Conference on Methods
Foremen's Confer
Plant Control.
Forenenship notes
reached pu

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Mise. 305
Sec. I - pg. 1
FOREMANSHIP NOTES

{
DISCUSSIONS AND CONCLUSIONS REACHED BY PUBLIC SCHUOL
AND PLANT REPRESENTATIVES DURING A SIX WEEKS' HONFERENCE
ON METHODS OF CONDUCTING AND PLANNING FOREMEN'S CONFER-
ENCES UNDER PUBLIC OR UNDER PL.\NT CONTROL. THIS CONFER-
ENCE WAS HELD AT THE OSWEGO NORMAL SCHOOL, OS'TEGO, NEW
YORK, JULY AND AUGUST, 1920, UNDER THE DIRECTION OF
LEWIE A. WILSON, DIRECTOR OF VOCATIONAL EDUCATION, STATE
DEPARTMENT OF EDUCATION, ALBANY, NEW YORK.

Section I

Introduction

Oswego, N. Y.
August, 1920.
Misc. 305
Sec. I - pg. 2

Preparatory Note

These notes were prepared by Mr. Charles R.
Allen and Mr. A. H, Morrison of the Mechanics Arts
High School, Boston, as members of the faculty in
charge of the conference, with the assistance of
Mr. R. E. Keppel, as records of points discussed and
conclusions reached. They have been reproduced by
courtesy of the Division of Vocational Education,

New York State Department of Education. In arranging
them for reproduction some changes have been made by
Mr. Allen to bring the information up to date on the

basis of further experience obtained during the last

year.
CONFERENCE NOTES ON FOREMANSHIP, Misc. 305
Sec. I - pg. 8

Section 1. - Introduction

These notes have been prepared for use in connection with a
conference on Foremanship to be conducted under the auspices of the
Federal Board for Vocational Education at Minneapolis, Minn., from
July 18th to August 13, 1921.

The notes in their present form have been developed from notes
which were worked out at a similar conference held at Oswego, N. Y.,
under the auspices of the Department of Vocational Education of the
State of New York, during the summer of 1920, and in their original form
Were prepared by Mr. A. H. Morrison, Mr, R. E. Keppel and Mr. Charles
R. Allen.

In their present form these notes are supplementary material
which will serve as an outline of points that may be discussed profitably
in a conference, and that may also serve as more or less suggestive
material. -

The notes deal with the particular type of Foreman Training
described in Federal Board Bulletin No. 36, parts I and II.

They deal with the conference method not because it is not
fully recognized by the Federal Board that other methods have been de-
veloped which are serving a useful purpose, but because this particular
method has been sufficiently tried out and has commended itself suf-
ficiently to warrant careful consideration, and because its successful
operation requires certain special knowledge and skill.

The limited time permitted for this conference would make it
impossible to take up all forms of Foremen Training. It would therefore

seem best to confine the work of the conference to this particular
type of work.

These notes consist of five sections:
Section I - Introduction
Section II - Operating Foreman's Conferences

Section III - Conducting Foreman's Conferences
Section IV - Notes on Auxilliary Instruction Material
Section V - Setting Up and Tentative Program

A. Securing Preliminary Information

B. Laying Out and Classifying Responsibilities
for Thair Potential Interest Value on the
Misc. 305
Sec. I . pe. 4

Basis of the Informatien as obtained.

C. Determining the Most Desirable Conference
Subjects Under the Limited Working Conditions....,

Reference has already been made to various plans for improving

foremanship. Since a general discussion of typical plans and other rela-

_ tive advantages and disadvantages may be found in Federal Board Bulletins
Nos, 60-61-62, that discussion is not repeated.

It is assumed that among those attending this conference will

be representatives of each of the following groups:

1.

2.

3.

Individuals representing industrial plants, wh Have been connected
with the organization for a considerable time:

Individuals who have not been connected with an organization for a
long time but who have only very recently come into the organiza-
tion, or who will, soon, enter an industrial organization.

Individuals (more especially State Office Representatives) who, in
carrying on this work, will conduct a series of meetings on a given
plan, and, at the close of these meetings will close their con-
nection with the plant.

Since each of these types of individuals will be confronted

with a somewhat different problem, this matter is discussed briefly in
the following paragraphs:

1.

Bo

The person who has been connected with an organization for some
time, has the advantage of knowing the organization and having a
considerable personal acquaintance with the personnel. This places
him at a distinct advantage with regard to the securing of, or pos-
Sessing, the necessary preliminary information as discussed in
Section II,and it also places him at a distinct advantage in the
Fapidity with which he can establish personal relations with members
of the group. He will, therefore, probably be able to do a better
piece of work at the beginning than either of the other two types

of prospective conference leaders, On the other hand, in many cases
he is liable to suffer from a suspicion that he is a direct repre-
Sentative of the management, and to that extent be handicapped.

This situation may require special tact and managerial ability on
his part to deal with it successfully.

The man whe has recently joined the organization, but who it is
generally understcod is to be permanently connected with the organi-
zation, has, in some ways, a distinct acvantage over the man who

has been for a long time connected with the plant. He may also be
subject to the suspicion mentioned above, but probably in a lesser
degree. On the other hand, the fact that he is a permanent member
of the organization will usually make it easy for him to secure free
Misc. 305
Sec. I = pg. 5

discussion, especially in the earlier parts of the work. Owing to
the fact that he is not well acquainted with the organization, it
will require more time, effort and tact on his part to secure the
necessary preliminary information, than in the case of the long
Service plant man.

The man who takes up the work on the basis of what has been
called "Finish the job, pack up your bag and get out" basis un-
doubtedly finds the situation which is the most difficult to deal
with. He is green to the plant. It is known that he is not a
regular member of the organization. He has all his preliminary
contracts with the management to make. He is extremely likely to be
Subject to suspicion that he is a tool of the management, especially
at first, and he will almost always have that suspicion to overcome.
If, as is pointed eut in the next section, he undertakes to make a
preliminary study in the plant, this suspicion is likely to be in-
creased to a marked degree, so that he is placed in a somewhat dif-
ficult situation in securing certain information which he must have,
and, at the same time "getting himself in wrong" in securing it.

In a number of places in these notes certain procedure is de-
scribed. These procedures are described primarily for their suggest-
ive value. Probably an experienced man in this work would not follow
any of them as described, but would modify them or would work out
other methods of his own. In view of the fact that many men at-
tending this conference have not had a wide experience in this work,
it has seemed desirable to describe methods which have been used
successfully in real situations, although the purpose in describing
them has been more to present samples of the kind of thing which
the conference leader should work out for himself, and to forma
basis for discussion rather than to give a method of procedure to
be mechanically followed.

It may be noted that while the initiation of a series of fore-
men meetings must be preceded by a selling job, the section on
selling is at the end of the notes. For obvious reasons the ques-
tion of selling foremanship courses will be taken up last at the
conference.

PROGRESSIVE STEPS IN SETTING UP A TENTATIVE PROGRAM:- These

notes are organized so that the following Sections deal progressively
with each step in the procedure,the object being to set up a tentative
program. The procedure as here given assumes that the idea has been sold.

The steps in the procedure areas follows:

Starting with a fairly complete inventory of possible conference
subjects,determine those that apply to the particular plant or
plants under consideration.

Select from this list of applicable conference subjects those that
Misc. 305
Sec. I - pg. 6

have a presumptive interest for conference discussion.

3. Where working conditions set up limitations as to time @tc., select
from the list of conference subjects having a presumptive conference
interest value, those that seem most likely to be of the most value
to the men and to the plant, when taken up in conference.

As a result of this procedure there may be secured a tentative
program based on the best information available before the conferences
are Started. This program however will always be found to require modi-
fication as the work develops, and should never be considered as some~-
thing to be rigidly adhered to.

Especially will it be found to be true that de facto interest
is not always presumptive interest and that the information as origi-
nally secured will be subsequently modified by information furnished by
the foremen as the conference work develops. The fact that the foremen
often have more accurate information as to many points than does the
Management, or even certain foremen, accounts largely for the necessity
of setting up a tentative program with the full expectation that it mst
be subsequently modified as the work develops.
Misc. 305
Sec. II - pg. 1

Section II

Operating Foremens Conferences.
Mise. 305
Sec. II - pg. 2

SECTION II
OPERATING FOREMENS CONFERENCES

PRELIMINARY:- . The preceding section discussed the necessary steps
that mst be taken in determining the specific objectives on which the
program for the series of conferences is based. Assuming this to have
been done and a satisfactory program agreed to, and all other necessary
preliminary arrangements made, the question that comes up next is as to
how these objectives are to be gone at ,that is, the propogition having
gone through the stage of preliminary planning now becomes a question of
Operating, or of putting over the desired objectives. Since the effi-
ciency of this putting over operation depends almost entirely on the
skill with which the conferences are handled and the extent to which
the principles of good teaching are familiar to the Conference Leader

as well as the skill with which he applies them in carrying on the work
of the conferences, this section deals first with some of the more im
portant facts with regard to the principles of good teaching as they
apply to the case of conference work with foremen, and gives information
based on experience as to the methods of conducting such conferences;
the uses and preparation of certain instruction material that, if
properly used will aid the Conference Leader in putting across more work
than he otherwise could in the time at his disposal, and with other in
formation of general value in this connection.

CONTENTS OF THIS SECTION:- The contents of this section aps arranged
as follows:

Part 3 A. This part gives general auxiliary information as to the
general principles of teaching that will apply to any set of conference
objectives but which must be applied in certain specific ways according
to whether the objectives deal with supervision and management or with
instruction of the character that a foreman may give under the conditions
under which he works.

Part 3 B. This part gives specific auxiliary information with
regard to the conducting of conferences on objectives relating to
SUPERVISION AND MANAGEMENT.

Part 3 C. This part gives additional specific auciliary informa-
tion relating to the handling of objectives relating to INSTRUCTION.

THE JOB OF THE CONFERENCE LEADER:- (Ref. Allen, page 117)(And pp. 205-
207-208-209), As discussed in the reference a conference Leader in
common with any instructor has the three jobs of directing, instructing
and giving out information or telling. As a director he "Leads up"

the discussion towards the determined objective, that is, he holds the
members of the conference group to the subject under discussion. As

an instructor he must put over to the members of the conference group
whatever he can do that they cannot dojCwhere the objective calls for

the putting over operation. Where the possassion of certain information
is necessary for the proper carrying on of the work, and that information
Misc. 305
Sec. II - pg. 3

is not in the possession of the members of the conference group, he must,
an some way, impart or "pass out" that information.

DUTIES OF THE CONFERENCE LEADER: Among the more important duties of a
Conference Leader in connection with the actual putting over or operat~
ing the series of conferences:

1. Determining for each conference ways and means for handling
the conference objectives, direct or indirect, as the case my be with
regard to

a. Determining his line of approach. (Allen p 165-168)
and carrying the chosen line of approach out in
practice.

b. Determining methods and carrying the chosen method
out in practice (Allen p 147-164)

2. Determining his group characteristics - (Allen p 248-256)
and handling his work accordingly.

3. Developing the work with regards to the sub objectives as
laid out on the planning sheet and the operating sheet.

4. Using the instructing operations (Allen p 117-144) ina
form suitable to the organization of the group (Conference: Instruction)

5. Handling any instructing material effectively (F BI p 85)

6. Operating such system of progress records as may be called
for. (Allen p 304-318)

7. Arousing and maintaining the interest of the members of
the group by the skillful use of interest factors (Allen p 257-284)

8. Using an effective method of relating principles to con-
crete cases. (Allen p 342-346) (FB, 1 pp 92)
Wa t

9. "Cleaning up" as he goes along (Allen pp )
10. Keeping to the subject.

The majority of what can be Said on these points is covered
in the references, but since the application to foremen'’s. conferences
requires consideration of special conditions some discussions are given

in the following paragraphs.

WAYS AND MEANS:- As the term is used here it means ways and means by
which the Conference Leader puts over the objective of the conference.
In order to do this he mst be familiar with teaching "tricks" and
know how to use them. - His objectives and his operating sheet give him
Misc. 305
Sec. II - pg. 4

his general data - me mist "on the jobs" carry his program over effeo-
tively by the use ef ways and means that is, by the use of methods and
teaching devices.

HANDLING OBJECTIVES:~ As already stated, objectives may be direct or
indirect and the fwo types require different handling. A few sugges-
tions may be helpful. The term is defined .F BI p 91.

(a) Indirect Objectives:~ The only practical device here is di-
rected discussion- An indirect objective is almost always "masked" by
a direct objective, the direct objective being put over and the indirect
being left to conscious or unconscious inferences by the men, For
example, assume that the indirect objective is to get improved distri-
bution of supervision through accruing interest in thinking out and
using better methods. The “masking objectives" is to discuss methods
of distributing supervision with regard to the application of agreed
cost elements in supervisory distribution. An aroused interest in in-
proved distribution of supervision and a desire to work out better
methods involves an unconscious agreement that conditions can be improved
The direct objective must be so handled that the indirect results must
be a logical and inevitable result of the work and mst be arrived at by
making each man unconsciously measure his present efficiency of distri-
bution against new standards that he accepts as a result of the discus-
sion. In a way the Conference Leader steps out when the "obvious
objective" has been attained and leaves the men to take the last step
“ander their own power". The success of this method depends on the
Conference Leader holding to the obvious objective until he is sure that
the men have "fallen" for the indirect objective. His best guide on
this is to get an animated and constructive discussion as to ways and
means for improvement, started and carried on by the men, and, unless
he reaches this point he can never be sure that he has done his job.

HANDLING DIRECT OBJECTIVES:= Here everybody knows what they are driving
at as in the case of working out the departmental job analysis. It was
pointed out in the last paragraph that after the "masking" objective

had been attained the men mst take another step "under their own power".
In handling a direct objective this last step is not required, but when
the "obvious" objective has been attained, the final objective has been
reached; no additional step is necessary. In a sense therefore the work
of a conference always concerns itself with an obvious (direct) objec-
tive - that is, the conference always knows what it is doing.

What may be called the "standard" method of handling direct objec~-
tives (whether there is or is not a "masked" objective) is to set up
cases, preferably pulled out from the men, possibly with the aid of
suggestive questions if nécessary. -This corresponds to Step 1 and sets
up the "S,0,P.7 (Allen p 179 second paragraph). Step 2 is developed
through discussion, preferably with “blackboard Duilding up" where that
can be used, or sometimes by reference to charts, notes, or other
Mise. 305
Sec. II - pg. 5

instruction material.

THE DISTINCTION BETWEEN THE TWO TYPES OF OBJECTIVES:- From the last
two paragraphs it is evident that the essential difference between
direct and indirect objectives lies in the way in which Step 3 in the
instructing process is handled. If the objective is direct the Confer-
ence Leader carries Step 3 through with the men. If it is indirect, he
only partially completes Step 3, leaving the men to make the final ap-

plication without its being directly suggested or referred to by the
Leader.

DETERMINING THE LINE OF APPROACH:- (1, a) This subject if adequately
covered in the reference.

DETERMINING METHODS:~ (1 b) This is also covered in the reference.

DETERMINING GROUP CHARACTERISTICS:- The men forming the group to be
handled in foremen's conferences form a group having certain character-
istics that must be taken into consideration, among the more important
of which are:-

1. As a rule their school experience has been relatively
limited, in the majority of cases not beyond the grammar school.

2. They are men holding responsible positions and are mature.

3. They are intelligent and are capable of doing a great
deal of effective constructive thinking if given a chance by the
Conference Leader.

4. They are loyal to the Plant and are anxious to do as good
a job as they can.

5. They are more used to arrive at conclusions by discussion
than by reading.

6. In common with everybody else they are sensitive to
direct criticism as to their having fallen down on their jobs.

7. As a rule their reading has been general in its character
and they have not been in the habit of getting new ideas with regard to
their working problems directly from trade publications.

8. On account of the practical nature of their work and their
past experience, they naturally think in terms of concrete cases rather
than in abstract principles.

9. They are men who, as a rule, have had a wide experience
in industry and often a long experience in the plant in which they are

employed.

The Conference Leader must determine the degree to which the
group characteristics just given appear in the group and, in addition
must determine any other characteristics of any particular groups with
which he may have to deal, such as Nationality which would have to be
taken into consideration in such matters as the preparation of instruc-
tion notes, use of direct or indirect objectives in given cases and

so on.

DEVELOPING THE WORK WITH REGARD TO SUB OBJECTIYVES:- The difference be-
tween main objectives and sub objectives is that a main objective is
Misc. 305
Sec. II - pg. 6

always a statement of some sort of improvement that it is hopedor in-
tended will appear in the way in which the foreman does his job in
the plant, as a result of the work of the conference. A sub objective
is always a statement of something that it is intended to accomplish
in the minds of the men during the conference. This something might
be, for example, a néw way of looking at a situation, a new idea,
changed attitude toward an old idea, or reversal of attitude toward a
Situation. It may mean modifying a man's pcint of view, changing his
point of view or even completely reversing his point of view, and
doing it in the conference.

Just as a production job is carried on by a series of opera-
tions each of which gives an intermediate product, the final operation
giving the finished product for that job, these operations being car-
ried on in a certain order, each operation in turn moving the material
one step nearer to the final job product, so a conference consists of
a number of stages each of which gives an accomplished sub objective,
the last stage giving a situation that is intended to result in the
accomplishment of the final objective in the plant and these objectives
must be accomplished in a certain order,

The Conference Leader must therefore determine in advance:-

a. What sub objectives will enable him to carry the con-
ference through to the main objective in the most effective way and

b. Determine the order in which these sub objectives are
to be put over. In doing this he must take into consideration the
type of the main objective, what it deals with (materials, operations,
human factors, etc.). While no general rule can be given in most cases
of management the first sub objective. is put over by the use of cases
and the last by a discussion of ways and means, with such intermediate
sub objectives as may be necessary. The main way of becoming expert in
this laying out of subjectives is practice and so it is not discussed
further here.

USING THE INSTRUCTING OPERATION UNDER CONFERENCE CONDITIONS:- While
the instructing operation is used under conference conditions undergoes
certain modifications among the more important of which are:-

a. Step one is minimized ~- The men are so familiar with the
Situation that very little time is required to get their attention and
get the conference "lined up" for business.

b. Step 2 is carriedon by question and discussion and takes
up a good part of the conference, merging into

c. Step 3 which is handled through a discussion of ways
and means.

d. Step 4 does not appear in the conference, but on the job
in the plant and mst be got by follow up work of some kind.

Some dangers are:
Leaving out step 4 entirely

2. Spending too much time on step l
3. Not holding step 2 to the sub objectives
4, Not "cleaning up each sub objective as you go.
Misc. 305
Sec. II - pg. 7

HANDLING THE INSTRUCTING MATERIAL EFFECTIVELY -- FORMS:-

1. See that forms are fully understood before men are allowed

to use them.

2. Always use forms on an individual basis.

3. Always check group work with forms while the work is
going on.

4, Use some form as many times as necessary with each man so
that it is certain that the objective (or aim) has been
reached.

5. Where corrections and criticisms are made in the conference
it may be

a. Individual criticism and checking
b. Group criticism of samples
c. Criticism by Leader

Of these the first two are to be preferred, and in general any

criticism by the leader should be individual.

6. Where forms are used to make lay outs etc., all steps in-
cluding Step 4 should be completed in the group.

(Really a lesson in this case)

7. Sample forms can be put up to the group by the information
al line of approach. Put into hands of men just before
their use is explained by the Leader.

8. Forms that are to be used for outside work with which men
are entirely familiar should be covered briefly in the
conference.

9. Where forms are to be used by foremen on their jobs right
along (for example, a checking form of man qualification
the conference that the use of the form is thoroughly
understood and that it can be correctly used.

HANDLING THE INSTRUCTING MATERIALS EFFECTIVELY -- NOTES:~
1. Always as a follow up
2. Never as on advanced text
3. Of the three types
a, The informational type
1. Can be used to best advantage in discussion
in the conference to avoid the necessity of
continually repeating information that the
man fails to apply correctly (Classifica-
tion terms etc.).
b. To give the man correct information that they can
refer to in outside work where the Conference
Leader is not available.
ce. The Incomplete Discussion
1. Can be used as a reference in starting
discussion in Steps 2 and 3 and to extend
Step 3 outside the conference on the men's
time.

e. THE SUMMARY:- Used as a follow up and a permanent record of points
agreed upon in the discussion and given out at a subsequent conference.
Misc. 305
Sec. II - pg. 8

It is particularly useful in Step I of the second conference on the
Same objective, that is, where the main objective is not reached in a
Single conference.

HANDLING THE INSTRUCTING MATERIAL EFFECTIVELY -~ POINTS FOR DISCUSSION:-~

Thinking points are often tied up with notes or cases and can be used

to promote discussion in connection with Steps 2 and 3 in the conference,
or +0 extend the discussion and bring about the use of notes in the men's
time outside the conference. These points are of such a nature that the

answers can be dug out. of the notes, but cannot be found in one place

or in the required form.

Discussing points are used to promote and direct discussion
and can be used inside or outside the conferences, expecially in con
nection with ways and means. Cases are used in Step 1 to arouse inter-
est and in Step 3 to direct and control discussion.

AROUSING AND MAINTAINING INTEREST:- In conducting the work of the con-
ference it is necessary to arouse and keep up the interest of the men by
the use of proper devices among which the following may be mentioned:

a. Working out definite and satisfactory solutions of in-
dividual problems. If the problems are of such a nature that they are
of interest to only one or two men this can be done outside the con-
ference.

b. Always finish any objective that is started. A conference
that does not arrive anywhere is not only wasted time, but results in
loss of interest.

c. Wherever possible, take one objective to a meeting. If,
however, by miscalculation on the part of the leader, the objective is
not put completely over in the meeting it must be cleaned up at the next
meeting.

d. In using cases for discussion or illustration, make use //
of real cases drawn from actual experience. In many cases it may be
necessary for the leader to supply these cases and then he mst be
prepared to do so.

e. Put plenty of "pep" into the meetings. Keep something
doing all the time. If the discussion drags, "start something."

f, Get a flying start in the early part of the conference
and finish strong. ‘

g. See that every one takes an active part in the discussion.

h. Pull out of the men what you want if possible and do very
little telling.

i. Make the men do the talking. If the discussion is con
fined to the subject in hand, encourage it until you have accomplished
the purpose you have in mind.

PROGRESS CHARTS:- It is very desirable that a conference Leader
should keep some form of record that will show him where he is com-
pared with where he figured to beat each point in the series of con
ferences. In practice he will never progressat the rate called for
Misc. 305
Sec. II - pg. 9

on his planning sheets, sometimes he will be ahead of the game and
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Some form of progress record, or chart, is therefore desirable.
Of course such a progress record can be set up in a number of ways, but
that given in the figure suggests one of the simpliest and serviceable
forms. Headings are as on those parts of the graph covered by the
specific program. Numbers indicate conferences, The line A indicates
progress as planned. Roman figures indicate successive objectives as
laid out on the Time estimate. Line B indicates the actual time cov-
ered in putting over these objectivas.

A program chart of this kind is best made large enough to
serve as a wall chart. A might be black. Bred and the other changes
and improvements will readily suggest the measures.

Out side of progress charts no records are required except
attendance if required. Of course no "marking system is called for".

CONTROLLING THE CONFERENCE:- Among the more important things which the
conference Leader must have in mind are:
a. Getting switched off the subject
b. Cleaning up each objective thoroughly as he goes
c. Leaving any enemies in his rear ,
d. Getting into an offensive argument
e. Getting into an argument that does not lead anywhere
f. Doing all the work
g- Working with one by che or two mon
h. Letting the argument get outside the legitimate scope of
foremen's conferences
4. Knowing the content
j- Starting in without preliminaries
k. Selling the idea to the men in the first two conferences
1. Keeping out outsiders (Manager etc.) especially in first
conferences
m. Overhead and individual distribution

n. Mixing in
Misc. 305
Sec. II - pg. 10

GETTING SWITCHED:- A group of men gathered together under conference
conditions always tend to be diffuse and to wander from the subject

and it is the business ef the conference Leader to counteract this
tendency and to train the men to keep to the subject under discussion,
This tendency shows itself particularly in the earlier stages of the
Series and will continue throughout the conferences unless the Leader
takes active steps to avoid the difficulty. Among the steps that can

be taken are making sure that the direct objective is thoroughly under-
stood in the beginning. The use of such devices as points for discussion,
instruction notes and forms at points where they can be used effectively.
Braking up a line of discussion that seems undesirable by introducing an
anec dote or a joke and then returning to the matter under discussion,
with she purpose of getting the men to forget what was going on before
the interruption.

CLEANING UP AS YOU GO:- Any conference calls for putting over a set
of ideas (sub objective) or teaching points (if new material is being
taught) in a definite order. One common error is not to "clean up"
each point as you go along; that is, make sure that sub objective
(on teaching point) A is completely put over to all the men before sub
objective - Bis "opened up". Failure to do this means cumlative
confusion and a lot of unnecessary time spent in steps 3 - "filling
up holes" that should not have been left in Step 2. This means that
the Leader has left behind either some confused men, which is worse.

NUEAVING ENEMIES IN THE REAR":- In conferences of this sort there
are always cases of men who are hard to convince and it is ad-
visable te see that such men are satisfied before passing on to the
next point. Unless this is done the Leader has failed to put over
his objectives with these men and so far as they are concerned the
conference has failed. As a result the men will be more likely to
argue among themselves after the conference as to the value of the
idea rather than to discuss ways and means of applying the idea.

THE "OFFENSIVE" ARGUMENT:- The conference Leader must be careful uot

to get into a position where, in discussion, he is apparently forcing
his ow special point of view onto the group as a whole and especially
onto any one man in the group. He must hold to the position for a
"moderator" but not a special advocate. It is not up to him to fight

for his point, but to get men in the group to fight for it because he has
handled matters so that he has "militant converts". This is an error
into which a plant executive is especially liable to fall if he becomes
a conference Leader because he will unconsciously adopt the attitude of
one who is used to having things done his way.

The danger of setting up personal antagonism is also present
under these conditions. This is bad, not only on the personal side but
because one of two things is liable to happen. Either the man is
"forcibly silenced" but unconvinced or the discussion becomes a case of
"each nan fighting for his own baby" regardless of the merits of the

two"babies".
Mise. 305
Sec. II - pz. 1i

THE ARGUMENT THAT DOES NOT LEAD ANYWHERE!- One situation that requires
especially careful handling to avoid is where a discussion starts that
leads nowhere. When such a condition gets under way it is somewhat
diffictlt to "quash" it without giving offense or breaking up interest,
for the men will become greatly interested in a "scrap" and as a result,
interest in the real Subject of the conference may be broken up.

LEADER DOING ALL THE WORK HIMSELF:- One of the worst errors that a con-
ference Leader can make is to do the greater part of the work himself.

The secret of effective conference work is to induce the men to contribute
aS much aS possible while the Leader guides as little as possible in
order to put over the desired objective. The result of too much work on
the part of the Leader is to kill the interest of the men and consequently
make it impossible to do effective work. In addition the Leader is de~
priving himself of the contributions of the men, which are extremely
valuable in helping him to accomplish his purpose.

LETTING THE ARGUMENT GET OUTSIDE THE LEGITIMATE SCOPE OF FOREMEN'S
CONFERENCE: - The purpose of foremen's conferences is to improve the
way in which the responsibilities of the foremen are carried out under
the existing plant policy and procedure. The policy and procedure are
determined by the management and do not come within the limits of the
foreman's job. No amount of discussion among the foremen could change
them and such discussion is therefore a waste of time, to say the least.
More serious than this, however, it is "butting in" on the manager's job
and is sure to bring quick and serious trouble. There is no surer way
to wreck a series of conferences than by discussing such questions as
wages, working hours and the open shop, and the Leader mst be ready at
all times to steer the discussion away from such points. This does

not apply, of course, if the management has requested such a discussion,
but even under these conditions it should be made plain that the dis-
cussions are no part of the series of foremen's conferences, They should,
if possible, take place on a different day from the usual meetings and
the regular conferences should not be omitted to make time for then.

The danger involved in the discussion of questions which lie
outside the job of the foremen is so great that it can not be too

strongly emphasized.

KNOWING THE CONTENT:- The Conference Leader must know what he is talk-
ing about; that is, he must be perfectly clear as to all principles,
classifications, etc., that come into the work, he mst, in fact, be
able to do any "job" that he is going to get the men to do, and do it
better. For example, in Job Analysis, he must be able to do a first
class analytic job on any production job, or, in putting over the idea
of instructing or telling or showing he must be able to do a good in-
structing job himself. If cases are to be analyzed with regard to, say,
time-power-labor-material-cost elements, he mst be able to make the
analysis himself. If the point for discussion is "self respect" he
wust know just what is meant by that term. All this amounts to saying
that the Conference Leader mst know what is used in connection with put-
ting over the various objectives because he is the man who must prevent
Misc. 305
Sec. II - pg. 12

confusion of thought "getting switched" etc., and, if he does not know
exactly where he is himself, if he is confused in his thinking, he
does not handle things to best advantage under conference conditions.

This means that the Conference Leader must "keep three laps
ahead" of the men and not get “crowded off" by them.

GETTING THE CONTENT:- The sources of information from which the Leader
Can draw are of two kinds:
a. Sources which supply direct information
b. Sources from which he can secure information as to how to
put over his objectives and aims.

ae Sources from which the first type of information can be secured in-
clude books and technical articles in trade publications, especially
those dealing with production efficiency, personnel management, welfare
work and instruction. A bulletin called "The Foreman" issued by the

U. S. Dept. of Labor contains considerable material of this sort that
may be of service.

b. Another source is the procedure set up in the plants in which the
foremen are employed. Still another source is the organization of these
plants.

Information in regard to cases that have come up in the plant
is also very important. It:'might be well in this connection to gather
a list of anec dotes and stories and classify them in such a way that
they can be connected up to a situation that is likely to arise in the
course of the work, and where, as already pointed out, they can be
used to advantage. Although the conference leader does not and need not
have a job knowledge of operations, processes, procedure, special plant
teams, etc., it is necessary that he should have a talking knowledge of
these things, in order to analyze a situation and talk about it intelli-
gently with the men. For example, a conference Leader needs to know
what the operations are for in a general way, how they are carried out,
what sort of equipment is used, but he does not. need to have the know-
ledge that would be necessary for him to carry out the operations. He
needs to know what the operation is for, but does not need to know how

to do it.

MIXING IN:- The conference Leader must see that he gets the confidence
of his men early in the game and that he does not appear to keep himself
on a different plane than the men. He must be "one of the boys" in
order to get them to talk freely and frankly with him both inside and
outside the conference. In other words he must be a good mixer, and
anything which tends to separate him from the men should be avoided.

In the conference it is better for the leader not to get behind a desk
or a table of his own. He should use simple language that the foremen
will understand and should be able to use the "lingo" of the particular
trade or industry. If he does not dress too well in comparison with the

men it will also tend to make his "mixing" job easier.
Misc. 305

Section III,
Conducting Foremen's Conferences:

Planning for Individual Meetings.
Misc. 305
Sec. III - pg. 2

CONDUCTING FOREMEN'S CONFERENCES. SECTION II.

PRELIMINARY:- After the conference objectives that are to be actually
used in the working program as set up with regard to the working con-
ditions have been determined, the neat step is to work out defihite plans
for the conduct of edch conference. This section discusses this part

of the work in some detail. The desirability of such planning is self
evident but the methods so far as they have been worked out up to the
present time require some description. They consist essentially in

two operations: :

l. Setting up a planning sheet outline with information as
to main and sub-objectives, methods, lines of approach, and memoranda
as.to necessary instruction material that can be used to advantage
and that is available as well as other material, such as cases that
can be used to advantage, ways and means that it may be necessary to
Suggest, etc.

2. Setting up a program sheet.

Convenient forms for these steps are given on the pages fol-
lowing.

MAKING OUT THE PLANNING SHEET:- THE MAIN OBJECTIVES: (F.B.36, I p.

91 to 92). The first step in the planning is to determine the main ob-
jective or objectives that are to be dealt with in the conference under
consideration. While it is, of course, possible to set up more than
one objective for a given conference, as already stated, the tendency
is to under estimate what can be done in the ordinary conferences time,
(from an hour and a half to two hours) and to plan more of a program
than can be carried out successfully in the time. In many cases only
one or more of the sub-objectives, as discussed in the next paragraph
can be "put over" in the time allowed for one conference.

MAKING THE MAIN OBJECTIVE SPECIFIC:- In laying out a main objective the
average person finds it very difficult to make a specific statement;

the tendency is to make a statement couched in terms that are more or
less general, and to that extent, vague. Particular pains should be
taken to think through the problem and to formulate a definitely stated
objective. This merely amounts to saying that the conference Leader musi
know exactly what he wishes to accomplish; exactly where he wants to go.
He may not get there in the first round, in fact, he may not get there
at all, but he mst know exactly where he is trying to get.

THE GENERAL PURPOSE OF THE PLANNING SHEET:~ The general pur-
pose of the planning sheet is to serve as a memorandum to be used in
connection with putting over the objective. It is made out without
reference to time; the work called for on one planning sheet may call
for one meeting; it may call for a dozen, depending on the nature of
the objective and the work required to put it over. For example, when
. the main objective was to promote more intelligent handling of cases of
discharge and "rowing" on account of carelessness, so called, it re+
quired in one case four meetings to get the objective, the sub-object-
Misc, 305
Sec. III - pg. 3

ives being, in that case, 1. Real carelessness vs. imitation carelessness.
2. Temporary vs. permanent carelessness. 3. The cost value of discharge
for carelessness when the carelessness is temporary or not real care-
lessness at all. 4, The Analysis of cases of apparent carelessness for
the true classification. All of these objectives had to be worked up
and "nailed" before the final objective could be attained.

/

DIRECT AND INDIRECT OBJECTIVES:~ (F.B.I, p 91). The dis-
tinction between the two forms of objectives is clearly stated in the
reference and needs no further discussion here, It should be noted how-
ever that in many cases, in fact in the usual case, there are both
direct and indirect objectives in a conference program. This is illus-
trated in the program for conference number fifteen, page 48, F. B. I.
This case of "simultaneous objectivas" makes, of course, a more compli-
cated proposition for the Conference Leader to handle, but is one that.he
must learn to "get away with" effectively. .

LAYING OUT THE PLANNING SHEET: SUB OBJECTIVES:~ In almost all cases

a main objective mist be worked up to through a series of sub objectives,
one or two of which will often give enough work for one conference,
There is generally an order in which these sub objectives can be worked
through to the best advantage sometimes because one is simpler than
another and sometimes because they "feed into each other". The matter
of determining the proper sub objectives and the best order of working
through them requires considerable skill in analyzing the situation in
many caSes, especially in objectives where the human factor is involved,
The sub objectives and their order should be carefully planned out and
entered on the planning sheet.

LAYING OUT THE PLANNING SHEET: CASES: In carrying on this work by
conference methods it is of course the intention that cases should be
pulled out from the men from their own experience. It will sometimes
happen that the group won't pull, and so it is always advisable to have
Some provision for emergencies in the form of cases that can be drawn
on for this purpose and also for illustration. These cases should be
carefully selected with regard to their concreteness, should be real
cases and should be drawn, if possible, from the experiences of the
foremen aS observed by the conference leader in follow up work, if
that has been a part of the plan. The next best actual cases drawn
fromthe actual experience of the leader and the last resort should be
imaginary cases and these, when used, must be cases that could have
happened. Some four or five cases of this sort should be noted on
the planning sheet, not in detail, but in the form of a sufficient
note to recall the case to mind.

LAYING OUT THE PLANNING SHEET: WAYS AND MEANS:- Just as it is necessary
to "load up" on cases so it is equally to "have in stock" ways and
means, that can be drawn upon if necessary. This means that the Con-
ference Leader mst have some general knowledge of such things as
+ime-power-labor-material cost and of the general principles of handling
people for "team" work, as well as some ability to see the application
of these principles to specific cases and situations. A number of such
ways and means should be thought out and noted on the plamning sheet.
1803 805
Seg. Tl] = oe, @

As in the case of cases these ways and means must be concrete -a-
workable, And apply specifically to the situation or to the working out
of the objective under consideration. To do this requires a general
knowledge of plant conditions, but such examples of ways and means
Should be used only to promote discussion and sometimes to "start
Something", when the "pulling is hard or the discussion is not get-

ting anywhere. They nesd not be the best methods and it may be desir-
able to have "in stock" both good and poor ones. Theyconstitute a
"reserve" that can be drawn on if needed, but are not worked up with

the idea that they are to be taught as the expert way of dealing with
the situation.

LAYING OUT THE PROGRAM: THE GENERAL SUBJECT:- (F.B.I - Sec.II). In
addition to the planning sheet as just discussed there is needed an
outline or program for each meeting, showing the ground that it is
planned to cover, and hence, unlike the planning sheet it is made up
on atime basis. It is, of course, quite possible that the program
as laid out for one meeting will not be covered, at that meeting,
especially if the time estimating ie done by a "green" man, who will
almost inevitably under estimate the time required for any given sub-
jects. He may even depart entirely from his plan and be obliged to
make a "quick shift" but he can to a reasonable extent stick to his
program and he must do this without upsetting the situation. In most
cases the general subject will be one of the sub-objectives on the
planning sheet or at some stages of the game, the final objective it-
self as it appears there. For example, in the case of carelessness
on the job as cited in a preceding paragraph, each of the sub-objectives
formed the general subject for one meeting and could not have been
covered had the men not been so interested in the subjects that they
stayed overtime to thrash them out.

A general model for such a program will be found in the sec-
tion of the bulletin referred to and covers the following items:

1. The general subject for the conference. This is not, of
necessity, the objective, but is a topic that can be put on to notices,
posted up etc., as in the case of any meeting.

2.‘ Sub topics leading up to the main topic.

3. Main objective. This is only to key the program on to
the planning sheet.

4. (Operating data) Proposed line of approach.

5. (Operating data) Proposed methods for the different
stages of the development of the conference work.

6. (Operating data) Instruction material available for
that particular conference.
Misc. 305
Sec. III - pg. 5

a. Forms, if any

b. Notes, if any

c. Points for discussion, if any
d. Questions, if any

Of course other operating data can be added if desired and the special
form in which the memorandum is made up is of no special importance.

It is important, however, for the Conference Leader to make plans in
connection with:

a. Where he is going and how he expects to get tee
(Objectives) (Planning sheet) and

b. How he proposes to handle the conference from the side
of the use of teaching devices.

LAYING OUT THE PROGRAM: SUB TOPICS:- The program as set out in the
Bulletin illustrateswhat is meant here, and also show several possi-
ble cases. For example, on page 49, (F.B.I) sixteenth meeting, there
are two main sub topics, (a) Managerial problems in cooperating with
equals and (b) Managerial problems in securing cooperation from the
working force, both under the general subject of Cooperation. Each

of these main sub topics would, under ordinary circumstances take time
of one meeting, (The time as given in the bulletin is under estimated
in this case.) and so should be set up as general subjects under
cooperation. Each of these topics in turn would carry: (as subd topics)

I. Cooperating with equals
a. Approaching the other fellow's troubles
b. Not knocking other departments
c. Helping the other fellow out
d. "Playing square"

II, Securing cooperation from the working force.
a. Telling the truth
b. Giving a square deal
c. Developing departmental pride
d. Developing plant pride
e. Playing no favorites

Each of these sub topics "eating up to the general topic, (I, II) and
these general topics "heaging up into the general question of coopera-
tion.

It is quite possible that even the sub topics as laid out
for either I or II could not be covered in one meeting, but with an
experienced conference Leader they should be covered in a two hour
conference so that they have been "headed up" as discussed in the
notes on "Handling the conference" or "Putting it over."

The line of approach is given (as referred back to meeting
15) development because any improvement in cooperation mist come
Misc. 305
Sec. III - pg 6

about through managerial work, not through supervisory work, because
there can be no supervisory conditions between equals, (Topic I)

nor will Supervisory methods help the situation in all its cost rami fi-
Cations and got to thinking more intelligently about possibilities of
amproved handling of situations as they arise. No rule or formdla ::,,.
can be given in such cases. Hence the development line of approach,

The method is given as that of development discussion because
this is the only method that will serve under the conditions. Lectures
would be of little or no. value because the men do not need information:
What they need, if there are to be any results on the "check back" is a
broader view of their responsibilities on the cooperative side and
thought as to the possibilities of discharging those responsibilities to
better effect for the good of the plant as a whole.

LAYING OUT THE PROGRAM: LINES OF APPROACH:- This matter is fully cov-
ered in the reference, (Allen, Chapter XVII, page 165) and needs little
further discussion. It may be said in general that all managerial pro-
blems and all supervisory matters calling for supervisory, planning call
for the use of the development line of approach and since these are the
majority of conference subjects, this line of approach is the more common
one and the one that the conference leader needs to be able to use with
the greatest degree of expert handling.

THE SELECTION OF INSTRUCTION MATERIAL:~ The development of this work
calls for the preparation of a considerable amount of instruction material
of a Special type. The proper use of this material is discussed in the
section on "Putting over the conference" and the methods of preparing

it are also discussed elsewhere. These notes, in this section, only deal
with a description of the various possible forms and their possible use
to the extent that one type or another would be selected in connection
with making the program for any given conference. In laying out of a
program for a given meeting it is always a question as to whether any |
instruction material should be used, and, if so, what form and type will
best serve as a labor saving device, for that is all that any form of
instruction material can possibly be. In deciding on this point the
conference leader must take into consideration a number of things, among
the more important of which are the following:

a. Whether the members of the conference group can read that
is, in most cases, get out of a printed page the ideas that are set
forth there. In other words, "can they get the meat out of it?"

b. Whether the work is at a stage where the use of some sort
of a thinking guide will speed up matters or help in the development
of clear and progressive thinking.

c. Whether calling for a report in some organized way will
help in setting up a situation clearly or will aid in getting that
situation defined. 3

ad. Whether the development of the work has reached a point

perth
Mise. 305
Sec. III - pg. 7

where some outside work can be safely called for in preparation for the
next meeting.

e. Whether productive discussion can be promoted by cases

worked out and given to the men on paper, either for use in the meeting
or for outside work.

f. Whether summaries of the discussions and conclusions set
up on paper will help in getting the work done.

g. Whether charts that can be hung on the wall for reference
and that can be easily read from the seats will be of advantage.

h, Whether information on paper will do the work just as well
and will save the breath and the time of the conference leader.

The above only suggest a number of the questions that mst be
decided in determining whether any form of instruction material will be
helpful for the particular subject and the objective of the particular
meeting for which the program is being laid out. A considerable amount
of experience is required to handle this question of instruction mater-
ial efficiently and a few suggestions may be of value in this connection.....,
Misc. 305
Sec, III - pg. 8

Section ‘Ceri A

No, of Meeting OPERATING SHEET Date_
Main objective
Sub Objectives:

i

 

2

 

 

 

 

SUPPLEMENTARY MATERIAL.

Cases.

Points for discussion

Notes.

Line of approach

 

Methods: Guestions: case: discussion
Misc. 305
Sec. IV .- pg. 1

Section IV.

Notes on Auxiliary Instruction Material.
Misc. 305
Sec. IV - pg. 2
SECTION IV,

NOTES ON AUXILIARY INSTRUCTION MATERIALS.

THE EFFECTIVE USE OF INSTRUCTION MATERIAL:- In using instruction mater-
ial in experienced conferences Leaders fall into two groups. One type
of leader, espacially if he has an educational background tends to use
too much and use it wrong, He tends to waht to use "textbooks", refer-
ence readings etc,, in approved school style, as a rasult he usually

is in danger of spoiling his job because he is dealing with a group of
men who are not used to working that way, He kills interest, confuses
the men and seriously impairs the efficiency of the conference work if
he does not kill it entirely.

The other type of leader, especially if ha has a plant back-
ground, tends to go to the other extremes he usually has a contempt for
"bookstuff" or "paper work" and wants to "talk the thing out." Of these
two types the attitude of the second is undoubtedly the safer, He won't
do mich serious damage, but he uses more time and gets less results out
of a series of conferences than he would if he were to make an intelli-
gent use of instruction material of the right kind. As already stated,
instruction material is only a labor saving device, it has no inherent
virtues, but labor saving devices are no more to be despised in confer-
ence work than in production work, and instruction material is a time
and labor saving device when properly made up and properly used. Improp-
er material or preper material improperly used is dynamite and like only
high explosive it is useful or dangerous according to the knowledge and
Skill of the person who uses it.

As already stated, the use of instruction material in the con-
ference is discussed elsewhere. This section therefore memely describes
the various kinds and types that experience in this line of work has
shown can be of service if developed with skill and properly used.

LAYING OUT THE PROGRAM: INSTRUCTION MATERIAL: FORMS:- One form of
instruction material that has proved useful if used "with discretion"
is forms, A form is merely a guide to thinking in a definite order.
They are discussed in F.B.I., pp 85 to 83 and that discussion is not
repeated here. A few suggestions in addition may be of value, fParti-
cular attention is drawn to the following:

a. The different types of forms as given in the bulletin
b. The uses of forms
ec. The abuses of forms

A, Analysis and classification forms. A good example of such a form
will be found in F.B. II, p.» 165, and another on page 167, second form,
Forms of this character are chiefly useful in the "breaking in" stages
of the handling of an objective, in getting a situation defined and in
forcing a visualization of that situation as a starting point for a dis-
cussion of situations. In certain cases it is of particular value in
"follow up work" as in the case of the analysis form on "carelessness on
Misc. 305
Sec. IV - pg. 3

the job" which is included in these notes as a sample of that sort

ot aform. This form was used successfully in getting the men to do
home work" after the matter had been thoroughly thrashed out in the

conference, It would have been of no use under any other condition.

B. Reporting forms. The reporting form can be used under similar
conditions but only calls for a statement of fact and requires no
powers of analysis: needs memory only. Hence it is one that is
especially useful in the earlier stages of a series of conferences
before the men have got used to the analytic notion and before they

have developed any power of analysis. Good samples will be found in
FB, Il, p 166.

The partial form, or "laundry list" as it is commonly called,
is a form of either type where the analysis or the problem has been
completely worked out on a basis of possibilities and the men are only
asked to check off what applies to their special cases. A good example
of such a laundry list reporting form will be found in F.B. II p 165.
This is, of course, the easiest form to handle and so is the most use-
ful in the "breaking in stage of the development of an objective.

LAYING OUT THE PROGRAM: INSTRUCTION NOTES:- The term instruction
notes as used here covers all forms of printed or other reproduced
material, including books, pamphlets, etc. As in the case of forms

in laying out a plan for handling a given objective consideration must
be given as to whether instruction notes can be used to any special ad-
vantage in that connection, and if so, of what special type. F.B. II
contains a number of suggestive samples made to that bulletin in the
following notes:

F. B. I, page 88.

THE GENERAL VALUE OF INSTRUCTION NOTES:- The general value of any
printed material of a descriptive character is that of a time saver or
a reference. It may be possible to give to the group some thing in
the nature of information that can be given in this way just as well as
by word of mouth: it may be possible to give them on paper, Summaries
of discussions and of conclusions drawn from them, especially ona
follow up basis. It may be possible to start a discussion or set up a
situation and leave the matter unfinished with the intention of getting
the reader started and then leaving him to go on alone. In all of these
ways and in a number of others there is always the chance that properly
developed notes, or some form of "paper presentation" will save time in
the conference for work that cannot be effectively done anywhere else.
The value of instruction notes depends on the careful observance of

the conditions under which such instruction material will be of actual
advantage, and on avoiding conditions under which it will be a distinct

detriment to the work. Among these conditions are:

1. They are worked up with the use of the right vocabulary.

2. Statements are direct, concrete, and apply directly to the
matter in hand.
Misc. 305
Sec. IV - pg. 4

3. They are carefully written for the special use that is
to be made of them.

4, They use the language of the particular line of produc-

ae which the foremen are employed; that is, the language of the
plant.

Unless these precautions are very carefully taken, the use
of instruction notes, readings, etc., will do more harm than good.

REFERENCES, READINGS, ETC.:~ Experience has shown that, for the sort
of foremen's conferences considered in this course, the use of refer-
ences to books or periodical is advisable. The work as outlined in
this course is developmental in its nature and in its objectives

rather than for the purpose of adding to the information already in pos-
session of the foremen in the group. If conference work of the nature
considered here forms a part of a general program for improved formaniz=
ing, the time may come when, in what may be called advanced stages of
the work, references and readings can be used to advantage. General
works on the handling of men, employment management, efficiency produc-
tion methods and so on are undesirable to put into the hands of the
men, but are very desirable for reference and study material for the
Conference Leader.

Since this section deals with the question of the determina-
tion of the sort of instruction notes to be used in putting over a de-
termined objective, the special type of this material and the question
as to whether instruction material is to be used at all in connection
with that particular objective, the discussion here is confined to
those questions, the questions as to the actual methods of handling in-
struction material in the conference, when that has been included in
the material prepared under the objective plan, such questions as to
methods of handling in the conference are taken up in the next section.

LAYING OUT THE PROGRAM: POSSIBLE TYPES OF INSTRUCTION NOTES:- Expe-
rience has shown that several types of notes can be used to advantage
in connection with foremen's conferences; among the more important of

these are:
1. The straight informational type
2. The summary type

3. The incomplete discussion type

Since a clear understanding of the different types is necessary in
order to know when one type or another can be used, when any type
should be used, the question is discussed in some detail in the follow-

ing paragraphs.
Misc. 305
Sec. IY - pg. 5

THE STRAIGHT INFORMATIONAL TYPE:~ There are certain cases Where
straight information has to be put across to the members of the group,
and when this information can be put down on paper and utilized under
such conditions that the information is secured by the men, or where
this information met be continually referred to in discussion or other
constructive conference work, notes of this type can be used to advan-
tage as time saving devices relieving the Conference Leader from taking
time to present the information in a "talk" or a lecture. In conference
work on Management and Supervision such cases are very rare because the
members of the conference group usually have all the information that
they need; they do not need more information, but need to think about
what they can do with the information that they already possess. In
group work dealing with instructional responsibilities the case is
different because the foremen have little or no knowledge of teaching
devices and a considerable amount of information must be passed out in
connection with the work. For example, in handling the method of
making the training analysis for job instruction, information regarding
classificaticn headings and definitions can be prepared and used to ad-
vantage in Step 3 of the lesson that the Instructor is putting over. An
example of this sort of instruction material will be found in Allen, in
the section on "The Determination and Classification of what is to be
Taught". This section contains straight information only: it could,

if desired be put over by word of mouth, but if used as a reference in
Step 3 of teaching the men to analyze and classify the material of their
trades, it is a time saver in saving the continual repetition of the
information in connection with criticism and discussion. Another exan-
ple of this sort of instruction notes will be found in F.B. II, p 99,
paragraph headed "Mental Fatigue". A mamber of similar cases will be
noted in the bulletin in different places.

THE SUMMARY TYPE:- The summary type of instruction notes consist of a
summary of the results if discussions or of conclusions arrived at and
agreed to. An example of this form of notes will be found in F.B. II

p 137, “Managerial Problems in Connection with Safety, points 1 to 4,
which represent the summation of the discussion among a group of fore-
men as to classes of responsibility in this connection. It differs from
the informational type because it only gives summaries of discussions
held in the group or groups for which that special instruction material
was prepared. It is of course evident that summary notes of the type
discussed here can only be prepared after the discussion has been cone
cluded and the conclusions agreed to.

 

THE INCOMPLETE DISCUSSION:- One of the most useful forms of instruction
notes is what may be called the incomplete discussion. This consists of
a discussion that is started and carried along to a sufficient point

to develop the subject, put not to complete the discussion, thus "giving
the man a start" and then leaving him to "go on on his own." A sample
of the incomplete discussion will be found in F.B. II p 115, "How Mental
Conditions Affect Labor Loss and Turnover. " It can be noted here that
the discussion is started but that all the possibilities are not brought
out and that there is no summary or general conclusion. The obvious
ae of this paragraph is to "start something" but to leave the reader
Misc. 305
Sec. IV - pg. 6

CONDITIONS UNDER WHICH THE THREE TYPES CAN BE USED TO ADVANTAGE:- A
considerable degree Of skill and experience is required to determine
when instruction notes can be used to advantage, and, where their use
is indicated" to determine which type will give the best results.
Nothing but experience and testing out will enable a Conference Leader
to gradual ly build up a set of instruction notes that "function" effect-
ively With the particular group that he is dealing with under the
Special Plant conditions. The suggestive notes in F.B. II will work
fairly well under general conditions with the general group of foremen
in the average plant, and their use will undoubtedly help a Conference
Leader to get Started, but they are incomplete, especially on the Human
Factor side, and are more general than would give the most efficient
results under specific working conditions.

As has already been indicated, the general condition under
which instruction notes can be used effectively is where without them
the Conference Leader would have to spend time giving the material by
word of mouth, with no advantage in using this method. This condition
varies greatly in planning material for different objectives. For ex-
ample, experience has shown that much material can be used in objectives
relating to instruction in fact "The Instructor, the Man and the Job"
consists entirely of instruction material successfully used in training
mechanics for trade instructors. The same statement holds true for
objectives relating to supervision, and to a somewhat less extent for
those relating to management. The following paragraphs discuss some of
the conditions that come up in connection with developing the different
types of instruction notes already described.

CONDITIONS FOR THE USE OF INFORMATIONAL NOTES:- The general conditions
under which informational notes are of value are where the information
is in the possession of the Conference Leader but is not in the posses-
Sion of the men, Under these conditions it is often possible to save
time and effort by getting this information down on paper. This con-
dition is likely to come about when the information concerns definitions,
classification terms or other information that it is necessary for the
group members to get. Under conference conditions, such as are consid-
ered in this course, so far as Supervision and Management is concerned
there is little chance for informational notes, but in work in the
methods of teaching there is a considerable amount of this "auxiliary
information" that can be set up on paper to advantaze. The great field
for this sort of informational notes is, of course, in trade extension
training, which lies outside of the field of the work discussed in this

course.

CONDITIONS FOR THE USE OF SUM/ARIES:- Material: such as conclusions,
general principles arrived at, and, in general, any sort of work that
has been developed in the conference can, in many cases be subsequently
set up in the form of summarized notes, which can then be subsequently
used as references in cases of further discussion in the group, or can
be kept by the men for subsequent reference. Out of experience with
the first few groups material of this kind can be used with the follow-
ing groups with little or no modification or by selection.
Misc. 305
Sec. IV- pg 7 |

CONDITIONS FOR THE USE OF THE INCOMPLETE DISCUSSION:- This form

of instruction notes is the most difficult to prepare in effective

form and is perhaps the most useful when properly prepared and used.

The condition when it is serviceable is when, in putting over an objec-
tive requiring a consideration of ways and means, it is desired to start
a line of thought along certain lines, or set up certain typical sit-
uations wuich it is desired to have the men follow out further "under
their own power."

THE CASE OF EACH OBJECTIVE MUST BE CONSIDERED:- As in all other cases

of the determination of instruction material, the case of each objective r
must be considered as a distinct case and careful consideration given ; i
to the possibility of using any instruction material to advantage. There zi
is great danger, especially in the case of green conference Leaders, of
"forcing the matter of instruction material and trying to use notes
where they will do more harm than good. Properly and skillfully pre- fos
pared and properly used (see the next section) they enable more efficient | |
work and the putting over of more work in a given number of conferences.

INSTRUCTION MATERIAL: FORMS:- (F.B.I, p 85-88). Forms which are prop-
erly designed and worked out can be made very serviceable in work of
this kind provided they are properly used. They may serve any of the
following purposes.

1. To guide the thinking of a man where there is a prede-
termined series of operations to be followed, as in the case of making
the analysis of the auxiliary information analysis in making a job
training lay out. (Allen p 450-63).

2. To get work in such a form that it can be easily checked
up either by the Conference Leader or by members of the group.

3. To force visualization, as in the case of production job
analysis (F.B. I p 167, Departmental Job Analysis).

4, Where, the Conference Leader wants certain information in
regard to the conditions as determined by each man's job for use in
developing some sub objective in the conference.

5. To get everybody at work at the same time.

6, AS an aid in securing equal distribution of the assistance
of the Conference Leader.

TYPES OF FORMS:- In general there are two types of forms as stated in
the bulletin (p 86 F.B.1)

1. Reporting forms

2, Analysis forms

And either form may be

1. Complete
2. Incomplete. (Commonly known as a "Laundry List")
Misc, 305
Sec. IV - pg. 8

THE REPORTING FORM:- A reporting form calls for information merely
where the man has the information and has been thinking if it is the
form in which it is to be put down on the form. An example of such a
reporting form will be found in F.B. II p 166. Responsibility points
on Material. The information asked for here merely calls for the exer-
cise of memory, little or no visualization and no analytic work.

(That is, the man can put down the information just as he naturally
thinks it without going through any process of dividing it into its
elements or parta).

CONDITIONS WHERE THE REPORTING FORM CAN BE USED TO ADVANTAGE:- The
general conditions under which the reporting form can be used to advan-
tage are as follows:

1. As a “breaking in device" in Step 1 of the Conference or
of the lesson, where instructing is called for. (As in the case of
putting over the instructing process.) Used under these conditions it
Servesto "Start" thinking about conditions on which the work leading up
to the aim of the lesson or the objective of the conference is to be
based; and to assure the Conference Leader that all men in the group
have done this "recollecting" thinking.

2. To get a Situation clearly defined in advance of a discus-
Sion 80 that there may be no question as to the facts in the case to
"gum up" the discussion later. An example of this might be in providing
a reporting form as to conditions of transporting stock to departmental
Storage where wrong methods used there were certain high cost elements
that were to be discussed and where the objective was to endeavor to
Secure more intelligent handling of the situation.

THE ANALYSIS FORM:- As distinguished from the informational form the
analysis form requires a man to divide into its elements something

that he has been thinking of as a whole. This requires more than mere
recollecting because in addition, the man must analyze and the more
familiar a man is with a situation the greater difficulty he usually
finds in analyzing it. Hence it is really rarely of service in breaking
in, but is much more likely to be useful in Step 3 and as a follow up on
outside work. Under these conditions it often is serviceable. A good
example of the use of this type of form for outside work will be found
in the form for the analysis of cases of apparent carelessness on the
job where this form was given to the men after a full discussion of
cases and they Were asked to pull out Similar cases from their own
experience and analyze them for the best method of handling.

QUESTIONS AND POINTS FOR DISCUSSION:- (F.B. I p 83). A third service-
able form of instruction material is Cuestions and Points for Discus-
Sion. In general there are several possible forms of these among the

more important of which are:

1. Cases
2. "Thinking points"
3. Discussing points
Misc. 305
Sec. IV - Pe. 9.

"CASES":- In many cases it is atime saver to set up cases on paper ye
for discussion in the group. This iS especially true in dealing with
objectives On the human factor side. Good examples of this type of
points for discussion will be found in F.B. II, pg 172 question 8,

page 176, questions 1, 3 and 173, question 7. In preparing such cases
they mist be real cases, preferably ones that have occurred in the ex-
periences of the men in the group, or in the experiences of the Leader
in plants, or cases that he has observed in the plant. They must be
concrete; real situations. Case questions of this type can be used in
Step 3 and in getting outside work provided they are properly worked up
to in the conference, (Discussed in the section on operating. )

“THINKING POINTS":~ These may also be cases but they are chosen because “a
a discussion based upon them can be headed up into an application of a
general principle and that application has to be thought out, because

it is not immediately apparent at the first look. An example of such a
case would be the following:

A man had been employed for some time in trucking cans of
paint with a two wheeled cart. He had to deliver at two points, half
a load at each point. Instructions were to load cans for first delivery
on front of cart and then reload before going on so as to keep the cart
balanced. Instead of doing this he got a friend to ride on the front
of the cart to keep the balance. Friend saw Foreman coming and jumped
off the cart to get backonto his job, Load spilled, paint ran all over
the floor. Man fired. Should he have been fired if the best interests
of the paint were to be considered?

"THINKING POINTS WITH NOTES":- Thinking points can often be set up in
connection with notes. Examples of this may be found in F.B. II p 172,
questions 6, and p 173, 3. In preparing material of this sort it is nec-
essary that the questions be so framed that no direct answer appears in
the notes, but that an answer can be "doped out" from study of the notes.
In no case should such questions "carry their own answers".

"DISCUSSING POINTS":- Unlike thinking points that have a definite
answer, discussing points have no definite answer, in the sense that
there may properly be a number of answers or even no answer at all.

They are most likely to be of service on connection with human factor
problems for which, in many cases there can be a guess at the answer,
especially in connection with matters relating to satisfaction and
interest. A good illustration of this type of question 6, p 176 F.B.II.

Discussing points can be used to the best advantage in Step
3 and for outside work. In some cases they can be also used in Step 2
especially in connection with putting over an indirect objective.

THE GENERAL USE OF INSTRUCTION MATERIAL:- Attention has been already
drawn to the danger of using instruction material improperly and to the
fact that experience and skill is required to know how to use it ef-
fectively. The three great dangers are:

1. Using too mch
Misc. 305
Sec. IV - pg. 10.

é. Using the wrong kind
3. Using the right kind in the wrong place.

and all of these errors are usually made by a green Leader. It is best
=e go Slow in the development of forms, points for discussion and even
instruction notes although this may mean covering fewer objectives or
6ven nov doing as good a job. Nothing can take the place of a man who
knows how to handle the job and any sort of instruction material will
not help him to put over a job that he does not know how to do any more
than a good kit of tools will help a man to do a job that he does not
know how to do. As tools for the "skilled man" they will aid him in
doing abetter job in less time, that is all that they can do.

GOING SLOW ON INSTRUCTING MATERIAL- The man undertaking to conduct
foremen conferences for the first few times will do well to go slow
with the preparation of instruction material. The material in Part II
of the bulletin has been tested out and can be used successfully by
anybody who knows how, and it is best to begin experimenting with that
first before writing up notes ones self, and the same can be said of
forms and points for discussion. On instruction, tested material like
that in the references given to "Allen" or some other similar tested
material Will prove the safest, at least till the Conference Leader got
his experience.

CHARTS:~ In connection with the handling of foremen's Conferences the
preparation of charts will often be of advantage. These charts, if

hung where they can be easily read from all parts of the conference roon,
will often be of considerable value. Among the items that might be
charted are:

1. Charts showing procedure, as in the case of departmental
analyses (F.B. II p 78).

2. Charts showing specimens of work as it should be done, as
in the case of analysis of responsibilities on given foremen's jobs.
An example of this sort of chart would be those of the foremen's job
enlarged from those in the Bulletin F.B.I p 99-107.

3. Organization charts for the different plants in which the
foremen are employed.

4, Instructing analyses of jobs. Enlargements of such anal-
yses as are given in F.B. 52 for the machine shop trade, or the analyses
of pay roll jobs in potteries or in textile mills, or of jobs in the
plants where the foremen are employed.
Mise. 305
Sec. V-a pg l-

Section V-a
Setting up a Tentative Program.

A - Securing Preliminary Information.
“Mise. 305
Sec. V-a pg 2.

SECTION II

SETTING UP
PRELIMINARY : - In setting up a series of foremen's conferences that
will be effective and will really meet the needs of the plant or
the plants in which the foremen are employed it is necessary to go
through certain preliminary stéps with great care, and the final
Success of the work depends very largely on the efficiency with which
these preliminary steps are carried out. Sections ti, Tit and fv
therefore discuss in considerable detail the preliminary procedure
and give a considerable amount of information, based upon such ex-
perience as is at present available, which it is hoped will be of
aSsistance to any one who has the responsibility of organizing and

Carrying On a Series of conferences of the type that is under con-
Sideration.

PROCEDURE: GENERAL DISCUSSION:- There are, in general, three
methods of procedure that may be designated as the "guess" method,
the "General covering method" and the "specific improvement method".
As each of these three methods offer possibilities of work of some
degree of effectiveness, but not of the same degree of effectiveness,
they are discussed in the following paragraphs.

THE "GUESS METHOD®:- According to this method of procedure no con-
tact is made with the plant in which the foremen who are to take
Part in the conferences are employed. It is assumed, as a matter of
general knowledge, that there are a number of things "that would be
good for any foreman to get", and a program is made out accordingly.
Such a program may be made up in the library or the office of the
person who is laying out the program from the study of books or other
publications or from such general information as can be obtained
from plant managers, efficiency experts, welfare experts, etc. A
fair example of a program made up in this way, is the U. S. Depart-
ment of Labor Bulletin No. 26, "The Foreman: A Treatise Upon the
Qualifications, Powers, Duties and Relations of a Foreman in Mamu-
facturing." This bulletin also contains an excellent bibliography
in the subject.

THE "GENERAL COVERING METHOD":-~ According to this method a contact
is made with the plant or plants in which the foremen who are to
take part in the conferences are employed. From the information so
Secured an inventory is made of the general responsibilities that
these foremen have under the particular organization of the plant
or plants in question and a suggestive program is laid out that
covers all of these responsibilities either from the supervisory,
the managerial or the instructing standpoint or in any desired com-
bination according to the special organization. Hence this method
of procedure may be designed as a "general covering program" as it is
so designated in the paragraph above.

A good example of such a program would be that laid out in
Bulletin No. 36, Part I, Federal Board for Vocational Education, Sec-
tion II, "Suggestive schedules for Eighty Two Foremen's Meetings."
Misc. 305
Sec. V-A pg 3.

THE "SPECIFIC IMPROVEMENT METHOD":- According to this method a
pliant contact is made with the plant or plants in which the fore-
men who are to attend the conferences are employed and, so far,
the procedure is the same as in the case of the "General Covering
Method." According to this procedure, however, an additional step
is taken in determining the particular points which for various
reasons are believed to offer a base for conference subjects that
are particularly likely to develop interest when discussed in con-
ferences, and whose discussion would seem to be of especial value
to the plants in question.

No specific reference to this method can be given: it is
not one of the more conmon methods and descriptions of it have not
found their way into print as yet, at least, in any general way.
Some suggestions in this connection may be found in F. B. 36, I,
pp. 55, (standards for vocational courses}, (mistaken or undefined
aims) 58, (unorganized work) 63, (conditions wmder which a train-
ing course in any field can be effective in meeting actual needs).

CHARACTERISTICS OF THE THREE METHODS:~ It is evident that the first
method (guess method) is characterized by no plant contact and hence
what mast naturally be largely a theoretical lay out: The second
method, (the general covering method) is characterized by some degree
of plant contact and a tentative program based on as complete an in-
ventory as can easily be secured in advance for the job of a foreman
in the plant or plants in question. The third, (the specific im-
provement method) is characterized by the same procedure as the gen-
eral covering method but, in addition, calls for a selection of
conference subjects on the basis of their presumptive interest and ser-
vice values for the special plants in question or even for differ-
ent zroups in the same plant.

RELATIVE VALUES OF THE THREE METHODS:- If the standards for effec-
tive vocational training as set forth in F. B. 36, I, p 55, are
accepted as valid, they apply to foremen's conferences as well as

to other forms of vocational training and therefore the efficiency

of such conferences will depend almost entirely on the degree to which
they deal with specific situations that are actually arising in the
work of the foremen who form the conference group. The closer the
subjects discussed "hit a man where he lives" the more effective the
work will be and the more the results of the conferences will appear
in the form of improved formanizing in the plants. This is, of course,

self evident.

_A comparative study of the three methods of procedure shows
that, measured by the standards just discussed, the "guess method",
like all other methods based upon guess and not upon known facts,
must be very inefficient. It is a case of "loading up the blunderbuss
and shooting into the bushes. (Note here: Each method is discussed
with points numbered 1, 2, 3, etc.) 1. In the very nature of things,
it cannot deal with specific situations as they actually exist in a
given plant. 2. It is not likely to lead to a program that deals
Misc. 305
Sec. V-a pg 4.

with situations that fall entirely within the field of responsibility
of the foreman as he is in the average American plant, tut is likely
to trespass upon the fields of responsibility of other executives.
3. Under many conditions the resulting tentative program is likely
to contain, not what foremen actually need on their jobs, but what

somebody not familiar with actual plant conditions thinks (or guesses)
"would be good for them to know."

rosea All this amounts to saying that a program based on the
guess" method of procedure cannot "get down to brass tacks" and so
must be inefficient.

The second method, that of "covering all points" is much
better in that it does, enable a program to be set up that deals
with situations that are known to exist. It does however, offer
certain objections from the standpoint of securing the most efficient
results from a series of foremen's conferences, among the more im-
portant of which are:

1. This method might be said "to get down to nails tut not
down to brass tacks," that is it may, in the resulting tentative
program, aim to cover all possible situations that exist in the plant,
some of which have tut little potential interest value, and some of
which have much interest value. It gives, so to speak, a "table
d'hote" program to be worked through regardless of the personal
interest of those who take.it. Where such a general "covering"
program is put up, parts of it are pretty certain to be of little
interest to any one foreman, because they do not “hit him where he
lives" and this situation must, to a greater or less extent, reduce
interest and hence the value of the work.

2. Since a program developed by this method deals with all
situations regardless of their "emergency" value to the plant and
to the foremen, interest will not only be less but the immediate
value to the plant will be less and evidence of the value of the con-
ference work will not become apparent so soon or so obviously.

3. Since, under most circumstances the working conditions
prohibit carrying through a complete program it is particularly de-
sirable that those points that are covered in a given tentative pro-
gram should be of the most value to the plant and to the foreman.
This is evidently not possible with a general covering program.

The third method, (the specific improvement method) differs
from the second method, (general covering) in that:

1. It undertakes to determine these points whose presumptive
interest values are high and sets up a tentative program dealing with
them first, undertaking then, if desirable, to deal with points of
less presumptive values.

2. It undertakes to deal with these high interest points in
the order of their interest values above an assumed reference line
and of their importance to the plant.
Mise. 305
Sec. V-a pg 5.

ADVANTAGES OF THE THIRD METHOD:- It mast be admitted that this
third method offers certain inherent difficulties that do not appear
in the case of the genera] covering method. These difficulties
chicfly center around the fact that it calls not only for the de-
termination of conference subject that apply to the special plant
under consideration but also calls for an attempt to evaluate these
points in terms of their potential interest values, so that, while
it requires no more time or minuteness of investigation its success
does depend on the degree of skill, kmowledge and experience possess-—
ed by the conference leader.

In spite of all these objections, the individual who has the
responsibility of planning and putting over a series of foremen's
coonfasences and who is on to his job will find that the third method
of proccdure will pay in terms of interest on the part of the fore-
men, more efficient results and more appreciation of the work on the
part of the Management.

WHY THE THIRD METHOD SHOULD BE USED:- The general reasons why the
third method should be used were indicated in the preceding para-
graph, in a more specific way they are discussed here. The procedure
that leads to a "specific improvement" program should be followed
for the following reasons:

1. If the program is effectively put over it will yield the
"quickest returns" for the time and money invested.

2. The results will show in the plant more qickly and more
effectively.

3. It will arouse and maintain more interest on the part of
the foremen.

4. It will arouse and maintain more interest on the part of

the Management,

Since the guess method which was not uncommon in the earlier
stages of the development of foremanship work is now largely superseded
by methods of greater efficiency, and since the general covering method
is already well lkmown, in view of the limited time at the disposal of
this conference it has seemed desirable to confine the work mainly to
a discussion of the less known specific improvement method.

PROCEDURE IN CARRYING OUT THE METHODS OF SPECIFIC IMPROVEMENT:- The
complete procedure in this case calls for the following steps in the

order given below:

1. Secure the necessary information.
2. From this information determine the conference subjects

applicable to the plant in question.
3. From these determine those having the higher presumptive

interest value.

4. Consider the special working conditions.

5. Set up the best (most efficient presumptively) tentative
program under the limits of the working conditions.

6. As the work develops, work out definite overative sheets
for each of the proposed conferences.
Misc. 305
Sec. V-a pg 6.

Since each of these operations calls for a considerable amount
of work, they are discussed in the following sections.

1. GETTING THE INFORMATION:- Probably the most difficult part of
the procedure is the securing of the necessary information on which
the list of desirable specific objectives is to be based. This fact
is due to a mumber of causes some of the more important of which are
discussed below, tt whatever the cause, the fact remains that the
failure of a series of conferences is almost always due to a failure
to carry out this operation in the procedare properly. Among the
"success factors" in this connection past experience has shown that
the following are especially likely to be of importahce.

SUCCESS FACTORS IN SECURING THE INFORMATION:- It is evident that two
Cases May come up in connection with securing the information: In the
first case the man who sold the idea to the plant is to act as the con-
ference leader; in the second case the idea has been already sold to
the plant by somebody else and the man who is actually to conduct the
work comes into the plant "green" so to speak. While the following
discussion will apply to both cases, it evidently applies more direct-
ly to the second case, since, under these circumstances, it may be
fairly assumed that in connection with the selling part of the job
whoever did that work is, as a result, in a position to lmow of
sources of information and has made sufficient contacts to be able to
use those sources effectively.

However that may be among the more important "success factors"
in securing this information are the following:

1 - Making the right contacts: This means getting hold of
the people in the plant who can furnish the necessary information if
anybody can, and who are willing to furnish it,

2 - Using the right contacts efficiently: This means that
after having got hold of the right contacts, the conference leader
must get hold of them in the right way.

3 - Getting results from the interviews: This means that as
a result of the interviews with the proper “contact points" the nec-
essary information is secured and this information is, so far as poss-
ible, correct.

4 - Handling the interviews so that the way is left open for
further interviews and checking up if the information be necessary.

Since these points are of considerable importance, they are
discussed in some detail in the following paragraphs.

MAKING THE RIGHT CONTACTS: DETAILED DISCUSSION:- Granting
that the information as secured in any preliminary way will be later
found to be more or less inaccurate or incomplete, as already discussed,
experience has shown that it will be less incomplete and more accurate
in proportion as it is obtained from more than one individual, and is
Mise. 305
Sec. V-a pg 7

obtained from different persons having differént angles of approach to
the questions under discussion. This is especially true as regards
certain member s of the executive staff and some of the reasons there-
for are taken up in the following paragraphs.

THE LINE OF THOUGHT OF A GENERAL EXECUTIVE:- A general executive
almost always looks at a proposition from the standard of general
results; he is not in the habit of considering detailed ways and
means, but, in a sense, he thinks in terms of objectives. He is
likely to leok at a question from the standpoint of the general
good of the plant rather than from the interests of any one phase
of its activities. This is especially true in comection with the
intangible phases of the matter{ such as the cost clements re-

lating to interest, satisfaction, Zeneral questions of morale and
SO One

He is likely to be the first of the group to admit that im
provement is possible and desirable and if he does not take that
attituds it will block the gamc. Under ordinary conditions he is
likely to be the one that will "open up" first, if the interview
is handled right by the interviewer.

THE LINE OF THOUGHT OF THE GENERAL MANAGER:- The General Mangger is
accustomed to think in terms of organization and procedure and his
"slant" is apt to be from that angle. He is the man who is likely
to suggest ways in which the procedure could be carricd out more
effectively if he "gets into the game" during the discussion.

THE LINE OF THOUGHT OF A SUPERINTENDENT:-~ As distinguished from
the General Manager the Superintendent is more likely to think first
in terms of production and detailed production difficulties, because
he is usually ncarest to the actual production work. He is more
apt to think of possibilities for improvement along production lines
and to "come back" in that field. He is also the most likely to be
on the defense as to possible "low ratings" since, in many cases, the
matter under discussion is directly up to him. He is, in the posi-
tion of being asked to criticise himself, (if he thinks of the mat-
ter as criticism) in the presence of an “outsidor" and of his super-
iors. This possible "slant" should be taken into consideration by
the interviewer.

THE LINE OF THOUGHT OF A FOREMAN:- A foreman is morc likely to think
in terms of specific cases that have occured in his own expericnee,
and in terms ef the particular problems and difficulties that lic
inside of his own department. The average foreman instinctively
scts the welfare of his own department above everything elsc; he is,
in a way, an individual list, hence his rcaction to any informing
question that may be put to him will be to consider the effect of
the point under duscussion on the success of his own special dopart-
ment.

CONFERRING WITH MORE THAN ONE PERSON AT A TIME:- If several persons
are to be interviewed it is gencrally advantageous to mect them all
Mise. 305
Sec. V-a pg 8

at the same time if possible, rather than to take them one at a
time. This is because, with several persons together, if they be~
come intcrested, one will check another, onc will make suggestions
from his angle, another from his, and the mutual reaction will
often bring out points that would otherwise romain uncovered. This
is particularly truc because cach man tends to think from his own
special angle as discussed in the following paragraphs.

Of course much depends on the personal relations that oxist
between the various members of the staff of the plant, and in spge-
cial cases it might be that they would not "pull" woll together tut
in general, under normal conditions, the "group" method for arrang-
ing the interview is the better.

Probably one of the best methods for securing satisfactory
information from a representative group might be to sccure the forma-
tion of a committeo which might well consist, for example, of the
General Manager, the plant Superintendent and several sslcected forc-
men. Such a committeo is likely to give to the person secking the
necossary information answers to the diffcrent questions from the ©
diffcront angles discussed above, and hence the information as sc¢-
cured is apt to be approximatcly correct.

PLANNING FOR THE INTERVIEW:— Assuming that proper arrangements

have been made and that an intcrvicw has been scheduled with desig-
nated individuals, it is highly desirable that the pcrson who is

to got the information should plan the intervicw in advance. Plant
people are busy men and are uscd to doing tusincss with busy men; the
more nearly that 2very minute can be made to count the bettor. Among
the things that should be done in this connection are:

1. Plarming to follow business procedurc.

2. Determining cxactly the sort of information to be
obtained.

3- Providing a sct of "samples."

4. Laying out what salcsmen call "the talking points.”

5. Making up a sct of illustrative cascs and illustra-
tions.

In proportion as the above points and others that arc csscn-
tial are carefully workcd out in advance, the intcrvicw is likely to
be of the most valuc to both partics.

FOLLOWING BUSINESS PROCEDURE:~ Appointments shovld, of course be
made in advance and the time and placc thoroughly understood, as
well as tho names and positions of those who arc to be present. This
is not only good business, but it is desirable from the standpoint
of courtcsy alone to know with whom onc is going to do busincss.

KEEPING THE APPOINTMENT:~- Tho appointment having been once arrang-
ed for should be kopt, so far as tho “outside man” is conccrnod.
He is the man who wants something from the plant man; the plant,
man may change the time or place or even fail to kcep the appoini-
Misc. 305
Sec. V-a pg 9

ment ; the outside man must, of course, conform to the plant man's
time, tut he should be there and be t eon time. Only the very
gravest considerations should lead the "outside man" to fail to be
there or to change the time when qnce arranged for and then every
effort should be made to notify as far in advance as possible and
to be sure that the plant man gets the word, and the reasons for
the inability to keep the appointment as scheduled.

KNOWING THE SORT OF INFORMATION TO BE OBTAINED:- If the desired
information is to be obtained Quickly and accurately the nature
and character of this information should be carefully considered
and planned in advance. A complete lay out of possible responsi-
bilities arranged and classified so that the -information can be
obtained in a definite way might be prepared as a part of the ad-
vance planning work. A set of guiding questions might also be of
use in this connection.

PROPER USE OF DEVICES FOR GETTING PRELIMINARY INFORMATION:- Such
devices as are described in the paragraph above have been success-
fully used, but as their use involves certain dangers, these points
are touched upon in the following discussion.

Where qiestion forms are used it should be clearly under-
stood that they are to be used by the prospective conference leader
as a memorandum or checking list for his own use and not as a ques-
tionnaire to be filled out by those from whom the desired information
is to be obtained. Neither should he "fire" the questions at those
from whom he is securing the information. Answers to questions
should be entered as the prospective conference leaders own opinion
or interpretation of the results of discussion.

The same statements would apply to the use of a list of
classified responsibilities.

It will frequently occur that the information as received
will be in the form of illustrations or cases and the desired informa-
tion itself mst often be inferred from such illustrations or cases.
The following are typical illustrations.

1. Dyed cloth while in departmental storage is faded on
account of failure to protect from direct sunlight. A serious diffi-
culty.

2. Foremen either fail to plan far enough in advance in get-
ting in requisitions for material or try to carry too mch. Some
difficulty.

3. A little difficulty in moving intermediate products from
one operating point to another thus slowing up or causing temporary
stoppage on intermediate operations. Not serious but susceptable of

improvement.
4. Daily production reports are inaccurate and are not turn-

ed in on time. This does not happen very frequently, but causes a
great deal of trouble when it does happen.
Mise. 305
Sec. V-a pg 10

5. Some foremen do not keep on hand a sufficient supply of
small tools and from time to time jobs are held up till requisitions
are made out and more tools obtained from the general stores.

6. Foremen are expected to recommend types of new machines
when there are replacements. When they do this they only consider
the amount of production that they think that the machine recommended
will give and pay m consideration to original cost or the probable
life of the machine. As a result foremen feel that their recommenda-
tions are ignored by the management and tend to make no recommenda-
tions at all but merely "kick" on any type of machine that is pur-
Chased. Replacements only. come up in case of absolute breakdown.

7. There are a good many cases of breakdown due to speeding
machines above their normal rate in order to get excess production
bonus, in spite of strict orders to the contrary. Foremen say that
they cannot prevent the operatives from doing this. A cause of many
discharges of good workers.

8. Foremen have the right to recommend discharge to the En
ployment Department. This is a source of constant friction because
the foremen say that the Employment Department does not sustain them
and so "throws them down" before the employees.

9. There is practically no trouble so far as orders being
carried out properly is concerned.

10. An operative who knows that he is going to be late
arranges for @ pal to punch in for him on time. This has been a
serious difficulty because it has caused a lot of rowing between
the foremen and the time office, and between the operatives, the
foremen and the time office. Posted notices threatening discharze
do not seem to do much good.

11. Accident rate is high. Warning placards have been
posted and foremen have been given a series of lectures on safety by
the representatives of the accident insurance company. This does
not seem to have done much good but do not see what else can be done.
Situation regarded as impossible of improvement, and as the best
that can be expected under the conditions.

12. Todls not returned to the tool room as soon as the worker -
is through with them hold up production and make it necessary to carry
an excessive stock. This is very common.

* 13. Records of the Employment Department show that, in addi-
tion to there being a large discharge turnover, the cause, as given by
the recomrending foreman is, for 30% of the cases, given as careless-
NeESSe

14. The plant has a medical department which has sent out a
good many leaflets and notices with regard to self protection from
disease which were intended to get to the attention of the men. Ina
number of departments these did not reach the men tut got lost in the
foreman's desk. Notices, if posted at all were not posted prominently.

15. On serial operations operatives on operation 3 will stay
out when they feel like it and put the operative on the next opera-
tion out of business, so that they have to be sent home because there

is no work for them. Very common.

Other forms and claissifications can, of course, be arranged,
but however it is done the point is that some definitely formated
Misc. 305
Sec. V-a pg 11

provision for recording the information for subsequent use should

be planned out in advance. In addition, in considering any specific
form of responsibility it must be remembered that it may be dis-
charged in more than one way, for example by direct action, by recom
mendation and by suggestion according to the special form of the
plant organization the policy and the special procedure.

Whatever arrangement is made for recording the information
the form or other device should be filled mt by the interviewer
and then only after the point has been fully discussed and he is
sure that it has been thoroughly understood by those whom he is
interviewing. It mst always be remembered that the interviewer
Imows what he wants but the man or men whom he is interviewing do
not know what he wants and he must put the idea over to them before
he can hope to get any information that will be correct.

SAHPLES:- It is desirable to prepare samples showing the use that

is to be made of the information when obtained. Such material will
often aid in putting over just "what the idea is" and what it is for.
Among the material that might come in handy might well be an analytic
chart of possible foremen's responsibilites, both managerial and
supervisory, such as is suggested in F. B. 61, Appendix, a set of
suggested programs as in F. B. 36 I, a sample of a graphical lay out
showing high and low interest points and some suggestive instruction
notes on a few specific objectives such as are suggested in F. B. 36,
II. Any other material that may possibly be of service should be pre-
pered in advance; while none of it, or only a part of it may be used,
one never can tell how the discussion may go and it is well to plan
for all contingences.

Any sample prepared for this purpose should be very legible
and so made up that their use can be quickly understood.

ILLUSTRATIONS AND CASES ON TAP:- In addition to the "samples" just
discussed it is also well to think out in advance and have on "tap"
cases and illustrations, especially in connection with the human factor
side of the work. For example, an illustration of a case where a fore-
man failed to distinguish temporary from permanent carelessness, or an
illustration showing how a foreman's assuming no responsibility for
temporary illness may effect plant operating cost may be useful in help
ing to make plain what is meant ty the foreman having any responsi-
bility in that cornmection.

LAYING OUT TALKING POINTS:- In connection with planning preliminary
to an interview one tmpor tant point is to lay out what a salesman
would call "talking points". Although in one sense the interviewer
has nothing to sell in another sense he has to "sell" the idea of just
what he wants and why he wants it to the people whom he is to inter-
view. In a sense he has a regular "lesson" to put over; he has to
educate, or "teach" them what he wants to get and why he wants it.
While no definite set of "talking points" can be set up because condi-
tions vary so greatly the following may be suggestive.
Mise. 305
Sec. V-a pg 12

1. The purpose for which the information is desired.

2. How it is to be used.

3. Why specific information is necessary.

4. Why a Conference line is asked for. .

5. Why the probable interest value of points is asked for.

6. That all information will be considered as confidential
and is not to be made public.

7, That all information as worked up and the program devel-
oped from it will, if desired, be submitted back to the
plant before any use is made of it.

8. That the only purpose is to see if any form of foreman's
conferences will be of service to the plant. (If a
school man that the question of plant control vs public
control is of no importance).

CARRYING ON THE INTERVIEW:~ In the actual carrying on of the inter-
view there are certain "operating factors" that are worth discussion
among which are:

ae "Talking business." .

De tting over one "talking point" at a time.

c. Getting right at the point.

d. Sticking to it till it is clearly understood.

ee Talking imporvement, not criticism.

f. Taking as little time as possible.

g- Bearing in mind the line of thought of the other fellows.

Since all of these points are important they are discussed in
the following paragraphs.

"TALKING BUSINESS":- An individual carrying on an interview of this
character, especially if he is not a business man, is likely to be too
general in his handling of the situation, especially at first. If he
is an educational man he is likely to attempt too much in the way of
what may be called "seneral preparation." For example, there is no
need in going back to the Bulletins of the Federal Board, or the need
for foreman training, or the advantages of better formanizing in
American industry. Under proper conditions the idea of the value of
foremen's conferences has either been already sold to the plant repre-
sentatives or the meeting with the plant representatives is for the
purpose of enabling them to give to the interviewer information that
they are giving merely as a matter of cooperation of courtesy. In
either case the effective method of carrying on the interview is to
“talk business" and "stick to business" during the interview.

The value of previous planning will come out here because
in proportion as the interviewer gives evidence that he knows what
he is talking about, knows just what he wants and goes for it, he
will command the attention and interest of the plant representatives,
In proportion as he gives evidence that he is vague as to what he wants
and is just "sloshing around" the plant men will be liable to feel that
they. are wasting their time, and will begin to Wonder what he is there

for anyway.
Misc. 305
Sec. V-a 13

In all this work the importance of being "natural" cannot
be too strongly emphasized. The personality of the interviewer and
the degree to which he is what is commonly called a "good mixed" is
one of the rost important factors affecting the success of the inter-
view so far as productive results are concerned. This is especially
true when the interviewer has only an educational background and
experience and is liable to adopt unconsciously more or less of a
categorical attitude and mannerisms characteristic of the school
room, but not found among industrial people. As a result the plant

«Tepresentatives are liable to be made to feel that they and the
interviewer have little or nothing in common and that the educational
man cannot possibly have anything that will be of real value to the
business. Under these conditions they are liable, and even likely
to treat the whole interview merely as an academic matter and to feel
that the whole thing is merely a matter of courtesy but something in
which they have no real interest. Out of this comes the fact that
an industrial or business experience of some kind is a great help to
the interviewer if he shows it in his manner or casually brings it
out early in the interview.

It is important to use what may be called the "conversational"
method rather than the "catacgorical" method during the interview. The
material prepared for noting the information, (forms, questionnaires,
etc. whatever they are), should be kept in the background and only used
after the discussion has settled the point in question, and then the
act of noting down should be made as casual as possible. A question
such as "Well, that seems clear, shall we put it down this way?" will
sometimes help to make this casual notation possible.

In zeneral it may be said that the more the interview sugzests
a business conversation in a club and the less it suctests a cross
examination in a court room ar an interview with a census taker, the
better.

GETTING TO THE POINT AND STAYING THERE:- The information required
mst, of course, be taken up point by point, and not as a general
"mess". In carrying on the interview each point must be made plain
first and then adhered to until it is cleared up. This is likely
to be difficult, especially during the earlier part of the interview,
because it is then that the plant representative naturally knows the
least about what the interviewer is driving at.

If the interviewer has not done a good job at the beginninz,
as will sometimes happen, it may be necessay to "back check" on this
earlier part before closing the interview, but this is not desirable
if it can be avoided. As already stated much depends upon the dezree
to which the interviewer knows hiw job and has plarmed for it in ad-
vance. Going over the thing again and again is poor practice because
it tends to cause confusion of mind and breaks down the interest. Of
course, if the plant men begin to “back track" by thinkine of more in-
formation on points already covered on the first round, the interviewer
must go with them. Sometimes this is a good sien if
Mise, 305
Sec. V-a 14

plant men, but such "back tracking" should not come from the inter-

viewer. If the plant men want to go back, all right, go with them,
but don't drag them back if you can help it.

USE OF THE SUGGESTIVE QUESTION:~ If the interviewer knows how

to use it, the sugsestive question can be used to creat advantase
in this work. For example, on the qestion of responsibility for
raw departmental stock a plant man will almost always say "no"
"the first dash out of the box." Such a question as "But doesn't
he have any stock in his department waiting to go into operations
or processes on the floor or somewhere" will zenerally bring out
the reply "Yes, of course." A further question such as: "If any
thing happened to that stock, say somebody stole it, would the
foreman have a good alibi?" will almost always bring the answer
equivalent to "You bet your life he wouldn't." Which would brinc
out the point that the foreman did have responsibilities in that
connection, thouch, at first, the statement was made in tood faith
that he had none.

Again, it is common for the statement to be made at first
that foremen have no responsibility for discharzin> workers because
"the Employment Department attends to that", when a sucgestive
question will brinz out the fact that foremen do recommend discharze,
and hence have a responsibility for usinc that recommending function
intelli-ently.

In all cases the Jegree to which the interviewer will suc-
ceed in zettinz the information as to real facts of the case will
depend on his courtesy and tact and the dezree to which he can
"pull out" the information successfully. By the pure categorical
method, aside from its unidegirability for reasons already discussed,
he will cet little information that will show the real facts of the
Cases

Of course no definite rules can be given for handling a given
interview; a man must deal with the situation as he finds it and
adapt himself to it, and to the characteristics of the people with
whom he has to deal, but sugzestions made above, beinz based upon
general experience, should be of suggestive value.

TALKING IMPROVEMENT: NOT CRITICISM:- The question of securing a
rating sets up one of the most difficult parts of the interview,

A Superintendent, for example, is, as a rule, reluctant to admit
that "everything is not all right," and this is natural, because

an admission that thinzs are not all rizht seems, especially at
first, to imply a criticism on the way that he has been handling

his work. The tactics here are to talk improvement and not criticism.
If the line of thought can be directed toward whether the situation
could be improved and ways and means of possible improvement can be
suggested, the plant man will then often be much more willing to sive
a rating and to set up his “dead line."
Misc. 305
Sec. Vea a5

TAKING AS LITTLE TIME AS POSSIBLE BUT GETTING THE JOB DONE:- With
regard to the time taken up in the interview there are some points
that are worth mentioning. Among these are the following:

1. Not prolonging the interview to the point of fatisue or
holding a man after he "begins to look at his
watch." When these symptoms begin to appear, if the
ob is not finished it is better to arranze for another
nterview to finish it.

2. Doing the job in as little time as possible.
3. Finishing the job before "letting go."

LEAVING A GOOD IMPRESSION:- One necessary mrtcome of the intervicw

is that it should leave a good impression. In many cases on further
consideration, if interest has been aroused, those who were at the
conference will think of something additional or the interviewer,

on working up the information obtained will require further information.
If relations have been established so that the matter can be followed
up easily, and if the interest of the plant men has been gained so

that they are willinz and anxious to cooperate, if this situation
results from the first conference, a very desirable condition has

been brousht about.

If om the other hand, the condition is such that the plant
men feel that they have done what was decent but have no further
interest in the matter, the question of a followup, if that should
be necessary, will be more difficult. It may almost be said that any
satisfactory initial interview should bring out an invitation to come
again to go through the plant and that a failure to receive such an
invitation would indicate, under ordinary circumstances, that the in-
terview was not as successful as mizht have been wished.

GOING BACK FOR MORE:- There is no question but what in many cases
all necessary information will not have been secured at the first
interviews in spite of careful planning and effort. When the infor-
mation as secured is worked up it will often appear that some points
require further analysis or need further "diecines out." This probabil-
ity makes it especially desirable to leave thinzs so that "the latch
string is out" at the plant. On “going back for more" the same prin~
ciples apply as already discussed. Know what is wanted and make the
least possible trouble in getting it, tut get it. If the proper
relations have been established this should not be difficult. The
need for more information will usually appear in connection with the
work of gettinz out the specifications as discussed in the next sec-

tion.

RESULTS TO BE SECURED FROM THIS PROCEDURE:— The purpose of the pro-
cedure outlined below is to secure information on which a tentative
program can be developed. The setting up of such a tentative prozram
Misc. 305
Sec. V-a 16

is of considerable value althouch it is exreedingly improbable that
as the conference work develops the program as orizinally set up
will be adhered to. Amonz the reasons why such a tentative prozram
is of avlue are the following:

; 1. It Helps to convince the Management that a specific
improvement program and not a general procram is contemplated,

2. It gets the Management interested from the start by
pulling them into the came.

3. It ghves the conférence leader something to zo on until
he has fowmd his feet.

4. Under many conditions such a tentative protram is of
value for placinz in the hands of the men either before the first
meetin; or at the first meetins, to give them a seneral idea of the
sort of work that is proposed.

5s Where the conference leader does not belon- to the
plant orcanization, this procedure gives him a certain amount of back-
ground to start on and sets up workins relations with the Management.

ADVANTAGES AND DISADVANTAGES OF THIS PRELIMINARY PROCEDURE:- While
the reasons given “above for followin> this procedure are sound,
nevertheless it is subject to certain danzers that should be berne
in mind. Among the more important of these are the following:-

1. There is often a greater or less attitude of suspicion
on the part of some oF all of the foremen as to the real purpose
for which the conferences are to be held: they suspect that there
is some ulterior motive on the part of the Management. Under these
conditions if the fact that the conference leader has been in close
consultation with the Management becomes known, (as it will) the job
of the conference leader will be made more difficult during the first
few meetings, or until this suspicion is dispelled.

2. The preliminary information upon which a tentative
prozram is based is likely to be more of a reflection of the wishes
or the attitude of the management rather than of the actual facts.
Accurate information of the character which will be drawn out from
the foremen as the work of the conference develops, and which is in-
valuable in relation to the planning for subsequent meetings, is par-
ticularly hard to sdéoure in advance.

3. The preliminary or advance information is cenerally ob-
tained from a LIMITED muomber of plant officials or executives. The
actual inside plant information, derived as the work procresses,
will usually represent the combined opinions of a larger mumber of
individuals. For this reason, the advance information will probably
be less repregentative of actual plant conditions than micht be as-
sumed “in the beginning. The foreman, likewise looks at his job
and his problems from an anzle quite different from that of the plant

executive.

4. Experience seems to indicate that foremen, generally,
Misc. 305
Sec. V-a 17

are likely to "Open up" and talk more freely concerninz their jobs, if
the conference leader has not been seen makinz a preliminary study
of conditions in the plant.

Considerinc the sreat mumber of possible subjects that can
be set up for a series of foremens conferences it is evident that a
man cannot afford to start in with no program at all. On the other
hand, if, in securinz the information necessary to enable him to make
a selection for a tentative program he does not succeed in avoiding °
or at least minimizing the danzers noted atove, his work will be se-
riously handicapped for some time at least.

Whatever method may be adopted,the leader must at least se-
Gure sufficient information to enable him to determine what of the
possible subjects have a possible conference value for the particular
Plant under consideration. This information mst in some way be se-
cured throuch conference with plant representatives. These repre-
sentatives may, of course be drawn from the ceneral manazement, from
the foremen themselves, or preferably, from a mixed group.

ADDITIONAL GENERAL PLANT INFORMATION:- Quite aside from the question
just discussed, it is hichly desirable that a conference leader
should possess certain ceneral information with regard to the special
Plant under consideration. Some of the more important of these
items are:

1. In a seneral way somethin-= of the character of the pro-
ducts turned out by the plant, especially whether mechanically or chem-
ically produced.

2. The departmental order in terms of material flow.

3. "Who's who" in the organization.

4. Whether the plant is closed or open shop.
Misc. 305.
Sec. V-a 18

FOREMENS CONFERENCES
BLOCK I

INFORMATION SHEETS

INFORMATION TO BE SECURED FROM THE GENERAL MANAGER OR HIS DESIGNATED
REPRESENTATIVES ON WHICH TO ORGANIZE A PROGRAM FOR FOREMENS CONFERENCES.

NOTE «

In rating for interest it is suggested that the terms GOOD, FAIR and
POOR be used.
Misc. 305
Sec, Vea 19
BLOCK I.

Sheet No. 1
FOREMANS CONFERENCE

POSSIBLE POINTS THAT MAY BE INCLUDED IN THE POINTS To BE COVERED
IN THE GRAPH OF GENERAL OBJECTIVES FOR ANY
ONE PLANT.

This checking list is to be used in determining the objectives
to be included in the lay out for a series of conferences to meet
the conditions as they exist in a given plant. Information to be

Secured either through personal Imowledge or fromthe proper persons,
or from both sources.

+ t

Name of plant (or plats.)

 

 

CHECKING LISTS-
RECEIVING AND STORING BULK STOCK, Raw Stock.
Has the foreman any responsibility for receiving and storing tulk

or raw departmental stock? Yes or no

 

If yes: oa

Damage or loss due to insufficient protection from: fumes? light?
exposure to weather? temperature? theft? fire? other causes?

 

Nature of difficulty if any?

 

 

 

 

Rating

Methods of storage: suitability or containers? containers kept
in good condition? loss due to leakage? to evaporation? Other

causes?

 

Nature of difficulty if any

 
BLOCK I. Misc. 305

Sec. V-a. 20
FOREMENS CONFERENCES Sheet No. la

 

Rating

 

Other points in connection with receiving and storing

 

taw departmental sto¢k?

 

 

Nature of difficulty if any?

 

Rating

 
Mise. 305
Sec. Vea 21

BLOCK I Sheet No. 2
FOREMENS CONFERENCES

Handling for Storage.
Has the foreman any responsibility for handling raw departmental
stock in getting it into departmental storage? Yes or no?

If yes:

 

Insepeting previous to acceptance? Quality of stock? Quan-
tity of stock? Kind? Grade? Condition? Other points to be inspected?

 

Nature of difficulty if any

 

 

 

Si Rating

 

Receiving from last custodian? One kind? different grades
of one kind? several kinds? different grades of one kind? dif-
ferent quantities of different kinds? different quantities of

as x

 

 

 

 

 

 

 

 

 

 

different grades? = :
In bulk? How? ss =

tees : +

In containers? ok fowl a2

Other conditions? —~2= E

Other conditions? “toe ei: - a :
pe go ee ee psi oee tn gn ie

 

et ee Pe eee Rating
Misc. 305
See. Vea 22

BLOCK I Sheet No. 2a
FOREMENS CONFERENCES
TRANSPORTATION TO STORAGE

Has the foreman any responsibility for transporting raw departmental

 

stock to departmental storage? Yes or no.

If yes:

 

By hand work? wheelbarrow? man trucks? teams? motor

trucks? mechanical conveyers? elevator? Other means?

 

a

Nature of difficulty, if any?_.

 

 

Rating
Mise. 305
Sec. V-a 23

BLOCK I Sheet No. 3
FOREMENS CONFERENCES

PUTTING INTO STORAGE

Has the foreman any responsibility for putting raw departmental stock

 

into departmental storage? Yes or not?

If yes:

 

By the use of: Hand work? wheelbarrows? hand trucks?

horses? hoisting cranes? motors? motor trucks: (small electric)

 

mechanical conveyors? elevators? Other means?

_,

 

Natue of difficulty if any?

 

 

Rating

 

 

Conditions of Storage
If the departmental stock isstored under any special condi-
tions has the foreman any responsibility as to the storage conditions?

Yes or no? If he has what are the conditions out

 

of doors or under cover? In bins? barrels? boxes? packages? racks?

drums? open cans? sealed cans? tanks? barrels? (dry powder) pres-

 

sure tanks (gas) other containers?

 

 

Nature of difficulty if any?

 

 

 

Rating
Mise. 305
Sec. Vea 24

ELOCK I FOREMENS CONFERENCES Sheet No. 4

STORAGE TO PROVIDE FOR ARRANGEMENT OR
ACCESSIBILITY OR BOTH,

Has the foreman any responsibility for storing raw departmental stock

 

for accessibility or arrangement? Yes or no? .

If so, under what special conditions? ._

 

 

 

 

Rating

KEEPING UP STOCK

Has the foreman any responsibility for keeping up departmental

 

stock? Yes or no?

 

One kind if yes:

One kind? several kinds? several grades of one kind? several

 

grades of several kinds? Other conditions?

 

 

 

Nature of difficulty, if any?

 

 

Rating —
DEPARTMENTAL STOCK IN PROCESS
GETTING FROM STORAGE.

 

Has the foreman any responsibility for getting raw departmental

 

stock from storage? Yes or no?
If so:
Getting right quantity of one kind? of one grade? several kinds?

several grades of each kind? getting right quantity as store in:
bulk? barrels? boxes? bins? tanks? pressure tanks? Other con-

 

tainers?
Nature of difficulty, if any
ue Batlng cs

 
Misc. 305
Sec. Vea 25
BLOCK I FOREMENS CONFERENCES _ Sheet 5

TRANSPORTING TO FIRST OPERATING POINT

Has the foreman any responsibility for transporting raw departmental
stock from storage to the first operating point? Yes or no?

If yes?

 

Transporting to first operating point by: trucks? hand?

 

electric trucks? piping? conveyors? Other means?

2

 

Nature of difficulty, if any?

 

Rating

 

Protecting while in transit from: loss? theft? fire? moisture?

adulteration? other damages?

 

Spaiow.

 

 

Nature of difficulty, if any?

 

 

Rating

 

SECURING THE RIGHT QUALITY OR QUANTITY

Has the foreman any responsibility for securing the right quantity

 

and quality of stock at the first operating point? Yes or No?

If so:

As to: Size? shape? accuracy? mumber? other conditions?

 

 

Nature of difficulty, if any?

Rating

 

 
Misc, 295
Sec. V-a 26
BLOCK I FOREMENS CONFERENCES Sheet No. 6.
HANDLING INTERMEDIATE PRODUCTS.
Has the foreman any responsibility for handling intermediate pro-
ducts in his department? Yes or no? .

Transporting in cans, barrels, boxes, packages, open cans?

Other containers?

 

 

 

Nature of difficulty, if any?

 

 

ae Rating

 

PROTECTION WHILE IN INTERMEDIATE STORAGE
From loss? theft? moisture? fire? adulteration? fumes? Other

dangers?

 

 

 

Natuer of difficulty, if any?

 

Rating

 

Transporting between intermediate operating points by: hand? truck?

 

electric truck? conveyor? Other means?

 

 

Rating

 
Misc. 305
Sec. V-a 27
BLOCK I FOREMENS CONFERENCES Sheet No. 8.
“ELASTIC EQUIPMENT?

Has the foreman any responsibilities as to "elastic equipment "7?

Yes or no?

 

If yes assigning equipment mits to jobs? balancing equipment
units? laying out? giving out small tools? special attachments?

Other responsibilities?

 

 

Nature of the difficulty, if any?

 

 

 

Rating

 

NEW EQUIPMENT
Has the foreman any responsibilities in connection with the pur-
chasing, installing, arranging, etc. of new equipment, (units,

tools, attachments) Yes or no?

 

 

If yes, what are the details?

 

 

Nature of the difficulty, if any?

 

 

 

Rating ..—

 
Miee, 205

Sec, V-a 28
BLOCK I FOREMENS CONFERENCES Sheet No. 9

OPERATION AND PROCESSES.

Has the foreman any responsibilities in connection with the carrying
on of the various operations or processes that are included in the
work of his department? Yes or no? ._
If yes:
Starting jobs? checking jobs while in operation, making special
tests? stopping jobs? looking out for special working conditions?
determining operations? determining processes? determining special
operations and processes? securing the necessary or required final
quantities of intermediate products? securing the necessary or
required final product? getting the necessary or required quantity
of final product? getting the necessary or required qualities of
intermediate and final products?
Inspecting intermediate products? Inspecting final products?
controlling the amount of operating waste? operating yield? conver-
sion? amount ot Guality of by-products?

Nature of the difficulties, if any?

 

 

 

Rating

 

 
Misc. 305
Sec. Vea 29

BLOCK I FOREMENS CONFERENCES Sheet No. 11

THE DISTRIBUTION OF THE WORKING FORCE.
Has the foreman any responsibilities for keeping up the working force?
Yes or no? .
If yes: hiring? discharging? tramsferring? to other departments?

penalizing? reprimanding? Other responsibilities?

 

 

 

Nature of the difficulty, if any?

 

 

 

eo: Rating
COVERING JOBS IN THE DEPARTMENT.
Has the foreman any responsibilities in connection with "covering"

all jobs in his department? Yes or no?

 

"Covering" all jobs? providing minimum skill on all jobs? trans-

ferring to meet temporary conditions? Other respmsibilities?

 

 

 

 

 

Nature of difficulty, if any?

 

 

‘ Rating

 
Misc. 305
Sec. V-a 30

BLOCK I FORIMENS CONFERENCES Sheet 12
TEAM RELATIONS. (COOPERATION)

Has the foreman any cooperative responsibilities? Yes or no?

If yes, are they with:

The General Management? If so, in what ways?

 

 

 

 

Nature of the difficulty, if any?

 

 

Rating

 

His Inmediate Superiors? If so, in what ways?

 

 

Nature of the difficulty, if any?

 

 

 

Rating
Misc. 305
Sec. Vea 31
BLOCK I

FOREMENS CONFERENCES Sheet No. lia

TEAM RELATIONS. (COOPERATION)

Other foremen? If so, in what way?

 

 

 

Nature of the difficulty, if any? .

 

Rating
(—)

With the working force? If so, in what way?

 

 

 

 

Nature of the difficulty, if any?

 

 

 

Rating

Note. Cooperation can be either with the working force or.from

the working force. Either case should be noted.
Misc. 305
Sec. Vea 32

BLOCK I FOREMENS CONFERENCES Sheet 14.

"THE HUMAN FACTOR"
THE PHYSICAL CONDITION OF THE WORKING FORCE.

Has the foreman any responsibilities in connection with the physical

condition of the working force? Yes or no?

 

If yes:

Ac to: temporary illness? chronic illness? incipient disease?
special physical disabilities? (In connection with assigning workers
to jobs) physical injuries? (Safety) bad physical condition due to

Personal habits? Other responsibilities in this connection?

 

 

 

 

Nature of difficulty, if any?

 

ss Rating
THE MENTAL CONDITION OF THE WORKING FORCE, INTEREST,
Has the foreman any responsibilities in connection with the inter-

est of the working force in the work and in the success of the

 

plant? Yes or no?
If yes: as to surroundings? method of giving orders? use of direc-
tions and suggestions? handling of transfers within the department?
from the department to another department? general plant knowledge?

handling of promotions? Handling of discharges? Other responsibili-.

 

ties? .

 
Misc. 305

 

 

 

 

 

 

Sec. V-a 33
BLOCK I FOREMENS CONFERENCES Sheet No. 15
Nature of the difficulty, if any? —_
Rating .

THE MENTAL CONDITION OF THE WORKING FORCE
SATISFACTION.

Has the foreman any responsibilities as to the satisfaction or dis-
satisfaction of the working force? Yes or no? .
If yes, as to: General working conditions? specific job conditions,
tact in the use of the directions and suggestions instead of orders?
handling of the giving of orders? condition of tools and equip-
ment? compensation? (doubtful if should be included: never except
on request of the management.) general relations of the foreman and
the departmental working force. (Fairness, squareness, no favorites,
grouch, going off at cock, acting before all facts are knom, etc.)

Other responsibilities, if any?

 

 

 

 

 

 

Nature of the difficulty, if any?

 

 

Rating

 
Misc. 505
Sec. V-a 34

BLOCK I FOREMENS CONFERENCES, Sheet 16

OTHER RESPONSIBILITIES NOT LISTED ON
THE PRECEDING SHEETS,

Has the foreman any responsibilities not covered in the preceding

sheets? Yes or no?

 

If yes, what are they? 1. __

 

 

 

 

 

 

Nature of the difficulties, if any? 1.

 

 

 

 

 

 

 

 

 

 

5.

 

Ratings: 1. 26 3.

 

 

 
Chart No. 1.

Misc. 305
Sec. V-a 35

SOME POSSIBLE RESPONSIBILITIES AS TO

INSTRUCTION

Or ized Inst ti

 

Organizing Plans for Instruction.

Cooperating with
outside training
agencies ......

 

Cooperative part time school
Part-time continuation school
Fall time day trade school
Evening trade extension courses
Slack season courses

Etc.

Lectures

Conferences

Shop talks

Vestibule schools -
Apprentice training
Training green men

Training I.R. men and women
Training V. R. Men
Training special cases
Mise. 305
Sec. V-a 36

‘Chart No. 2.
SOME POSSIBLE RESPONSIBILITIES AS TO
INSTRUCTION

Supervising Instruction

 

What is to be taught

____ Qualifications of instructors
Instructing conditions

Great WOrk6rs wise. o6 dcinedee General efficiency of
training as to

APPTONtides <vscavs si iwans sie

 

 

Shop - Job - Training

 

____Trade technical training

Regular Workers ..... ai eR ten Instructional management

 

 

Giving Instruction

Making out instruction layouts
Laying out courses of study

 

 

 

 

 

 

 

 

Apprenticés: a-0.0ssemeae sews Managing learners
Teaching shop jobs
Trade technical jobs
Giving plant information
Green Men ......-.--- sila Bie e-em Plant information

 

 

 

On special jobs

 

Regular workers ...-.--seeee

i
Mise. 305
Sec. V-a 37

Chart No. Se
SOME POSSIBLE RESPONSIBILITIES AS TO

INSTRUCTION

 

aca
en en a

Incidental Instruction
Repudar workers: « ¢6ugvisecuceese Plant information

Apprentices ....... amieisteeat ee eae Regular jobs

Tecimical points

Plant information

 

Other members of the
departmental force ence evuraese
Mise. 305
Sec. V-a pg 38

Chart No. 4.
TRU. 0
ti i Ot Training Agencies
Plant Agencies

Back checking in workers trained
in the training department.
Helping the training department
to get the right sort of jobs.
Giving workers trained in the

Training Department ....... training department a fair show,
Finding out what the training
department is really doing.
Taking workers trained in a
training department.

In general the same as for
Training a Department.
Flant School¢ «4.4 6-ass<.a8s

Safety training courses
Foremen's conferences
General meetings

Other educational

plant agencieS ws.seevevaseee
Misc. 305
Sec. V-a pg 39

Chart No. 5.

INSTRUCTION

Cooperation with Other Training Agencies.

Outside Agencies.

Day trade school

Part time school

Evening trade extension school
"In and out" courses

Publie sehoile schaxsdusaous Contimation s¢hools
University extension courses
Americanization classes
Evening elementary schools

 

 

 

 

 

 

 

 

_____Work similar to that listed
For the rublic schools

Semi Public Schools ........ Carried on by private
institutions charging

only a nominal fee or no

fee at all

 

 

 

 

 

Correspondence schools
Private training schools
(Schools conducted for
profit and charging a
corresponding fee)

 

 

Private Schools ...-...seoee

 

Courses conducted by labor

Organizations or by labor
Other agencies ........+ sees _.____ Organizations and employers
Working together

 

 
Misc. 305
Sec. V-a pg 40

Chart No. 6.

SUPERVISION

 

Managerial.

For each instructional responsibility there is a corres-onding mana-
gerial responsibility for discharging that instructional responsibil-
ity in such a way that the instructing job is done with the greatest
possible efficiency of instruction under the working conditions.

An INSTRUCTOR is paid for
doing INSTRUCTING JoBs,
that is, TORK JO3S in the
Teaching Trade.

He is not paid for But he is paid
having AUXILIARY INFORMATION for doing in-
as to structing jobs

which he cannot
1. Teaching methods do well unless
, he had it and
2. Instructing condi- Imows how to use
tions it. :

3. His teaching jobs

4. Laying out teaching
jobs.

An INSTRUCING SUPER-
VISOR is paid for seeing
that all necessary instruction
jobs are done but is not paid
to do them himself.
He is not paid for having AUXILIARY INFORMATION
as to
The elements of effective
supervision.

An INSTRUCTIONAL MANAGER is
paid for managing as defined
above

AUXILIARY INFORMATION
as to
Instructional management.
Mise. 305
Sec. V-b - pg. 1

Section V-b.

Setting up a Tentative Program.

b - Laying out and Classifying Responsibilities
for their Potential Interest Value on the Basis of

the Information as Obtained.
Misc. 305
Sec. V-b - pg. 2

The necessary information having been secured by the general
methods that were taken up in the preceding sections, the next step is,
in some way, to determine which of all possible responsibilities that
might come into a foreman's job do come into the job of the foremen in
the Special plant or plants under Consideration, according to the
Special organization and procedure that applies in that case.

Step 1. GEITTING OUT THE RESPONSIBILITY LAY OUT FOR A GIVEN PLANT:-

From the information as obtained, (and possibly enlarged or corrected

by “going back for more" as discussed in the preceding section), it will
appear that in these plants the foremen have certain acting, recommend-
1ng, Or Suggesting responsibilities. These responsibilities, therefore,
can be listed out, for the foremen in that plant, (or for the foremen

in different departments in a large plant where responsibilities vary

to any marked degree) especially that is a responsibility lay out can

be prepared with an estimate as to the degree to which each responsi-
bility does or does not offer a prospect of serving as a base for
profitable and interesting conference work, and whether discussion if
desirable, would be along managerial, supervisory or instructional lines.
This having been done the next step is to classify under general head-
ings as described in the next paragraph. This having been done the next
step is to classify these under the three possible headings, Supervision,
Management or Instruction, thus securing the general objectives that
would be considered as desirable.

CLASSIFYING UNDER GENERAL HEADINGS:- (Combining Operations):- Note: The
operations of classifying under general headings, classifying objectives
and laying out, can, of course, if desired, be combined into one. For
clearness these notes discuss these operations as carried out succes-
sively. This combined method is not however, recommended for inexperi-
enced people to use at first.

Step 2. CLASSIFICATION OF RESPONSIBILITIES:—- The different responsi-
bilities as listed may now be classified under one of the three possible
classification headings -- Supervision, Management, Instruction -- using
these terms as discussed in the following paragraphs:

SUPERVISION:- As the term is ased here supervisory responsibilities
are responsibilities for noting conditions. These conditions as noted,
may be all right or they may require changing. This practically means
that supervision means that part of a foreman's duty that deals with
observing all conditions which he is responsible for controlli.zg.

For further discussion see F. B. No. 60.

MANAGEMENT:- It is possible to discharge supervisory responsibilities
without regard to cost as in the case of much construction work during
the war, where the product had to come up to inspection standards but
cost was not considered. Under normal conditions however, it is neces-
sary to consider not only getting the job done, but cost as well. There
has to be considerations of ways and means by which production can be
held up to standard and cost reduced to a minimum. This consideration of
reduction of cost to a minimum as distinguished from consideration of
Misc. 305
Sec. V-b - pg. 3

quality of production, has in this course, been designated as management.

Moae In many plants the two sorts of responsibilities go together,
the foreman has one he has the other, but in some types of organi-
zation on a functional basis, the two are distinguished, supervisory
responsibilities being left with the foreman but all considerations of
cost control being assigned to Somebody else.

Where, aS is usually the case,aforeman has both kinds of re-
Sponsibilities in practice he often discharges them similtaneously and
the distinction is not very evident to the observer and probably is one
to which he has given no thought. When it comes to the question of
conference interest values, however, it will almost always be found that
a high conference interest value is due to poor management rather than
to poor Supervision, hence this distinction is important from the stand-
point of laying out objectives as discussed later, and should be clear
in the mind of the person who is laying out the progran.

INSTRUCTION:~ Any instructing responsibilities that the foremen may
have such as (1) giving incidental instruction to "competent" men, (2)
breaking in green help, (3) training partly competent men, (4) training
apprentices, should be listed under the head of instruction.

CLASSIFYING THE SPECIFIC OBJECTIVES UNDER EACH GENERAL CLASSIFICATION:-
If the operation has been correctly carried out to this point there is
now a list of classified responsibilities, or a responsibility inventory,
and an interest evaluation or estimate for each, these responsibilities
being classed as either managerial, supervisory, or instructional. The
next step is to lay out the situation and from that lay out determine
the objectives, that should be included in a series of conferences with
the general purpose of including orly those points that promise to be
of interest and profit when taken up in conference, and possibly, in
addition, to determine a tentative order in which these points should
be taken up. Several methods that can be used in making such a lay out
are described in the following paragraphs.

DETERMINING THE SPECIFIC OBJECTIVES: METHODS:- In order to define and
determine the specific objectives that seem to have adequate interest
values it is necessary that the classified responsibilities should be set
up in some way, with their corresponding interest values, so tiat a sort
of “birds eye view of the whole problem can be obtained. There are
several ways in which this can be done, some more useful than others,
among the more serviceable of which are:

1. Listing out

2. Card cataloging

3. Laying out graphically using a "curve"

4, Laying out graphically, using the "block" method.

These methods are described and their relative advantages and
disadvantages are discussed in the following paragraphs.
Misc, 305
Sec. Web - pg. 4:

NECESSARY INFORMATION TO BE INCLUDED IN THE "SET UP". Whatever the

Special methed used it is evident that the following information mst
be included in the "set up".

1. The specific responsibility

2. The general classification. (Supervisory, Managerial,
Instructing).

3. The special classification. (Receiving and storing
departmental stock, handling for storage, keeping up

Stock, material in process etc., as in F.B. I, PP 99
to 107).

4. The rough "interest rating" of each specific case.

METHODS: LISTING OUT:- It is, of course, possible to simply list out
the information on paper, but this method is only to be recommended
when the individual doing the work is very familiar with the plant con-
ditions and the number of cases is small. Under these conditions the
listing method is probably the easiest and requires the least time. It
is not advised, however, as a matter of general practice. Where this
method is used it is advisable to use some sort of a form in order to

Secure orderly arrangement. One possible sort of such a form is sug-
gested below.

e

SUPERVISION, MANAGEMENT, and INSTRUCTION.

 

Responsibility. M

Rating as :
to Interest REMARKS.

rm”
La

 

 

 

 

 

 

 

METHODS: THE CARD CATALOG:~ A second method that can be used is that

of the card catalog. It is chiefly serviceable where a record is wanted
and it is expected that the conditions will change frequently, that is,
where what is wanted is a sort of a "perpetual inventory" of the informa-:
tion to be constantly kept up to date. This device would be useful,

for example, where a permanent improvement program was set up and a
large number of foremen were to be handled in successive groups the
"inventory" to be changed as a result of the experience with each succes-
Sive group. Even in this case it is advised that it be combined with
one of the graphical methods next to be described, as it will not give a
"bird's eye view of the problem as a whole, which is always desirable,"

When used, suitable guide cards can be used for the general
and specific responsibilities and the other information entered on
Misc 305
Sec. V-b - pg. 5

white cards of the usual type. The use of guide cards of different
colors for the different kinds of classification headings, say blue

center guides for supervision, management and instruction and buff side
guides for the specific classifications.

THE GRAPHICAL LAY OUT. GENERAL INFORMATION:- The following para-
graphs discuss and illustrate two methods of laying off the information
in graphic form. This method is, of course, always the most desirable
way to lay off information or data whenever a "bird's eye view" is
wanted. The difficulty of reproducing on the typewriter makes it only

possible to illustrate these methods and so some further information
is given here.

The tendency is always to make work of this kind too small.
Such graphs as those discussed here should be laid out large, say on
brown paper 36 to 42 inches deep and with 4 to 6 inch spaces between
verticals. For average conditions in an average plant this way makes
a chart six or eight feet long.
Misc. 305

FORM FOR LAYING OFF RESPONSIBILITIES Sec. Vb - pg.6

BY THE BLOCK METHOD
# Sample-Partly filled out form --

FIELD # Supervision and Management

Sheet No__

 

BLOCK _# Stock

General Responsibility # Receiving and storing raw dept. stock

 

_—

 

Interest rating

 

 

 

 

 

 

 

Wii Good “VG fe Specific Responsibility 5_M
Uf | 1 Protection in transit (fumes S
oer 7 2 Protection from loss _M_

TLL. / 3 Injury to containers SM_
Ue ,

4 Suitability of containers

 

 

WML TL: UU icesceces ata cnseas

 

 

6
7

10
11
1.2.
13
14

15

 

 

The reference line to be put in wherever it goes according to the

information as obtained or the judgment of the investigator.

As many of these forms. to be used as there are general responsi-

bilities that contain foremen's responsibilities of any kind.

reporting, suggesting).

# Assumed entries by person setting up graph.

(Acting,
Misc. 305
Sec. V-b - pg. 7

Such a chart might be well hung on the wall of the office of
the person whe acts as the conference leader-and, if of the size sug-
gested, can be readily read from the middle of the room. For printing
in the data sets of "Sign Marking" rubber type can easily be obtained
and will be found very useful, not only in this connection, but in
connection with the preparation of instruction material in charted
form as discussed in the section on that subject. For drawing lines
a lining pen giving a line 1/8 inch wide will also be found very useful.

METHODS: THE "CURVE":- By this method parallel vertical lines are
erected whose heights are proportional to the interest rating of the
different specific responsibilities. When these lines are connected by a
line drawn across the tops in the usual mamer a "curve" is obtained
that indicates the different points and their rating values, as indicated
in the figure below which represents a miniature fraction of such a
graphic lay out.

MANAGERIAL AND SUPERVISORY

Materials. ;
to storage. Transporting : Equipment: Maintenance.

SEN MAAS

] |
{
; |
| |
SIM M iS S

 

 

@ | t
aw I | |

PASS s.M M
It . "Reference Line" I ae \/ Le : I
P a I I I I I S M s M oI
| ‘2 I I I 1 I i t I i
V.P. ieee I I I I I I I I I
i 2 3 4 5 6 7 8 9 10 1a

Here 1, 2, 3, etc., represent the different responsibilities
under the special classifications. S and M indicate supervision, man-
agement or both as the case may be. The information as to instruction
can be set up in the same way. In either case the numbers can if de-
sired be made to refer to serial numbers in the lay out list or the de-
tails can be entered vertically along the lines, at the top or the bot-
tom or in any other way that may be preferred. The objection to this
method of getting the "bird's eye lay out" is that the Nourve, " so
called, is not really a curve, because the horizontal line has no value,
the verticals merely being spaced at regular intervals, that is, it
shows only one set of variables, (ratings) whereas a true curve should
show variables both on the verticals and the horizontals, and, in conse~
quence, this form of lay out is liable to be confused with other forms
of true curves when shown to a person who is in the habit of using
true curves in connection with production work. In order to avoid this
difficulty there has been suggested what may be called the "block"
lay out which is described in the following paragraph.
Mise. 305

Sec. Y-b - pg. 8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ao
My oo Fs
: : Use of the Instructing Process.
\ Job Analysis for Instruction. o 2
YY oe Handling Green Men under Inst. - ie
. tc "
oN evs ss Learning vs Production we
P 7
\ oe $ ® Difficulties, t-
T VY
\ t- oa Cooperating with other training . Ale
« S a agencies inside the plant. Ho
\\ \ a. < o
AN > Ss x Giving Incidental Instruction m% ©
\ fo te
\ g et i Job Training. a:
Nan = > a
5 f. Cooperating with other training
y S e) fer agencies outside the plant.
ERE
A a
\ t=
| nS SITET | plant Policies
\ : = Plant Knowledge.
\ SESE | ne 3H
aS ER
cP > Industrial Re-education es
°
: °%
-| | INSURANCE <
CS Ge 7
\ ; & SAFETY co
sy q S
XX FIRE PROTECTION 5,
WY = 3
Plant Procedure, so far as it
Ky a eS affects the men. ee
Ww c
= C wr
gF :

 
Misc. 305
Sec. V=b -pg. 2

ee UP METHODS: THE "BLOCK" LAY OUT: This method of making the
bird's eye view lay out" indicated in the diagram below.

_MANAGERTAL AND SUPERVISORY

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

cae Transporting Equipment: Maintenance
100%
VG
oe
GooD dd Za)
FAIR _S_ tt 2 on
ae / 4 The “Dead Lifer} 7) 1 aoe oo
s/ Sa fi ae a 4\ & lA G
P oy i 7 of ved ‘ e Pe, ey Le ft /
ies Ae i a CF i ae
AW be | : ee
Py by GRA be VA eel Ie oie
elf) PA el A a ele Le) eal.
Cf\ PAA ee eA A, ae Zz
1 2 3 4 5 6 q 8 9 10 i

The general designation, etc., are as in the preceding dia~-
gram. This form of lay out is free from the objection raised to the
"curve" and gives an equally good "bird's eye view" of the situation,
and so is recommended as the best method for laying out of the plan
discussed for all ordinary cases. As in the case of the other diagram
it should, of course, be laid off ona much larger scale than is

shown here.

DETERMINING THE OBJECTIVES FOR THE SERIES OF CONFERENCES:
GENERAL: From the bird's eye view, whatever method may have

been used for the lay out, it will appear that certain situations in
the plant call for the most immediate attack for one of several reasons

among which are:
1. They have a greater or less interest value
2. They are of extreme importance to the welfare of the

plant, though they may not stand very high, or, in some cases, they
may even be below the reference line, or

3. They may be of extreme frequency.

Since the greater the frequency, the importance, and the
interest rating, the greater the desirability, in a rough sort of way,
it may be said that the order of treatment might be indicated by the

formula: D=aFxeiIxvVY
Mise 305.
Sec. V-b - pg 10

where D indicates the desirability of immediate treatment in conference,
and is affected by frequency, F, by importance to the plant I and by

the rating. value V, as ascertained from the informational lay out (chart).
For example, in the case of the information as shown on the last diagram,
the conference objectives, in the order of "emergency" might be: 3, 5,

8, 10, 2, 1, 4, 6, 7, 9 and so on according to the way that they evaluate
on the “formila" as given above. In this way a complete series of
objectives can be secured set up in the order in which if handled in
conferences, they would attempt to improve conditions in the plant.

This method, when carefully carried out gives the list of de-
Sirable objectives with the order of attack. Before the actual.set of
working objectives can be set up, however, it is necessary to consider
the working conditions as discussed in the next section.
Mise 305

Sec. V-b - pg- ll

Section III, Form A,

LAYING OUT, CLASSIFYING AND RATING RESPONSIBILITIES FOR THEIR POTENTIAL

CONFERENCE VALUE.

 

 

 

 

Plant Name
Block
General Responsibility
Mi S I
Specific or Detailed Conference

Responsibility. value.

 

 

 

 
Mise. 305
Sec. V-c - pg. l

Section V-—c.

Setting up a Tentative Program.

C. DETERMINING THE MOST DESIRABLE CONFERENCE SUBJECTS UNDER

THE LIMITING WORKING CONDITIONS.
Misc, 305
Sec. V-c - pe. 2

PRELIMINARY:- When the work described in the preceding section has
been properly carried out there have been set up a set of conference
objectives that have been set up in the order of desirability from the
Standpoint of the needs of the plant, starting with those where the
most good can be done the quickest and ending with those whose consider-
ation can be safely deferred to the last. If all conditions in work of
this sort were ideal, the next step would be to lay out detailed plans
for a series of conferences to cover the whole list of desirable ob-
Jectives, in the order as laid out, and this is, of course, the theor et-
ical procedure. In practice, however, it is generally found that the
best possible working conditions that can be actually obtained will pre-
vent carrying out the conference series according to the theoretical
plan. For example, it is often impossible to get the men for the full
time that experience has shown to be desirable, (F.B, Ij pi73) or to
arrange for the desirable frequency of meetings, (F.B. a p 74) or in
Some Other way to meet the conditions of maximum efficiency, as dis-
cussed in the bulletin. (F.B.I, p 68 to 77). In such cases, and this
iS a common Situation, especially on ihitiating work, the conference
leader to be mst fight hard as he ¢an for the best conditions that he
Can get, and, unless the conditions are so bad that he knows that he
Cannot do any sort of a decent job, and therefore, for the sake of his
reputation refuses to tackle the job at all, "make the best of a bad
job" and plan to do the best work that can be done under the working
conditions.

Before going further in planning it is therefore necessary to
determine the working conditions as indicated on the accompanying forms,
this information being secured from the proper sources, If the work is
to be carried on with unit plant groups under plant control and on
plant time, the information must, of course, come from the plant Manage-
ment. If mitiplant groups from all the Managements concerned. If in
leisure time, the information must come from the foremen who are to
attend the conferences.

The information as to the best possible working conditions
having been secured from the proper people, these conditions must be
considered in connection with the setting up of an actual working pro-
gram. This section therefore discusses the question of setting up the

actual working program with consideration of:

1. The desirable theoretical program
2. The best possible working conditions that can be obtained.

SOME OF THE MORE COMMON DIFFICULTIES IN CONNECTION WITH ACTUAL WORKING
CONDITIONS:- Experience has shown that among the more common working
difficulties that interfere with the putting over of a theoretically
desirable conference program are:
Misc. 305
Sec. V-c - pg-3

I. A limitation on the number of meetings a week

2. A limitation as to che length of the meetings

3 A limitation as to the total number of meetings

4. A determination by the Mauagacent that the vork is to
be on Company time and attendance revuired

S. Limitations as to the providing of a suitable meeting
blacé. (FB. I, p 71)

6. Insistance on the make up of an unsuitable group
as to size of group (Maximum effective number 15)
experience (F.B. I, p 70) and other make up factors.

7. <A requirement that the work be “leisure time" work.

Of these the second and third offer the greatest difficulties
and are the more comzon limitations. One of the most comzon errors
Made by a green confersice leader is +c underestiate the time what
will be required to cover a given objective and put it over, and this
adds to the complication of the situation. Under these conditions the
best thing to do is to about double the time estimate and plan to take
those objectives: that are the most desirable and are the most likely
to "sell" the conference idea to the management and to the foremen.

If these can be done successfully it is possible that more time can be
obtained later, and this is worth playing for where the desirable
program cannot be handled in the allowed time.

Experience has shown, however, that there is a practical work-
ing limit even when no limit is set by the plant or by the foremen, and
this is about ten weeks. At the end of that time there is almost always
an accumulation of duties, business or social, that begin to drag on the
men and lead to absenteeism.

It is therefore better to plan for an interval for "catching
up" after ten weeks, say two or three weeks, even where no: time limits
are set by the plant or by the men. In well handled work of this kind
the absenteeism should not exceed 15% and if the work is carried too
long without a break, the percentage of absenteeism will be likely to
go above that figure, and this is always a danger sign during any
Stage of the work.

Required attendance on Company time introduces some undesir-
able conditions that make it harder for the Conference Leader but
which he must accept if he cannot fight it off. Under these conditions
all he can do is to make the best of the situation and minimize the bad
effects by arousing so mich interest that the men forget that they are
Nexpected to attend™.

The matter of an unsuitable meeting place, if it is the best
that can be found, is of minor importance, provided certain conditions
can be met, as indicated in the Bulletin, Part I, p 73, especially as
to equipment. The question as to the size of the group is likely to
offer difficulties in some cases owing to the inability of those in
authority to see why large groups cannot be handled as effectively as
Misc. 305
Sec. V-c - pg. 4

Bmall ones, All that can be said in this connection is that the con
ference method, as discussed and described in this course, cannot be
put over efficiently with more than fifteen men to a group and nobody
Should attempt to use this method with over twenty. In Mr. Allen's
Opinion, work with twenty men will cost more in slow progress, reduced
interest, and other reduced success factors than is saved, so far as
the question of cost goes. ‘A group of over fifteen can be lectured
to but cannot be conferred with efficiently. With twenty one can go
"through the motions" it is true, but the bill has to be.paid just the
Same. Twenty should be regarded as the absolute limit under which
conference work isto be attempted, and the conference leader should
pean no responsibility for the efficiency of the work for over
ifteen.

THE CASE OF MATERIAL vs HUMAN FACTORS:- Where, owing to limited work-
ing conditions it is necessary to select between desirable objectives,
in the majority of cases, it will bse found desirable to select human
factor rather than material objectives. This is true for several
reasonsj first, more interest will be aroused, second, as a rule the
Management have not given mich attention to this side of the foremen's
job, and have not thought.mch or carefully about possibilities along
that line, third, this statement is equally true of the foremen them
Selves and fourth, it is generally the side on which the foremanizing
is the weakest.

CASES FOR INDIVIDUAL CONFERENCES:~ In some cases in working up the
list of desirable objectives it will be found that, in some cases a
certain cdjective, or the situation out of which that objective comes,
will apply only to one or two foremen. In such cases it is probably
inadvisable to include them in the general conference program, but to
list them for special individual work with those particular foremen,.

THE CASE OF FOLLOW UP:- As stated in the Bulletin, (F.B. I, p 74)
previous for "follow up"is a very important matter in connection with
successful work of the character discussed in this course. This is
sometimes very difficult to secure and may prove avery serious limit-
ing working condition. In the case of a plant man working with unit
plant groups he should be able to give at least half of each day to
such follow up work. This means that he should not undertake to
handle over two groups a day, and it may seem to the Management that,
under these conditions he is not "earning his pay". An outside man,
especially if he is connected with the local educational organization
faces an even more difficult situation in this connection, for not
only are the school authorities likely to feel that he does not need
the time because regular teachers of Latin, etc., do not get it, but
especially at first, he will find it difficult to secure permission to
"drift around" in the plant.

In both cases a failure to secure follow up conditions simply
makes the work much less effective and the prospective Conference
Leader should not accept such a condition if he can possibly prevent it.
His success in doing this will depend largely on the degree to which he
Cornell University Libra

Foremanship notes; discussions and concl