TEACHING OF TRANSITORY MANAGEMENT SUPPLEMENTED.--In the transforming of Transitory into Scientific Management, we note that the process is one of supplementing, not of discarding. Written system, which is the distinguishing characteristic of Transitory Management, is somewhat limited in its scope, but its usefulness is by no means impaired. SCOPE OF TEACHING UNDER SCIENTIFIC MANAGEMENT.--Under Scientific Management teaching must cover 1. Teaching of right methods of doing work, 2. Teaching of right habits of doing the right methods. The teacher must so impart the knowledge that judgment can be acquired without the learner being obliged himself to experience all the elements of the judgment. NEEDS FOR TEACHING UNDER SCIENTIFIC MANAGEMENT.--The needs for this teaching have been stated, but may be recapitulated here. 1. Worker may not observe his own mistakes. 2. Worker has no opportunity under the old industrial conditions to standardize his own methods. 3. Worker must know standard practice. 4. Waste can be eliminated by the teaching. 5. Right habits can be instilled. SOURCES OF TEACHING UNDER SCIENTIFIC MANAGEMENT.--The sources of teaching under Scientific Management are 1. Friends or Relatives } 2. Fellow workers } If the worker chooses 3. Literature of the Trade } to use them. 4. Night schools and study } 5. The Management. } METHODS OF TEACHING UNDER SCIENTIFIC MANAGEMENT.--The Methods of Teaching under Scientific Management are 1. Written, by means of (a) Instruction Cards telling _what_ is to be done and _how._ (b) Systems, explaining the _why._ (c) Drawings, charts, plans, photographs, illustrating methods. (d) Records made by the worker himself. 2. Oral, the teaching of the Functional Foremen. 3. Object-lessons: (a) Exhibits. (b) Working models. (c) Demonstrations by the Teacher. (d) Demonstrations by the worker under Supervision. WORKER A SOURCE OF THESE METHODS.--It should be often stated that, ultimately, the elements of all methods are derived from a study of workers, and that the worker should be enabled to realize this. Only when he feels that he is a part of what is taught, and that the teachers are a _means_ of presenting to him the underlying principles of his own experience, will the worker be able to cooeperate with all his energy. INSTRUCTION CARDS ARE DIRECTIONS.--Instruction Cards are direct instructions for each piece of work, giving, in most concise form, closely defined description of standard practice and directions as to how each element of the standardized task is to be performed. The makers know that they must make their directions clear ultimately, therefore they strive constantly for clearness.