care- 
 
 To reduce carelessness to the mini* 
 
 fob. 
 
 lessness Is reduced and perma- 
 
 mum by- 
 
 
 nent carelessness tUminated 
 
 Determining the cause and 
 
 
 with the least amount of dis- 
 
 classifying as temporary or 
 
 
 ohaige by intelligent use of— 
 Transfer, 
 
 permanent. 
 
 
 For temporary carelessness 
 take action to save the man. 
 
 
 Discharge, 
 
 
 Ponaniilng, 
 
 For permanent carelessness 
 
 
 Repremanding. 
 
 take action leading to dis- 
 
 
 Etc. 
 
 charge of the man. 
 
 MMnHliiliig the neoessary work- 
 KequffilW. 
 
 De^ee to which turnover and 
 labor loss is held down to the 
 
 To reduce labor loss due to the 
 human factor to a minimum by 
 
 
 being- 
 Considerate, 
 
 Dlsoharglng, 
 
 
 Fair, 
 
 Transferring. 
 
 
 Firm, 
 Human, 
 
 Developing interest, 
 Promoting satisfaction, 
 Etc. 
 
106 
 
 FOREMAN TRAINING COURSES. 
 
 Ohart C.—Man faotors—UUlisation of the tvorUng force in carrying on 
 operations and processes — Continued. 
 
 UnitC-I. 
 
 Unit C-II. 
 
 UNIT C-III. 
 
 Supervision. 
 
 C!ost elements. 
 
 Management. 
 
 The foreman's responsibilities 
 may include— 
 
 Among the more important 
 cost elements are— 
 
 The management problems and 
 some possible means of dealing 
 with them are— 
 
 PHYSICAL CONDITION OF THE WORKING FORCE. 
 
 Dealing; with situations due to the 
 condition of the members of the 
 working force as to sickness (tem- 
 porary). 
 
 Degree to which the foreman and 
 all members of the working 
 force are In good mental and 
 physical condition, thus mini- 
 mizing such cost items as — 
 Labor loss due to sickness. 
 Temporary carelessness due 
 
 to illness. 
 Reduced ability on the job 
 due to aman being in poor 
 condition, sick, etc. 
 
 To promote and maintain good 
 physical conditions in the mem- 
 bers of the working force through 
 such means as — 
 EflectiT.e cooperation with the 
 
 medical service (if any). 
 Advising men as to takmg care 
 
 of themselves. 
 Including the health of his men 
 in the field of his responsibili- 
 ties. 
 
 Incipient disease. 
 
 Chronic disease, disability. 
 
 Physical fatigue 
 
 Degree to which Incipient disease 
 is at once discovered and check- 
 ed or cured, thus minimizing 
 such cost items as — 
 Slow falling offiin ability, in- 
 creasedlabor loss, etc., due 
 to unchecked progress of 
 the disease. 
 
 To secure the immediate identifica- 
 tion and checking or curing of 
 incipient disease by such means 
 as- 
 Keeping in close touch with the 
 medical service, advising 
 men to seek reUable advice, 
 transferring to get better con- 
 ditions during treatment, 
 etc., according to procedure. 
 
 Degree to which chronic disease 
 is discovered, identified, and 
 dealt with so as to minimize 
 its eflect. 
 
 To secure the best possible 'action 
 under the special conditions, as 
 between transfer, lay o£E, special 
 treatment, etc., by action, re- 
 port, recommendation, etc. 
 
 Degree to which men do not 
 work, beyond reasonable fa- 
 tigue limits, thus mininaizLng 
 such cost elements as — 
 Accidents due to overfatigue. 
 Slow work due to overfa- 
 tigue. 
 Temporary carelessness on 
 
 the job. 
 Absenteeism. 
 
 Quitting for an easier job, 
 etc. 
 
 To prevent undue physical fatigue 
 by such means as — 
 "Easing up" when necessary. 
 
 (Rest intervals.) 
 Changing nature of the worli, 
 of working conditions, etc. 
 (by action, recommendation, 
 report). 
 
 Excessive mental fatigue or strain. 
 
 Degree to which men are not 
 subjected to excessive mental 
 fatigue or strain, thus minim- 
 izing such cost items as— 
 Accidents due to temporary 
 
 carelessness. 
 Directions not carefully fol- 
 lowed for the same reason. 
 Dissatisfaction due to 
 "nerves," etc. 
 
 To prevent excessive mental fa- 
 tigue or strain by the same gen- 
 eral methods as for physical 
 fatigue. 
 
FORE MAX TRAINING t'OURSES. 
 
 107 
 
 Chart C. — Man factors -Utilization of the unrking force in carrtting im 
 opcrntions and procpsse*— Continued. 
 
 Unit C-I. 
 
 UUIT C-II. 
 
 UNirC-in 
 
 Bapervlsion. 
 
 Cost elements. 
 
 Management. 
 
 Th< [onmsn's responsibilities 
 may Include— 
 
 Among the more important 
 cost elements are— 
 
 The mnnngement problems and 
 some possible means o( dealing 
 with them ai9— 
 
 PHY8ICAI, CONDITION OP THE WORKING FORCR-Contlnned. 
 
 OoopcretlDg with the general man- 
 •(cment. 
 
 Begrce to which the foreman co- 
 opera tea fully and Intelligently 
 with the genera] management 
 tn such ways as- 
 Working with the manage- 
 ment. 
 Ejiowtng the organization 
 as a whole and his relation 
 to it. 
 
 To fully and intelligently cooperate 
 with the general management in 
 such ways as- 
 Carrying out policies. 
 Not "knocking." 
 Transmitting orders Intelli- 
 gently. 
 UaMr g suggestions. 
 Developing plant pride. 
 Being "a part of the organiza- 
 tion," etc. 
 
 Cooperating with his immediate 
 ■upcriors. 
 
 Degree of intelligent , tactful.'and 
 eSective cooperation that the 
 foreman gives in dealing with 
 his Immediate lopeiifiis. 
 
 To fully and intrlligantly cooperate 
 with Immediate superiors by 
 such means as — 
 
 Carefully following orders, in- 
 structions, directions, etc., 
 and being careful to under- 
 stand them fully before act- 
 ing on them. 
 
 Passing on orders, instructions, 
 notices, etc., from the man- 
 wement, so that they are 
 clearly understood and car- 
 ried out as intended. 
 
 Making sure that all men that 
 should be reached are reached) 
 
 Making reports, recommenda-. 
 tions, etc, as called foj 
 promptly, accurately, IcgiJ 
 biy, and according to stanjf 
 ard form an) procedure;/^ 
 
 Making sure that thej 
 properly received bjjf 
 right people. 
 
 Cooperating with other faremeo. 
 
 Degree ol intellignt, tuD, and 
 helpful cooperative relations 
 estabUsbed between foremen 
 In the plant. 
 
 Not "knocking," etc. 
 To fully and intelligently coop, 
 with other foremen in such i 
 as— 
 
 Not crlticlslug other depart- 
 ments. 
 "Appreciating the other fel- 
 low's troubles." 
 Helping out but not "butting 
 In " on other foremen's jobs. 
 Being tactful and considerate. 
 
 honliig oooperation from the 
 vorUiig force. 
 
 The extent to which the fore- 
 man can get the working 
 force "with '' hbn. 
 
 To secure the greatest possible de- 
 gree of cooperation from the 
 WDrking force by sucli means as— 
 "TelUng the truth." 
 Giving everybody a "square 
 
 Developing plant and depart- 
 mental pride. 
 
 Playing no favorites. 
 
 Discovering and correcting un- 
 founded plant gossip. 
 
 Etc. 
 
AVAILABLE BULLETINS OF THE FEDERAL BOARD FOR VOCATIONAL 
 
 EDUCATION. 
 
 ANNUAL REPORT. 
 The Vocational Summary, published monthly by the Federal Board for Vocational Edaeatlo* 
 
 (Vol. 1. No. 1, May, 1918). 
 Bulletin No. 11. Emergency War Tralnins for Oxy-Acetylene Welders. 
 
 Bnlletin No. 12. Emergency War Training for Airplane Mechanics— Engine Repairmen, Wood- 
 workers, Riggers, and Sheet Metal Workers. 
 Bulletin No. 13. (Agricultural Series No. 1.) Agricultural Education — Organization and Ad- 
 ministration. 
 Bulletin No. 15. (Reeducation Series No. 3.) The Evolution of National Systems of Vaca- 
 
 tional Reeducation for Disabled Soldiers and Sailors. 
 Bnlletin No. 16, Emergency War Training for Radio Mechanics and Radio OperatciB. 
 Bulletin No. 17. (Trade and Industrial Series No. 1.) Trade and Industrial Education — Or- 
 ganization and Administration. 
 Bulletin No. 18. (Trade abd Industrial Series No. 2.) Eyening Industrial Schools. 
 Bulletin No. 19 (Trade and Industrial Series No. 3.) Part-Time Trade and Industrial Edu- 
 cation. 
 Bulletin No. 20. (Trade and Industrial Series No. 4.) Buildings and Equipment for School* 
 
 and Classes in Trade and Industrial Subjects. 
 Bulletin No. 21. (Agricultural Series No. 3.) The Home Project as a Phase of Vocational 
 
 Agricultural Education 
 Bulletin No. 22. (Commercial Education Series No. 1.) Retail Selling. 
 Bulletin No. 23. (Home Economics Series No. 1.) Clothing for the Family. On sale at 
 
 Superintendent of Documents, Government Printing Office. 15 cents per copy. 
 Bulletin No. 24. (Commercial Education Series No. 2.) Vocational Education for Foreign 
 
 Trade and Shipping. 
 Bulletin No. 25. (Reeducation Series No. 4.) Ward Occupations in Hospitals. 
 Bulletin No. 26. (Agricultural Series No. 4.) Agricultural Education — Some Problems in 
 State Supervision 
 Bulletin No. 27. (Agricultural Series No. 5.) The Training of Teachers of Vocational Agri- 
 culture. 
 Bulletin No. 28. - (Home Economics Series No. 2.)' Home Economics Education — Organization 
 and Administration. 
 - Bulletin No. 29 (Reeducation Series No. 5.) Treatment and Training for the Tuberculous. 
 Phyalletin No. 30. (Trade and Industrial Series No. 5.) Evening and Part-Time Schools in the 
 'extile Industry of the Southern States. 
 
 T No. 31. (Trade and Industrial Series No. 6.) Training Courses in Safety and Hy- 
 3 in the Building Trades. 
 , tin No 32. (Reeducation Series No. 6.) The Agricultural and Industrial Community for 
 ^^/Arrested Cases of Tuberculosis and Their Families. 
 
 ''Bulletin No. 33. (Reeducation Series No. 7.) Productive Vocational Workshops for the Re- 
 habilitation of Tuberculous and Otherwise Disabled Soldiers, Sailors, and Marines. 
 Bulletin No. 34. (Commercial, Series No. S.) Commercial tlducation (Organization and Ad- 
 ministration) . 
 Bnlletin No. 35. (Home Economics Series No. 3.) Use and Preparation of Food. On sale at 
 Superintendent of Documents, Government Printing Office. 20 cents per copy. 
 Bnlletin No. 36. (Trade and Industrial Series No. 7.) Foreman Training Classes. Part I. 
 I. Foreman Training and the Vocational Education Act. II. Suggestive Schedules for 82 
 Foreman Meetings. III. The Need for Foreman Training and Some Past Difficulties. 
 IV. Planning and Initiation of Foreman Training Courses. V. Conducting Foreman 
 Training Courses. 
 
 All communications should be addressed to 
 The Federal Board for Vocational Education, Washington, D. C. 
 
 O 
 
CorfW« Unlvaratty Library 
 TS 155.A41 
 
 3 1924 002 748 691