RESULT TO THE WORK.--Under Traditional Management, where standards are not established, the worker is constantly delayed by the necessity for decision of choice, by the lack of knowing what should be chosen, and by a dearth of standard equipment, materials and tools from which to choose. Under Transitory Management, with the introduction of standards, the elimination of delays and the provision for standard surroundings and supplies of all kinds, comes increased output of the desired quality. Under Scientific Management, not only is output increased and quality assured, but results of work can be predicted.[13] RESULTS TO THE WORKER.--Results from standardization to the worker under Traditional and Transitory Management are the same as, and are included in, results under Scientific Management. STATE OF WORKER'S FEELINGS IMPROVED.--Under Scientific Management the state of the employe's feelings is improved by the standardization. It is a recognized fact that mental disturbance from such causes as fear of losing his job will sometimes have the same ill effect upon a workman as does overwork, or insufficient rest for overcoming fatigue. It will occasionally wear upon the nervous system and the digestive organs. Now Scientific Management by standardization removes from the workman this fear of losing his job, for the worker knows that if he conforms to the standard instructions he certainly will not lose his position unless the business as a whole is unsuccessful. On the other hand, feelings, such as happiness and contentment, and even hearing rhythmic sounds, music, etc., are an aid toward increasing output. For the best results, therefore, under Scientific Management the worker is furnished with standard conditions; his train of ideas is held upon the work in hand without interruption, and the working conditions are such that the managers furnish the worker with inducements to conform to the standard conditions happily. WORKER'S RETENTIVE POWER INCREASED.--We note in the second place, the increased retentive power of anyone who is working with standards. There is great difference between different people of the same degree of intelligence as to their ability to memorize certain things, especially such as sequences of the elements of a process. This lack of retentive power is illustrated particularly well in the cases often found where the student has difficulty in learning to spell. It is here that the standard instruction card comes into play to good effect. Its great detail remedies the defect in memorizing of certain otherwise brilliant workers, and its standard form and repetition of standard phrases aid the retentive power of the man who has a good memory.