TWI Final Report 1945 - Training Within Industry Service

TECHNICAL INFORMATION SER VICE PURDUE UNIVERSITY

PHONE: 765-494-9876 FAX: 765-494-0142

Main Author: United States. War Manpower Commission. Bureau of Training.

Title : The training within industry report, 1940-1945. A record of the development of management techniques for improvement of supervision, their use and the results.

Publisher: Washington, D.C., War Manpower Commission, Bureau of Training, Training within Industry Service, 1945.

Call Number: 621.7038 Un3t Location: Engineering Status : Available Location : Hicks Repository (Undergraduate) Status : c.1 Checked Out - Due 04/03/2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Training Within Industry

A Record of the Development of Management Techniques for Improvement of Supervision- Their Use and the Results

WAR MANPOWER COMMISSION BUREAU OF TRAINING

TRAINING WITHIN INDUSTRY SERVICE Washingtoil, D. C . : September 19-45

50 cents per copy

i n pea produc

'rw the A( becnnit ageme] Direct( Produc of tho supply Sherry under

To a for con

LETTERS OF T M N S M I T T A L

This report is nnde up of two prts--a narrative account of the organization, lww it u-orked, the mistakes it made, and the results accomplished; and a technical section describing the development of tho T I V I programs and techniques.

So1110 of this ulaterial I X I ~ Y appear to be critical, but it is not so intended. We have only tried to be factual and to set down just wllat luppened and w-hut we have lexlled in order that others may profit thereby. MTe fervently hope t h t there will llot ever again be a need for another World War inclusirial training group, but for three of the T W P directors this has been u recurring assignn~ent. Accordingly ~ v o feel 1.esponsiblo for setting down as rriuch cletuil as possible.

J17e lmve learned so much about khe teclmiques of training that what w e knew before is as notliing. 'I'his learning has been a t the expense of the taxpayers and therelore should be preserved and used in peacetime. These techniques are as applicable to peace as to war production.

'I'WI has worked under tw-o agency heads-Mr. Sidney IIillrnan, of the Advisory Coninlission to the Council of xational Defense who becanlo Associate Director General of the Oflice of Production M a n - agement and also Ilirectur of its Labor Division and continued as Director of tho Labor Division when it was transferred to the War Production Board; uncl tllen under Mi-. Paul V. McNutt, Cllairman of the War IIPanpower Comrrlission. It llas been part of the labor supply ~ r ~ n i z n t i o n headed by Brigadier General Frank J. Mc- Sherry, and then one of the services of the Bureau of Training, first under Dr. W. \IT. Charters and then under Mr. Philip S. Van Wyck.

To d l of these people and to the entire T I V I staff we are grateful for continued and spccific cooperstion.

C . X. DUOLEY, Director, l'minin y Within Industry.

F O R E W O R D

I n reucling tllis 'kraiiling Within Industry report,, i t is important t o l~mle~nber that TWI nluintaineii the same funcla1nent:d pattern oS oi.g:~n im tion :ind f ~ulctionecl under the same lea(lcrs1iip tlirougllou t its existence, through all the reorganizatio~ls of the groups to ~rllicll it lias been assigned a t one time or :~notlier. H t ~r ig i l la ted in the Council of hTational Defense in August 1940 and its closing in the fall of 1915 came a t the same time as tho W a r IPlanpo~vel* Comniission ce:~setl to f uiiction.

It is not possiblo to t ry to understand this World \Var 11 agency called tlle "'l'rainilig Within Industry Service" ~vitliout lvokilig a t the b > ~ c l i g r o ~ ~ l d s of the lour men who developed and directed it: C. JX. Dooley, Director; lJTalter Dietz, Associate Ijirector ; M. J. liarle ancl William Conover, Assistant Directors. 'I'lley hail k1iown each other for years and sllared the same pllilosoplly of training for production, although each brought with him to TWI his own special cuperience and talent. Each joined TTVI iil 1940 on loan from his ernployer it hout government conlpensation.

R I r . Dooley 1u.s hail three industrial connections-with JJ'esting- l~ollse Electric and 1lanuf:~cturirg Company which he joined in 1902, with the Standard Oil Company of hTew Jersey, and with the Socony- \':~cuum Oil Company ~vlloso industrial r e l a t i o~~s marl:lgcr he ~ v a s \\-lien he came to JVzLsllington in 1940. I n a11 of these conlpmies tlie plalining and direction of t>rainilig x t s par t of his responsibilities.

Jlr. Ilietz joined the 'SVestern Electric Company in 1902 and has been conti~luously associated with that company except wllen he has been on loan to the government for war-time sssigmilents. I I e held the 1)osition oP personnel relations manager of the .Manufacturing l>ep:~rtnlent when lle came to TJT:~shington in 1940. Both hIr.~J>ooley :lnd 31r. Dietz remained with TWL tllroughout its Gve years of operati on.

Mr. Kana had been with the General Electric Comp:my :LS a per- sormel nl:m:Lger beforo tlie first World War, and after tlmt \Far went to tho Anieric.:m Telephone and Telegraph Co inpny where lle was stafT engirleer on training of supervisors, instructoi-s, and conferencc leaders wllen lle came to TTI'I in 1940. After spencllng allnost i'our a n d a half' years with 'P'T'u'll, AIr. ICane left oil Janu:~ry 1, 1945 to becoma clir.ector of industrial relations for the Xationnl Associ:~tion of Xanufacturom.

311.. Conover came to TWl in 19-40 froin the Uilited States Steel Corpor:ition where he was assistant cfircctor of i~lclust~ial relations.

1 [is p r c ~ iolis i~ltlust,ri:il connect ions \\.ere I\-it11 the l'hiladelphi:~ (;:I,.-

( ' O I I ~ ~ L I I J - , t l ~ e \\restern Electric C O ~ ~ L ) : L I ~ ~ , : L I L ~ L y c ~ i n i n g I\Iai~uL';~c- t r i g I I I I e left TWI in L)ttcc~llber 1944 to join the Ger~eral C':~t)le C o ~ p r a t i o l l ~vllere he is director of inallufacturillg.

AIL-. Iholey, AIL.. Dieta, and Mr. Kane lracl beell I)orl-o\~-eei t)y tlw {ro\-er~llnent ill tl~ta lil..st World \\'ar. 111 coming b:~(.l< tc) ht>a!l :I 0~11) '7

i':~c.iilg el-en 1ilol.c cliltici~lt l~rol>lc~ils, tllej hrougllt I\ itll tllt.111 rot o~llc\ their- c)\\-11 1)re\-io~w \\-XI. t r : ~ illiug t x s pe~.ience but :I 130 a 1,110\\ ltvlge o l' \vl~:xt l n ( i 1)eclil l l : ~p~ jeu i~ lg in ii1dustri:~l training since l \Toi*l~i T\T:~r J . r 7 I hey also I ) ~ . o ~ ~ g l l t tlle Iino\\~ledge that tlle v:lln:~l>le experiences of tllo first I\-:( 1. 1r:icl 11ot taliell root in very many intlustriaI establisll~llellth and therefo1.e the? had some idea of tlle difficulties o f collvincillg man- :~genleilt of it s rehpoll~ibilities in 1u:xking use o [ tl~i111 i11g ttvallll i ( l l l t ~ t o

ir1cre:xsa production. 'I'llis t i nle, the work had to go deeper ill to t llc col~scionsness of 11iaimgenlellt.

All four of these rnt.11 Irere or-iginallc. 1)orron-ecl Frolll thej rs corll- panics for short terms of a few weeks, six months a t the most. Soc~) l l j -

\c:lc.r~r~~ll. TJTestern Klectric, A\nleric:~rl 'I'elepllone and T c l t l g l ~ ~ ~ ) l r . :In( l 1 7 . S. Steel often asked how ~nlncfl 1onge1- theii. l ) l t h l l ITPIT qo i~ lg to

I ~ c ~ ~ l t v l il; Washington, but it was a1w:iys p h s i blc to :xrlxilFe f'( ) I . ,I 115t :L lit,tle more t h e . A great (ltabt is o\\.ed tllwe ( ~ o ~ l i p : ~ ~ l i e s l'ol, 1 1 i t b 1 1 -

cooper.:~tion and generosity. &fr. Dooley, Mi-. Dietz, A h . ICai~e? anti ALr. Co~lover volri i~luc,cl t o

Feel :dl the time that the clay of tlleir J-eturll \\ as just nroull(l t 114.

cwrner., tha t soon contr:i~ting companies \\roll ltl accept respoilsib ilit) :111(l no l~)ngc31' i ~ ~ e t l hell) from Wasllington t.sc.ept as tlley learned ol' l!e\v t e c + l ~ ~ l i ( l ~ ~ t ~ t 1lr~)11gll tlle 'TWI district olli(.es acting as a clearinx I r o r 1st.. 'l'l1c.i I lielcl ol.g:l llimtion co~lsistecl of 22 district ofiices, e:rc.ll of' \vllic.li li l ; c b \ \ - i w * st : I I ~ cltl : L ~ O L I I ~ ~ a nucleus o t' staff borr-owed I'r.o~ll i ~ r ( l l ~ s t I*?. 1)11t ~ I . ; I ( I I L : L I I J - :L beginning lva s rn:itlc~ tow:~r.d tlrc Ijuil(linq o I' ;L paid 51 :I tl'. I , o t 11 i l l t he rlistricts and a t 'I'JJ'T lle:xcl~l~i:ll~te~~s. ~ l r l t i 1 i l l I 9 k4 it rcb:~c.llcc 1 :I 1jc:i l i of :L litile 01-el- 100.

'Cllis re1101.t xi1 ljilblic :~cco~~i l t ing ~f tile \\.01k (101~tb I ) \ - t l i i b ti' of iilcll~stl-i:~l 1 1 1 ~ 1 1 :111(l \\-0111811, both t hose 1o:llIecl 1)y I /lei I c:oilll):~ r i ies :~ncl those ~ 7 1 1 0 \\-(.~.e J Y C I - I ~i t etl Sol* T\\'I eislploynient, all(l F)? t lie ~ I C ) I . P

I Ii:~n GOO :1(1 t .iw~.s :I J ICI ('011slllt:~llts on tlle headquartt>rs :I ~rcl cliht r.ic.t 1 ):I 11~1s : ~ n d b ? ~ t 2;.000 il~(lllst r i d lnell and w o i ~ ~ ~ i ~ 110 11 c\l7t3 l)lacX () : I ~ . e d as rl'J\TI t I * : L ~ I ~ ~ I * > :lilt1 I I - ~ ~ O did tlle :ictual trainiilg i l l ,111)t~r\ isor\ 51; i 11s 1v11it.l i 1~3sult cv l i 11 :I 11 i lc )st 2,OOO.OOO certificai iolls 1'01. qu1)t.1.\- i s ) r - h i 11 ovcX1. I fi.000 \ \- :~r p1~)tllic.t ioll 1)lnilts :111tl essential sc~ .v ic~e~ .

P R E F A C E

1)-e ; ~ l i \v:lnt to lueet the clelliancla vi' \\-ur--~uasimuru yrc~dhction through besL use of our l a u l ~ t l e s a r d ~ a l e u h . Lat \ v e can als:, bu~lcl ior the future in meetiuy the yreserlt challeuge. 'L'lle traiuiilg we glve the worker t o do a x ~ o c l job ILOLT I L ) ~ \\;FL. p i - ~ d u ~ t ~ o u C.:III I ) ( ' ~cic>~.e t11an a n expedient means of getting the job done. It can be suitable to the iudividual zrld irk line with his native talent aud aspiration. 'I'hen i t becumes education because the worker placed in the line of work he deslres, and trained iu acuortlance with his talent u~lcl aspiration, is a gro7,ving intl~vidual--~l~eni:~ll_v, uor-ally, aud spiritually, a s weli a s technically. Trailiirlg done from Ellis point c;f view promotes production now and builds better citizens for a greater national stability afterwards.

ATational strength may be increased without llmit by d u c a t i o n that builds men. A rlation of strong men may multiply its strength Inany fold by organization of its manpower into a n effective team driving ro achieve u common goal. Education and organization a r e thus tile tools \\-it11 which America must shape her destiny.

'l'lle clevelop~nent of the TLL'l pi.oglmrls ilas been :L superb t e u n job i1~1.~1vin$r many ;)eople. Particular credit should be givtxl t o four rriemlers of this team, first to Glenn ( 3 211-diner (r4_'TVi's New Jersey Ilistrict Director) as chairmull o I' u group of indast i . j ~ l people i n New *Jersey, ~ v a s responsible for the ol-igina1 p h i s 101- TWI'S first prog~xlll , Job Pnsti~uctioil, ; L J ~ C ~ ; L ~ O f'oi' the J o b 3Lethocis prograin.

JVt~lter Dietz ( ' I ' \ V I ' s Associate: Ilireehor fi-oiu its beginning in 1949 :LIICE tho head of its ilevelvpnlent gl-oup) ~ v a s specifically responsible for the conception ; L I L ~ ~ o r k i ~ ~ g - o ~ i t oi' J o b Eelations and P r o g m m I kvelop~lrellt. 'l'lle teclmicsl histories of each of these programs and t l ~ u ~lollt~.ibutiviih (11 the many people ~v l lo conducted, controlled, and i evisect the succe,si ve esperjirlc:illal vel.siolls x1.e g ive:l i n %'a1 t I 1 of tllis report.

r 7 4 11rougllout t l ~ e ~ll:illy stages of t LC developl:lent, \i i elleat: p r o p ;i111:3,

ilIilio Kane and 13ilI ('uilovsr assisted, ~ P : L Y ~ ~ c u L ; L ~ ' ~ Y in cllecking results 1 t They I\ cre iirbt to centor :lttextiol~ oil :he necessity of

. -rl:~ix~xt\rllcnt, s u l )po~ t to get Ed1 use. T l n e ~ supervised t!le h u ~ l d l i n c c: t tle progrt~nns i ~ t ion-wide : ~ n d di l.octeCi the rigid {lu:ility contl.cl t ~ ~ I T I I I ~ I L O U ~ the nation ~vllel,e!)~r :I. l~ ip l l degree of i ~ r ~ i ' ~ ) l . ~ i l i i ~ o f p a l -

I'o!.il::\;lce was i n : ~ i l ~ t ained. I ~ L :L r.elm1.t o f i l l i s Zerl& it jaht is not possible 1:) gi; t- a colr~pletc:

3tol.y ---\vllon oile 'J' \ \ - 1 district's espelvl ence is nne11t ioiatxl ( . ,I . 011e C O I I I -

~);xiy\- 's l.esu!ts de,l;ci.jk)cd, i t is ;is xn example of wll:~: !1;~1~1)t:rlt'c! 1~l:arly r 7 t in le - : i l l 111a11y p1;~ces. 1 l ~ e pl.epalxiic)ll o f tl.iis repui.t has beell a t: . : i l~l

job ciistrict reco~.cis l l avu L>t.eil tlJeci, j:l:r1~y staif ~ r i e r n b c l - s 71;ivc coal- t ~ . i b u t t d . ~ l c i \. t: 1 1 , ~ 1.t. c h x ~ v ~ l ul,o;l \: t r :LI dr'e:i!iy 1 ) ~ t.1; ~2 ici urlcf

\\ l.i?te~l about 'l'liT ! i !I ~ ~ I : L ~ : L L ; I I ~ L < : ~ i 1 { 1 11en S ~ ) : L / ) C > L Y - 1: 1j:is l j&Lbc~~ ( * : > I I ~ -

piled by Fraixes lii rlipat ric-li o i the 1Peaclt~i~:~rteis ;staff ~ l l i c i e l - tile cllrcv*tir;n of JV:LILP~- T ) I C ~ Z . TIlh :1pl)t~al.a1l(~t; a t t11is chte is due to tile

f : ~ i t 1 I El11 s~l.\-ic.c of TTVI T lca c l q u : \ ~ - t ers sec.1-clt : ~ r i c s :l~lcl s tenogmphcrs \\]lo I l ; i x - c st:~?.tv': n-it11 tllcir johs tJ11w1~~11o:it difii~illt l i ( j ~ ~ i ( l : ~ t i o n day?.

l r ~ ( l i y ; i < ! t ~ : ~ ! \ !I:.>;)* 1;1tc1- v -~* i t e o f t 1 1 ~ i i - 07.vn e x p ~ r i t ~ n ~ ~ ~ s i r i 'rJJTI, an(! prc,ba hly t I I P I T I I bo \-:I 1-io11s il l terpl-etations 3 ncl ev:i Ilmtjons, but this ~-t\port i5 t l l c : olTiciaI :~ rcoun t by t l ~ e TIJ'I or-g:li;izat ion for thc

C O N T E N T S

. . . . . . . . . . . Getting the 'Il'raining \V i t l l i~~ I l ~ ( l i l . ~ t ~ . ~ . J ( l t b ; ~ IIII:I . \ I l i ~ ! ~ . : < . . . . . . . . . . . . . . . . . . . A Clearing-Ifonse for I n d i ~ s t r i i ~ l I,;\l~t,~.it,r~c.c.. 1 S

Emplinsis on Skills o f Supe r -v i s io~~ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :<l' Ear ly Prorriotional -4ctivilicv. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . rd)

\Vorkirig n-i t l ~ JI:ln:lgr=enien t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 \Vorliinji w-i tll Or-p:mizixl Lnlmt r - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . r 0

Mrasuring the Resul t s of T\VI 1'1-0,-r:lms. . . . . . . . . . . . . . . . . . . . . . . . . S! b T W I :is n C:o\-crorn~nt Ayrrc'llcy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Use of 'T\\'I L'rogranls witllin In(111stl-y. . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Y;

Use of T\VI Programs outside iI:r~'ric.:in 111(111sti.~ . . . . . . . . . . . . . . . . . 1 51 Tncrensing the Effcctivrriess of 'J'\Vl f 'rog~-:~~n..; . . . . . . . . . . . . . . . . . . . I f 2

12. T h e Zhckgronnd f o r 'I'\\-I Ikve lopment l\Torli. . . . . . . . . . . . . . . . . . . . I77 -1 3. T h e Development of t h e Jol, Ins t rnc t io~l P ~ ~ ~ I . ; I I I I . . . . . . . . . . . . . . . . . ,, I!)?> 14. T h e nevelop~uent of the ,101, Keln tiolls T~'~wxr:~ri I . . . . . . . . . . . . . . . . . . . Z( U

15. T h e Development of the Joh Jlethotls P rog ram. . . . . . . . . . . . . . . . . . . . --. .).).., ,

16. T h e 5holution of P'rc,cy~-nni I h.~elop~ilc?tlt.. . . . . . . . . . . . . . . . . . . . . . . . . t ' : < c ; 17. 1)cveloprrlcrit \Vol-lr .111~:1(1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2(;1

. . . . . . . . . . . . . . . . . . . I:asic Training \Vittlin Int111st1-y Orgzniz l t ion . 'I'ypic.:~l Result F o r m (Denver) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . '1'y~)i c : ~ 1 I l es~l l t I{'or~u ( 1:)allas) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . I'lnnts, Unions, a n d Gorernmcnt Agc~icies Scrvctl by 'L'\YT. Sample .Jot) Instruct ion Rre:ll tdon~l. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Snrnple Job Instrnct ion Tinletable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . I Iow :I Supervisor 3leets IIis Itesgonsihilitirs t t l r -o~r~ l l f ' ~ o l ) l ~ .

-4 Sl~pervisor 's ()ttltlr Relat iorrst~ips. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Original "Presc~rlt Illethod" J<rr:~lrtlown. . . . . . . . . . . . . . . . . . . . . . . . . . .

Original "Proposed JIetllod" H~-e: ikt lon~~r. . . . . . . . . . . . . . . . . . . . . . . .

Ttevi~etl "Present 3Iet110d" Rre:~lrdc,\~-tr. . . . . . . . . . . . . . . . . . . . . . . . . . . ~ e v i s e t l "Propowd JIetlrocl" 1 : 1 * ~ ; 1 t < ( l O \ \ . 1 i . . . . . . . . . . . . . . . . . . . . . . . . . . P.1). Step 1 of Induction I ' r o l ) l ( ~ ! ~ ~ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Z'.I~). Step 2 of Tricl~~c~ticrn E'rohleri~. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1'.T-). Step 2 for .To!) Trlst l.rlvtion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A Stncly cbP 1,ens Gri11tlin.q. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 1 l-low to Selcct xt-\v S ~ ~ p c ~ r v i s o r s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 s : ~ m p l c Quarterly ( )pe r : l t i r i J t rpor t , J:lrln:lry->[arch 1 !)-?-5. . . . . . . . . . . . . . :;01 7 7 Lr'niriirlg \Vithin Tnt11lstl-y S taf ' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1 0 '1'\VI 1tt:ferenc.r~- -1 I I T i o f I ' i ~ t l i s l ~ e l a t r i I . . . . . . . . . . . . . . . L , 6 , - ,- I

TWI Work with \Var Industry

GETTING T H E TRAINING W I T H I N INTICISTRY

IDEA INTO ACTION

'I'lle sunllller of 19k0 v-as a stock-taking period. Managers and -1rnlr planners were saying: "Just what does the country now have? in rrl:~c.hines and the tools to make them? in plants and in good loca- tions for plants, in nlanpower trained or untrained? What can be clone to turn out more tools, to build more plants, to make more people t i - e l usef111 ? " For eighteen months fni-tllei- tlle I -11 itccl States tried to hold the war a t a good arm's length, both by increasing : t i c { t o tile countries which \\-ere alreaclj. a t war n-i th t hc .\ uis powers :mcll by strengthening our own defensive powers.

S o all-out defense efTort esistecl. 1)l~t n1:lny t a l l iergL.c.llc.J. got-~1.11 -

~r~ent:tl groups were set ~ r p , and 1nii1'11 p l : ~ ~ l ~ l i n ~ \\-:IS clone fol- p~.otli~c.- tion increases. Training Within Inc l r~s ty \vns o ~ l e of t l ~ e first emergrnc\- serciccs to he org:~ 11 imc1 :I ftcr t llc Fa11 of France on ,Tl~nc 28, 1940.

.4ccordirlg to the Bureau of the (leilstls? t1iei.e were still ~ i ~ ~ l l t rnillion ~rrlerrlploytvt ~>eople in tile sruilwer of 1940, inclucling the n1oI.e th:111 three nlillion whose einployment was on the government projects of P A , ( ' ' ' a . 110sf i) f those lwople had new1- u70rlcect in a factory or a shipyard. Marly had never been associated with any prmiucti\-e enterprise. I I i s \-oc:~tiond ecli~cntion SJ-sten1 could be geared to give them some schooling before they went to o r . I 11ot even tllr. hcst scl~ool could 131-in= tllcn~ rip to tlrv level of productive proficiency that would be required by the demands being placed on the aircraft and automotive plants and the shipyards even in the defense clays. Irlxch ~ ~ o u l d remain for industry itself to do. I n peacetime i t is good business practice for any plant to do all in ii,; power to increase the abilit,y and skill of its workers so that they will prodnce maxirnnnl qnantities of quality work without loss of t i ~ n e and materials. I n a. time of National danger? i t became of prime importance for the Ti'ecleral government to do all in its power to help industry to help itself to get out more materials than had ever been thought possible, and a t a constant;ly acc.cllerating speed. The Arsenal of Democracy was being built.

NATIONAL DEFENSE

^ 2 ~ d e f r n s ~ phnse before a World War was not an entirely new exprience. I n 1316 the CTnitedi St,ntea had looked a t spreading con- tlict and had taken steps to increase its productive rcsoilrcrs. /\ Cmincil of Yzt,ional Defense had bcen established "for the coordination of industries and resources for the nn tional security and welfare." 14 11 ildt-isory Commission had been appoin td , made up of persons sr lect~d t~ecause they had "special Irnowledge of some industry. pilblic utility, or the developnlent of sr>mt. natural resource, or [ ~ o ~ i l c i ] he ntherv-iso specially q~ialiiied.?' Among its responsibiliticc, 1 h e Counci 1 W:IS charged with the "increase of domestic prod~ict io~l of articles and materials essential to tile snpport of ar.mies an(1 o f t l l ~ ~!copl : . during the interruption of foreign commerce" (Act of August 29, 1916. 30 Stat., 639-50).

The Adcisory Commission

In 1940 this World W a r I legislation was used to n p i n set u p :inother ernerpncy. group. Congress had specified th :I t t lrc A\cl.visor..; Commission to the Council of Xational Defense should include in its seven members an Advisor on Industrial Production ant1 an ~ ldv i so r on ICmployment (Federal Register Doc 40-221 3 : filed .Tune 3 , 1940). Later in the month, the Council (mnde u p ns required by the 1916 le,yislat,ion of the Secretnry of War, the Secretary of the Kavy, the Secretary of the Interior, the Secretary of Agrjculture, the Secrehry of Commerce, and the Secretary of I,abor), named the new Aclrisory ('0111 n?isi(>n a ncl appointed TVillinm S. Knuclsen as ( 'om711 issioner of Tndnstrial Production and Sidney Hillman as Commissioner of Em- ployment,. The Council also specifically provided for the ernploynicnt of "such experts as may he nccessar-y . . . or to the organjzation of suhorcljnate bodies for its 3-ssjstance." (Federal Register Doc. 40- 2584, filed .Tune 24, 1940).

Owen D. Young. Chairman of the Board of the Gerreral Electric Company, was one of the assistants chosen by 311.. T-Tillnlnn and, on J t~ lv 24. 19Cn. J S r . Young recommended that i n c l ~ ~ s f y ; be yirVn snv l r

help in getting manpower ready for greatly increased production of new war materials.

The plzn wns simple-there wo~-nld he a volunteer stn fT of inrl~~str ial mcn. on lnnn for full or part tinie. to provide coirsultinfi. :~clvisot-y, ant1 cls.aring-house service. In A1iWst Mr. TTillmnn R ~ ! \ T F . ~ the Socony-Vacuum Company to lend the s~rvices of C'. R. Doolcy, 2nd requested from the Western Electric Compxny the assist~nce of

THE TM? IDEA 5

JV:tlter Dietz. They came to W~shin@on in A ~ g u s t 1910 lo r six \:-eelis. uuci s t ~ q ~ e d unCil 'I1milljng Withill I l l i l ~ ~ t ~ _ ~ closed its r > p l . ; t -

tions in the fall of 1945. The TIVI organizution was planned in 1940 as a country-wide

liet\vol-k of industrial training nlen el~cll of whorn would ( I ) establish ;L local industri:~l panel of volurlteer consultants, a d (2) serve as ;L liuk i n a national c h i n in older to circulate useful techniques :iniong the various i l ld~s t r i i~ l areas of the country.

TWI Policy

Olr September 24,19I0, '1'1VI issued its first bulletin. I t stated :

The unclerlying purpose of this activity is to assist defense i~id!lstries to meet their manpower needs by training within jndustry each n-c~rlim- to make the fullest use of his best skill up to the ~ l ~ a s i m u m of his irldividulrl ability. . . . It i s t he intention of this organization to render specitic advisory assistance to defense iudustries in inaugurating yrogr:inis which they will carry on within their own plants a t their own expense. The availability of this service \%-ill be made known, but will not be compuisory. There will be no authority to go into a plant on any basis other. t h a n a t their request.

Tile problem of increasing all kinds of skills was reg:~rdcd as in- \ -~ lv ing three parts : (1) taking an inventory of present skills in order to discover the skills among the unemployed and among - tllose who \\-ere 51-c-orking below their greatest usef uluess ; (2) training outside of industly ; and (3) training within industry. I t \V:LS felt that Training Within Industry as an advisory group shoiiltl take into account job progression (or upgrading), trado apprenticeship, :lnd supervisory development.

THE JOB AHEAD

hro one in 1940 could vision the largeness of the job nhead. Wlmt was projected seemed tremendous, but only a sample \\-:IS even dreanled of. I f anyone had pictured an armed force oi' 1-l,'_:W,OC)O, and the national war procluction force needed to s u l ) l ~ l y i t , the job would have seemed impossible. Nevertheless American i ~ l d u ~ t r y did meet the challenge ; as the pressures mounted, pl:ms en l:~rge(!. Mr. Hillman said in October 1941 in a speoch in Seattle: ";Is \ ve l ove free~lonl? ..2-o cannot fail to hurl the last ounce of our p roduc t i i~~ powers against freedom's greates(; enemy. We must build t\vo plaile:; for Hitler's one, two tanks for his one, two ships for his olie, t \ v u gals for his one."

The credit for this industrial job belongs to industry. rl'lVI. a s an organization, and T\VI people, are proud to have h:~d :L part in this war work. Although "advisory assistance" gave way to tLe

'L'HE T W I 11)lSA

HOW TWI WAS SET UP

District DirecLors a d District liepreselztatives

THE TWI IDEA $1

JValt et. lteuther., United i2utomobile IVorlicrs of ;I rncriw X. C. Dnvison, International Association of A1:~cl~iilists . . Cl111toll S. Golden, Steel I V ~ r l i e r . ~ Ol.gur~izlng Coumiitt,ee (later, I

1

United S t ~ e l \ v o ~ l i e r ~ of America) 3Turion 11. Hedges7 Interllatioual Urc~tllerlloocl of Elec t r ica l

Workers ,Toll11 Green, Iiic1ustri:d Unio j~ of Marine and S l ~ i p b u i l c h ~ g

TVurkcrs of Aiueric:~

This Advisory Coiniiiittee reviewed ancl u p p i . o ~ ~ t l the s ta t emcnt of Ol'.Il Policy on training which was released by T I V I in June , 1!)41. ' I ' t i i s policj. statement stressed:

1. Vneu~yl( :yecl workers to be absorbed before additional \vorkcrs were trair~etl.

Technical Co; lmdta~zts

DIS'I'KICT ORGANIZATION

A Z s 'l'W1 clistricts took on n e w fu~ictions, new positions n-ere set I The st:~rid:~rcl stafing pat t c t ~ i \\ a s :

1

1 ? K-: :-.:.y:--- . * , D i s t r i c t D i r e c t c r -.l.Ii-------- 1 ~- 1 . - - . . . . . - -

- 1 - , , - . ; .. j

( Zisirict Represe:itat.ive 1 c , , ,,. ., .

-4 ..- - I . . : P r . : i ...-..____. _J

I n 1944 the position of "resident I-cpresentrztive" ~ v a s est nblishcd ofici:~ll;~..- in 311 clistricts. JT'lten p:ric.l st-:1iT rzlcrnhers were appointed a s resident reprcscntatives, they lwcnrne zvsponsible for nlxlcir1.g the preliminary pl:lns f o r tllo operation of TWI p:.ozm ms in tlrcir territories, pcsforrning :121 management contact fnnctions, and in m3np cnFes fo r coachiny trainer^. 'L'hc.v were consicierecl ns 1r1~rnbcn.s of the W>[C area stxff nni l hnncIlc3d priority referrals. They e a l l ~ d on the district hmdquarters for the necessary technical work of conduct,ing Ir~sti tutes. 1 7 1 mr)re than fifty industrial areas. r l ac1ditic)n to those where district offices mere located, TWI maintained resident repre- srbntativcs.

T'listriet stnffs m-ere limited in size. and some District Reprcsentn- tives faced such I1ezv-y dernnnds in the: hcadquastcrs city t ha t they

:~llc)tteci almost all their Puncls f o r technical lnen rather than pro- ricling paid contac+ men in ollt,lji11g nrens.

Vor cxnnlplt~, in the slunmer of 1944 wi th only one resident repre- ,icii t :I t i ve in ou tstate Miclligan, the District Representative solicited tlle cwoperntion of 1e:lding i~ldnstri:il ist-s irr tllc various cities throngh- out tile state. Fro111 then on no contacts \\-ere m:~(le in their cities i I nt il they had been i ~ o t i l i ecl beforehand. 'I'lie volunteer represent u- ti1.e~ c.:~lletl on various conlpanies : iccor~~l):~~iietl by a 'I'WI st nff mall

r i ~ ' L Y ) I I L clistr-ic-t l ~ea t l c l~~ :~~* te r> . 1 hey :~1.rxrrged meetings ~ r i t l l (:hamber.s of Comnlcrc.e and meetings of top rri:rnapt~~lent in cornparlies in vari- oils cities.

-1 1tIlot1gl.l ' r \ l ' J st:lit' nlt~1nbei.s a11 bl.ouglit soliiet 11 ing to TTT'I, still t hey all had to be trained veiy slwc:ificnlly. A t first. in older t,o p i , into production quickly, TWI did what i t recommended t o industry- , l c \ -~ lopc~I ~ ~ e ( . i i l lists. T,:lt~r? in order to have a fl~xilolct orgunizntiorl

A LOOK AT HOW TWI HAS WORKED

1. Given advice :rr I c l information.

;3. Sol red problems for plants.

THE TIVI IDEA 1 '7

Jim rcyc/ic cjr t i what t r :~ ining is, w1mt i t can do for- tho p l m t .

Lilre executives and .supervisors-in the nsa of three supervisory problem-solving n~etllocls.

Staff m e n with f~~nctio7zaZ respomib i l i t y for pZannirtg of t ~ a i n - i~ly--iil tllo use of :L metliod fo r solviilg procluctioll 1)roblems tlxougll training.

A CLEARING-HOUSE FOR INDUSTRIAL

EXPERIENCE

1 s 1 i t L C to I S z s l a 1 o f ndrlsol.> : I I I ( I c ' c ) I lstllting nature. This inclucled surveys. either of an industry or of : I ~ ) a ~ i i c u l a r plant, and the collecting and circulating 01 information :I l o 1 ~ . 0 \ - ~ 1 1 in- pi:^ 11t teehniqtles. ' 1 ' W I . as one of tile first clnrr- gcbnc.y groups. --as also frequently called on to collect information f1w111 contractors for the goverim1~~11t ant1 to ilifluerice war contrsctors to cbooperate with other government agencies or accept other gonxn- t o l i i 'I'i~is latter stemrncd out of the ~ n : ~ l i c - l ~ p of tlxe TI\-] orgx~liz:~tion-locnl industrial people who had standing in the com- rnt~r~ity.

THE "LENS-GRINDER" STUDY

I)tlrill,rr the very first weel; of T W I k existence and while it still was :L two-ni:~n 01-ganization of Director and Associate Director, the first :~ssigrlmet~t was received. AL1l through the summer of 1940 there Il:ltl been rlluc.ll tliscussion of shortages in particular lines of skilled o r . One of the i~losk serious sllortages in lens-grinders and polishers for govei~~li~leilt arsenals and navy yards. This problem 11:~s presented to tlle 'L'WI 1)irectors and on August 25, 1940 they c.:~lletl to a conference on lens-grinding and precision instruments I-cprescntatives o F Sperry Gyroscope Col-por:~tion, Leeds & Northrop, I : : L I I S ( ~ ~ L and Lo~nh. General Klectric Company, Enstman Kodals Com- p:~ny, and the Americzn Telephone LE T e l e g r ~ p h Company, who met IT ith staff menll)el-s of the Defense ('oinmission and rep r.esentatives of Army and K:~vy Ordnance and Frankford Arsenal.

As a result of this conference, TWI arranged to borrow M. J. Kane from i\nlerican 'I'elepllone and Telegraph to make plant visits xnd write the material in training form.

The original problem in the lens-grinding field R-as to assist government arsenals and navy yards to get 350 properly qualified lens i n . It considcrd that a, qualified learner did well to m,zst t r tllc ar t of lens-grin(ling in five years. 17pon studying the

3V-

ens to

the

1)roblern. i t was Councl that 20 jobs asre red ly included in lens-grind- illy. Tt llnd becil assuinetl t l ~ a t a lens-grinder 111ust be able to perform :ill ZO jobs. 111 the emergency, the specific solutioll recommended was to upgr'ade worlters tllen employed on plbecision optical work to the most lligllly skilled jobs. and to break in ne\v people on just, one of the si~nplest jobs. Tliis recjuil-ed production specifications and intensive

f . ; \ l ) i~~*i t~~el~t : i l \I orli \\ :I, (lone k))~ I+;- b7ricke o f Fi-:~iili f o ~ x l -IT en:^! xntl J l r . Iixne. a t tlle l~lraill~forcl Ilrsenal, the Bausch & Lamb ()ptica 1 Comp:iny, and the Eastn~nn ICodak Company. One kind of \\-orlc \ms found to include 11 operntions. I h c h of these 14 operations \\-as broken clow~l by an experienced worker into segments and made full-time work since the volume of production warranted it. Each pxrt of the job was studied to find the important features. Out of t t ~ i s experience grew the conception of "key point,^." This practical discovery was destined to lift job instl .~~ctiou to an entirely new level of usefulness.

Much of this supposedly difficult ~ 0 1 . k Tvas relatively simple and t L : t y - . A \ f ' c . ~ ~ c1.i t ical poillts clcterll~i~letl ~vllet 1lt.1. t l ~ c 1: l~ole ol)er.;itio~l \$-us success Fnl. Furt,llermore, it was possible i o isolate these critical poillts. Tllese points were tlle keys to good work and the keys to goocl lenses, and these we1.e soon referred to :LS "key points." Thus was horn a phrase :~11<1 a caonception that some mont,lls later was to fo1.11~ the cornerstone of :L nation-wide production training effort.

Carcful thougllt was also given to tlle process of inst,ruction itself by m~hicll a lens-grinding operation, with its key points, could be pu t ot-clr to a learner. l<:iwti oil the in~t~ruct ion steps developed by C?. R. Allen in World W a r I. the following method was recommended by 31 r- Kane :

1. Show him how to do it. 2. Explain key points. ::. IJet hiill \t-atch \.-ou do it again. 1. JJct him do the s i ~ i ~ p l e parts of the job. 5. IEelp lli~ll do the wl~ole job. 6. Let him do the \\-hole job--but \vatcll liirn. 7. P u t hirn on his own.

I n November 1940 these steps, along with the "key points" idea, \vere incorporated in n bulletin, "Helping th c, Experienced Worker

? I<I-c:L~, i n 3 A I : ~ I I 0 1 1 :L Kc\$- ,lob."

I n an account of this experiment, "A Study of Lens G r i n ~ l i n g " ( reprodilceii i n the rtppendis) , i t w:~s s t a t eci r

The m u i n purpose in having the worlccr identify t h e s e key poir~ts is to

erml~le him to recall them wllen he is brc:iiii~ic in nc-w r)eo:>le. 1Iis oxvn faruiliarity with the ~ ~ o r l r often causes a cougctent w u r k t ~ r to overlook the difliculties h e hat1 during his early stages arid thus witiltrut intention. he fails to zeiitiun these cli1Iiculties when I)~~:;iliiug in a utbw mall.

I t ;r a s illso f o ~ m c i that tLt, proriuci-ivr~ :<wjilencc %.v;~,;, zlvt d ~ v a y ~ tho bcsr I cal-ning order.

T J V I thougilt tll:~t, by this d~lllonst r:\t ion, and by tising iri~c ;~I'L>- cific steps outlined in its i z ~ s t ~ u c t i u n bulletin, :n, p!:~~:t could brpnlr down its own skilled jobs. This stress on the v:t:uw of key points and s f taking small instruction stells one a t a time, plus the outlining of u methotl of good instruction was expected t o equip plants t o go ahead on their omm.

As u result of this 11-ark, the training of people for the separate j r )I13 ill\-olved in 1~1~s-gririclirig iv:~s ~edueccl f I W ~ L I ap1)l.t s .;irilat f i ~ fi\-e years to a matter of months. Everycne-the a rso~la l s and plants as well as T'WI--W:IS avell satisfied Esperienre was to prore holr-ever that these principles had not been milkcd dry. I n the summer of 19-15 a 'P'WI: iieltd man reported t h x t a TWI-trained inan in a lens plant had been ussignetl the job 01 reducing the four to six months t1i:lt i t then tool< before n nely ~rrlnn ''made production."

The plant's tmfning department hzd never beeri able to break in on this territory because it was considered sacred by those in chtrge- ~ ~ o r ~ c of tlle-.tl 1 ~ c l . i ~ - f : r r ~ g l ic1e:c; f c ) r t i l c b ; ; ~ ! 1 ! : t 1 1 ' l y . :\:el: t c l c c i c l t v l to set up a, new cleprtlnent in a different building and use all new help-workers from another department (which h:~d I r r v r l termi- nxted) . \\rho had never done any lens-g~+ilicling. L'L jcib ill<ti-uct nr was trained, and th ree men were assignec'l to him on a test basis. By the entZ of tllo first day nll three h:~cl ground sntisfnctory lenses-without any scrap whatever! I t was estimated that in G wedts' time over 100 persons would be working in this department and d l of them would be ' h a k i n g production."

TPIE TWX CLEARING-HOUSE

1 1 1 t l in r:-?c:entfrne, l'lVll \vas v:orlcing on tt few other t-~ulletiras to .get, tlie clearing-house function into operat ion h f ore the Di rectors would return to their companies. In order to speed the job, they felt lnors help was needed. -4ccordingly. William Conover was h o r r o ~ e d fro111 IT. S. St ccl :in(d .Jitmcs 11 i tcbllel l u-:is borrowed from (;i.n~~-:il

P L A N T SURVEYS

nssistect ns in the S t . Louis district's survey of the Curtiss-Wright, Clorporxtion's plant whicli outlined the training needs of 22 depart- e t . The organizing of :L training department, with one inclividual given f r~ l l responsibilitj. and authority for its functions, was among t he rccm~ rnn cnda tion.':. The managernellt :icceptecl the suggestions inclu(led i ~ i the report and put them into use throughout the plant.

'I'lrc 11x)n F i w l n n n JInnt~f:lctl~ririg ('0111 jxt l i>, of' 1'01 1 1;) n ( l . OIY-~OIL beg:m to plan defense contracts in 1938, mid by 1930 had sub-contract orders flmrn tlie B o e i n g A4ircraft C o m p n j - . The l~nncdling of these order-s resulted in a. rcclucst to tloublc tlleir capacity to handle ma- c.hinecl p:~rts. T l l i~ s their w-vorl< 1)cg:tn in tlie cl:~ys n-lien orders were :~ccompniet l by dr:l\\-ing.c: tllat liacl not been detailed or even properly climensionecl. Eonting then1 tllrougl~ the cotnpany's engineering cle- p:lrtl~lel~t for prep:~mtion of specifications solved this problem. The 1'oltl:tlid dihtrict's survey w:is ni:~de in April , 10-1-1 before the 'I'WI Job Jllstnlctiou propxrii \\-as available, but i t recommencletl the ilse

.I. of other nvailablt. ;~ssistnnce in the field of tho "art o f tenchinq. TWI conmle~~tlecl the. company for its nppxclirlg systml. :11rtd suggested bi-oatlening tllc activities ill supplementary instruction through t llc, e-t ; i l~ l i . i l~~ir t~~i t ( i I' : I I ~ e~~lployee-~ilnn:lqclilc~lt c(lrrc.;l t ioi~;tl cw~lluiit t(v..

1)istrict p a riel riie~l~hcrs Jvere dcpenclc(1 on to ~n ;~ l ; e most of t lic ~ 1 1 1 ' -

\ c . ~ i. ' I ' l ~ c ~ j - \\ PI-e cli1.cc.t ccl to :

,I 5 reqtlwt s for se~.vicfie incrensctl. tlie tlistricts began to esperience t lifficultj-. TII ordci. to 111al.;~: : ~ c l r c l u : ~ t c silrveys of t r a i n i ~ ~ g ~leetls, care- 1'111 I i t o 1 t 1 ~ ' ~ ~ O ~ l i l i l ( ~ i ~ t l a f ioll. :111(1 11111~11 tiiiii: \\-ere required. Most of tlle panel consultants \\--ere unable to free thernsel~cs f 7.0111 their- pri i \ l :~ry dl1 t i os sufficient ly to prepare sound survej-s. 'T'11e)- \\-ert: glad to be of assistance hj- 1111aking inform:~l sugges t io i~~ O F possi1)le nlethods but could not give the time to (lo ;L good job and liesitatecl to put tlicn~sclves in the position of rrdiirrg -pccific: i-~c~lilrncncl:1 t ions on the babis of sketchy il?fo~*mation. 111 wrno par.{ s of the c.oiint~-y. I I O \ T ~ I - P ~ . 111:1~111 ~ : I C ~ I I I T Y S showed 1 itt l : ~ intel.est in sllr\-c?7s.

W a r plants we1.c eventually b d t in the states tha t made n p t h e I\linne:11)olis district but in 1910, and until well after the w n r started, t lie sites of these future plants were still open fielcls. Slon-ly plants were constructed-shipyards in Duluth and Superior; munitions j>lants i l l S t b \ \ - 13ritai11, nlinnesota, and nes Rioines, Ii>\\-n: sllc.11 ant1 bomb-lo:~tling plants at Rnrlington, I o ~ v n , a n d Hastings, hTebrask,z-

:h tj rt- ml 11 g in-

1ence care- t i l l l i b

free ;oun d ,rmal to do akin g 1. 111

littl:.

~p the xrted? p1 ants li t i ons 11 ant1 ~sl<a----

h i l t \x-hnii 'l'\ITI \\as firsi set 11p i l l Mini1~2 pol i ~ . t 1.;) i 11 i1 i z I I W , ~ L , - : I I I W ( I by the future 11-ar seemed nluch fmrthcr away than tile depression.

I n 3Torthern Xew England, there had been s11rl)lus 1nI)ol- for so long that rnsn~r f~c ture rs were giving all of their att ciltion a t this time to mechanical and material supply problems. They could not believe that trained manpower would be a serious production problem. Only ;L few establishments asked for help. One of the first was the Hoott l! I 1 1 - of lJo\\ ( ~ 1 1 . A \ ~ : ~ ~ - ~ : ~ ( ~ l l ~ ~ - t ~ ( th, T \ 1 1 i ( s l ~ l ~ : l ( l lwe i :L 1:) 1 .2~ O L Y ~ P ~ . S o l .

olive t h b ccltion cluck. 'The nllmber of elnployees ln t l increased from 950 to 19110. A cornprehensix-e sul-vcy was made, job descriptions and b r e a l i d ~ ~ i l s were prepared, and a planned system of upgrading and supervisory training recom~nended. I n e n the Job T~lstruction program became noailable, the mill user1 the program. I n June, 19-19? Boott Mills wrote to 'TTVI : "You have been of tremendous help. I n 1941 we more t h : ~ n doubled production on war work, and we are no= tackling the job of again doubling our production in response to instructions f r o ~ n the W a r Production Board. Without J.I.T. our progress would not have been as great." TWI assistance \-,-as f 11 1.tllc.l. i - r v w c l l i zed whcn the (-om pan- 1-ecei I ecl t 11e Army-Navy :LEV in September, 1922.

C O N S U L T I N G SERVICE

The TWI Heaclquart~rs stalT he7ped repi-esmtatives of the Nc\v York and Indianapolis districts to serve the Carl L. Norden Company o f New York on their problem of building a new plant in Indian- polis is for the Navy. The new company, to be known as the Lukas- IIarolcl Company. was to mnnllfacture bomb-sights. The plant was to be ready for occupancy by March, 1942 and the employment of 6,000 ~ ro i . l i~ r s was project etl. T t mas decided that a t lexst 1,000 trained ~rorkers should be :~vailahle by Rfarch 1, and that i t would be necessary to establish a company school which would house a t least 50 machine tools, these tools to be furnished by the Lukas- IIarolcl Company. Space was later provided by the Indiana State Defense Training Division m~hich also paid the instructors for the training of 50 people on each of three six-hour shifts. The instructors were chosen from supervisory personnel or prospective foremen. All of these instructors came to New Yorlir to viork in the parent plant for a time.

The Tndinnnpolis vocational schools agreed to give two weeks of pre-employment training to atlyonc, who had not had prerious machine experience. The parent company hadhover 150 sli-iIled mechanics and from this group xere drawn most of the senior supervisors for the Indianapolis plant. The TWI consultants helped the company to schedule its complete training program. and one of the New

YorB TWI rilen later joined t,ho Lukas-Harold organization ss director of tr':~ining.

COOPERATION- FOR DEFENSE

Defense Tuniring

I n Soutiiern California there was quite a bit of t raining offered a t a fee, with flie tuition p l i d by tlic person xvho was seeking to 1e:trn sonletlling or prcp:xring fo r a nem job. The business ethics in son12 cases ve re not too good and, in many cases, TXTI E n s npproached by tho Cha~nbcr of Comnxcrcc, Uetter 13usiness Bureau, o r the victims of Fame of tllcsv tr:rininy i n s t i t u t i n ~ ; ~ i n ni l at tempt to get this kin[2 of activity s t o l q ~ d . 1,:~ter tllo slioi.tnge of xn:~terials used fo r instruc- t ionnl purposi~s, silcll as \ rc l ( l ing rod, a lun~inuin sheets, o r rircts. aiTevte(1 or cui.bccl tlxc :tdivi tim of il:esc, so-called prc-t r:lcl@ schools. TTIT1 w n s :xlso? of course, cxllccl on to assist the well-run schools t o vet needed material ; even city departments of education had trouble b

getting theso materials f o r use in instruction.

Apprenticeship

Detroit Contractor Meetivzgs

T H E SPRING 1341 PICTTJRE

.T. C. F u r n a s in 211 article, "I3:lttle fnr S!;Ills,?' n-Ilich appc:~rccl in the Bray 10, 1941 issue of iho S a t u d u y Ezeniny P o s t , gives a good survey of the situation :

1 13-nshington's itlea is to make t he Knipltq-mcnt Service nrld ~ t s s t : ~ t o

I

affil~atcy, tmth :I uationwi(1c~ drngnct for skills and n rrlaclliuc fo r put t ing them I\ l ~ e r e wc>r.<t r~cwlwl . ' 1 ' 1 1 ~ hitcli m:~y I)(. tl L : L ~ tltfl c ~ n l ~ l ( , y e r , t r : i ~ r ~ i d al l his life i l l gptti~~:,. l t l i . r t : I T t l t p ~ . : i t r : or I ) \ - ; ~ i l \ - c r t i ~ i n ~ . \i 111 l enr~i too slnx+-lx tll:lt lie gets f:lrtirc.r wi tho~i t dis~.uptiriz : ~ r ~ y t l ~ i r l f 1jy yriir~z to :l

htnte agency to Iwgin lvit11 . . . -2 farnou.: \Vest (:onst a i rcraf t plant recentl:) :~tl\c.rtised for lahor, got

-$O.OO replies, :lnci turned them all over to the st:ltcb ant1 11:ltional ~ I I I ~ I I ( I J :,lent offices fo r s if t ing ant1 pical;in~. Occ:lsio~~:lll~ the I S n l p l t ~ ~ ~ l c ~ ~ r l Sc.r\ i c 2 c .

tirltls i t ~ e l f fiirurin= out Pol. n 111:1iinf:1(~1 (Iwr t :~ ( ' l i l i~ l : : a 11ew field for ( I C \ ~ C > I I ~ purpose.; j l ~ s t how many of whnt kintls o f n-OI-lrrnen he need.: :111tl tklrXli cornhin:: their names for him out of t l ~ c files

Still. a nationwide skill clenrinq-honse. homevrr well handled. can only eyploit exist inz skills. T11:lt 1.500,000 nl io may reqister is no\vhere near enonsh-how f a r f rom hei n c enonglr is revisc~l npwarc'i every t \ ro \veel<s. The otller entl of t h e job i h to get skills into t l ~ e liands of as many people as pos-ihlc. xot nece~sar i lv all-rolintl, tnp-notch skills-that is a good idea. too, but i t takes too lonz to prove much in a n prnercencp. There a r e hnndrclds of thousands of nlcn who could learn Inore than they now krinw, and hunclrecis of thollsantls of youngsters with latent mechanical agtitntlt+ who can qnickly he t n ~ i z h t enonsh to he u n c o n ~ n ~ o n l y 11sefnl i n this slim-t-of-l~rcath gear of 1941

The xY,Z has somcthinc to rlo with th is iden, a i ~ d so h a s the W F h T)le t T . S. Rhnploynient Service acts n s mid-wife. thronch its s t a t e affiliates, to test applicants for trairiiny and distribute them. T h c nation's vocational schools, co-operatiny int11n:t tcly with local defense inchistries. a r c the machinery used, and the U. S. Office of Education snper in tcncl~ t h e job professionally Rn t the key to i t a11 is the traininz-within-ind~lstry division of t h e O p a l . which--and this is no accident-is h~nclecl by two mcn. Charming R Doolcy. of Soconv-Vacuum, and .T. W. Dietz. of Western Electric, who went throuch t h ~ hat t lefor-ski l ls rouqh-and-tnmhle in t h e last w a r a n d know preciwly whnt hrand of chaos they a r e tryin: to prevent.

T h e passwords a r c "upgrnclinr" nrrd "sinqle skills." T h e all-rnnnd master mechanic-as scarce these days a. :I hotel room in defense-hnom Washinq- ton-went throurfi gears of :~pl~r-et-iticeship and Fears more in a shop to hecome virtiloso on a tur re t Iatllc. a millinr machine. n hnrinc mil1 arid twenty other eigantic gadgets. TTc knows what makes them tick and. in a pinch, coulcl hnth ~ v p a i r and ln~ i ld them. Re i s indispensable, and any nation with a n nnrple supply of him owns n military ;isset eqnal to Na- polcnn and A l e ~ a n d e r thc Great rolled into one Tn the present emergency, how-cccr. i t is mastefnl to keep him on machine jobs in any plant t h a t will a d i ~ p t i t qelf to npzrndinq a s most plants will. His spot is s ~ l p ~ r v i s i n g . the ma chin^ ~i-nrlr of m m not quite so mod a s he is.

So h e i s firmly eworterl 11pstni1-s--"np,nrndcd." in fact. The places left vncant hy t h e ~xprr-ndirlrr of the Grade-R mechanics who t a k e over from him a r e filled hp n cro~vtl o f uirlzle-skill T-onn~stcrs-hoq-s who look like 1ikel.v c.andidates for eirrht to t w c l v ~ \ i r e ~ k s of inttnsivc t r a in inz in hnndlinc one kind of machine When the ohjcctire is not all-rollnd trni12inq hilt -In-le-skill compctcncp. it is s n r p r i s i n ~ to see ?lo\\- r :~pid lp those weeks mnhle R green hnt ap t rolrnzster to tllrn nnt rwpectahle work with n

riveter or n \~-c ld inr torch or R grindinq ~ a d z e t Tt i s n n o r t h o d o ~ in many Indllstries Rut i t ic the onl r way to boom n pl:lnt from 300 men to SCKK) tnside a pear. And it seems to he workfnz in most places.

t'

I 1

;r Lr S.

le 1 (1 r e ) W

.a1 in

'he -Ps, nC3-

the job livi- nen . tern the

rent. lster iiny- 'p to

nrld in n any

) Na- :ency, t r i l l tg the

bs left f roll1

k like ndli r i ( T

7!z bllt n - ~ ~ k

with R

1 mnnr to 30on

*< XI

T- ABOR SUPPJ-5' COMMITTEES

"DILUTION"

BRITISH EXPERIENCE

28 T L ~ A T ~ T N G WITHIN INDUSTRY K~;FC)RT

THE FIRST YEAR OF DEFENSE PRODUCTION

111 J ~ l n o 1911 the Ofice for Exnergency AIanagenlent issued an ac- connt of the first year's experience in defense production since the Fall of France. I n June 19-10 few American plants =ere tu rn ing out any military planes or ships or tanks or guns. I n the year from June 19 10 to .Tlrrit 1941 attention W:LS given first to what looked at as the major battlefield-in the air. One thousand planes a month had b ~ ~ t ~ n ~OI'PC':IS~ for .January I941 but this had to be s d e d down 30 percent. (This has io be loolwrl a t in the light of total military plane production of IS00 during d l of 1038, and 2100 dnring all of 1039.)

T3.y 3Larch 1941, new machine tools were restricted to defense con- trnctors. I n this June 1041 report. i t was figured that the output of airplanes h:ul Iwcn trebled during the last year, t anks had increased 600 percent, pox-cler 1000 percent, s m d arms ammunition 1200 per- c ~ n t . Garand rifles 360 percent, 30-caliber mxhine ,guns trebled, 50- rnliber rnncJ~ino guns q~mclruple,d. I n the six months ahead contractors were askpi1 to make eren more increases, some only chubled but some incrensccl five-fo!& Aid to Britain was mounting. America was trying to eqnip her own m - m ~ d fo rc~s . and construct far-flung bases.

A Review n?kd a Prediction

TVhen Archibald MacLeish in the Office of Facts and r', 4 lcrures. Report t o t h e A7ntion, issued January 14, 19-22. looked back to th9 period following the Fall of France, he said :

La 1 t Lb

L S

. c l r- le

- ) I1 -

3 f :a r- 0 - >c- u t as IS.

es, he

For some skills, 3 to 4 years a re required to train workers. The emer-

gency demands shol-t-cuts. They have been found 1u slick1 tievlccs :IS " ~ 1 3 -

gradirl;=," by wllicll n-or1iel-j a r e moved up th roug l~ the llixiler skills withi11 plant and new w o r l i e r ~ urn hired to ~ l l their places. Clue amar:rft fxctory

--as able to expancl i t s labor force from 1200 to 7.500 in a fen- months. 1Cmployees who had done notlliug more couplicated tllan 1i:lndle a wheel- barrow were "upgraded" to semiteciluical oper i l t io~~s c;u the a \ seu i l ) l~ line. . . .

1)eterulined to eutl raiding, 0.P.11. '~ 1,al)ol- L)lvisicrn has b~6.u :lrrnni.irix Industry-wide agreements betn-eerl workers a n d ernplvyers st:i!)llizlrlx rntcl.r of p:rg in plants doing siluilar work. Agreenlents air (2:: tiy h : ~ \ v bf2t.11 worked out in the sllipbuildiug, a ~ i a t i o n , and c o n s t r u c t i ~ . ~ ~ i i ; < l i ~ ' > t ~ l ~ ~ . 'vYit11-

out such agi.ecu~ents, shipyards, a i rcraf t plauts, uud coiistrrrct!orl plx~jccth \vould compete in paying higher wages, the Governmcut \vould h::ve to pay more for nlunitious, aud production schedules would b e disrupted bp necd- less migrations of workers.

,4 Committee on Fair Employmeut Practice in O.P.31. has been workiirg to eliminate color, creed, and nationality prejudices in t h e hiririy of workrrs. Efforts are being made t o level the barriers agi~ins t older workers. Tn thc. railroad industry the age limit for hiring sliilltd labor has been raised from 45 to 51; for unskilled workers, from 4.5 to t5O.

Heginnings, too, have been made in the recruitinz of xvornen for v-:lr work. lh l r ing the last war, nearly one-fourtt~ of all t h e ~ruployees in aircraft plants were women. Hefore this lvar entla, one-t!lird of our aircraft workers may be women. . . . \Vur~lcrl xire:ldy a r e doi:ig light sheet-metal work, riveting, welding, spray pairitir~g, p:~sti~l:, anrl gluing. \Vomen have been Zotrnd particularly adapt:ibfe to srri;lll-rrrrns umnllmiticn wctrk, and in the b'rankford Ar-serial in Philadelpi~iii 11ear1y 40 percent of the enlplo~ees a r e women. Other women me m a l i i n ~ gas masks and working a s bench hands, solderers, and inspectors in ar111s and rrilrrlitlorls factories. I t i s estimated more than 500.000 wornell rio\v a r e cw~plo:.-+~tl in . n.lr .. work. Hut today only 4 women in every 1,OC)O a r e ~vorl i ina in v - n r

industries, ~ ~ h i l e in 1918 there were 21 such workers in every 1.000. I n shipyards, hours of work have Iwen lengtherlcd to 18 :1 week, ~ ~ ~ i r i i c .

in some of tile criticzll v7:ir industries, such :rs m:l~I1ine tools, o v g r t i ~ ~ ~ t ' has extended the ork kin^ day to 9 and 10 hours. . . . 11s :I further source of labor. several million \vor.lrr~rs a r e expected to be fr:w1 for T T n r

jobs as less essential inrlustries a r e curtnilerl. Workers v7i11 tu rn from making :ailtomvbiles to making t;lnks, from compacts to arnrriunitiorl. from sewing machines to rifle p:-irrs, from fountain pcns to fuses, frorrr rat tr::ps to camp cots. from pipe fittinzs to hand erenacfes, from Ircmn mowers to shrrlpnel, Prrrrn \vom~n's lingerie to mosquito nets (pp. 30, 40, 41).

'look for" 1 l ~ i ~ n t l r a d

THE "PACKAGE" IDEA

Chapter 3

EMPHASIS ON

SKILLS OF SUPERVISION

]In August I941 when the TWI distr ict he,zcIs met i n TTnsllingtun, experiences n-ere excllnngetl, and i t was cleciclecl t o 1nnl;e a major shif t i n 'I'IYl's whole approach t o its task-to aclol)t tllo proposal fo r a national Job Inst ruct ion progrml. I t was decided t h a t 'P'WI could be mol-e olYective if solno of tlle sicleline activities were e l i ~ n i ~ n t e d . r~ I h e original p lan of giving contractors a coilsulting service on a broscl r~lng-c, of in-plant tl.nilling problems was ab:~nclonecl. Instead, TI\'I v-o-ulcl concclltrnte o n Cllo needs of snpervisors. T h e serious sllort:~ges of supervisors a n d 1e:td-men h a d led plants t o appoint many Inen \vho h a d 110 experience or part icular qualilication fo r di- rectillg t l l u work of others.

I t w : ~ decicletl t h a t upgrad ing and apprenticeship woulcl st i l l be acl~oc:\tecl but t h a t 'P'Wl wc.oulcl focus its specific \rork in t h e field of snperrisory improvelnent. Later (1912) TWI and tlle Apprentice- T1xinirlg Service ag~+tecl on a specific division of work, a n d TWI \vitll(ll-ew f r o m tho field of teclmicjues for tl-xinirig individual workers, linlitillg its a c t i v i f i ~ s entirely t o the skill needs of supervisors nncl tllc skill needs of t he pl:111t lnen who h a d functional responsibility f o r tr.:liiiing.

T \ V I dcciciecl t o point out just one th ing p lan ts needed t o do, a n d to stay wit11 illenl long e n o ~ l g h io sliom them esnctly ~ r l l a t t o do a n d . . I l o ~ r t o do i t . 'P'lle f o l l o n ~ i i ~ g four essentials f o r a t rninlng program f o r defense industry were stressed:

SKILLS O F SUPERVISION 33

The progr:ml to be oft'ered, of course, was tha t of J o b Instruction, for 4 c breaking-in" hundreds of thous:~ncls of new workers appeared to be

the rnost vital single problem that contractors f:lcecl. ' I ' JVI com- mitted itself to conducting the Irlstitutes in which future trainers would be prepared to pu t on the J o b Instruction program.

ADOPTION OF THE JOB INSTRUCTION PROGRAM

TWI 1Leadquarter.s had the job of combining the best features of 31r. ICane's 7-step ~netliod and A h . Gardiner's work. The hTew Jersey group hacl their +step plan organized into a 10-hour program, and they had already tested tlle program in seventy plants. IIence, i t could be pu t to work immediately. IIowever it was decided to make Mr. Kane's job breakdown composed of "steps" and "key points" par t of the 4-step plan. Thus it was tha t the first official J o b Instruction program of T W I represented the basic work of Mr. Gardiner and Mr. Kane.

The program gives, to groups of 10 men in 10 hours, instruction in time-tabling their own training problems, making job breakdowns, ant1 giving instruction according to a proven 4-step method.

T ' / J ~ Job Imtruction Card

The outline of the J o b Instruction program, as i t appears on a pocltet ct~rcl, is made u p of "How to Get Ready to Instruct":

ITAVE A TIJIE TAEIJ?- how much skill you expect him to have, by what date.

U I t E A K DUWX THE JOU- list i~rlportant steps. pick out the Ire1 points. (Safety is alsvays a key p i n t . )

HAVE E;VEItYTHIPr'C: READY- the right equipment, ruateri:lls, and supplies.

IFBiTl3 TIIE WOIiKJ'LACE PltOI'EltT,T XTZJL4X\'(+ED- just as the worker will be expected to keep it.

and the 4-steps of "How to Instruct" :

Step 1-YHICP,lRE TIIF, T\70RI<ER. Put him at ease. State the jot] and find out what he nlreadys knows about I t . Get him interested in learning job. Place i n correct position.

Step 2-ESZtICSI3,R;T TIIE OF'ICILATION. Tell, show, and illustrate one T1\II'OTLThNT STEP a t a tirne. Stress each K E Y POINT. Instruct clearly, completely, a n d patiently, but no more than he can master.

i!'

Stop 4-FC)T,I,( ) \V UP. P u t I l i r r ~ on l i i s 011-11. 1 ksig11:lle t o \\ l ~ o i ~ r l ~ ( i zoes for he lp C11ec.k frcquer~t ly. EI~( :OIL~: I ,~C ( ~ ~ ~ w t i o ~ i s .

Taper off. ext ra c o a c l ~ i ~ l g ~ :111(1 calo:(e L ' o l l o \ ~ ~ i ~ ~ ,

Job Instru(.tion scssiorls art. sc~hedulccl as live. tn-o-hour meetings. I n the first meeting both poor and good instruction are demonstrated to get conviction of the value of doing a good instructing job. I n the other four meetings, the group inenlbers get individual practice and chill on m:~king training tinletables: malting job breakdom-ns, and instruction itself. in connectioll with their own problems of scrap, :~c.cidents, antl lo^ protluction.

TVTI, in this first program, set a p t t e r n f o l l o ~ ~ e d in all its later programs : TITI programs were not available to individuals but were only available to plant management, for the people -shorn it desigmated as needing this a~sistance.

hTew ,Jersey's method of getting Job Instruction launched in plants provided for :

I. The making of contncts by p:u~el men. 2. The prep:~r:~tion of the trainer's schedule by the State Vo-

c:~tioii:~l I3duc:~tion dep:trt rnent. 3 . Compens:~tion for trainers from ~ocat ional education funds. 4. Qu:~lity cliecks by the panel ~nenlbers.

'1'TVT FTe:~clcjlt:~l*t els a t once began to ~ o r k w i t 11 1,. S. T fa\\-kins. J3irector of Vocntionnl Training for Defense Vorkers of the Office ( , I' ld;(luc:~tion, in orcler t l ~ ~ t f i in~~ci i lg ~ r l ~ ~ ~ g - ~ t ~ l c l l ( S 1 i lit' t 11ow 11 1:: r l P

i r l Xe\v Jersey could be set 1113 in every state. rn October 1941 a Job Instruction Ins t itrltc \I as held at J\T:xshing-

1011 TIeacl(lnnrters and by November the new prograin was in : I < t 11 a1 ( . ~ ) P I . : L ~ ion on n n:~t io~ml b:~sis.

P L A N N I N G FOR OTHER TWI PROGRAMS

On Noveniber 11 and 12. 1011, the district heads of TWI again :~sscmhlect i n I t ' n~ l~ ing ton antl reviewed the prog1-css in 5 0 7 ) Instruc- tion. A t this time, it was ngreetl t h t there should he two other intensive strcnrnlind si~pcrvisory I)rogrnms, one to he in t l ~ c fielrl of

l i k t ~ t l

ell Balt 1) lT)L

Ilave

' I'fi . \re I-

f 1 n

"SUI the 7

rr' >tar1 In a untc f iut coul

I

i (lar t I L O

f3 t irnc 1 1 ad of t I 1 r Kc

J a n u Apri July Octo .Tan1 -4pri .Tul y

Eiuma~i 1Cel:~tions and one ill tlle field of Production Supervision. A possible progr:ml for tra ilk i I kg directors was also ~liscusse~l at this tirne. Thus , t h t hroa(I outlitle of tile four 'I 'IVI programs was projected in 1941.

EARLY JOB INSTRUCTION EXPERIENCE

JI:mj. 1)lants started risir~g t lie ,Job 1nstr.uctiorl program not so much because they felt tlley needed it, but because they knew and l j lietl 'l'IIT,'r people. T ' l ~ c ~ g(11~er:~l at t i t~lde in Sc~pteiklher I!) k 1 \\ :L<

well stated by C . E. IIool;, J r . , of Eustless Iron Steel who nas Raltimore's dollar-a-year nlan for TWI. "TVe do not expect the p ~ m b l e ~ n to be great. ,\ sul)>t:~ntial nx~.jorit ?- o f clc l'clllsc c a o t ) t rxc't.i ]lave been awmded to large coulparlies, who are handling tlleir training proble111s in a most excellent and successful fashion. Howevcr, we want to be prepared to render c~ssistance when need arises."

In general, the plants ~vhere Job Instruction was started on a c c Sure, go right ahead and do anything you want" basis, failed to get

the values they should have received. It was :L long time before TWI learned that i t was important to start p r o g ~ m i ~ only when managements clc~r~~:~ndetl them: not merely :wceptwi t l~ t in , :mCI operated them, themselves.

Spread of the Program

The opinion of plant In:Ln:Lgers did of course mean that a quick ,itart was made. The .Job lnstruct,ion program W:LS pro~noted a t first in all districts by p:~nel rrlenlhers. I n no other way escept with vol- imtcer- help could such :L program have been so quickly launched. IZut gradually the districts realizeit that men with jobs of tlleir own could not possibly fill the needs. , i s suitable men could be located (largely on release from ~i011-w:~i- industry) and as the demand for

t tie Job Instruction program increased, tlw district staffs gre~v. R y tTn~luary 1, 1912, the number cert ilied in .Job Instruct ion (sot1 I ( .

times called Job Tnst,ructor Training or referred to as J.I.T. or J.I.) Ilatl rcaclreci ;L f i g u r e per~riitt~ing regular tabul:~t,ion. T h e I:lt cr growth of tlre progl-arn is sllown hy t l l c? F o l l o \ v i ~ r ~ qilnrter-ly cert i f ic . :~t ion figures :

. . . . . . . January 1 , 1'342 . . . . . . . . . . April 1, 10,=

.July 1, 1LW2 . . . . . . . . . . October 1, 1942 . . . . . . . .

. . . . . . . .January 1, 1'943 . . . . . . . . . . -4pril I , 1943

. . . . . . . . . . . .Tulg 1, 1943 Octobf=-1- 1 , 194:: . . . . . . . .

15,'i 67 Janua ry 1. I N 4 . . . . . . . 767,8!2 48.6.41 April 1, 1'34.2 . . . . . . . . . . S32,'iS4

. . . . . . . . . . 125,006 . J u l y - 1, 1944 SS5.349 . . . . . . . . 215,736 October 1, 19-14 !)17,753

365,764 J a n u a r y 1 , 19 15 . . . . . . . !14.5,367 . . . . . . . . . . 472,877 -2pril 1, 194.7 971.140

.'im,sr;c) .TIIIS I , 1945 . . . . . . . . . . 902,118 G?5,327 O(.t ohcr 1 , 1 9 j.5 . . . . . . 1 ,005,870

The greatest single accomplishment of T\"i has b t ~ u to create a tw- mendous acceptance in industry of the irnpurtnnce of trainiuf. This far- reaching acceptance by inclustry will uncloubtedly l w v e a lasting impression of the tremendous success of J.I.T. and the ~ o l u n t a r y rlrmancls fo r additional programs are evidence of eager industrial particip:ition. . . - I n connection with the contmuance of J.I.T., our ruain pr -ob l~n l is quality control and follow-through. This will require the dereloprnent of acltli- tional men to specialize in this phase of t!le vi-ark. T i l t . prohlc~:n ic: t?~t ' extent to 5vl:lch J.I.T. should be ~nadt? :rrnil:tble to an_rone .+vho reqnests it on the basis that everything will be in tlw interest of tire Tvnr eXort in the future.

Just as engineering changes are nec~ssitnted \\-hen a n article goes into mass production, so technical improvements in Job Instruction were made by JLr. I<:~ne, Mr. Conover, Mr. Gardinsr, alid t~ihers as national experience grexv. Tllese :Ire described in C'J1:tpter 1 :: ( Part 1 T ! .

and technic1ar.s were clarified 90 t l l :-~t t1lc-j- conlcl bc :~pplied by nvcrngs r 7 supervisors rather t11:~n by ~ng i~ rc t - r - s . I l~i . ; pt-ogr:~nl --:IS pr.wcntcd

to the TPTJ disl rict 11eacls a n d :~l )p~-o~:ct l h. them i r l ? , I : I J - , I!)-+._! 2 n d nxtional use began in Scptw~lber, 1!)12. 'Tilt. ncw progr:lnI \5-:ls £CL- tured a t an A.M.A. conferenc,e in hTpv- Jro1.k i n Ik rc~nhc ; . . 3 9 12. (A detailed :~ccount :tppenrs in 1':~rt T I :IS Chxpter 15.) Tt also follor\-ccl the "packaye" principle-10 hollrs, 10 men. n -J--~tep nletl:c~cl. denlon- ~tsa~t ion, and individual practice.

In order to :IT-oid ~ri is~inc ' lcr~t:~-nrlfng n hollt TTT7T sponsorship of n program clesipod to increase individual procl~~ction, TTIT oh jcct ix-cs and the Job Ilkthncts program specifically were presented to the T T n r Manpower Oornn~issic>n's IA:~bor-3Iz~~;1ge~nent Comnlit t w on .J I I 1)- 1 ( ).

1042. A 7'WI sub-committee was appointed. made up of R. E. Gill- mor: president of Spwry Gyroscope Company : R. Ranch11 Irwin, director of industrial relations for rAockheecl Aircraft Corporation; J ~ m c s Mntlcs. director of organizxtion for the United Electrical Radio Workers (C.I.O.) ; and Frank P. Fenton, director of organization for the American Federation of Labor. On Anpst 21 this sub-committee announced its approval of all TWI programs.

The Cdbjecfim,~ of Job Methods

T h e program a t this time was designed to develop in silpervisors a constructively critical attitndc toward their work. Although this has now grown into drill in :I specific method of making improvements, thcro has been no change in the objective: to help the supervisor prodnce greater quantities of quality products in less time, by making best u w of manpower, machines. u ~ r ( l mntei.i:lls r l r a v - :I\-:) i l : ~ ? ) l r . .

The Job Methods Card

Step T-I;REAK DOWL- the job. I. T,ist rl!l d ~ t a i l s cf the job exnc.tT?~ as (lone hy t h c P r ~ s c n t

Method. 2. Bc sure cl~tails include all :

-JIaterial Handling:. -3lachine Work. -Hnncl Work.

Step IT-QT_TTI:FTTC)N every detail. 1. T:w these types of qnestions:

W H Y I s i t necessnry? F Y I I A T I s its purpose? V'ITEIIIC shonld i t be donp? 'VC'ITIdCN shonld it he dontx? WETO is hest qualified to do i t ? ROW is the 'best may' to do i t ?

I~rtu)rrhi~zg Procedures

t~ them, those which could be made witltout wholesale re-design of machines o r tools o r dep:~rtmentnl 1:lyonts.

, ) ; S I a ~ ~ a g e ~ ~ i r j l ~ t \vas going to have to s l ~ o w s u p ~ r v i s o r s t h a t t h e p lan t was

i r~tercste( l in tlie ru:rlii~lg of ilupl-ovc~t~tc~nts. Tliis ~ v o u l d I L : ~ T ~ to be done tjy, first, t~nconraging supervisol-s to r t ~ : ~ I i e i l t lprovel i~c~lts , a n d tllen improving t h e h:lntlling of proposals.

TllTI 111:ldo these changes in its :~pp~w: l c l~ i o nl:l~lagenle~lt, :uid a150 st rebsrvl tlle hy-producsts o f Job Aict llocls- t lle cleveloprrient of t liink- !

i r ~ ? alnony supervisors. tlle iclcnti fic*:~ t ion of superviwrs n-110 were 1 !

thinkinr, arid the i n c r c ~ ~ ~ e d attention give11 to safety as a result of k

t 110 development of better methods. I

J.M. and Snggestion Awards

I n A11~ust 1943, tho National W a r Labor Board was asked to rule on the giving of cnsll awards for Job Methods suggestions. TW1 policy W:LS t o tell rna~ixgenlent tliat improvillg the job is a normal part of eve1.y supervisor's job. On tlie other lmnd if an individual company wishes to give extra financial awards for adopteci suggestions, tha t is a matter for the company's own decision. Some companies were fearful of making such cash awards because they thought tho Nat iond W a r Labor Board rrliqllt construe i hese awards as I I riautl~oriz.;r(l incwases in salary.

The W a r Labor 13o:rrtl statetl : Casll a ~ v a r d s fo r employee suggestions clesia~ied to increase p r o d ~ ~ c t i o n

(lo not require Imard apptmv:il, provided, t h a t t h e a ~ v a r d s are not :I subter- i l l ye for iricrensin_e n7aXes, b11t ~-el~l.chvrlt a gen l~ ine an-art1 f o r additional en'ort on t h e p a r t of t h e e~nployee outside of liis norrrlal work, a n d a r e in a n amount which would be reqardecl by nol-~nal industry tes t s a s not in excess of t h e value of t h e contrihntion by t h e employee. -4n employee who h a s d i s c o ~ e r e d shor t -c~i t s in r n a n n f a c t ~ i r i n ~ , perfected a n invention, or otherwise a(-cornplis!led some work in ncldition t o his regular duties, may receive x lmnns o r o ther for111 of cnnlpensation commensurate w i th the rnl11e of t h a t serr ice which was not required by t h e r c ~ u l a r choice of d l ~ t p . \-nu ~~liclel ' s tnr~d. of course, t h a t t he a w a r d s n i m t not he a disquised wnqe increase a n d t h : ~ t they mnst ]lot exceed t l ~ e v a l l ~ e of t h e service.

ANOTHER NEED-SKILL OF WORKING W I T H PEOPLE

In , J a n ~ ~ a r p . 19 b 1 Sidney Hillman had asked the National Academy of Sciences for its gxiclance on the most useful service TWI miyht pcrforrn. The reply n7:1s that new supervisors were goinx to need a ereat deal of help "in the human relations problems of handlinq men." This nssiqnment 11-ns t ~ ~ m e d over to W a l t ~ r Dietz, and the resultinq prozram. .Job Eel:] l ions. was developed under his lexclcrship (the technical details of the development of this program are given in the history of the Job Relat,ions Program which is included as Chapter 14 in p a i t 11).

The Job Rela t iom Card

Let each worker know how h e is getting along. Give credit when due. Tell people in advance about changes tha t will affect them. Make best use of each person's ability.

I n 3 sliglltly cli f crcllt r c i n the follo\~-ing generat x-:~rnir,y 1 ~ : ~ s

:~cloptetl: Z'coplo ,Ut~\f C c Y'l*eatcd i l . s I ? ~ / Z i ~ ~ l t ? ~ r a l ~ . Tho 4-step Job 1lel:ltions n~ethocl of llanclling n Ilunlnn rclntions

problem is not new--it has long existed as "tlle scientific method" o r 6 c tho engineering method." It is followed in legal and military prxc- tice, bllt its applic:~tion to the personnel field was unique. Tile steps seem so rensonable :tnd i ts intuitive use by successful le:~clel.s so evl- dent tha t it is hard to understand why it Imcl never been fo~.rrrul:~tcri in the personnel field be for^ tllis tinlc.

The ,Job Ee1:ltion~ steps a re :

1. G E T TIIE F-ZCTS. Review the retwrd. Find out what rules and plnnt customs apply. Talk with intliriclnals conwrned. Get opiniorrs a n d feelinqs.

Be s u r e ?IOU 7~nz . f : t4 t3 whole s tory.

2. T17ETGH -1ND DECIDE. Fit the facts togetlier. C o n s i d ~ r their- 1w:~ring on each other. Wl1:1t possil~le actions :Ire there? Check practic-es anti policies. Consider objective : ~ n d effect on i n d i r i d a n l . yronp, and ~ ) r - o -

duction. Don't jump a t conclusions.

In any of t!lc TWI super\-isory progranls the first session is very important. I f t h s content of the 10-llour program js analyzed, the

lirA ses~inn in ,Job Instruction or ,Job Methods or .Job Relations ~vo i~ ld he pallet1 n demonstration of nccd. qmci nnrl Lat i p~.occciure. . . or sinrpl y 'bsclling. Tlle otller four sc~ssions arc the real "t rnininp" sessions. where t hc supervisors 1e:~ni hy doing. This first session in m y one of the prognrns is designed i o get conviction that (1) theii, own habits are just about like ererybody else's, (2) they are not part,icularly effective. arid ( 3 ) there is a neth hod which will yct better results.

I n orcler to get convict ion on these three poi13t q. :I ~1:1n1l:11.(l i c ~ o

is used. The trainer illustrxtes what a supervisor does. This demonstration has to be something which makes supervisor after supervisor sap or think, "I've done tlie same thing myself.?' But the demonstrn- tion has to end in poor results, so obvious that supervisor after supervisor will say. "That's not \-ery smart." The stage is then ready for the trainer- to c'iemonstrate a method that will get improved results.

Tlle trainer tlr11s ]):IS spent the first session getting the superrisors interested in lca t-llirig the n ~ e t l ~ o d before he tries to actually get that nlethod across. 'These opening sessions are TWT's "famous fir~ts '? and have becn used repeateclly in presentations of the program at business ant1 pi-ofessinnd meetings. X a tiirally. the pa I-ticnl n r. demon- s tn t ion used in eacll program had to bc cai.efully choscn. It is intcr- esting that, in spite of the teclinicnl impr-oven~ents nlatle in 111e programs as the result of I\-iclespreatl 1 1 s ~ there has hem no change in the Job Instruction, ,Job 3Iethods. o r .Job R~1:ltions first-session demonstr a t- ions.

Tyi?z,zg the Ktzot

The .Job Instl.~lction t~':iiner use9 t h e t y i ~ l p of the "fire underwriters' 1;not." This knot, so nanlecl hecause of its specification in insurance policies, is found in electric.al connections n-liere the breaking of one strand of two-stranded wire could cause a short circuit, and is in nearly el-ery electrical ceiliny- fifit11r.e as well as inside many electrjc;~l p111sp :::11)c1 appl i:~nc.~s.

Despite its common use. few people lrnon- how to tie it. It thus h a s been 99 percent safe for the tr:~iner to "tell" a member of the group hov- to tie the knot. Few people even tried. There is no triclrerv---the trainer gives an exact, coinplete description. Less than a dozen people in Job Instrilction's million have been able to tie t,he knot from hearing how to tie it. (Tn that case. if the trainer were quick-witted, he tossed hjs piece of twisted electrical cord to another member and said. "Now you tie it." Tha t never failed.)

After the group admitted-4ften volunte~red-that "telling" alone was not good instruction, the trainer demonstrated "showing how to do it." The trainer stood facing his next victim-and he tied the

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T h e Radio Shield

Tn Job Methods, t,he trainer first shows tlle way the operators in 13ill Brown's department are riveting a rn tli o shield u-hich is made up of a brass sheet and a, copper sheet. The 31-orlter goes to n tote box, near but not besick llis bench, and picks up a handful of copper sl~eets. Tnspect,ing thcnl, he lays out 12. ITe tosses scrap in a nearby scrapbin, and retrums any that are left. H e 1.epeats for the brass sheet^. putting a brass sheet 011 top of each copper slleet.

T1lc.n tile x\?~~-l ie~. ~tacl is the 12 sets ancl begins to rivet each set at, the four corners. H e lms to line tl~cnl up for close t,olerance. Each one has to have the n orcl '"I'op" rubbel--stamped in a corner. Finished sets x1.e put ill a cast: :111<1 c=.*en tually he cn rrjes the f i l l~d case to a scale \rliero i t is wci,gl~ecl nncl 1l2nrliecl. The job is obt-iously one involving :L lot of goirlc 1):rc.l~-nncl-forth, :uld yct it rings trlie ns everyday practire.

Next tile trn iner l iows t h e improved method demlopecl by the si~pel.visor, I3ill EIYI\VII. Thc supply of brass and copper sheets is kept : ~ t the bencll. :~n<l p i l r . . : a r e put i n fist~il-es m-hich slope the pile to ~nnkt. tile rernox-:11 of one sllect ens>-. A brnss sheet i s pjclced UP \\-it11 one 1nnd wllile :I copper ~llect is picliecl u p with the other. Scrap is clroppecl t 111~)1igli slots in tlie bench. Two riveting machines are placed in a fi~t111.e whicll l ines 11p the t\vo slleets allti n l s o ncts as n c-or~iltjl~g gauge. '1'11e "top" sta111p is elimin n ted as i t was fonricl to 11x1-e bee11 unnecdccl fo r some montlls. The m-ei g h i n ~ at the scale w:is t~lin~ili:lted s i n c ~ it \\-As nlso being do11 c Inter.

' 1 ' 1 1 ( ~ t r.;~incr esp1:lins tllnt the 300 pc,~.cent jmpr~irenlent in procinc- t ion I ,(li. oper.:ltor and elirninntion of many tiring details and much heavy work was acconiplishr~cl through use of the .Tab lrethocls 4 steps, \: I~icl i h~ then wts forth.

Joe Smith

I1fo1-o than a ha1 f-nlillion sl~pervisors ]lave heard :L ,Job Relations ti-niner sn? ",Toe SmitJ) was a good worker and llis earnings were h i ~ h . " 'They've hmrd i t in America11 and in Oxford English, in

q. Spanish. in Frencli, nncl in "pidgin. Tl~c? story concerns an irre- sponsible l):~clielor -A-ho coulcl aiford to lay of7 one r!:i~; :L \\-eel< ; after 110 was marrjcd IIP cnnle to work eTe1.y C ~ L Y for :I l ung time. The clay n fter a wage inc~c tso TXIS :~nnollncecl, ,Jot w:~sn 't a t \voI.~<. 'I'lle supervisor, wllo needed ,700 desptmtely. cleci tlecl to tc:ic.I1 .Jm :L lesson so greeted llim 011 his return \vitll the news that hc, R-as lxing laid off for a week.

Since. .Joe stayed n\r:ly brc:tllse his E : ~ t h ~ r l n c l been hurt in an accident, and since 1 1 ~ tllouglit hi^ nlw5:Lpr- 1?:;{1 w n C l i c ~ ( l his super~isor . feeling gain st .Toe's s ~ ~ p c n - i c ~ ~ i . 1.nn high.

Members o E J o b Izelnt ions gronps n-ere q11 it.1; t o Q : L ~ thtj'cl o ftcn i uinpecl to conclusions, o r t l la t t l~cy conlcl ;..=rr:cull~cr v\-Ilc.n s u ~ ) c l ~ l s n r s had done, such a thing to them. The :xnsn-er to "Wcll, n-imt coulci ha hnvo tione?" was "Find out why ,Toe wasn't tllcrc," so~rletimes it ~ v a s the very wording of the ,Job 1Zel:ttions Step 1-6LGet the Facts." Thus, in Job Relations, by looking at n.h:tt .Joe's snpcrvisor clicl n o t do, the members of the group are led to tell ! 11c tr:~iner hat tllis par- t iculxr 4-step method is.

HELPING INDUSTRY TO HELP ITSELF

Altl~otigll I J ~ the beginning of 19 E 'L'TT-1 h c l a1 I-eac'iy p r o r i d ~ d ~~~~~~~~~~y with one tool, tile .Job Instructio~i pr~gr:xm, and \vol.li h : ~ d been started on Job Iielatjons, and a third fielcl of ~upervisory training (improvement of methods) had been discnssed, there lmd been no lessening of the conviction that industry sllol~lcl help itself, that it . . must accept its responsibility for the use of t r n l n l r l x as an e ~ e r y d n y operating tool. B11t i t was evident that somc ndc1ition:~I steps would havs to he taken beforc industry could ncccpt illis responsibility.

General Motors Cooperation

The Detroit TklTI district 11:) d st~cccs..; fltlly been I~olding disci~ssions for war contractors during the winter of 19-(0--11 a t which rnrious training needs and solutions were consirli~rctl. Tllese meetings had been instigated and org:uxized - by JIajor Albert Sobty of the Gener:~'1 Motors Institute, a member of the Detroit district panel.

I n February, 1942. TWI aild G.M.P. jointly p1" oo" a o n e - ~ e e k session for 15 industr id mcn n t the General Motors Institnte in Fl int , i c h i n Pn addition to t h e consider:~tion of t r.2 ining needs and solutions, each training director who attended was rcqnired to develop a training plan for his own plant. 3I:~rt in Fi r th , nf G.M.1. assisted Walter Dietz in conducting this meeting.

For. the nest year, meetings m-hich 1.angccI from those more nearly like the, original Detroit groups to work sessions like the Flint experience, were held across the country and much interest generated. B y

The Program Devclo pment Card

1. SPW a ~rzou~-c.rir'~c,-~~ rBlcomnm. Get supervisors arid workers to tell about their- current prob-

lems. Uncover problenls by reviewing records--perfol-mance, cost,

turnover, rejects, accidents. Aorici~x~te problems resulting f r o ~ u cllauges-organization,

prcbcluc tion, or policies. Ail:~ls-ze this evidence. Ideutify training neecleci. Tackle One b'yeoific hrecd (it (L Time.

2. DEVELOL' A S P E C I F I C L'LAN. XVho will L e trained? \\.'h;~t content? \Ylio can help cletermine? How can i t be done best? Who should do the training? XVlieri should it be ilorlt-how long will i t take? Where should it be done? TVutc?~ for I<c,.Taticn of T7~is Plan to Other Current Il'raining

Plans and Proyrums.

3. GET I'LAN IXTO ACIL'I O N . Stress to muuagernent evirlence o f need--use facts and flwres. I'resellt the expected resuit s. Discuss pl:~rl-eontent arid rnethods. Submit tirnetatle fur plan. Train those who (10 the training. Secure understandirig and acctDtarice by those affected. Fix responsibility for continuing use. Be b'ut'e Jfanugerncnt Purticiputes.

4. CEIECK EES D'LY'S. How can results h e checked? Agaiust what evidence? What results m i l l be 100lietl fdr -7 Is management bein? informed--how? Is the plan being foliowed l How i s it being kept in use? Are any changes necessary ? Ia the Plan Helping PP-oduction P

Tho P.0. card concludes with s staterrletit on responsibility for training results :

The LILUII: orgnl~~z:~t ior i has tlie resporls~l)il~ty for n l ak~ug v o ! ~

tirluing use of t he knowledge arid sliilk acqt l~red through t r : l i t l -

ing a s a regular p a r t of the operating job. The ST-4FF provides plans arid technical. " k r ~ o w llo\\," and doe.:

some things ITOII. but u s u a l l y works 'I'1111OD'GH the l i n e or- a Ion. ganiz t'

Zrztroducing Program Dcvelopmerzt

111 tho 111:~joi-ikj of J'rogr:~,rn I ) t ~ \ e l o ~ ~ ~ r ~ e i ~ t , 111stit11tw. l i~ost l~ierti- 1)er.s were already familiar with the t ec.llii i cjues ~ ~ s c t l to iiit rot luce t l~t : three superviso1.y programs. They expec.tetl tl1:~t 'i'TT7 I \\ olllcl 1 1 : ~ \ ( l

R 4-step method, and tha t they m-odd be s l~own its applicatioi~ before being aslced to use i t on one of their own ~,l.obleins. 'i'lle P.11. Instituic. (:onductor followed stancl:~rd TWI pl-actice and described a prodnction problem, then cleluoilstrated how :i i,l.ain ing dil.ector solved i t t hrougll use o E n +step method.

T h e production problem. which one tlmt 1 1 : d been brought into a n early Program I1e\-eIopirl~'nt Institute, concerns serious cost errors. T h e superintendent l n c l loilg been suspicious of the amazing cost reports which showed tha t every job came out exactly as estimated, never over, never under. Lifter some S u l l ~ h y worli a t double time. the superintendent deluuncled explanat,ions, and an amazing but believable mass of evidence ciiscoverecl.

In tile first place, t,inle-cxrcls were neecllrssly colnp1ic:lted. and the t inle ~~locli:, were illconverlien tly located. Supervisors did not en

0 courage puncllillg of t,ilue-cards because they made up their cost reports Irom estilrmtes llot f rom records. And they did this because they lmd no appreciatioli of tlic import:uice of cost records, and according] y avoided the :~dclecl work of gett illg authorization t o run over a n estimate. They covered u p their excess costs tlirough savings on jobs wliich had actually been performed below the estimate.

This problem illustrates the i~ripostance of using the thorough first ~ t e p of Program Developtnen t , ant1 on t11is fonnchtion the Inst i tute C'onciuctor builds the remainder- of t l i r b ~netllot'i.

T1V1 PROGRAMS IN OPERA'L'ION

TT.VL worL \\as a t all times int elesting and colorful. Figures on p l : l~~ts reached, supervisors certiliecl? and even on production increased and nlanpo\\-u s : L \ . ~ c ~ , f a i l to give a picture of the action in- \-olved. C'oilsider :ln al.ea up ill Sew 1'ol.li ~vllich was weather-bound

, . under a 32.6-inch S I I O \ \ fall. 1 l ~ x t l l i w ~ i t s l o g g i ~ ~ g : L I X I L I I ~ ( ~ on bllu\\ -

sllocs or- llitch-hiliing 011 a s110\\ p10\\7 e\-ell to get started toward get- t i l l ? :L 'l'TV1 jot) clone. 01' take the tale of the Denver stafl ma11 I ~ V ~ L L ~ I U ~ to ~ ~ l x k e a quick 200-1)lilc 1 t*il, t o :L 5 1 ) l : t l l I )11t lliglllj- 1~1ip01~ 1:111t C O ~ I W L ' nline \ \ - i t i t a c.l.if ic.al l t \a l i lw\\ e r probleill. I ie started out 114 plane, only to be _vanlced ofl For a passenger outranking him in priority, rnacle :I sllort jump LJ 1)asseng;er train and a longer one in t lie caboose of a freight, lloppecl :I I,us or tu-o, thumbed a, few leagues \\ it11 t~.uclc drivers :~ncl Lrindlj- ~llotoi-ists, :mcl finished his journey on foot.

A TWL marl on the Pacific Coast made a service call and met a worrl:in shipyard sllpervisor ~ h o had colnpleted all three "J" progr:ur~s--tIle first n-onla11 in the shipbuilding industry to gain t h a t clistinction.

111 :111. niore than 1,000 v-:~r p1::111s ~x!ceived service visits from '1'TYI in an averxge eel< ill the n-i~lter of 1945 (from that point on7 T \ V I staE was decreasing and the volume ol' service also clecreased.) S o two of those calls v-ere alike, save in objectives. They all differed in scene, characters, and act ion, and there was a high potentiality of the unusual and interesting in every one of them.

A total of more tlian 700 TWI: training groups were conducted ill an average ~ e e f for a n aggregate of rnore than 6200 supervisors who in turn ruade tile benefits of on-t11e-jot) training affect the production o I 5 . 0 \\ i s - 1 1 t i s ~ i c So111e of those x-ori\re~-> llclpetl to fabricate tlle last shells a n ~ l the last bombs that sank enemy battleships or submarines.

'['he state o f Nem- Jersey had many s ru :~ l l pre-war plants which rr~ushroomed in size,. Typical is Pollak Bhnufacttlring Company of 1 - 1 1 1 0 people I 1 In - \ n ~ ~ l ~ x t , I!) 15 tlleir se\-e!i 100 percent F a r plants employed more than 5.000.

'13\verlt_v years ago Poll& made prefabricated parts for "Jenny" [)lanes. In TTTorld War I1 Pol1:ik made bomb fuse mechanisms and caps, bomb racks, sl~acldes, and pox-cler cans for the Navy. Job Instruction was st:irt w l in Scptelllber, 1041 ; Job Methods in Septem- ber, 19-45?; and .Job TZe1;itions in Rhrch, 1943. These early groups \r.c~-c co~~dllc.ted hv o11t sitlc: tr.ni11c1l.s but, later a training department \\ :LS sp t , I [ ) . ( V ) I ~ I ~ I ; ~ I I J - t ~-:iil~(>l.s p t ~ j ) : L I Y ( ~ , : L I ) ~ co11t i1111ing I I W st rww(1.

Tra iuinx VTi thin Inclustry Service assists companies in giving their supervisol.~ a s ta r t in acquiring these skills tllr.ot:gl~ three 10-hour prograuls: J o b Instruction, J o b h1cthods~ and ,Job Kcllntions.

. , I !lese ~ l i i l l ~ , acquired througll this tmining, must become a pa r t of (1:):- to-clay operations. 111 no otller m w y can production he so quickly i! , i! r ~ ~ n c e t l and man poxer conserved.

('on lir1enc.e and seson~.cefulness in how to proceed, not st:mdarcIized wlnt ions ancl 1'111es, a re developed. These enable supervisors to get good tean~n-ark, to give better service, and l o get out more production.

' I7 \ \ ' I I W O P ~ P i l l 1 1 ~ ( > v : ~ ~ . i o i ~ r i l i i i 1-ic.t s n-c.1.c. :~cc.~~st onlet1 to nrwti~lg?, 1 o 1 ~ . ) - i llg t o q t l l :t 1)oiilt o f vie\^- :LCIWW ( o :L grollp. This t - j71) t~ of pro- 1llotio11 \\-ar 11scv1 i l l :L n l l~nber of clistr*icts late in 19 1 0 n l i i l c:xl.ly 19 k l t)o F O I T T . I I : I tool.; clcfi~lite 1 I)isti.ic*t Ilirectors :tc~-ct)tc>tl 0 1 . ~ 0 1 1 ~ 9 . 1 1 1 spc:tl;i~ig ~ . i ~ ~ : i g c ~ ~ ~ i e ~ ~ t s 1111(1ch1- :li~sl);c'ts of ilidus- t i . ~ c l r ~ c . : i t i o r ~ : r l . n11t1 ,iocbi:~l : i : t i s . r l s t t l t11e r:~clio: and 1 i t : l l t t 1 e I 1 i t i t 1 o l o i t I 0 t l c i 1 s T l l q 1 )tw~,L~wicvl t h~ 1 ~ : 11 O I I ~ ~ 10,c ~killccl m-01.1~e1.s 11 om llc ~1-0111cl be 1111:t1)1t: to I Y ~ ~ > I : I ( ~ O . l l o \ ~ I I V l ~ l i c l ~ t I1:t \*P to (*onsi(li>r ent i~-t>ly IIPII* sources of' label., t i ~ : ~ t 11111~~s Ile s!:l~.tccl c l o i ~ ~ g iris: o11-11 t l x i l i i ~ ~ g of slcillwl : ~ n d r~~lrl;ill(vl ~ ~ ~ ~ > t ~ i ~ v i s o ~ ~ s :lncl \ 1 7 0 ~ ~ l c t ~ ~ ~ < a l i i i ~ 1ltl \ l )o~il(l ‘blase l l i q s l~ i r t " :ltl(l [ - l > ( ~ l P ~ : I l l l \\-Olll(l 1IOt 11:Lve t11:tt .i l-+ll:ll of l k l l lO(~rac), t 0 plT>tcct I I I i s 0 1 of i Tllc only follon--i~p 011 tllcbse meet ings w:~s public.izi112 of' T'\JTr's :~ssi;.t:~llce t111wir~l1 blillctins 011 1 1 0 1 ~ to get : L ~ I

. . in-platit t r ~ t i 1 1 ~ 1 l g jo l ) clo~ic. : l i r ( l so~tlt: c.:~lls oil ntnilxqcnie~lt to see if tho hnllcltins \ \ ere lielpF111.

BULLETINS FOR EMPLOYERS

IJut wollltAn r~ecvl t o grrct t he feel f o r nlachincs, :ir~cl -1.11.. Dictz recommrr~ds wnr~r l -up tour-ses, esl)ec'i:~lly for n-omen w h o 11;~ve never xvorked lrcfort..

. . I f ~ v e expcct to h ~ - i n g into factories women \rho liave ntlvrr. \vo~.l,c~tl before, i t would secrn the best p a r t of ~visclom to g ivr tlrcvn s o r u ~ sort o f

prc-pIanmecl tr3i11i117, if only to qtrengthen the i r confitlt>nc~. E u t t 1 1 ~ final p o l i c ~ must , of course, coIrle through t ra in ing in t h e p lan t , ant1 fo r ttiis thch Ikroley-Dietz Method i s t o tenc11 te:icliers. Forelnen, lcndnitn. s~~pcrv isor -s , and anyone else reqponsible for showing how things ol~,rrt~t to l w tlunt. are dril led i n t he most efl'ectirc ways to go about it.

The cnrl y bi~llet ills \\-ere clist ri butecl individunlly by T T I panel nzsnlbers in ~ r l n ~ l y wses and in othc1.s they were left with esllibits at defense conta.:~ctors' shows. TWI preferred the inclividunl clistribu- ti or^, Inr~t inxny panel rrienlbers \vho were m-i l l in~ to work s:~icl tlmt tho bulleti~is ditl not help them to s e t :I conversation started once they got illto a mannpr ' s office.

Wi th tlie .Job In.st-r.~~ctiori p m g n m as :I ~ p c i f i c . t h i t ~ g which plants might do, T W T pel.haps ~ulfo~. tunately began to tnlk too much i n terms of what its prog-nm a~lcl its teclluicyr~cs were. Of course, the orig-in:tI iden of going into a pltxnt and ~ n a k i n g :L sur7;ey had been too conip~.ellcnsirc for :IS small a gro11p as TIlTI to handle, b ~ ~ t t,ht fundamen taZ 0-1;' tllnt stirvey approach w.c-:~s no! - I I t inlpliecl finding ou t what was needecl in the plant before tlic consideration of

. . any tra~nlng,. . When .Job 31ethods and ,JoL Kelnt,ions became arai l - able tllr'y- also, fol. cl~zite :I time unf~r tuna te ly . v cbr.e pwserltect to m m - agemrnt :11most e ~ l t ircly In. rnenns of dcsc~ribir~:~ the details o f tcclinicjlles of tlle progr:tlri.

PLANT ACCEPTANCE r l I he backpollncl of TW1 pcople in one way p116 n p :L ll:ln<lica~>

wlliclr \VRS not r~~cojiniztd for :x lonx time-it W:LS too easy to p t , into p1:~nts :tnd get n "yes." 121:mnpxnents did not take {lie t ro~thle to fincl ou t tho det:~il-; of \~-ll:it T T I woulcl do for pl-orl11r.t ion and accept ect the urorcl of tlleir old irrcll~st~-inl frientls t1l:xt "this is good stuff'' anti did not clcnlnncl prod~:ct ion rcwlts. W h e n rcslil ts arc ~ i o t dem:tntiecl, they dn-indlc? af ter the first entlliisiasm gtnerntetl in basic trzining c-cmls.

TITI people presented t l i ~ programs nccordirl,rr to ninny cliff~rent methods, 1):~sccI on their ow11 b:xclq~~our~ds, h ~ l t a11 t c~~c l ed to malie their appro :~c i~ or1 the bnsis of what a p1.ogr;lnl ;\-as, not w-lint i t n-o111d : ~ c p l i s Oftell they ;~l)pr.onchc~l tho wl-ong p o p l o in t l ~ c p1nrl.l.

'l'he iirst speciiic 1'JVI program, J o b Instruction, \ v a s eagerly :~ccept ecl by plants-it \V:IS ;L usable rwriecly for a generally ac.lmowl- edged proble~li--getting ille~~>t-rit~llceul people to do skilled o l m ~ ~ ~ t i o n s quickly. Obviolisly tllousunds of ir~clividualt \vllo found their places in the defense : L U ~ \\-;II' ejfort Lve1.e novices in inclustr-y ant1 were of little productive value until tixitlecl. 'TIE 3:ulle may be said of great numbers of tllose raised to s~lpervisory levels. ~ '~no t l l e r reason fo r the rapid acceptance of J o b Instr l~ct ion avas that the program \V;IS interesting for both those lvllo took 11;~rt and those xvlm dropped in to watch.

MASS PROMOTION

T W I triccl to "Id1 a lot of birds with one stone." I n 1941 :L New ,Jersey panel n~einber assembled 49 representatives of contr:1ctors to lxa r about ,Job Instruction. This started a pattern which attracted many custolners in Kew Jersey and was used by many other districts. The usut~l :~l.lx~lgenlent \\--as t o have a dinner meeting for business executives ;iponso~.ecl by such a group as the Clmlnber of C'onilr~erce.

Many of the districts folloivecl this lend, particularly Chic:~go, Pittsburgh, Detroit, and Xe\v Illaveli. By the end of 19 4 1 o r early 19-22 panel members lvere too busy in their own p h n t s to spend ~nuclr time on calling on other p1:mts. Sonle panel members ~vhorn the Dis- trict Directors counted on t o "sell" this new progrnnl t o their o\rn companies sucldenly became lul<ewaim1; often tlley became positively cold to this threat to their personal prestige as training directors who had ; L ~ \ v ; L ~ s devisecl their own training pl.ogl*:mls. l\Txys had to be fonnd to capi f :I lize on the f:~vorable attention tha t had already been created by TITI.

Sponsored Meetings

Chanlbers of Commerce, ICmployers' Associxtions, RIanufucturers' Associations, Tr :~t le L\ssocintions, engineering societies, hospital coun- cils, and eve11 selrli-public g r . o ~ ~ ~ > s s11c.11 as the Sen-ire Clul>s nlld the ihmericar~ IAeginu were utilized t o pllblicize the : ~ v a i l r ~ b i l i t ~ of *Job Instruction. PA:u*ge rl:~tionnl glVoup meetings \\-ere a150 ~l t i l ized; the conventions of tlle A 4 n ~ e ~ i c : ~ ~ ~ Railway Associatjoi~, the hrneric:~n ?ufan:~~ernellt ,\ ssoci:~tion, t11r A n~clricail Society of Meclm11i(-::l IAkgi - ]leers, tlie .I r:lel.ic:ln li'ouni l~yrnen's Asso(~i:it ion, and f ~ I C rneric:xn q'rarlsit ,2sso:.i:~t ioil were. tj'l)icxl of nat i o ~ a l groll1)s 3t \VIIOSC rncet- inXs 'l'\VI H 1e:u 1, ~11:~rtc.r~ u ~ i t l D i h t 1 ic.! bl ; L I T ' spc:~kcrs esp1:lined and 1irgecl nsu c , F tlir. 'l'W6 prog1.:i1111. ?Job 1 ~~~-txi lc . t ioi~ \\ :LS prese~lted as : L p r o g r : ~ ~ ~ ~ tll:lt \I ou1~1 s[)(w l (11) the ; ~ s s i ~ ~ l i l ; ~ f ion c ) f ' l lie rlcw ullslcillt~l ii0r1ier.s \vllcj by tllis tilrit: 1 i : ~ c t 1)ccolrle I I I I I I I C I . O I I S ; 1 t 1 < 1 il dc!iliite ]lead- ;lche to rnost nianngcrnents.

TI'hilo tile p t t e r n s differed, the tlinner meeting \vas usually spon sorecl bx ;\ (1 org,raniz:~tion desil.ous of 1lel~)illg its membership an(1 c~ l l a i l~~ l :~~ l r l ed by one of i ts oilicelx At the speaker's table were top esecutil-es of inclustries tlmt I n d already had some results with tile p i ~ ) g l ~ ~ i l ~ , tll(~ug11 ill the cai-ly (lays tlleir coiilitlencc oftell bascbtl 0111 y 0 1 1 bb~~\-ci*~-i)ocly i 11 o~l l . cXolnl>al~j l i l i t d the ~ ) ~ . o g ~ - a i n - an(l t lie . . t lxiner.

[Jsuallj ilie cImirili:ll~, li:ivil~g gi \ -el~ the meet ills 11is blwsing aild 'I'TVI l l i i t~~lcLol .~t~i~~cl l t . t ~ l l . ~ ~ t ~ l tlle ll~c~el illg o1-t.1. to the 'I'JT'I I)irecxt orn or i r o t o m i r t . _ \ n t~splt~11:~tiou of objectil-es was give?^. the unt l r ~ r . \ \ 1.i t t.~,s- 1;lioL \vus tieel by 1nlclll1~el.s f l.0111 the auclience selec.tecl fol. tllc. tcllillg, silo\\ iilg: and "sure li1.e" clelrlo~lstr:~tions, alltl big-11 di-am;ltics \vere iilclulgecl in to iillpress in(1ustry tha t nlc.11 coul(l learn easily if trained properly, as a solution t o their new produc- t ion llextlnches.

Mucll clepencle~nce was p1:lcecl on "testirno~ly." b l e i~~be r s of mall- :~geirlellts e~pressecl tlleii. apl~i-oval by suyi~lg-, ''1 Iere is :L govelmment agel~cy n-llose inell xvill come illto your pl:~llt only \vllen invited, help jrou: get o ~ ~ t , :111cl \vIlen Clley a1.e gotle, j70u still on.11 your plant": " T l ~ i s is :L gol-er~lltlellt \var agt.licy t h t l~el l>s i~lstcacl of Jlillclers"; " l f any- ollc l ~ t L told me t 11:~ t I xvuulcl I )c lli ri llg i 1le:~t 1.e usllers, musicj ails, and nlnnic~uists io opelbaie 1 : ~ t l l c ~ : ln~ l nill ling :.uuchilles in rrly plant. xnd t11:~t I \vo~~lcl not only like i t but get s t : i~~d :~rd productio11 Iron1 tlle111. I \vuulcl 1l:~ve called llilrn a. l ia r ; tochy 1 do i t gladly, get results, mltl only '1'I\'1: 213s ~llacle this possible." A Hripcl ier Gelleral, recently a rn:~iluf:lc.t~~i.er. ~vo~llcl Fay '"1'1le place to start this program is in tile President's office; 1 took it and none of you big shots is too big to

9.

l e i ( 1.11 i t l o o . 'I'lit. N : L I . ~ .ivould u1.g~ its c.oiltl.ncto~.s to p11sll thei I-

l)rocluct ioll tlll.orlxll t 11is ,J .1. l)rograln. Sol~lt? clistricds sd:~diol~ed pallel collsulCant o r stxif member a t esc:l1

of tlie illla11 t:ll)les. I le. cxri-icc l 011 :L g r o t ~ p discussion \\ l ~ i c h ~ ~ s l l a l ! ~ reh1lltcc1 ill i~ldiviCill:~l C~~S(:LISS~C)I~S 011 how to solve itl(liriclua1 p~-o l ) - lellls, pmlongecl long af ter acljoul-mneut. Districts \vc,uld often get sigtl:lCulxs 011 dlle clot tecl liue :it tile clinller, comrnittiug the colnpnrlj tc, Iwg-ill trailnil19 Ifor u clesig-~l:~tcvl number of supervisors by a g1vc.n chte : Sex:l t.1; x~011lc;i almoullcbcb tile 1111 1~~be l - of certiiicates contxacteti !'car. h t . fore tlie entl of t l ~ e meeting-

'I'll(> T \ V I st:11f or 11allel iric~lrlbers ~\ .oi~lcl illell relllain in the c i t t'or i l r~~l l t~di : \ i t~ I 'o l lo \v 1113 \\ i t 1 1 plar,t ext~c.~lti\-es and m&e :Il.rarlge- ~ t i e~~ t : , 1 0 1 - w . i ~ ( v t ! ~ l i i i ~ . t lit> l ) : ~ ~ i ~ ~ t l . : i i t ~ i t i g .

other companies. U y 1943, TWI insisted that conlpallj. me11 be u s i 4

if a t all possiblu as further evidence of nlanngelnent's :icceptal~ce of 1.espoilsibility for training ~vitl l ln their own organi z:~t i011s.

Lollg beforo funds for state payment of trail1el.s Ivers cu t in 1913, tlle 1 1 s of state-paid trainers was to s111;lll C O I Y ~ ~ ~ L ~ ~ C S f o r \\-llolrl 'l 'tVI could not niEord to prcpnre :L t ra i~ler , or i l l small, smt- tered and remote plants bucll as are fouild i l l t lle 1111111~~l.illg. ~ninillg. a lid can11 iilg industries.

Trainer Specialization

2' WZ a d Company Certificates

,I:, cotill);iliit.s began to use tllc~ir o\s-11 trai11et.s r a t l~e r tli:l~l i l i~it>l.al~t trainers paid from state funds it no longer was appropriate to llse

c ttc .;lll)tAi.r iso1.y ce1.t i tic.:~to with t 11e 111-inttd sigll:~t 11 (1 f ,111.. J_)C)UIC>Y and L. S. Hawkins of the U. S. Office of 14:ducation. According-13, :i i 1t.n- c ~ h l - t i f ic:lt e W;LS c l e s i g ~ ~ ~ t l \vith Ill r. I )oolej.'s s ig -~ l t~ tu~*e pri 1 1 t ed on i t autl sl)ace left for tlle sign:iture of t l ~ c esecntivc allcl tlle 11:1111~, OF t i e C ~ I J I I . Tllis \vas usccl \r-itl~ ill-l)I:~ut tr:liners. ,II:LII~ ~ o n l - 1) :u l i tbs also ~) i . i r~tcd t 1li.i r* o\\ 11 c.c.1.t ilic.:trtbs :I.; t.11 as ot 111 .1 - sripp1it.s. rL'llc \ v o ~ ~ i i 1 1 ~ o f t l ~ e (-c~-tifi(::~tt*s i ) ~ . i t > l ; for t~xa~rlplth, 1le cJoi~ 1kl:~- t iot~s wrtificatt: L . C : I ~ S : "This c.ert i fiw t11;~t . . -

11~s s:~t isf:~cTor*il_v cwl~lpleted the 'I1~.airling \\'ithi11 I I I ~ L I S ~ ~ ~ .Job Rela - .

i iurls TI .~LIII I I I .~ arid 11:~s pledged to tip111 \ t lie prirrciplt~s c , f j ~ , t , l.olat iu~ls i 11 llis d i ~ i l _ ~ \\.ark."

I N C R E A S I N G THE TWI SALES L I N E

' l ' l ~ o f i l . s t i l ~ ~ l ) : t ( - t o f t * \ l ) : i 1 1 ( 1 1 1 1 ~ j ) ~ * o ( l ~ ~ ( ' t i o t ~ f 0 1 - ( l t ~ F e 1 1 s e 11:1(1 ~ C P I I i l l

t l ~ t > I i t b l ( l o f l ) ~ x ~ : t l , i l ~ ~ 111 t 1 1 ~ ~ r l i l l t o ~ ~ s o f i l t > \ \ ~ ~ r t ~ t r : l i 1 ( 1 \ \ - o ~ 1 1 e l l \v l lo ~ I : I I I 1 0 1 t ~ 1 1 . 1 1 I I ( . \ \ \ \01.1,. 01. \ \ I 1 0 l 1 : 1 ( 1 I I ( ~ \ C : I . ~ ) W I ~ i l l 1 1 1 : 1 1 1 1 1 f ; ~ ( ~ t 1 1 1 . 1 1 1 g : ~ t : 11 l - , 1 1 1 ( 1 I I I : I I I ) \ \ I 1 0 1 1 : 1 ( 1 l l ( - \ i h l ' \ \ 01 .1< tvI ; ~ t :~11 . 13111 t>:11.1? r t v * o g ~ ~ i t i o l t 11:1(1 : ~ l \ o ~ ) W I I 2i\ V I I to oi l 1 t 1 1 . i ~ r r l ) o l . t : ~ ~ r t s ~ ~ ~ ) t ~ i ~ \ - ~ ~ o ~ ~ . y ~ ) ~ Y ) I ) I P I I ~ s : l n ( i , :LS s o 0 1 1

:I, f l ~ c . , 1 0 1 ) 1115 t r . l ~ ( . i i o ~ ~ I ' I Y ) ~ I . : I I I ~ \ \ ; IS I : i ~ ~ ~ l ( ~ l ~ t v l . T1Jrl g:i\-~ : ~ t t ~ l ~ t i o t ~ f o o t 11 t>1* I\ : t 1.5 t o I I I I ~ ) I X ) \ e S I I ~ W I . \ isor) :il)il i t J.. ' l ' l re cJol.) A le t l~o ( l \ : I I I ( I . r o l ) l < t > l : l t io115 I ' I Y ) X I Y I I I I S ( l 'o~. h t l lwrv i so~x) : I I I ( ~ T ' i ~ ) g t ~ t l ~ l 1 J c ~ \ - c ~ l o ~ ~

I I I P ~ I ~ I 1 : 1 1 1 ( ~ 1 1 \\ 11 1 1 f ~ i t ~ ( a t i o i i : l l t ~ t ~ s l ) o ~ ~ \ i i ) i l i l ~ ~ f o l - 11.:) i 1 1 i 1 1 g )

(bl . '? ( 1 t ~ v t ~ l O ~ ) c ~ ~ l :1 l l ( 1 l : t l l l l ~ ~ l 1 ( ~ ( i .

' 1 '11 iw~ : t ( l i l i t i o 1 1 , ~ ~ t v * c > b \ i t : l t t v J t :IY)I\ 1 1 1 o f t l ~ ( > li(~l(1 \ 1 ; 1 I l ' : 1 t i ( 1 111th

: ! ( l ( l i t i o 1 1 0 1 ' t r ~ o t ( > I ~ I P I I t o 1 ~ I ~ * : I ~ ~ ~ ~ I I : L I ~ ~ ~ ~ I ~ s \ f :I i 1 2 i 1 1 o r ( 1 ~ 1 . i c) l i : ~ \ ~ c ~ - l ) ( ~ ~ ~ i : ~ l i ~ t ~ ( i \ t ~ t ) ( > ~ . v i \ i o l ~ 01 ' t ~ ) I Y I Q I Y I I I I S . - \ I t I 1 o t 1 2 I r t I ] ( > \ \ ~ ) I Y ) ~ I Y ~ I I I S

~ ~ l l c v l t 1 1 t l Z : I ~ P - i 1 1 t 1 ) i c . t , I I X > 0 1 % t11v 1 1 ~ l i \ c ~ * s : t 1 s ~ ~ l ) c ~ . \ i s o i . ) i r i ~ r > c l ~ . 1 1 1 ~ (>11(1 I Y ~ I I I ~ o t' 1 l i i \ - t :) ~ t l o f *17\\rI c>f l ' o l* t \\.:ls t l i e ~ w i ~ v i ( ~ t i o i ~ t l l a t 110 I : ) < ( -

ilIC l Y ~ ~ l l l t 5 \ \ O I l l C 1 O ( ~ ~ ~ I t 1 ~ 1 1 1 1 1 ~ > ~ p l : ~ 1 1 t s t l l ( ~ l l l ~ e l \ 7 t ~ s took 1 n 0 1 - t x l ~ C ~ s ~ ~ o l l s l

j ~ i I I t y -

WORKING WITH

MANAGEMENT

,J 01) Illet llcicls 1-eaches outside the supervisor's own authority, it is :tpt to be misunderstood unless carefully introduced. Thus, TM71 was literally forced into goillg to top management in order to get this particular program started. This was, of course, the right course :I nyway.

THE MANAGEAIENT CONTACT APPROACH

111 11313 one of TWI's friends, C. Luckey Bo\vnlan, becarno a iritllout-compensatioll consultant and helped TWI to begin to develop a. real sales approach. Mr. Bowrnan advocated the development of :L specific 1tle:Lrls of selling and the training of TWI's stair members to do this kind of selling. 'I'WI staff merl~bers developed, under the leadership of A. G. 131:~l;-e, what is calletl the 'I'WI Management Contact approacll v-hicll \\-:IS llsecl in a11 TW1: districts after January, 1941. 'This approac11 weilt h c l i to the 01-jgin:~l idea of surveying the plant's pr.oblenls, only in this case, inst eaci of sizing-up their training program, top ~nanage~nent of the plant was asked what its most urgent problems wel-e.

This did not mean that TWI began to oiFer a wider number of programs. 13y this time there was so much evidence that all supervisors did need skill in instr-uction, in i~nprmving methods, and in working with people that very few plant yroblenls were found not to i~>x-ol\-e : ~ t l ~ : ~ < t oiicL o f tile ' L l \ 7 1 sulwi~\-ist )I.>- pi.ogl.:t 1 1 1 ~ . '1.1 i ( b ! 'o111.1 i I

TIVI program is the one for the plant man to w h o ~ n h s been given the functiorml responsibilit,~ for designing tlle plants's own individual training progr:~nis. h c a u s e of this spread, i t became virtually impossible for ally m:tn:~gt.r to nznle iL ~ I * o I ) I c ~ I ~ ~ i n v o l v i l ~ ~ people on which ?'llTI coultl r~o t give :~ssistance.

This ne\v t e c l l ~ i i c ~ ~ ~ e did not elimillate ur~y of t , l l t> forr~ler-1y used P ~ - ~ ~ ~ l ~ t iollal efforts, I )u t h:t r~lt~sse(l ~ ~ I C I I L a~i t l (wu~>let i tllern to ;I. well- tested form of p~.eserltutioil of tlle pr-og:.lanls to top and ~rliddle r~~nnagernen t.

it is 'WI this urse

a d0p t of ber s the

lent ary, ring heir i its

: of per- l in lt to 11 111

L ven jual in1 -

5 on

lsed ;ell- ldle

Sell ing Results Zt~stcad o f T e r h n i p e s

T<clmrt \ o f .lo]) Rlctl~ocIs irnprorenlcnts vi-crc logically presented in r 7 t o f I s o o n s : Lllis led to more concrete measure-

rllent of the r c s ~ ~ l t s of ,Job Instruction and .To13 Itelations. Thus, the p r o ~ ~ ~ j s c ant1 C A I ) C C ' ~ : L ~ ~ O ~ of gett,ing nleasur:tble results became a very concr.ctr? p : ~ r t o f tlle :~ppro:lcll to iliallxgei~lerlt.

Since early I!) k 1, TITTI \\-c)rli has procccdecl on this more realistic basis. The far-rw~cllirlg ~wmlts of tllis new :~pproach show tllat this i5 olie of tile most i11lpoi.t:lnt steps TW1 1 1 : ~ t:lken. It was learned tile 1l:~rd n-a-. 'I'TVI service is giren unless top mallngernent really underst:lnds 11-1i:lt is involwcl, realizes ~ 1 1 : ~ t i t must do to rnalre the progr:tirl produce <liviciend$ for t11e investnlent the plant will ~ri:~Ice, and accepts the progmm on the basis of making i t pay in the solution of ir~ciiridunlly*itieutilied production problems such as scrap los,~.es, broken tools, anti turnover.

The nem RIanagernent Contact heads in the districts had to be t ~ x inetl in how to get complete ~mtnagement support and in Ilelping :l conlpxrly plan for the operation of the TWI program.

TWI ITeadq11:lrters had in August 1043 sent t,his word to its (1;s- tricts. "We found that trying to get 'complete progr:mx started' is not the best way to help the \var contractors; meeting a plant's slwcific needs one a t a time rounds out progrnnls.?' However this point of vie-- W:LS not pressed. TTVI itself had aqain followed the practices for which i t criticized plants-"known the right thing'?- bu t taken no action.

Middle Management Meetings

Tn 1943 TWI established the policy of starting n program in rt

1)larlt ollly after the executives bctwecn the top executive group and the supervisory organization had been t,horonghly inf omled about TWI progrixms. This executive group, also, had to be thoroughly nlvare o f its responsibility fo r mnlring t l~ese programs work. It can ~.eaclily be appreciated that a busy president can approve a program enthusiastically, blrt the plant superintendent, if i,?orant of i t or nnsol(1 as to its possibilities, can be a real barrier. Accordingly. TWI m:de mandatory as a par t of its standard procedure in the field that, hcfore the program started, every intermediate executive understood tllat ~nalcing the prograln work \ n s part of his job. TWT insisted that a chief execra tive make this point clear to his entire executive n n d S I I pel-risory organization.

TVhilc, TWT no longer based its sales approach on how the program 77-as operated but rather on vi-llnt it could do for a plant, it still mas nec~ssnry for tlle program to bc lal~rlclled in a plant by a rn:ln w11o hoth lmew the procram and how i t w~.ns to he desci-ihci to t11t l i ne

C ) I , ~ : I ~ ~ i z : ~ t i o ~ ~ . , \(v>o~-(li t l g l j r , TTVI staff' lircil I~thlcl "111idc1Iv i11:t11;1g(> n i e ~ ~ t n l w t iligs" f o r t l t ( b ~xw~l t ivrv i \\-lto 1~>1)ort~c1 to 1 I I P n l : l n:ljirr r 7 1 11cir 1111cIerst:11i(lii1g :LI~(I s ~ ~ l ) p o ~ t for : I I ~ J t i-:li~li ng 1)rog~t i r I is 1-i t :I I f o ~ . 011 t 1le111 f : r l l s 1 1 1 ( . \\-t:igllt of get t i i ~ g sl~pel-viso1.s to IIW \ \ - I ~ : I t t l ~ c ?

1 1 : t 1 r? Ie;trile(l? and giving t ll(bil1 aclclit ion:tl Ilelp. r 7 I 1 l r w l nlcetings i l l t iino clevchloped a p, '~t tern. The top c x ( ~ ) l ~ t i I e

\\ 110 1 1 : ~ c l : tq~*ee(l to spo1rsoi5 t lie I > I W ~ L - : I 111 ol)ei~ecl tile n l ~ e t i n g : I ] ) ( 1 i 11-

t t . o t 1 l 1 c . w l t l r t > 'I'TYI I * ~ ~ ~ > I Y Y - W I I ~ :I ti\-e. :111(1 t lle import ante of clscc+llti c t h t ~ ( I O I X ~ I I I ~ ~ I I ~ (.:I ~ r i l o t 1)e O \ , P I - c v t i111:1 twl. 'I'Ile 'I7VI r e p l v c ~ ~ l t : t t i 1 -P t11~11 t o l t 1 t ~ I P I)t11.l)ose of tl~rl i ~ l ( ~ ~ l l ~ I I X - 1 o q ~ t i1t1(1ei'siandii~g i1111I e5t :I [ I -

Iiql~v(l : I I ~ : t t ~ ~ ~ o q ) l l ( ~ ~ ~ ~ of i i l f ' o l . i ~ i : ~ l ( l i s ( ~ ~ ~ s s i o ~ l nit11 quwt io~i< \ ~ - ~ l ( * o i r ~ c ( l : I t i . 'I'TVI h:~(*ligz.~.oll~~(l \\ :IS briclf 1.y clcv~-ik)etl- :t wi.\-ic-e f o l ,

i ~ ~ t l ~ l s t ~ . y clevclol)ccl h v ii~tliwt ~ . i : t l rllen. ilsi11g tilt. b~ L ( - , . C ~ ~ f 1l1 ex l)c~~-ier~c~c O C tlrous:1ncls of n-:t1. ~)l:itlts. -1 brief pict111-e of tlith ~)ositions 'I'TVI's c l i l x x t 01,s oc.crlpitl(l :~n t l tlte t :tn(l e s t e ~ ~ t o f T T I stlr\~ic.e follo\vetl.

I t w:ts t l l c b l r t i~rrc 1 0 o ~ l t l i ~ l c t11l.c~ points a1)out tile p:~r.tic.l~l:lr 'I'TTT1 1 ) 1 Y ) ~ l Y L r r t :

S e s t t l ~ e '1'TT71 1~c~p1x~seilt :tt i 1 - c b poi11 t eci ollt tlle key posit ion o f t h c i t l l ) c ~ ~ . \ - i w ) ~ - a l l t l 0111 1 1 1 1 ( ~ ( 1 t ~ I P i i ~ p c ~ r \ - i ~ o ~ " s tiye i ~ w ~ l s ( s , l c ( ' 1 1 : 1 j ) t 1) ) .

'I'lle<c \\ tlc~velopetl by leading ql~est ions, allti in sllcll ortler. :I . ; to le:t(l illto t11e p : ~ ~ t i(*lll:tr "qJ77 p r o g - a i i ~ xvl1ic11 top I I I X I I : L ~ I ~ ~ I ~ ~ ]):I cl tltcidecl to 1:~lmcli in tile p ln~ l t . Spwi:tl e111pll:tsis \\-:IS q i x - t l i t to t11c ir:i t.iolrs respo~lsibilitics c.c~itc~.ing in c:~cli of tile skill neetls. Si1lc.e sllper-visors arc: ~.esponsiblc For. tllesr. v : ~ rious t'1111c.t ions, i 111 pr-ovetl t~>slllf s do help tile p1:tnt.

str iking result fro111 either tile Io(~:11 or 11:1tio1):11 ( ~ 1 1 I w ~ t i o i ~ of res~llf s w:xs ciescrik)etl :ts :L 1c:tcl-in to "T1rO1ll(l i t llelp i f' f 11;s ~ : ~ ~ I ) C I I C ~

Ilere?" TTTTT nl:~tle no pr-olriises tliat tlre resrllts \~ro~llt l oc>cl~r : t r l c l

w:~rned th:~t, tile degree x-:t~.i~(l--l)~~t :I s 1 1 1 : 1 1 l < b t . I X L < I I I ~ ~n ig l l t still be 0 1 t l I i l I t \v:as erl~pll:tsizr(l t ll:tt t 1l t . o\ ch1.:1 ll 1.esu1t s \vercb not xc~c~orr11)lisl~ctl by ilt(liriclll:1ls. 2 c . t t i i~g t 1 1 ( . 1 1 1 \\,:I.; :I t e lm job involx-ill2 tlle wllole o~-g:miz:ition.

i\ ro11q11 organ im t io~ l c.11:r 1.t \ v ; ~ s tl(lt,c~loptvl t o sllo\r the xtr-io~l.; levels of s ~ ~ p ~ r ~ i s i o l l i r l t h:lt ~ I : I I I ~ . I t I\ :IS then appropl*i:tt~: to t (111 t~o\.ir the TTVI ~ I Y ) ~ I Y L I I I S 1ve1.t~ (I~velo1)td to ~ I C , useflll t o S U ~ ~ : I - V ~ ~ ~ C J I I

:tt :tl1 tllese levels. 'I'llcb 1 ) I Y ) ~ T : L I I I \I :IS ~1~~scrik)cd as Imvinc t \\-o ptt rts - tclt ltour-s of ba.si,> t~~,cit,it/l;l, t l i c . 1 1 co r? f i~~?r i t~y / I? ( : so tllnt ir~n~rngcnlcirt ~ - 0 u 1 d get, maxim111 I I w t ~ i I - I I ~ . T 1 \\,:IS 1)oilrttvl ollt tlmt, like : ~ n y prm clllction tool, a sl~pci-x-iso~.~- <l;i 11 is 11\ct1 ovclr. :111(l oxyer. day in an(l ( f a y out.

7 ' 1 V I News Letter

WHAT THIS 'CWI APPROACH HAS MEANT

COMPANY VIEWPOINT

The Iron a n d Stee l Division of t h e Kaiser ('o~rbpnny a t Fon tnn2 , Cal iforni :~ tl-;tine(l GOO s u p e r ~ ~ i s o r s i n ,Tab Ins t ruc t ion and 431 in .Job Rcla t inns . I):tlr ,\rcl~e~.tl, t h r l r :~ in inq d i rc r to r , a t 311 times n-orkd c l o r ~ l y +t!l t!le TJos .\nceles TITI d i c e . 111 ,July. 19?-4, Fr::rlk A. T Z w l , - r n : x r ~ c x t x ~ q ~ c ~ ! l i l ~ IlCaiqcl. 1t1:~rln;emcnt's :1ttitlrt7e tov-:tnl super \-;.;or.y i r:~inii-i,y i l l tI1:. f n t l r > \ , - i i l g 1ncs:;ngc t o all their foremen :

EVALUATING T W I INSTITUTES

ISotll t h e 10-llollr sessions ancl t h e Ins t i tu tes ~ v ~ 1 . c rnisnsetl t o the vxt ent t ha t people were acltnitt ecl t o then1 ( thereby repl:~cing o r pre- ~- t 'n t iny others frorrl at tentl ing) wllo could have been a s well o r better scl-tetl kq- sotljc otller I I ~ P : I ~ S . ' I ' I~c o h j e c t i ~ - ~ of t l l ~ 111~titlltes W:I< ir~st rucatioll, ant1 i t \\-as a ~ v a s t e o f 1 iine t o include others i n a t ra in ing ws.;inri \\-llic.11 \vas pu t on 1))- llic. no st l ~ i c l l l y ~liillecl twhnical 111:111 in t hc organization.

Marly sessions aud Tnsti t ntcs \vel-e 1nistakenl~7 nqcd to give informn- rion. t o promote progt-nms, as trials. t o ge t con\-iction. to a id in the

OPERATING PLANS

.Job Insti-uction a n ( 1 .Job I<el:ltions coidd operate b c t ~ ~ c . e ~ r 1c)n-er levels of supervision withollt top nl:xi~:~,rrcnlent's sllppo1.t. 01% cL\-ell Icnowlctlge o f the list> of the program. 7'his was in~possil)ltb in t l ~ e .Jot> >let hods progranl. as t he continuing use of ,Job ?rIetllocls rc511lt e(l i r ~ a sten(ly flow of p ~ - o p x a l s for job in~proveiucnts being p:tiwtl 11p t Ile line o f s~lpervisiorl for acceptance or reject ion.

T h e f n iluw of' .Job h lc t l~ods in certain pl:lr~ts dcn~ous t r :~ tetl t o 'I'TV I tile ~~ec~c~ss i t j - for o p ~ l x t ing on a tlelinite cornp:lny p h n . I t ~t :IS t11~n folurtl t l ~ n t I I W of the other two prog1-:lms also improx-ed i f tllel-e lrcrc :L ~ , l : l n \\ lrich provi tlcd for the assigning of responsibil itj-. the ot)taininq o f "atleql1:lt e'. covcl-aqe, p~.ovjsions f or tile CO:LCII i 1 1 2 of'

. . +i1t)c1*vi~or~, t I I C reporting of 1.esl11ts to nl:l~~;lc.~~mr.rlt, ant1 the *c1 r 111q o f (-1.cilit. 111 .rob l I (> t l~o( l \ . I ) I Y ) X i < i o ~ l : 1 1 ~ o 1 1 : 1 ( 1 to I N , t r r : ~ , I t > f o ! . ! ) I . ( )

)\:I 1 ( - 1 ~ : t r:~nce- T:clc~~lllinz in I9W T I V I a(loptet1 the "Operating Plan" idea j n I)I-o

\ i ( l i t!c that I I O pmgranr wo111~1 be lal~nchetl in any organization 11 i t 11 - out :L clefinite plan n-hich n-as :limetl at the continuing use of the principles presentetl i n tllc hasic t1.n iiling phase.

These p1:rns h a m been vrit i c s i zctl both inside and outside TWI, :I n t l in many cnscs there, were, fanl ts ; wllen tlre emphasis was put only on "plan" rathclr t lmn on "ope~-:~t i r~g." tlre nleclla nism became too con I -

plcs. T h e h s t plans were 1 hose which an eseclltive could considt.~, :IS :I memo from himself to h im~clf-a notation on points that 1n11<t not bc? f c ) ~ . ~ ~ t ten. silch :IS "wll:~t do \\-c expe(:t to get out of th i s? TIo\\- arc IT-e 'yni I I P t o y ~ t it ? TTo\\- are wc coinc to keep this moving?"

I Iore I i I I I P spent \ \ - i t 11 top exccut ix-cs? 111o1~ work wit11 "inicl(ll(~ t r ~ : l r ~ : ~ ~ e ~ r 1th11t .'. :~ncl nror-c a t t c ~ l t ion to keeping t11c 131-ogra 111s i n actior~ tool< np~)~.o \ i rn :~te ly t~vice as l ~ l l i c l r 'r-S-STI effo1.t per plant. TTov-e~ver, this new :tpproacll more tllan ctoi i t~l~d tllv net results oht n i n d .

Electric Storage & t d t e r y

Few compr:ies have m-o~.ketl 11 it11 I'TVI more clo-ely than has t h e Elei~tl.ic~ Sto1~lo.c. I k ~ i t c1.y ( ' o ! r l l > : r l ~ ? 0 1' I ' l l ~ l ; t t l ( ~ l ] ) l ~ i ~ ~ . J A . I < . 12'. Ti:t:> croft, public ant1 inc-hwtrial rcl:~tions tlil-cctor, \vns n rn :~nage~~ler~t adviser for t he P1lil:~deIphin district. ,Josepll Goulrl, t r :~ in in~g di - rector, w a s at T T V I Ileadq-tnarters for six \ \ ? ~ e l i ~ in 1942 llelping to give tl!c .Job Instruction program to the Services of Supply. I,. TIT. -1To~eley, pc~-c ,nncl {Ii twtor , cervecl on thc P h i l a d e J p l i i a p n e l .

.Tob Inst : -u~tion hegnn in this company in the fall of 1041 a n d was revivcrl in l 9 t3 . Tllc basic training has been given quite far ul) the line. 'Tllcre are '225 slap~l-~~iml-y positions in this company : ~ n d ovcr- tlic €011:- y t l a ~ - ~ f;.i2 s ~ ~ p c r ~ - i s o r s 1 i : l n ~ iwen certificc'l i n .Jol, Tnstructiorl. 221 in ,Job PIPethotls, nnc! 394 ill . l o l ) Ilclations. -lIso. '75 psrcclnt of the strwnrds in tlrc ~ i n i o ~ i wJlicl1 11:is an agreement vi-ith the pl:l~it 11<1 \-o twcn ctc.l.ti f;cll ill . T n h R ~ 1 , x t io~l:i tllroll~:Il a t tcntlanc-c : b t i o i t ?

cl-oi~ps. -411 1 I - ~ ] l i l ~ i ~ ~ i s conclr~(~ted OR (ao~llp:t i l~ t i ~ n v . ~ > i t11p1- ( I I : I , ~ T I . : r e g i ~ l t l ~ l lol~rs or after ho~ll-s at overtime rxtes. 'I 'hr~c, TWT-~>~.ef): iwtl

sl)cbc*(1. i ' ; ~ ) ~ l I c l ~ * ( ; C ~ I I ; 1.c: :l ~ w r i o d 01 1 c ' : k ~ j I i l l g or becol!~hg : L ~ q ~ ~ : i i ~ I i t d i! i t 1 ) t ! ~ < < :!(,I\ ;;:I)P l w \ : \ i - : i l l ( [ tile C~OI~I ; ) :L~~J - 11:~d a n i t a n i n dilaect 1 : x h r . . 0 - 1 1 I k I i . 7 j ' h i ~ t ook c ' ; \ v ~ uf the t~xnst 'e lnv 1 c)l)el.;~tor Ju:.i I!$ t ! I ( )>c ' 's: ~ ~ ' 1 ~ 5 ~ ~ 1 1 ~ 1 S O I ~ I ~ ! iilie:; 11loll tlis \\.11~11 the product 1 all did

9 , -. I 1 T - ! I : = !)lit t l l ~ coi11p:111y l~ tc l to p : ~ y tlie 1l i i11 i t l i l u l .

TT7it 11 (15:- I ) i . I . i . 011 this ~)roblt~i11, inc lu t l i~~g gooel k ) ~ ~ : ~ l ~ c l o w ~ w ~ tlw oi ) tb ; > I : L , gil ( $ 1 1 1)reli~lii I I : I I . ~ tis:~[n:ng 011 Lllc l ~ e w type loon1 i , p , f ( ) i y : I , ( \ - 1 ,; !,s;'Llr I I : c ' I l l is p rocdul ,e was finally cle- \ 1 i ;! i ( 1 1 I i s to t 1 i t 1vllel.e the t : j , f b ? ; ~ i t ) i . - , x $ > t , t b ; ; b j T * 7 0 Z C C ) ~ ) i!lto tllc iltaii job :md ll):tl<e L L ~ ~ a ~ ~ ( l : i r d " t l ~ e i. 1 l ! i . - ' , < ' L * d t ' < ~ r ~ * : cs:l j - " . -

, I , * 1 : c ,, ' I : , j j t > > I . : t < i ! > ( ' < l t ; ~ I ~ J ! I L ~ I I ~ :;.[is [ > < ' I ( ( 3 1 t t t > f l I t 6 1 , t i i i a ! t z L

I 0 1. .? t 1 i ~ i c > l : t l c l f sc \ - ( \ I 1 ~iro,rt!ls> illis "n~t~lic-111) I)>LY'. I K L ~ I>cer: !xvl:i[.c~I ', I 1 ) c I . 6 ~ l ~ l t. It i,-: i)el;e\rccl I l ~ t this item of "llx~li-e- up pay"

< L > : e:l! ~ 1 d : ~ - 11e 2~ililizl:itccL c jl . J o i T 117trl I < t ioll a:, 1 :IS the other p r o g r ; ~ ~ n s . the company

e;i;ilt+ 1, ,,! ; 11'zl: f o r t l ~ t t i i ~ v l ~ i l l t h ~ ~ xxrious mills. T!lis is in orde~. r ( 1 1 1 2 ~ 1 7 ~ :; c ( i x ) \ l i i l . \ r l :o tr:~ill tile su~)cr\~isol.s and nlm t o get someolle

1 .

i i 11 1 . 3 I 1 1 I I ,Job Rlethochs ilii~>ro\-c~l11c~11fs :Ll t ' t :''-ti'<i : 1 i'ei;' t.lj'tY !. l \ . tb; lc>: S o i l ( ) ! I ? I (Y, l ! l :L1011C 111:15- k70 VCl'Y ~:bl:lll,

. i f . , I , f .c.tbq.: i'ui. r?!t.>- ;we :lcl:~pt c d t {J, bout 1,700 loon~s. 3L:u:y app1 i - s :, t i o l r : ; : , i ' .Yob JI(.t?it,,l: 11:tx-e iuc.r*c.lvd the. li fe of lllucllinery ;111d c.. . r I i l>r>:txl\t. . 3's!llc.l1 o f 1 hc hi~tee:.a of tllcse programs i r k tllis ~ ) :~ r t i cu I a~ - p1:1:it i g ; clue to tllc ~!i;:n n !lo is opt>r.:lting tlleln. ITc is c~lcot~l l ter ing ( : '(1 11111:11 ; i l ! l < ) ~ l l t , o f rt>sist :! i1c.e t'ro~ii i r rd lvi t l~~:~ls in tile r11 iclclle I Y I ~ I ~ -

I I I 1 I 1 L t i 0 1 1 s e y 1 It is n tw~s- -? ::.: P c i r ! : i i , : to 2,e :I top i",?;r:rt ~ : ~ l c . ~ r ~ i : ~ n , ul1c1 t ~ r l cxc.eec!jngly tactful

1tOt. .

.)! 11-i l J . 2 I ~ i y ; ~ r ! c l Jurlc. of 19 L5 clcl~nncls for TV'I S C ' I - ~ ~ ~ C C were un- ;I . , , : : ; I ! i. IIP:?: . I - . S l ~ l c : ~ tlii? conii ;:u:::!cx of ?'TTTI after .June 30 IT-as :!:::?I !: 1111. Y:-)I:;P ~ : L I Y ~ V i n ~ i u k ~ t ?.i:ilists wcxre, ~ L T ~ s ~ < ) I I S t o get in k>cf ore t l ~ e ().., ' -. . \ i . . '?-t.:.j~ si!i:~11 ;)lt?l:ts llatl :~lways been scrvecl by itill- i . ! ' : ~ l ! t.. .--t::te-1!aitl tr:ii~icl,:q- TTrll::ll Il~r C' I T . S. Office o f Etltzcation all- 1 1 (::?! !c.r:.i t l i ; : t . :! !! ~)?~)p . ;~ : i : s t o ))<: C ' C ! I ~ C ~ \ I C ~ ~ ~ on M : L ~ 31, n-lul~y ?;I;:: I ! p l : ~ ~ l i - ; s x l - t~ t~?gcd to t ) : ~ > ~ t h e t~xilicl-s 1)ut it became xc?ces.i-n t.y

r.i;yT- ! ' I ) ! . 3 ;? 1 s t ;! i ? r;~c:mbc;..: to ~~011tlili.t I o - - l i ~ l ~ ~ . s~ss ious in solr~e ot.?ler- <,:: ?.{,.- ><.. ! : ! % ? - ? .: >1:~1tlf->i ~\\-C'?'e j>Pl'f(>~l~lil~ig C V ; ~ ~ C : I ~ ~ T ' 0 1 ' I i - : i l] ( j f f-llis 111~:~rlt

- - I 7 . i f S - ! l !:,d f o I.>c?:.n:~ti. ii:c.~~:\~iii:cl.l?;l sr1ic>ctivc? nlorjirt n-7tc.1.e i t ;;:n-e

. - 7

:<(.!. ~,.: ( & . < -.l\,-:l,.; rJ5>t i , c : ; y$ : i 0 Si:~~.i:Ilc :111 TJr-ll-(: re I'clh1-;~ is--- -21 ( ~ J l o i ~ . ~ ; ; : i <: , < ~ ~ s LC? !. . : , <:?. 1,:.:2,5 : l o t p w M c ! to 0iT'c:r all rrTT,q -[>l=(,,g;t.:):l.sr:: to : > ! , I : : i ; : ; ,

. - r 7 ~ t . t . O ' s 1 I l l i s rt~le:~rlt

t i i;: t 'i'\''H provided ;~ssist.:k~i:.e t,o S I . I ~ ) C I . V ~ S ~ I . S i n s ~ x c i f i c : depa r t~nen t s

I . 1,) e~ ,~w:~ ic~ i~c t~ ill ~ t > l l i ~ i g I ~ ~ : L : I : I ~ P : I L C ~ ~ ~ ~ ~ or! ( I - ; : I < ) - - 1 1 ( b ' l ' l ' b ! j ) l ~ c ) g t ~ : l r ~ i ~ . f 0 1 ~ 1 1 t l t11:it tllt>le re t T , \ - ~ ) ~llajoi* J ~ : I * < ) ~ L ~ \\ 11:: i ) t ~ o L ) ~ ) s ~ l l ~ !'( I

ncw training prograins are turnccl clown :

I f esecutivc~s ;LR r~oncernecl abo~l t products tll:at fail to p:~bs ill- .-pectisn, about goo~ls tha t custonlers are rejecting (t1n:at tlley \\-on't buy, o r tha t they return ns faul ty) , a 1,1:111 to improve quality inte1-rst s tllern.

If the boss is worried about meeting u contr:~ct on rime or settillq a rec.or:l soocl rnol~g-11 so tha t he'll get :mother, vo l~unc of prod~ic'tioll is sornething lle does not i g n ~ r e . Wlten pl:l ilt m:m:~~erne:lt, i~ ( Y ) I ~ -

t ~ ~ r ~ i c c l ahout its 1e)c:~l st:inding--nbont ~ r h e t h e r the pl:~:lt is CO:K,;C~CI'CVI i. :L p o d placc to worl?"'propos:ils pllt u p in tha t 1ulagu:a;:c gcr at -

tentioll.

r- 7 i op esecut i1.e~ are i:ltereslecl in results, 11-0t nienns ; in a cc~;n I plisll- . . rncwts. not tech iqnes. ;C\Ian:l qement is mll:anagernenf bt.cta11so 16 ! ;~s f o

get 0 1 i t pi'otLi1(3ion i71 spite o F turnover, scrap. x-i-3str1, r c j t ~ t 2, l i c ) i , r - 1 1 x . . 01 ~nacllinei.. tirlle, hip11 costs. Tllcrefore, 1nnnaFclrlt.r i t 1s !TI t P;.P-I ~ c l

in those problcr~~l.;. 12el:~tiveIp few managers :we in tc rc~ ted ilr \;-l~e:!lc.~- l.eal ~rlztc.lli~les, ~rlotlels, cutau-uys, or motion 1)ir.t r lxs art. t l ~ v 1 1 w t means of fn!niliar.izim~g a supervisor or a n-orlcer with a nc.\\- o~)th!-:i -

WORKING WITH ORGAh'HZED

LABOR

TRAINEE PROGRAMS I N WEST COAST SI-;IIPYI\RDS

LABOR APPROVAL 01; T W I OBJECTIVES A N D PROGRAMS Leo11:11.cl ( ; ; l p l ? : ~ , o C i 11:. Intcl>ri:1tiollal ISrot l!e~.lloocl of I~;lectric:xl

1jTol.l;ers i I\L.T'. of l,.) , \vho joinecl T\\'I I 1~:tclqunld em i l l 19 1-1 \\-1*ot (. t ] i c h ! ' ! ~ ] ] t > \ x - i l l i ~ T . ~ I I : ) I . ~ i l l . \ 1 )1 . i l 1:) k:; :

IiO\V JOB RELATIONS GOT STARTED IN U N I O N S

Eligibility of Stezcards

:)Il.. ( i : tpp:~ II:L(I hcwn :;nxio~:s fr, ) I I ~ t 11e b e g i ~ m i n ~ to ~ I ) ; I ! ~ c the Job IP~I:~tions pr-og-mrrl nvaihble to ste\varcls, :md on 2:~nunr.y 19, l!)ti st el\-:? rds :tntl otller union inelrll>ers \\-ere rn:tde q~ecific.al l y eligible in so f:lr as nsr of feder:~l u - :~ r tmining f u ~ ~ t l s was conce~med. F r n m thcr! 011. the Job II2c.l:itions progrnill lvas :tvailnhle to t l ~ e union in any plant ~~:hr?re TTVP ivor1;etl ~vitll supervisors and also to unions in critical in tlust ]hies whetlier T \?'I \5-m u-orki I I ~ IT-ith plant nlnnagerncnt or not. St ew:~ TY!S !la tl :tlr.cw t ? ~ I ) t ~ b i l incl~ttlctl \vith snpe rv i so~ .~ ill nlnn?; p l : ~ ? t ;:I-olaps, snc-l~ 3.: :!t the E'oll:111sbcc Steel C'ompany. hut the spccific : I I . I Y ; I ? Z P ~ ~ ' ~ ~ ~ for eligibility 111:tclc it possible to provide a. s t a t e -p id t ~,:linel- for mio on groups.

T-sro of T6TI's labor advisers (Clinton S. Golden, United Steel- xror.1ier.s of America, rr!lo Tvas one of TWI ' s origi1l:tl ndviwrs, and > 7 r n ~ l l i P. Fenton, Ilircctor of Orgnr~ization Sol- the L\.F. of FA.. who I)c(':LI;:c :I rI'WI ::dl-isel- in 1912) took p r t J i c l ~ l n r i~ltevest ill tllc euteml- s io :~ o F trxilliriy i l r tlle skill of 1e:ltler-sllip to union of;-ic.t~~.s and stvxv- ::rd~;. I3otll 311.. Jprr~ton :~rrtl 3rr. Golden endorsed tile I,ro.gr:illr, :tnd p l - o T T I 1 Ic::tl(lil:l~.ters specific. lltlp in acl:lptin,g the prwgr.:trrl for I 1 - I (~\"ct: (Ili:~pter 14.)

Some u n i o r l ~ . \vhic.l1 \vishecl t o c:lrry on the I)r.ogr::nl as p u t o f tllcir oT.vnr C ) ~ ) ~ ~ I . : I ~ ~ O I I S , felt tlmt :tcceptance wolzld be ilnprovcd i f nl! references to supcrr-ision ant1 rnnn:t~ernent v-ere rcrrlovecl. 14;rl i~i~ Larsen, C.P.O. cor1slrlt:tnt on the TJIT1 F1endqu:trtcrs staff? nrlvocatctl this view. -2c~~n:.:linglp, T.W.T.'s tle~-elopment gro~lp: :lic'lrd 113' atlcli t i011:~l h h o r toll sill t a nts, b e p n trials of an all-union vet.sion. T h r o ~ ~ p I l :I ~.rnn;rcmen t s illacle b2r Mr.. (401 tlen, field try-ollts o f c:erly espcri- ?~~.~ilt : l! 1lilion 1-ersic ,: I S i\-ci.c, held ix coopcr:~t ion with the St cel \vor.l.;er.; Tl~a:l~lnnr.tt~~.s I I I Pi tt~!,ur.g'rl, tlle TTVP ofice thcrc, :inc', T T V I TTc.:td-

r , I : I I I~P-P : ~ ~ 1 1 - 1 ~ - t I*?-out s \\-em Sol2owecl by thcr lloldinc o f ad(1i tion:~l trial scssiolls in A.F. of PA. llnions and also in otl~c>r C.T.O. 1111 Ionc:.

S p e c i d Pro Hems

There a re cer ta i l~ clliil'erences in xvol.l;ing wit11 tlnion-: \vllic.li 11111-1

be recognize(1. TJnion meetings are usually held after hours, and union ollicers cannot 1n:~lre the salrle c o ~ n ~ n i t ~ n e n t for time as c:111 n plant. Unions do not orc1in:~rily have the funds to pay trainers or to conlpensate tlle men dur ing the time they spend in attending t r a in i~ lg se.;sions.

Solne unions, of course, were suspicious of t h e nlotives of 'J'WL's ilidusti.i:il ~r~c~~i--\\-ere tllej. t r y i ~ l g to i11flu~nce union thinl.;ing 1 - I f - Cer this \\ :LS t'leareci 1113, ~ n t I l u s i : ~ ~ ~ r ~ was usual but then a number of problwl~s would arise :

PROGRESS WITH IJNIONS

Shipbuilders

October. As a result of his e~pe r i e i l ce i n l ~ n c l l i n g groril).;, bIr. l'eor~le~s decided such Lrxining would be o f v;~lu:lb!e assist:ln~be to tho st ew:~~.ds of their union. .L\cciidi~qgly, llc k e n t t i s o nlen t c ~ tll e n c , ~ t i~ l s t i tu te helct in November.

I to thc 11lel1 t as

T h erc sition o , Inot l~cj supe:.i~li i n m t .

Ill l \ l S

< r [ , l c ' L i j l

they ha up befo T.U.IP1.k for- botk

1. F c 2. A 1

t l l 3.

ar 4. TII 5. H c t i I3:l 7. E c

~Uachi~zis I n thr

OLIS 10i.;: V:I ri otlc;

o f the 3i n.O,~tll. t \ ~ ~ c : l

rc (igvl J

d11ctctl t 2 R l q . 110

sihilities ancl pra pired ttc c ~ p e ~ . i r n

The 3 a ;.c pl:ln of 312~1: all 10c:11

I v t h c in ~ ~ . : ~ f t

Part of t SX? the

1. Fewer grievances presented. 2. A1ol.e cc~~rlpl:lints settlecl privately hetween foremen a n d employees (or

t h c ~ i r stc.\vards) before they :I re allo\\-ctl to lwcome griev:~nces . 3. J3cttsr i'eliltio~ls :111(l jwprtnwl cooper:ition between foreulcn :md stew-

ards. 4. Tl~crcnsed prestige f( ,r fr>l.enlen. 5. Yetter 1,resc-ntutirjn of those grievances ~vhich are prescntetl. (;. Elinlix~tion of minor "becfs" and "gripes." '7. F : c o n o n ~ ~ for both t h e urlion and manager~~ent.

T,os Aapeles Experience

I,(>-; _\ngelcs expe~.icl~lc-r is t y p i ~ i ~ l of what, 11:~ppelied in p e r h : ~ p ~ tlll~e-forlrths of the1 tli.;t r i d s -it\ t e~.cst , proportion:~lly s i r~11 use. hut li tie rc+x~lts wJlere nsctl.

I 11 fo111- org:lnizat iolls. t here \vci.e i T I rillnlelxble pmnlises. T o p off'i- vials ant1 1)11silless a ~ e n t s , as well as some chief stewards, appeared sillcore in their belief t l n t Union Job Relations ~ o u l d be of great Irclp :mcl slloultl be presented to t,heir shop stewards. but 110 programs ever got started. One prevnlent reason was lack of suitable union confclrence quarters in wllich to hold the 10-hour sessions. Another ~*eason offered was ]:I ( ' 1 ~ of af ter-11011rs transports tion, \vllic-h is unde~'- ~ t x n c l a b l ~ \vhen the 1111ge area c~)vcred by tllc city of Los Ang-:-ties, necessitating driving fi*orn 20 to -10 miles to v-ark, is considered. A n - other prevalent 1-(':I w11 was t h t elections were planned in the near 1'111 111-e 2nd tlre1.e f o l ~ , i C TTnion ,Toh Relations \\-as presented, the job \\-onltl 11:1 ve to be tloilc all o ~ ~ e r as soon as new s11op stewards took oflice.

0 1 1 tllrl brigllter sitle of tllc pic-tnl.e are eight olher 11nions. A num- I)PI- of .Job Rcla t ioi~s .;ei.rior~s \\-ere 11e1(1 for shop stewards and repre- selitnt ires of the TTn itcd B~mtllcrlrood of Carpenters and Joiners o E -1nlericn : Building :I 1 i t L ('onst l-l~c.iion Trade Co~lnci? ; Brotherhood of I'aiii tc~t.s. Thxorators, :LII CI I 'aperl~angc~~s ; intern:^ tio11:ll 13iwtherhood o I' Elect r.ic.al 1Vorlw1-s : ('onstrl~ction. I'rodnction. and Rfaintenancc T,nborer.s : n n ( l tllc .Tc)rll.lleynlen, Plnmbeis and Steam Fitters (A.F. of L.) , particular1 in and aronnc? Sari Bernardino and Riverside, CYaliforni:a. Results seemed to bo good. and enthusiasnl was high ; Iro~\-ever, the unions claimed that i t was jmpossible to follow through with the developrne~lt, of coaches to assist in getting continuing use o f C he program.

WORKING WITH LABOR AND MANAGEMENT

Chapter 7

PRESSURE FOR RESULTS

In 194.3, two factors entered the results picture-the new .;Job JIetlio(1s ~ I Y ) ~ I , : I r l l w:ts p1w11icing lhepoits of C O I ~ ( ~ I T ~ c s:! 1.i 11 cs i 11 I ! !:: 11

power ant1 in money, and the House -4l)propriations Coninlit tee suddenly asked for figures to back up '1'WI's budget stutenlcnts about redllction in break-in time and inc~eases of production. '1'1mus the rrlc:r - 1 1 l~nlerit of' resr~lts of TTJT progranls st:utccl.

.Job Methods results are not a matter of impression-they are very c20rlc.~.ctc. i C i t l l c 1 1 . super.^-isors makc inlpl.oven~c~lts 01. t I l c 1 ~ - l o t . ! i' they make inlpx-ovenients, results :me obtainable alld : ~ ~ , p a r e n t .

This difference was a major factor in n drive for known use and results of Job Instruction and Job Relations in orcler that results from these programs could move fronl the impression or ilitangiblo stage to what could be concretely ~ne:xsul.ed. Congression:~I rq?lcsts led TWI to get reports of those results. This has beex n p o d thing because, without outside sti:nlllntion, son~c? plants jlist never ~roallti have demanded production results.

Management Views

This does not mean that executive opiniorl is not important-it is truly vital to roal usa of the programs since management support

in:~lccs o r bt,e:~lis-tl~eir use. 3 1 T h c ~ ~ in April 1942, 1- I<. Foster, g ~ 1 1 e 1 ~ 1 - t i l ) v t . i t ~ t ~ ~ ~ ( l t b ~ i t o f 11 i~ii~ca:~ 1)olis Floi1e,1 \{.ell l<eg111:1t 01. ( ' o i l t l ) :~ t~ j . s t I < I

. . ",is a rcsult of ou r exl)erience I\ it11 this t rnining \\.e are not a t a l l F r i ,~ l~ tc~l~ tv l 1 ) ) t 1 1 ~ 1)rospec.t of 11avirlg t o nlnn n I:] 1 . 2 ~ p : ~ r t o f o i ~ r PIT

c .1s io11 111:lc.l1ine slio~) \{.it11 g i~ t11 1 1 1 ~ 1 1 , " it left 110 c l~lost ion~ :~l)oti t tlle t i t ' I I t i t c o t i ~ i Tllc. pe~~soii:tl st:\teiii~ilts o f Illall- :Iceis 11x1 cb c.olitinllt>cl to b(x l i igI i l?- \-:~l~lcvl. bllt t l i c h > , iio longer stalicl ; 1 1 o i l t . : I S illt. ole irltlics:~tor o f 'I'31'I +~lc~ct+s. 3I:111~ of' t l l e ! ~ ~ i l 1 ~ 0 :.t:\te t : ~ n ~ i l ) l e rpqi~1ts. -

( ). I , . T:obir~xolr. \-icle p~wiideilt :tlltl ce~i t .~ . : \ l ili:111:1g(~1* O F tlle K1cc.t r.ic 130:t ( ' o n t p i n ~ ~ . G~wton . ('oi~ilcv~t ic~llt. \~.t-ote t o rI'TITI i l l 2 \ i l g~ l s t 19 13 :

( 'li ffo I Y ~ hlutchler. ~ n a n a p , ~ ' C) f t h ~ Tntercorlti~lc11t ; r 1 1)ivision. 'I 'r:~i~s(~oiltil~t~nt:tl : tud TTTesterl l *\ir, 1ncvlyol.n tcd, T V a s l l i ~ l ~ ~ t o ~ > . 1). (".. i ! ~ . J I I I ~ P 1913 mid:

1. .I. Rose of Gencrnl TCl(v-tl-ic . I p p l i : ~ n ( ~ C o i r l p n v of C3lic:1p. \\-t*otc i l l ? J ~ l n e 1945 :

The fact t h a t our ordnance p1;lnt 1:ns 1)c~c.r: rated :IS t h e lo\r.t~<t cost pro- clnc-er of cores in the industry is, i n 1 1 1 ~ opinion. ( 1 1 1 ~ t o :I 1 : i r . r ~ ( l ~ y ~ . c f ? to tile T WI training prograIns.

SUMMARIES OF RESULTS

75 and over-

9 2 TRATNTXG WITHIN INDUSTRY REPORT

or reduction of scrap. or increase in production, or reduction in griev- :1 I I C P S , 1)Ut tilt? t r t ~ l l d Tv:ls llp\v:Llyl :

P e r c e n t a g e of Plants Heporting Result8 of 2;) I ' c . r c . c l l t n l i d Over

---- -- --

May S ~ p t . Ir'eb. Nov. April J u l y 1943 I943 I 1944 1041 1 1815 1 1945

- .- - -- 3 7 f 3 4 8 '7 9 ! )>

I I 47 7:3 84 'i 4 ,

11 20 fj(;

( X o t regortetl) - I *'5 100

This? of course, does not give any picture of the inclividual results from which the summary mas mado, of t h e occasiond production increases which ran over 500 percent, of training time reduced by 00 percent, or the virtual elimination of grievances. It does show what percentage of the results were in what TwI felt is a "more-than-your nroney's worth" classification. Bfonc,y s:lvi rigs ; x n t l time s : ~ v ings caonl( i not be tabulated, but they have perllaps been of even greater iirlpor- tunce to plants, the gover~i~ncnt, and to taxpayers.

' l ' ! ? ~ s1lmrn:xry of ~ . c . = ~ ~ l t s i l l tllcse 1111 ider).ti fied t : ~ b l ~ s permit1 ~ ( 1 TWI to use some reports which ot,herwise would not have been available. One cnnlp:tn y president said :

Texas Experience

RESULTS REPORTING

I r l order to iniprox-c t l ~ e quality of rcportillg of tangible results, 'L'\VI developed n form for the statenlent of results in facts ailcl lig- u l ~ s , il l 'bbefoi.e a i l t l : l f ' t~l . ' ' tv1.1lw. ICucll drst~.ic.t \\-:ls ~.ccluil.etl 1 1 )

submit a minimunl of one a week in addition to the numerous nm-ra- tive statements of results that appeared in the rcports for the various progmins. Exhibits 2 and 3 show typicd district results reports.

Exhibit 2

TYPICAL RESULT FORAd (DENVER) 7--

Resu l t w a s noted. and repor t ed t o us on (Czte-) A p r i l 16, 1945 I !

iies ult of : J. r .H J . M . ~ J . R . ~ P .D.= I i

K i ~ d of es tabl i shment (mw of product ' o r s e r v i c e ) -A R~ab5er prcd-xct3 ----- 1 I

*?:me W-d l o c a t i o n of p l a n t Gates Eubber Company, C,: ;>~T.--~S

w a y w e use conpanyname? ~esm ~~0 4 i Xmber of employees i n p l a n t 5,000

Number of employees a f f e c t e d 40

Jus t what happened in I1before and a f t e r n terms: ( S t a t e evidence in f a c t s , figures, m a n hours, e t c )

Before I t J I L Programs :

I n one c l e r i c a l d e p a r h e n t , xhere A6 =re e q l a y e d , 375,030 units mere produced in one year .

B y applying t h e three " J U methods conscientiousl-y <?.rd continuously, 450,000 units were produced by 4O 1721 k c r u . This is an i n c r e a s e of 205, o r 75,OOC u n i t s , iz out.;.uk by a work f o r c e reduced by 132, o r 6 workers.

The q u a l i t y of t h e work w a s a l s o g r e a t l y impromd.

Xotc: Elost c r e d i t i s g iven t o J.I. and J .R. , as the w r r k fo rce has always been ~ethod-improvement minded.

Getting these results reports in form for calculation of percentaye7 :lnd tabulation was not altogether emy. Headquarters 11:i(1 to rtnlii~tll districts, and districts had to remind plants, that haul-s il l tl~cl "1:e- fore" st:lterrle~lt ant1 c1oll:1rs ill tlle "tlftcr" ~ ~ s ( i l t s co~i l t l 1;oi Iw it j . 1 -

1:~ttx-i. TWl peoylo also had to urge plants to senrcll for oremll effects.

3esu l t was noted and reported t o us on (Date) LIay 3, 1345

- ~ ~ s u l t o f : ... r .@ J . u . ~ J . R . ~ P . D . ~

Kind of e s t ab1 i r ; hen t (namz of product o r s e rv i ce ) Shipbuilding

*N- and locat ion of plant Consolidated S t e e l Corp., Orange, Tex

??umber of employees i n p lan t 18,749

Number of employees affected 15,000

Just :';hat happened i n "before and a f t e r T t terms: (S ta te evidence i n f a c t s , f igures , m a n hours, e t c . )

During the pas t 4 years four d i f f e r e n t types of vessels have been b u i l t . 'tihen the yard opened only 2% of t h e workers had previous shipbuilding experience.. About 50% had no previous experience i n any re la ted industry .

The aversze ern2lopent during t h i s 4 years has been 18,000. The nuiber of c t i r t i f i c a t e s issued i n the t h r ee 'JXI "J" programs 2re :

J.I. - 2850 J . - 800 J.R. - 540

M r . Newell Hogan, Training Director, and Mr. James D. I.:cClellan, Production ?!ana~er, reported the following b e n e f i c i a l r e s u l t s from TWI programs:

Increase i n production - 45% Reduction i n t r a in ing t i n e - 78% Reduction i n scrap - 69% Reduction i n t oo l breakage - 75% S avine of manpower - 45% Reduction of accidents - '70%

These r e s u l t s were arr ived a t by cornparison of production department records, based on the construct ion of the f i r s t 50 dest royer e sco r t s a s compared with the l a s t 50. The c r e d i t f o r these benef ic ia l results is l a rge ly a t t r i b u t e d t o the Yuccess- f ul continuous use of T W I programs.

/ A l l l e v e l s of supervis ion i n both the yard and the o f 1 l ce have been processed i n one o r more of the ItJM programs. This accounts f o r the l a r g e number of ern;~loyees a f f ec t ed .

OVERALL RESULTS

Acro>s the co~ult 1 . j - tlulbiilg \\-;ir ~-c-';i~.h. t1lchl.e \\ a5 a t r e ~ ~ ~ e ~ l t l o u s i 11-

crexse in iildiviclu:il :lilt1 i~l-pl:illt pro(lucti01i. . J . -1. Krug's l ~ p o r t ,

. L l ' ~ . o ( l ~ ~ ( . t i o 1 1 I \ . ;I 1.1 i 1 1 1 t ~ A \ c . i ~ i t > \ t h ~ ~ i c ~ t l ~ : I ~ I C ~ t 1 1 t . i ~ ( v . o ~ i \ tS~ - - .~o1 l ( ) ( t i iool,'

\JrI ' I ; 1 ) o ( I I I I I C > I I ~ So. ;;;\ L). I ) ~ L ~ ) I I ~ I I C ~ ~ ~ 1 1 1 ( ) ( , t o l w ~ . 1!)4:). < t : t t C- :

.Job lnstxuction was given to tllr 67 supervisors. Improvement \\.x\ :I l)1):11 ent irc1nedi:~tely.

''1'1 following results slxo t\- \vl~ut happened : .................

Art~rayt! production per day ............... .......

t i . -l.';tiTi.l!Oo f t . . . . . . . . . . . . I ! . I;.T,ti7..-)00 f t . . . . . . . . . . , . I !).!!-Itj,;-OO f t . . . . . . . . . . . .

. . . . . . . . . . . L;. I? ri l 10.000.000 f t . -. .- -- -~ -.

Scrap I Turnover (I'ercentagr) ( I ' c r c rn t :~p )

- -- -- -

Absenteeism (Percentage)

11. 13. Lairtl, one of tile lirst ,Tol) dil~t~ruction trxiners and director c k f tixinine, for the Easy TIr:xshing Rfachi~~e Corporation in hTem York ~ii lce 19 !-2. h a s written T W P :

'1'1VI tinlc M-:LS >I~\\-;\s's focused on TTar production "hot spots.'' 'l'llis has nleallt consistent service to shipbuilders, ancl results have b c ~ n marked.

I.'~-onl n nlontllly report of the Moore D r y Dock Company, O:tklnnd, C'ali Forriia. c:tllle tllis sti~telnent :

'I'lre eft'ect, of 'L'TT-l progr :~n~s on 1 i ~ l ~ l o v ~ t . was nleasured in t he \\Tainwright Yard of tile Jones Const~wctiorl ( 'onlpuy : ~ t Panama City. florid:^. Sevc.t~ty-live percent of tlle nlcn u-ho 1md had one or t \ i o o f t?1(1 'Z'TJ'I ] ) I : ) ~ I . : I I I ~ c : .-t:~>-ed \ \ i t ? ! t l l t h ; ~ . jobs :ind HO ~ ? c I . ( ' ( ~ I I ~ o f the men who had h:1(1 :all three TWJ p r o g ~ x n l ~ . :~gr,inst :t yard :lrer:lge o f <licl>t!y less t11;rl1 10 percent.

T T V Z w a s given 1):il.t of the cretlit for tile fact t ha t the Tacorna Vivision of P'oaltl J':~cific Sllipvnrcls got n t o ~ ~ e and 1)etter protluction (aircraft carrie1-S) \\-it11 31.000 e m 1 ) l o y ~ ~ s t l ~ ; ~ l l they f o r r n ~ ~ - l Y pot xvith 3 , 0 0 0 .

RESULTS I N UNIONS

TYPICAL RESULTS

Tllo specific. conlparly si tuat ion n d x s i~lclividual p1;~nts seek differ- v n t I i i ~ l t l s 01 results and gi-5-e tliit'erellt values to them. TIi17s the i.eports ~.e:~c.hing 7'WT covei~btl :I wide v:xr ie ty of experience.

e - ;L -

)11>

,er he l:Lt

at

is Iler ur> lost i ng ~ i t h T . R .

0113- ,out

le n rmll es -

~ t e r - ,lmt, , not 1 the h :~u -

bee11 #llil~"

cling 1fo1-c. jes n ; \Tab

iff er- s tlle

Foreigtr Ln~zgunge Problems

Haruniinn M a n p o w e r

J 1 1 I I : I \ \ : ~ i i . I I I O I Y ~ 1 \ 0 1 I , ( > I . S ( + o 1 ~ 1 ( 1 1 1 0 1 1 ) ~ 1 1 1 0 1 ( ~ 1 i l l . 1 I : t ~ in lum use 0 1 : : i I : 1 1 t o 11 I t o ~ ~ t i111~)ot ~ : I I I ( ' ( ' . JIIIL-II 0 1 ' the rL'i171 h ( : ~ 1Y.h t j 111 t ; \\ : I \ gi1-(~11 l o t I I C ~ .\ I . J ) I ~ k ) ~ i t 1 I I P ]~iilc\:~])l)l(> : L J I ( ~ \ l~g: lr plall- t:ttjo~)s 11:1(1 :L \11:11v. 11) : t S L I ~ ~ I , C O I ~ L ~ I : I 11.y 0 1 ) I<:ii~:~i. 12 1 1 ) o i 1 s l ~ e n t one (laj- :l I\-cek sc.~.~~t)l)i i lg ce\ :I l>or:~tol- tubes T\ it11 i)i.~~<llcs \ \ - l l i c . l ~ 11:tcl to be 1~p1:tcetl ~:lcnl~ 11 ~ 1 ; . S[)!.:lj-illp tlrt~ t ~ lbcs it11 nlol assc.s to laenlove tlle v.:llt: 1nc:~llt c v ~ ~ l i ~ ; ~ l c ~ ~ l t c.ost in ~ ) ~ : ~ t t ~ i . i a l s (11101:1sw:, \:,. l ) l~~ls l ies) but. ()!11\~ t l l l ' ~ ~ ~ ~ l ) ) k h l l \ \ c'l'th l)Ok~cIc'(l : t l I ( l tilt' j01) 11 :tS t ) ( ' i t c h 1 ' ~1011~~.

A t :mot11 et* 1 r:t\\-:ti i : ~ 11 phnt : i t ioi 1, 1 1 c ~ i i - rncbthods saved T7460 m:ln- clnys:~ ycn~*-tht: equivtxlent of micling25 I I I ~ ~ I I to tlle r~ :~yrol l . Install- ing tllc im~)rovw~rents c c ~ t $1 1,OOO ; thil yc~nr1.v savings were $10,000.

Scrap

RESUI,TS O F TWI PROGRAMS 101

INTANGIBLE RESULTS

Recruiting Worker s

I have worked i n 14 shipyards during the lust 30 ye:irs. During tha t t ime I have always heen t h e goat ni:lnagt'rne~lt selected fo r a n y sort of trxinirlc confererice or colnmittee work. When notified to report fo r this J.I . , X gro:ine(l i11ltl thought , "Again !" Ifowever-, t h i s is the first program i l l :ill my e s p ~ r i r r l c . ~ which really gives me sonlPthin,- t o llang 11ly h;tt OII

a n d g:) t o work \\-ith.

T h e N e w Worker's Side

I n Washington the he:d of LL govelmm~nt agency llad I-ecerltly taken part in a Job Inst,~.uction group. Ire htxd clecidsd t.hat every

I)/dzrstry's Stnr A w a r d

'I'hr. S t x t e Chamber. of Con1nlerce, in hTew ,Jer.wy, tile l)ir*tllpl:~c-c~ o f t hi1 ,Job rn~t r l [ (+ ion proqt.:tm. t(1oli 1 1 1 ~ i11itixti~-tb in : \ t .~ . : t~:~-i~~c : I ] ) t l k ) l i ( *

100.000 f o r Los AlzgeZes

10,000 f o r I ionoZulu

l 'he Picntimzy S t o r y

t 04 TRAINING WITHIN INDUSTRY REPORT

S t b ~ v Jerxey tlistrict ixxortls show tha t 1'WI pln_ved :L major f):i1'1 in tllese Arsrnal Tminiilg prograins : J o b Instruc-tion 'I'r;~ini~lg, I j S & certified ; Job 8letllocls, 9-10 ; J o b I'Lelnt ions, 532.

Since 1'ic~:~tinny is tlie '5notl1cr arsenal," its iinprovccl nlethods are q>rocluced in other g o v e r n m e ~ ~ t arsenals. I n 1943 wllen 1'ic:~tiniiy s a ~ i ~ l g s arnountecl to a little over $1,000,000 it was estimatetl tha t the savings in the otller an~lnunition establisl~ments would airiolmt to , 0 0 0 , O I n ,July, 1943 Picatinny Arsennl annolinced t o all employees thnt, since tlle "vast nmjority" of suggestions received during the p s t year had come from supervisors who had had J o b RTethocls Training, J.31. V,'OLIIC~ 1101~ be extended to all Arsenal enil>lo~-t.~c, n-llose ef1iciency rating w:xs o r better.

Gencral Somervcll, commenting on I'i~3titl1iy .J.R'I. inlprovenleut:-. spoke first of savings in man hours, and then said: "AS every one of 11s on the production front knox-s, rrlnn hours s:~vecl in the factor:; are quickly tlxnslatect into man-lives saved on the battlefield."

T3enefits from J o b Metho(ls a t Picatinny Arsenal continued t o aclcl up and, on Jllly 1, 1!)44, the Arsenal llelcl a n impressive cei.enlony to celebrate their ncllievenlents and invited Mr. Dooley to give a n zct- 1 r III f llcl l>cll'io(l i ' ~ . i \ i ; i I'(>:~rl 1 !ar.l.)ol. to i l l r . t i ~ n e o t' t Ilc c.<~!c~!~1.:1t ; o r ) over 1,300 eni1)Ioyee-prop<)se(l improver~ent s hncl been put into eZt3c.t : ~ n d many of them used at other Ordnance pI:mts. The i \ r ~ e ~ ~ ; l l I x ~ d realized :L saving of $.7,000,000. Credit was given to tTob 3Tethotls for :~pproximately 00 percent of the results. Ry J u n e 19-45 the dollars and cents savings act t~al ly :rccomplished throng11 TWI services :kt

Picat inny ,~rsenal 11:~tt :~rilc~nntecl to $6.800,000.

Honors t o the Directors . . Purdue University hoilorctl Mr. T>ooley and Mr. Dietz by givmg

to these two of its u111mni I1ollorxr.y d e ~ r e e s of Doctor of Engineering in ITuin:~n Relation:; i n 1941 in recognition of their establishment and direc.1 ion of Training- With in Tndustrj-)-.

The T I T T I Director :mci A-2rsor.i;xte Director jointly shared the first awarcl in 1IIum:~n Relations given in 3 9-1 5 by the Society for the A t i - ranccment of Management. TVlc>t~ the awnrd w a ~ allnounced in ,Tune, the S-A.RI . FIT:ttional Pr~ :~ ic len t , R. R. Zirnrnerman, said :

if :I ~.I.:etl I-esults of TTITI worli- have l~een the increased interest : ~ ~ , t l im~;roved und~rstancling of tlxining as :I prodnction t,ool, and t l l c . \yay people i n the training field hare set about increasing their own knowledge and skill. 'l'raining Associations in Boston, hTew >',:1.!.-. XPX- t J c > i * ~ ; \ ~ , ( ' l evv l :~~ l ( l , I I ~ C ~ ~ : I I I ; ~ ~ ~ ~ ~ S . S ~ ; x t t l ~ . 8ncl other. pitic. h : ~ v t s tc~l :~mc~l out of ?'TJTI : ~ c f jv i t iw :!n:l p:-ozrnms.

Liwe and Staff Activities . .

l\'lien the positioll o f tri~1111ilg chief \\ :LS est:lI)li~ll~'(1 in 1VAl1( ' rer io~\q, states. ant1 awns, there \ \ a s ~ n u c h n~isullcic>rsta~itling as t o the scope of his actil-ity. I~ ' iven t~ tn l l~~ it was cletel.1nint.d tlmt "wl~elr" and '.where'' t ra ining service shol~ltl be given \.rere proper par t s of over:xll rnanpon-er planning, h ~ l t tha t the '.how" is tec11nic:~l and tlleref ore p~-opc~ ' ly :I matter for 'L'TVT wntrol . 'I'llc :~r.gnnlcl\ts over rweiving clir.c>ctiorl Fronl WI\1(' were ~ ; L I - ~ c I v t l l t ~ o l ~ ( ic':ll. 1 1 1 1 9 15, :L year aftel. 1, riori ty ~.ef'esr:als began, t 11t. " \ \ llril" :~ilcl "1~1le1.c'" tli~.ect ions Avere irn1)ort:ult but the v o l ~ ~ n ~ e W:IS rclat i vP!-\- not laryy. I t Ilncl increased i 11 importance bemilie of' I I ro.erlcy o t' ~ p x i i i ~ n-:~r p1.odi1cts. Sucll ~*c~ferral.; were given priority, but in gener:xl. if 'L'IVII as lot alrexcl~. wrvi ng t tl~e plant. it kept on p1:~nn ing its own \voi.l< in accorclance I\-i th procll~ct i on urgency.

ELIGIBILITY

Oni-' o f the first :~cti\-itics o f the 1 rSk :S Zi:d~~catiol~:ll a n d Training . .

I:el:ltiot~-; ITtlit (\\-lli( ' l~ later hec.:tnle the Tr :~ ln lng Xwds Section of t l ~ c T3llw:lil o t' rI '~-:li~iing) 11:lcl been t l l r tletcr.~l~in:~tion o f' the need for

- . \-:11.iocls t ypes of v o c ~ ~ t ional t m ~ l t ~ n g , 1):lsccl 011 1ah1. supply and de- 111:~11(1 in tllose (lc~ft~nso oc.ch1~ pat io l~s in ~vllich t n i ning sholdd bo ~)lmviclc( I . A \ c c o ~ d i ~ ~ g l y , x I ist of occupat i 011s a~lcl incllwt ries W:LS pre- ~ ) : ~ s e t l i l l coopcrxtio~l wit11 tlle various f'eclc~~ll tmilling and labor 1 t o 111 ,T11ly 1940, the Advisory C'o~tlrnission to the ('ol~n- c e i l of S;ltionaI T)eScnse approvctl illis list. Tlle ill~.ll1sion O F : ~ r l

0 c . c 1 1 p ; t f i o ~ ~ 1ne:111i tllat :

I*:sper-icnco inclic.atetl tll:lt oc~rlp;~tiorls ~ ~ t l l e r tllan i n d ~ ~ s t l - i e s were t llo appropriate ull it f o ~ . tlr P ~ ) l a r u ~ i n g and xdrrlinistmt ion of tlefense t ~ x i n i n ~ , and t h a t tile industry list would therefore be more useful if

108 TRAINING WITBIN TNDUSTRY REPORT

n d y , : u p - S.

eated 1 t he thor- xms, t'IlC;,

ce of 'lollcl

thiq with

3f its with rain -

&ion urit? pre- war

stnb- rllese let e r - L l.!ie t 1 na- when

I the :x of -icu:- serv- four

-oved d d i - war

Aper I

sub- edit0

1

Assignment of Fzmctions

Ce~kilicbal~oil o f traiile1.s \\ as 1rl:~tle a joint fu~lction of 'l'\VI :tilei t lie 5 t :~ te Board of Vocutio~lul li=cluc:~tio~i. Iilstitute Curlc1ilctui.s \I ere to be clra\vn fi-ottl ' l ' \VI . Quality coiitrol \V:LS t o be esercistvl hy '1'1\'1 01.

by tlle State. Ilutcls of pay 1'01. tlle tr:~inei*s \vere dt.tei.lrlincc1 by tlle respecti\ Stat ek :LLI (~ varietl \vitlely, r :~ i lg i ig from $2.00 to $6.00 per l l 0 ~ l l ~ .

,\ :,l~ppleinent \I u s iksi~ecl i l l J r ~ i l e 1912, aiicl a ful-tlier ix)\-isio~l 1ii:lde J : ~ i i i ~ ; ~ r y IS, 194;;. I t \L~:LS spe(+i(ie(i tllat '1'WI \I OIL] ( 1 c.orlc1uc.t tlle Inst ituteh, 11l:~lie ill i tit11 sales coilt:~<'ts xlcl arrange fol. t llc. sczlle(l111~ si~pc~. \ . iso~.s to in:~l;e p 1 : ~ i l t C:LIIS i l l o1~1er to do adelit io11:il s~ l l i i lg . :II'-

t i for g t ~ ) i i ~ ) s , ancl assign t rx ine~s . 'L'WI \ \ - o ~ ~ l t l :Lrib:Lnge for (1i~:~lity colltrwl by c ~ ~ ~ p e t ~ i i t 111~11. A 1-eprcsentati\-e of tlie State Hoc21~1 for Vocatioil:ll 1<cl~~e:~ti0il C O L L ~ C ~ either atteiicl sc~ssions 01. clele- gate to '1'1YI respo~lsibil ity for sc~hing wlletllel. tlle (11 I a 1 i t y of hehsiolis 1ilel.i t etl corrlpeilsatic )il.

Wl ie~) tlle Job Illstiw(.~ioll progr: l1~ I\ :ts sta~-teci i t \I ;I \ tllus tied ill very closely with tlle \'ocation:~l Sclloul set-up. '4'1le l i n t (Illic:~go 1 1 1 - t i t 1 1 t c . I\ :I, l i o l ( l : i t t 1 1 t h 11 i111 a ~ l l , ( ~ \ - o ( b : l t ioi1:11 S(*l~ool. 1 l o \ \ ( * I . : ( I 1 of the Inen wlio \\-t.~~t: in i lle Illstit ute we1.e fro111 in( l~wtl*i :~l ~01111):111 ieh. '1'11ci~ )\ c-ix to \ ) t > I I - : V [ l o t . o i l ( I l ~ ( . t 1 O 1io~11~ ~>t.ogl : I I ~ P . i i ; I :l i . i o 1 1 , A 1 i I

\ \ : I I L I , W i\ : ) I . p l : ~ I , ( i. ' ~ . I I ( > W t l . : t i l l t - 1 . 5 I\ tbt.e l ) : ~ i ( l 1)) Sf : I { t ) J ' o ~ ~ : ~ i i o l l : ~ I

1'1111(1-. ,is ,Job Metllocls a ~ i d J o b Kelat ioils c:~nlt: ;11011g, si i l 1i1:~r : L I T : L I ~ ~ ~ ) -

I I ~ ( b l l - were made. l i e ~ t l r i i : ~ g ~ i e t s 1-:II-ietl with tile \:rriolI.: Stale.;.

Ii'or esxnlple, ill Ohio tlle state fuuctiolls i l l coiulectio~l \\-it11 tlle 'L'TVI ~ ) L Y ~ ~ , ' I ~ : I I ~ ~ ~vert> llaildlctl thlwugll uliivt.~.sitirs, sucll as tlle XTilivel~it~~ of ,21<r011, Uiliversity o f 'I'oletlo. ancl tllc I rnivcrsity of ('ill(*ii)il:~ti.

l T ~ ~ ~ ~ s ~ ~ : ~ l L . y fi~le wo~. l<i i~g re l :~ t io~wl l i~)s exi,i t d ill xe\v \-oi.k bet\\ wn 'I'JVI ;1i1( 1 the) S ta te Vocaf ioil:~l I1ej):il't 11lc11l t . I * l ~ r over t l i l ~ e yea1.s 1 )I ' .

1.1. 11. '1'. Foster \vas the state-paitl rupa-ese~lt:~tive 0 1 1 tlle 'l'TV1 staif. rI'l~e st:ite 1)rovided :L total of thirteen s c ~ l ~ e c l ~ ~ l e srlperviso~*s. s i Y qii:ll it.v cw~ltiwl tixiners, :md nine stenogr:lpllers. 1 1 1 aclclitio~l. t r r : a r r 1 7 l'lTrJ staff ~ l l ~ ~ l l h c r s 1vel.e carried on tlle s t :~te payroll for tllc oilr 01- t 11 o

1 0 1 tll:it I i s : 1 0 t ( i \ i l SOI . I - I~ ,~> : i l ) l ) ~ , o i : i t 0 1 ' :~l)[)oilll lilellt.

'l'lle t , i e - ~ ~ p \\-it11 TF(~(*iitic>~i:l1 1*;(111(&:1t io:) \I~:IS inI1u~llti:tl in cletern1i~l- i eligibility I 1 I *let 1i;11 pti~rl~lelli o f f r ~ \ i ~ l e r ~ \\-:IS

from federal ftlil~lq clishr~l.secl 1)y tlie st:~tc)s. Definite ~ . c s t ~ i c t i ~ n s \cem r~ nec~ss:~ry. I heso rest ricxt ions \vel.e, 1:o \ \ PI-er, illtei.piytc:cl di f f e~- t1 l t l~

hv tlle \-:LI-~OII. ; states. Sollle of t lle st:itc)s clecitld tllat sn1,ervisors in only sortie of tlle plant's clcpartn~eilti could be trained a t state expense. Fo r ex:~ilil)le, i n C7:~lifornia, it, WE a t f irst r i~ led that nl:~clliilc sllolj

the e to I or the per

ade the iule ar- for

t,ate ele- 011s

3 in

ago ,, a l l ties. \ I il- )11:11

1 (re- b

ltes. ' lJTI si tx 1.

-een Ur. hit'. Jity 'ITTI two

0 s

nin- v'as r ere d y s in m e . hop

fol-emen and water transportation foremen in the Golden State Creamery we1.e tile only ones who were eligible. The actual super- visers of the dairy, wllicll held prime contracts with both Army and Navy, could not get Job Instruction.

Proport ion o f State- Paid Sessions

When the "J" programs were first launched, most sessions were conducted by state-paid trainers. As 'I'WI laid increased emphasis 011 manngeinent responsibility, the proportion of state-paid sessions dropped. Half-Way along in Job Instruction's folw year history (by June 30, 1943) the percentage of sessions conducted a t state expense had dropped to 43 percent. By the end of March 1945, this was reduced to 19 percent.

On May 5, 1945, the U. S. Office of Education began to close its war training programs, providing for their termination by June 30. Most of the sessions which had been scheduled by itinerant trainers for May were held, but only in a few cases was i t possible to arrange shte payment for ses.;ions ill ,I cult.

The withdrawal of state funds had practically no effect on the progress of basic training in the TWI programs. It was found that companies too small to have their own trainers were glad to pay the trainers. However, few unions were able to carry the expense of Union Job Relations. During the three months ending June 30, 1945 the percentage of state-paid sessions dropped to 15 percent and during TW17s 1 s t three months of operation (July through Septem- ber, 1045) there were of course no state-paid sessions.

Results o f T W I - O f i c e o f Education Cooperat ion

It is probably too soon to evaluate the net results of the joint work of T W I and Vocational Kducation. The financing arrangements undoubtedly contributed largely to the quick start of the program. Being able to say LLIt's free-we send a man to run it" got ready acceptance. On the other hand, experience proved that this acceptance got the program off to a poor start. RIanagement felt no responsibility, did not realize that tlle program was far from free when tlle cost of the supervisor's own payroll tiine was reckoned, and often went along on the basis of "We'll t ry it because it can't hurt us and it doesn't cost anything."

There were sonle strained relatiolls--state vocational people sometimes felt that T'CVI was stepping illto their traditional preserve. Others felt t ll:li ille (wnt:~cts ii~lpi.ove(l t lleii* re1:~tions mit,l~ plilllts :Lllcl WOIIICI help t l ~ t ~ l ~ l i n tlleir long-t ii~le job t111.olig-ll ii~creasiilg tlleir familiarity with what plant needs really were.

TWI has been in the position of biting the hand that fed it through its sometimes critical remarks about education in general and specific

vocatiolial education groups. Out of it all, T W I did learn that its original insistence that "this is a job industry itself must do" \ \as right. I f industry liad paid its own trainers' costs Sro~n ihe stalht, serious interest would have begun at an earlier date aiid results \\.0~1d have been obtained sooner.

"W'HERE" TO WORK

Eligibility regulations established a broad field ill which TTVI could work. Xot until 1943 did TWI. admit that i t as not going to be able to cover all plants. T T T T 1 did work for a long time 0 1 1 the

H ~ : U L J - as possibie" basis, but eventually, in closiug dxys 01 c L < , s ~ l -

cully reduced staff, worked only "where needs are greatest.'? First, iiitentious \Arere to do sometlling for as many as possible, then practice veered to doing a complete job for a reduced number, and eventually to doing only the specific thing which would be most useful toward solving a problem on a critical operation or in a bottleneck depurt- rilent of a plant.

Early Directions

I n defense days, lists of contractors were available and these were held to districts f l.eely. Slloltly after l'eari I1 i~rbor SUCA [ l b ~ b became confidential infomiation. XIowever, ill ,II;~l.ch 1942, a t the request of Donald Nelson, then head of WPB, T'VI sent to all of its field men a list of the machine-tool builders throughout the country, and forwarded Mr. Nelson's request that T W I help these conipailies see the importance of machine tools to the overall effort to increase production- The districts were asked to offer Job Instruction to those conlpanies immediately.

I n April 1042 TWI Headquarters sent out a list of the i00 colu- panies then estimated as holding approxiinately 80 percent of war contracts. By the late fa11 of 1043 critical needs beg111 to become apparent and, through the Industrial Allocations Division of USES, 'P'WI received WPB's lists of products that were behind schedule.

By this time WR'IC had decentralized, and directions on where h e l ~ was needed were supposed to come through the regional set-UP. WMC "critical" lists were mado up from a labor shortage point of view. Once the new workers arrived and needs for help in breaking them in arose, the plant was no longer i.elm:.t ec! ;is "cl.it ic;, I," bll t this would be the time of greatest need for training. 'E'IVI received from TVMC, as referrals, names chosen from TW17s reports of plants where TWI programs were in operation. TWI Headqua 1 s t ers in;rilitnilied that, until WMC field personnel bec:une more accurately informed on training needs, TWI molild continue to be guided by its own ind~s- trial contacts.

After TTRPC was established: areas were classified on a labor shortage basis. Late in 1042, Dayton became a "crit,ical" labor area. Lack of workers and lack of housing, according to WMC reports, had combined to mark that city as a place for no more contracts. Man- agements of Dayton plants combined in a drive to get Dayton removed from this hTO. 1 classjfication. Fred Rarr, vice-president of the National Cash Register Company, had always sponsored TWI i n Dayton (had made their training director, Robert Kline, available t,o conduct Institutes for other plants), and N.C.13. arranged at their plant a management meeting to outline TWI services, to recommend them, and to show the results N.C.1:. was getting. TWI service in Thyton espandetl and, w11e11 tlle city got rid of its "critical" listing, tlle credit was shared with TTVI.

The "West Coast PZad'

The serious impact of war production allocated by the procurement agencies to tlle West Coast became evident by the summer of 1943. The War Manpower Commission and training agencies operating on the West Coast had up to this point in the war effort operated a manpower program primarily through recruitment, training, and placement activities, with each agency acting somewhat indepen- clently without relation to the activities of the other. Procurement agencies placed contracts in the same fashion, so that by the summer of 1943 it was obvious that some systematic program for scheduling :111tl allocating 71-nr protluction on t he TTest Coast nlust h de~-isecl..

On August 13, 1943. provision mas made for the orderly allocation of proctuction by the procurement agencies, and extensit-e sub-contracting outside of the West Coast by prime contractors. Tho so-called TVwt Coast Manpower progran~ cstablisllcd TII-odnctiou u r - gencies, manpower priorities, employn~cn t ceilings, anct an organized plan for securi~lg better use of labor throng:^ utilization surveys, improving personnel policies and practices, improving supervision, and eliminating in-plant causes of t~lrnover, absenteeism, and labor hoarding. It mas the forerunner of d l WMC controls.

In October 1943, TWT I1eadqm~rter.s appointecl one of its Cali fornia staff members as Regional Itepresentative of TWI, to render such aid as was necessary to bring about close cooperatjon between Train- ing Within Industry anct the War Manpower Comrnission, whoso regional head was William Hopkins, TVVI's ex-District Director fr)r 1,os A~~pclcs. lT:trions records of the TTTnr AIanpo~\-e,i. Commission. JVnr Production Board, and the Ofice of Defense Transportation in- 'ticnted that there was considerable information available as to contracts awarded, labor shortages in specific plants, specific plant

problems, specific: plant, nmnpowei. problems, specific skill shortages i n plants, a11 (1 ot 1 1 ~ 1 - in fortnation inclimting training needs 2nd point- ing directly to p l n n l s ancl industries w11e1.c tmin i~ ig activit ips should be concentrated.

The Regional R4silpower Director, through t l ~ e Eegionnl Chief of Training and his staff, directed that this vital information be assembled in the offices of the State Chiefs of Trainiilg for use by the heads of the various training agencies, the purpose being to acquaint these agency heads with the types of problems clwxting production bottlenecks in critical plants so that they could properly and intelligently direct the approach and act,ivities of n~ernbei-s of their staffs. Later, this program was revised, requiring the State Chiefs of Training to assemble training infoxmation and make specific training assignments to the various constituent training agencies, who were charged with the responsibility of meeting with plant pi.oduction supervisors, providing ti-aining assistance, and reporting on the status of training within the plant.

During the final year of operatioil, the TWI districts on the West Coast concentrated their tinle and energy on plants referred by WMC, with excellent results. A splendid working relationship was developed between the Bureau of Training of WMC and the cooperating agencies in implementing tlle training phases of the West Cog st Illanpower program.

WMC-TWI RELATIONSHIPS

During 1943, the absorption of the established TWI group into the new War Manpower Commission caused some friction between WMC a n d TWI, hut early in 19-24 a, serious effort b e p n to iron out t,he differences.

TWI Policy Letter No. 1

On February 4, 1944, an instruction was sent out as WMC Field Instruction 228 ancl as TWI Policy Letter No. 1. It said, in part :

Training Within Industry's objective may be summed 11p a s fol1oxx7s : To get top executives to accept training a s a major management functio11; to get them to use skilled supervision a s a par t of production, and to train within their own plants a t their own expense to the end tha t every sllpervisor be eqnipped to runlie the maximum use of the abilities of ever9 worker in war production arid essential service. . . .

The District Director's operating staff comprises a varying number of paid full-time staff members. The caliber of the stafE is the most important single factor in meeting TWI objectives, and i t is therefore the duty and responsibility of the T W I District Director and the T W I nistrict Representative t o see tha t persons a r e chosen who a r e both qualified and acceptable, and to provide for their thorough training.

7'JY'I PC

,I sec wxs is81 t,ry Ser It read

Tl izati the ' Man

Tl refe are of T in t! of tl no (

TW- A1

area flow

TI to P of t for

rr< Are: givc app1 the

Revisiog

This of tmi man." lmt I-uc the fol

n tion the

g e s int - tuld

f of ;em- :ads hese t t le- ntly xter, g to ign- rged sors, ning

West 1 by was

erat- ;east,

,o the 7VMC e dif-

Field ~ l ' t :

,110ws : lction ; o train super- every

lber of impor-

le duty ~ i s t r i c t ieci and

1'1VZ Policy LeLier No. 2

A seconcl TWI Pol icy IJct ter ( 17iclcl 1 i lbtruction No. 273) was issued R I ~ I T I I 10, 1944 und~lr t 11c silbject 'Training Within Indus- try Service as an Integral Par t of t ht. War RI:~npower Commissio~~" It read :

These instl-uc:tions a r e being issued fo l the purpose of c l ~ l r i f y i ~ g 0l.g:lIl-

izational relationships within the War Xanpower Commission, concrrning the Training Ilritllin Industry ServicAe, based upon the \%7RIC Organizational Manual dated .July, 1943, wliich reads in pa r t a s follows:

"The 1Cegion:tl Manpower I )irectoi. is the Executive Director in the field and is responsible for a11 War Manpowcr Commission personnc.1 and activities in his tei-r-itor)'. . . .

"The Sta te organization tlien does the manpower job for t h e whole State including direction and supervision over the local offices of the USES, the representatives of tlie t raining agencies and t h e manpower utilization consultants assigned to the State.

"In this case the local USES offices, the representatives of the training agencies, and the utilization consnltants operate under the supwrision of the Area."

The Training Within Industry Service is one of the training agencies referred to above. At the national level where policies and procedures a re established, it is a. staff service located orgilnlzationally in the Rnrean of Training. In the field a t each level the T W I i s located organizationally in the Division of Training. The TWI representatives serve on the stnff of the appropriate WMC Chief of Training (o r the W3IC Director where no Chief of Training has been appointed) :it each level to carry olit the T W I par t of t h e over-all manpower training program.

All T W I administrative action shall flow through the appropriate WA7C area, Sta te or regional ofice, whereas technical advice and information will flow from the T W I Director in Washington to the T W I District Directors.

The reglilar policies and procedures established in t11e WMC in regard to personnel a n d fiscal matters will be adhered to, and personnel and funds of the Training Within Indnstry Service will not he commingled o r used for other than T W I services without t h e concurrence of the agency.

To summarize, this means i t is the function of the Regional, S ta te and Area Chiefs of Training to deteimiine when and zcheve training shall he given accordin4 t o t h e priority of need, and i t is the function of the appropriate Training Within Industry Service otficials to determine ho7~7 the training pro.zrnm of their Service shall I w zirpn a n d carried ont. . . .

Revision of TWZ Policy Letter No. 2

This letter was not understood. An occasional WRIC area chief of training looked on a local TWI resident representative as "his man." On A u v s t 14, 1044, a supplement was issued (WMC Field hstruction 273, Supplement I . d s o TITTI Policy No. 2 ) . Tt cnnf ai11c.d the following clarification of TITTI fnnction. :

Recause of the practical limitations of the T W I staff and t h e specialization necessary within the T W I gronp in order for i t to do its segment of the WMC job, the basic operating unit must be the district staff. Each

11-6 TEAINI,VG WITHIN INDUSTI~Y REPORT

T W I district group operates as a team. This staff embraces a District 12epreserrtative :ind five technical specialists, plus assistants as ntzessury. District oliices were originally located in the largest and most strategic war production centers so that the least amount of travel \\-as required. The appointment of a resident representative in a n area does not lllean tha t an additional operating unit of TWI has beell placed in tha t territory; he is merely stationed a t a point to economize on travel costs. To establish a T W I unit in each area that could do the TWI job in its entirety wonld require a n additional group in every s ta te and many areas. The resicleilt representative cannot perform the entire TWI job and must have help f rom members of the T W I district team to get the job done; likewise, he may have to contri1)ute to perforriling the TWI job in other areas. Thereforq :lII members of each district staff. including resident representatives, will be responsible directly to the District Representative.

The District Representative of T\VI will operate a s a member of the Regional Director's staff.

In Regions having more than one TWI district, one person is designated a s the TWI representative on the Regional Director's staff.

Area and Sta te Directors a r e responsible for the total manpower program in their territories and have the responsibility for telling T W I what plants should have priority of attention (when and where). Therefore, since TWI's service can only be effectively rendered through t he coordinated availability of each specialist, contacts should be made through channels with the 1)istrict Representative and not with individual staff persons. The District Representative will plan staff itineraries and plant visits giving first a t tent ion to those where WMC Directors indicate priority of need. However, where the practical factor of distance requires it, the Area Director and the TWI District Representative may arrange for requests to be made directly to the nearest TWI staff member, subject to such procedure as they mutually agree upon.

Each Resident Representative will, howerer, keep in close contact with the Area Director where he is stationed, will attend Training Council meetings, will use t h e same ofiice location wherever conrenient and will conform to the customs and rules of the Area WJIC ofice.

I n order to maintain the maximum effectiveness of the T W I staff nwm- bers operating a s a team, the Resident Representatives who :ire located in the TWI district office city should occupy space i n tile T \ V I district office.

Where distance warrants having Resident Iteprrsentatives. each District Representative shall discuss the strategic placing of such T W I persorlnel with the Regional and Sta te Director concerned.

There had been previous statements that the "how" of t,raining is t ethnical, and t,herefore a matter for TWI's determination. This p i n t w a s fnrther explained :

The question of amount of time to be devoted to any one plant or to any one project is to be determined by the District Representative, based upon his evalu:ition of protluction results to be obtained. Many factors make i t desirnhle to continue service o r withdraw all contacts with individual plants accordin. to the experience in each case. Refore with- drawing from any plant, TWI will discuss the matter with the m/lC Director.

Area and Sta te Directors have the responsibility for getting results their respective territories and must be satisfied with the work done by

'1 \

t a

13 c ngrec 14, 1 st ail': rep r( Burt twell and I

Regi Chie trict

2' wz rh

third Illst1

tl 0

11% dl

a I L'C

el

I1 h 1

CC

nc P:

istrict :ssa ry. -ategic luired.

mean .itory : :ablish wou I d sident 3 f rom e u~:iy rcfol-P, s, will

of the

gated

ogrant. plants

since inated annels :rsons. visits

.ity of t, the ;e for iect to

t with nuncil d will

mem- ted in oflice. istrict c;orlnel

ing js This

or to based

'actors th in- \vi tl1-

lltS in tne by

T\VI AS A GOVERNMENT AGE&-CY 117

TWI representatives. Accordingly, Area or State Dil-ectors may register with the Regional I)irector, for action by the District Representative, their dissatisfactioll or approval of the p e r f o r ~ n a ~ ~ c e of any TW1 person ut any time.

GETTING UNDERSTANDING OF RELATIONSHIPS

Both WMC: and T W I were anxious that the time-consu~niig dis- agreements about relatiouships should end. Accordingly, this Augrrst 1-4, 194-1 instruction w a s not just nlailecl to the WhTC and T W I field stail's but was hand-delivered and cliscusse<l. 'I'enrns made u p of oue representative of WMC Headquarters (usually a member of the Bureau of Training) and one from TWL Headquarters visited all twelve JVAIC regious. 'Yllese ~neetings Ivere llelcl 111 the late si~~l)lllel. and early autumn. At each conference, the IVMC Xegional Director, Regional Chief of Training, all State IVhlC Directors, all State Chiefs of Training, all TWI District Directors, and all T W I Dis- trict Representatives attended.

2'WZ Policy Leffer No. 3

L>ui.ing the period when these meetings were held, TWI issued its third policy letter, "Current Basis for 'YW1 Service" (WBTC Field Instruction 245) :

In order to maintain TWI's high slaliclaru of quality :u~d a t the sanle time better serve the war eburt, the followi~ig IS to govel-LI c u ~ - l w ~ t use of district st:~'t' members from now 011 :

O,VE'--Serve XO "h-EW ACCOUI\U"I'S" except those specifically referred by WMC as being specific plant situations of highest urgency in war production.

!Z' WO-Put rerutlining time, e~lerxy, : ~ n d e;'l ort 011 inlproving be:'vice and coverage in '.OLD AC'COUSTS," i l l order o f pt-io?-ity o f wur need, recognizing that attelltion to such plants wili cc)r~ti.il)ute ~ilust to the m;ir effort.

Z'IIILEE-Admit no representative fro111 ally company to n " J Program Institute'' who does not guarantee to put on u t Z f ~ z s t fiue 10-hour g r o u p s in his o w n CO??LZ)UIL!/.

Admit no itioerant candidates, either free-1;illc.c or fro111 :i uc)r~-e1i~il)lc company, to a "J I'rograrn T~latitute" unless tliere i s enough vc,lul~~e c ~ f need to warrant putting 011 crt Zctrst ten 10-hour !/roicps i n priority companies, including both new and old accounts.

Use itinerant trainers only when it is uliecononlical or impossible for TWI to prepare plant represer~tntives or 11111011 i.ep!.~sent;~tives in the case of Job Relatior~s program for ur l i~n ste\i-artls.

I t will be necessary to deny service to eligible plnlrts arltl even to ignorth recognized need for service unles:: sltch :I plant is a \.'fir Al:~rlyo\ver Corn- lnission priority referr:il or a priority 111:int i n \ \ - l~ i c . l l T i V T pl.o$r-:rms ;ir.ta already under way.

The big idea is that f r o ~ n now on T\VI is to tlpvote its e ~ ~ t i r e elffort tu rendering f u l l and complete service to those plants which it serves,

u s T l t h l N I h T G WITHIN INL) USTlLY HEPOHT

rather than reaching out for a larger number of plants and giving t l l e ~ only limited service. No further corvr~litments a r e to be made on any other basis.

This decision has been made in the light of current district reports aud nation-wide WMC: emphasis. I t is impossible to give complete service with the funds available, even to all eligible war plants and services. We can't do everything we would like to do, so let's meet the neediest needs and do what we do do, exceilently.

Headquarters Kepresentatives are working on this basis in order to cooperate with you in making this application of our remaining time.

'These meetings, ancl the direcCions, did not solve all problems but t~llderstanding and cooperation did iiuprove. Since the greater part of WAllC: was concerned with manpower shortages (which resulted in 1)~-ociuction shortages), there had to be continuing efforts to keep TWI xvork exactly on the beam. TWI stated this as follows:

What n o e s "Production Urgency" &lean to T W I ?

TWI has been saying for some time that the efforts of its field staff a r e focused on giving service according to "production urgencyv-that i t receives directions from WMC on "when and where, according to production urgency." Jus t what does "production urgency" mean?

In general, we can say that service according to "production urgency" means that star1 time and en'ort ancl uaterials and money go first to the place where assistance will do the most for the total war effort.

Specifically, i t ueans that T W I works in the following groups, and in this order :

-4. Critical Plants and Services BeJiind Schedule-- The hot spots where increased production right now will mean the most in terms of the whole country's war effort.

33. Critical Plants and Services on Schedule- Those plants, currently and locally of such immediate importance a s to require special handling to insure continuing results.

C. Essential Production and Services-- Essential war production industries and services whose importance across the country is 1.ecognized by their inclusion on the permanent eligibility list.

D. Other Civilian Activities- Those which a re judged to be of local impoitance.

For Job Relations only, union stewarcls in war plants o r services are eligible in the same order of priority ( A , B, C , ) a s a r e the supervisors in those industries and services.

As the WMC field organization expands and as u-ar needs become more sharply defined, there will be increasing, specific directions from wBIC to TWI on the hot spot critical plants-in Group 9, above. In some districts a t some times, nZl T W I effort might be concentrated on Group -4 contractors.

Beyond the requirements of Group -4, TWI serves Group B. I n these demand cases, TWI installs i ts prograu~ in the usual way--presentatioo of the complete program to top management.

When these needs are met-and only u.hen they : I I - ( A nlet acleq~l:~lr l lS- TWI goes out to "look for business" in Group C .

T W I AS A G O V E R N M E N T AGENCY

TWI CHANGES

t V I did some couforlkhg. Wllere T\\IrI clistrict lines ci-mser

Area Coverage

I n August 1913, TWT began to nttclul,t to co\-er W R I C principal industri:tl areas with the design at ion of a speci tic panel 111rnl ber or the appointing of :I ne\v p:mel meiliber or the assiginlc3nt of a paid 111:111 fib0111 11e:l14)y. 'L'he l l~a in ful~ct ion of the T W I Eepi.ese~lt:lt i1.c as fur as T7-J1(' \\-as concenled \vas t o represent T\VI a t local ai.ea ineetings, to infol-ni \T'JLC of T W I progr:mls, and to refer requests fo r service to the district hea<lcjuarters. There have been as n ~ a n y as

270 WMC :weas but in onl2, 99 mas there :L MTMC t ra ining cot~lkcil. TWL had resident men i n 73 of tllese cities ( 2 2 district headquarters :mci 51 resitlent representatives) :u1d co\-ered the other 26 by specific assignn~er~t .

ATS-T WZ Functions

I11 September 19-42, the Apprelltice-Tr:~inillg Service a ~ l d 'L'I'C'I lmd clarified their own re1:~tionships by a joint stateinelit. T h e agreement :~l~norlllcetl tha t eitller agency I\-oulci gil-e advisory assistance, tha t 'I1\V1 ~vould provide its four programs, and that the LLppi.entice- Trailling Service would specifically assist with the t ra ining of ap - prentices, tile training of advancing workers, with labor relations which affect training, with supp1elllent:uy labor agreements. a l ~ d -,\-it11 problems connected \\-it11 occup:ltionnl deferment : ~ n d e r n ~ ~ l ~ y ~ n ~ i ~ t l'equiremcllts of Fcclcral and Sta te 1:~1vs.

Revision of ? ' W I Policy Letter No. 3

They i . e d ;

This mealis, in terms of short-term exp-)ecliencg, that we a r e ahundoni t~y tile wco~~lple te coverage" approach. \Ve a r e no longer in a positiou to promote u E Z programs for uLL supervisurs eveu iu urgency plants. \vhere the plant problem is oue of relutions, Job 1:elations sel-vice is to be ol'fei-ed simultaneously for supervisors and stewards. Where the yl:lnt yroblem concerns instruction or methocls, el'f'ort must he concentrated on SUyel.VlSiVZI.

Because of the lute s t a r t with unions, i t is ouly fair to contiuuc tile kind and amount of T W l service which will cuuut most for \ V a l - production.

4. 811 ~ ~ 0 l . k must be of h i g h quality-service for even a Iew people on any program will involve rnallugeruent support and coaching, in order for the plant to solve its p~oduction problems.

fi. ILelatiulls with itinerant trainers : a. when sessions a r e to be conducted by a n itinerant trainer, the Uis-

trict ltepreseutative is responsible for recommending qualified trainers.

b. The lin;incid arrangement is a matter resting entirely bet\veen tile employer and the trainer. The District Representative may acquaint the employer with the customary rates paid in the vicinity.

6. Itelatious with vocational scl~ool people ; The letter issued on 5, 1'9% by the Ollice of Education stoype~l 1lse

of Federal P U D ~ for Payment of TIVI trainers. This, in effect, stops all working relntiomhips between TWI a n d the State Vocatiorlal people as provided for by the lholeg-Hawkins Agreement dated J a ~ l u a r ~ , 1943. In view of the e ~ t r e m e l y liluittxi budget, TWI cannot furnish supplies to any vocational organizations.

7. Vacancies : ~ l l vacancies a re to be reported immediately to T W I L[eadqtl:lrtel.s. As soon as you h o w definitely tha t they will occur, wire a brief report.

Revi

R AL thc

TWI AS A GdVElth-MENT AGENCY 121

Confirm by mail when the change becomes eifective. I n no case are vacancies to be tilled wlthout TW1 Headquarters approval.

8. Institutes : a. l tun no lnstiiutes where there will be no opportunity to follow with

coaching to get trulners well grooved. b. Due to the l~u i tec l t l u e during which T \ V l can continue to render

service aud to the reduction in stali, i t 1s the policy from here on out to place our e u p h a s ~ s on abslstance to plants through in-plant coaching and management emphasis on continuing use of already established or new prograuls ~naugurated to solve specific problems. Ini~smuch a s Institutes do not produce fall benefits for several \veeks, institutes will be conducted only in such situations where the urgency and the volume indicate that there is suificient time to do a completely efl'ective job with the representatives of the plant or plants eurolled in an Institute.

c. If such Institutes a r e held promptly after needs a re established, this probably wlll result in having lnstltutes of less than 10 people, and the procedures should be adapted to meet that specific situation.

Revision o f Eligibility liestrictio~rs

Revisions of restrictions on eligibility mere also announced on August 18, 13-15, after the end of 1.cgulations established because of the use of federal war tl-aiiliiig funds. 'l'hey 1.ead :

Only war contractors and essential services a re eligible for TWI assistance, and stalP limitatior~s mean that service is actually available to only the most urgent establishments (these decisions a s to eligibility and importance a re made locally by WAIC).

The training of gove~mment employees is the province of Civil Service with the exception of employees in Army, Navy, etc., establishrnents where the particular branch of the service is responsible. Exceptional cases may be handled with the concurrence of the WMC Regional Director and TWI Headqu:lrters.

In approved establishrnents, the following specific program restrictions a re established :

Job I?~.st~.uct ion-supervisors: and experienced employees Job Net11 ods-any designated employee J o b Relutions-supervisors, union stewards, and union officers Progl-u?n DevsZop?nent-indi~idual with assigned functional responsibility for identifying production' problems and planning training to meet those needs.

Y

PRODUCTION URGENCY

111 tile fall of 1944 a national Production ICserutives Conlinittee W:~S set up. It est:~blislled lists of urgent plants and gave as reasons for their failure to meet schedules such factors as inadequate super- 'ision and expanded contracts. This list mas sent to WMC Regional nirectol-s and later, in tlre sp r ing of 1925, copies were made :rvnilable l o TWI Headquarters.

122 TKAININC; WITHIN INDUSTRY REPOKT

TWI's field organization was flexible, and when an industry or a plant was declared "critical," T W I was able to give concentrated service. A t the end of 1943 and the beginning 01 1944, there were problems so urgent that the W1MC Executive Director, Lawrence Appley, asked Mr. Dooley, direct, to put all possible T W I effort on landing-craft and ball-bearings. The directions were long-distanced to the District Representatives (and also sent through clmnnels, by letter). Within a day telegraphed information was available and within a week there were reports of new service already under way.

This direct action was repoi*tecl by the \\'JL(' 12pgioilal I )iixxtors ar causing misunderstandings among their state and area people, and accordingly WMC headquarters promised its field staff i t mould return to the "action-through-clmnnels" method. I n the meantime, direct action had gotten service started, and results mounted. TtT11~11

planes were all ready to be flown i f they had bearings, formalities could be cut, and acknowledgment of el-ror made later.

A t the same time, T W I gave concentrated service to supporting industries, such as manufacturers of abrasives and of steel balls for bearings, and forges and foundries producing equipment for landing craft.

As the wLr needs picture changed, T W I gave concentrated service to textiles (principally Army duck and tire cord), to high-octane gasoline plants, heavy duty tires, canning and food processing, coal mining, and railroads.

TWI AND FINANCES

The bulk of the cost 01 TWI has rightly been borne by industry. American industry has invested millions in TWII in the time its trainers have spent conducting sessions in the T W I programs, t,he time its supervisors have spent attending these sessions, the time of top executives in launching the programs, and of operating executives who follow-up and coach. Then too, industry has paid the salaries or expenses of many men who have been available to T W I , full-time or part-time for five years. Industry says it has had its inone~-'s wortll--- and i t probably has or the investn~ent mould not have been continued.

What has T W I cost in terms of public money, d<aWn from the taxpayers? The amount spent by TTVT is slightly more than $5,000,000.

No appropriations were made especially for T W I until the fiscal year of 1943-1943. Before then, for its small staff, the groups to which TWI belonged paid its bills. The anlourit is estimated :IS

cwnsiderably below $500,000. The following table shows apPr~'pl'i- ations and "obligntions" ( i t is not possible to get actual expenditures for government groups for some years).

--

Fi.vcc

1942-4

1043- 4

1944-4

1946-4

T c

--

1 f years $500, Duri; p a y i ~ $10,0 each

It for s ting than mean be co

I n Char 5C('Or'

PeoP work They had and i of 19

T 11 like s of tht contl. items agenc such for p inclu wou1<

)r a ,ted -ere n c o

011

ced bs;

md 'ay. 5 a'; tnd re- me, h e l l

ties

ing for ing

rice me :oal

,ry. ,in- its

.ec - rho or

: or 1-

ed. a s - 100. cn l to as

) la ] -

res

Fiscal y e a r s

1944-45 . . . . . .

1945-46 . . . . . .

Total . . . .

T W I AS A G O V E R N M E N T A G E N C Y 123

A p p r o p r i a t e d

Reg. $1,145,000 Def. 25,000

Reg. 1,686,000 Uef. 4G1,500 Def. 60,000

Reg. 2,000,000

Reg. 600,000

O b l i g a t e d b y H e a d q u a r t e r s

O b l i g t r f r d Dz/ D i s t r i c t s

T o t a l ObLigation.8

I f to the total of Headquarters and District obligations for the years when there mere actual appropriations ($4,897,663) is added $500,000 for pre-appropriation days, the grand total is $5,307,663. During this period the U. S. Office of Education spent $4,435,400 in paying trainers for T W I sessions. The total of the two is less than $10,000,000, so the cost to taxpayers has been less than $6.00 for each certified supervisor.

It will be noticed that TWI never "spent all its money." Requests for supplemental appropriations were projected on the basis of getting them "fairly soon." I f they were received in full, but later than expected, 'l'WI could not use the money because i t would have meant building the staff beyond the requested limits-and that might be construed as putting pressure on Congress for future expansion.

I n the spring of 1045 the TWI budget hung fire for months (see Chapter 1) . From day to day no one knew whether T W I might, in acc.orcimlce with the House action, close entirely on June 30. TITrl people had grown a lot in individual ability through thoir TWI work and the organizations from which they came wanted them back. They were constantly tempted by financially better offers. The staff had been held through a combination of personal loyalty to TwI and individual patriotic feelings, but general conditions in the spring of 1945 made a few feel free to leave.

The $600,000 appropriation which was finally voted looked a t first like six months of operation (July I-December 31) for tw-0-thirds of the staff on a rigidly economical basis (in order to maintain quality control of its programs TWI travel costs may have seemed high- items like that would be cut). But it was soon learned that a going agency does not have to plan to inclutle in its regular cl~rrent budget such items as overtime pay and lump-sum payment for accrued leave for people whose jobs end, whereas a liquidating agency does have to include these items. It was immediately evident that the money would last only little inore than 3 months.

Closilzg of T WZ Districts

TWI had never planned to stay in existence after the war, but the idea of not staying on the job until the war was over had not entered into consideration either. I n July, 1945-before the Atomic Bomb- ings and before the entry of Russia into the Japanese war and before the United States knew very much about the crippling action of the ,I i r l+'o~.ce a11d t lle Navy-there were 110 ~'eliable 1)1wli~tioils :LS 1 o

when V- J day might come. Nevertheless, TWI's $600,000 was largely enrinarked for its commitments, and accordiligly, on July 28, 1945, the T W I district offices were notified that they were to cease operations on September 30 and that if necessary the District Representa- tives would remain through October 31 to finish work under way and liquidate the district.

TVhen V-J day came, TWI felt its release was complete. Although the staff had been reduced more than a third, i t had still been possible to serve most important plants. Service had been maintained for critical operat ionsnow everyone could leave honorably. Accord- ingly the districts were notified on August 23, 1945, that aZZ field operations including field liquidation would be concluded by Sep- tember 30.

TWI A N D CONGRESS

Throughout, T\;STI's Congressional relations were interesting. From 1040 to 1043 TWI had in a way depended on its reputation. Congress had appropriated money without particular questions the first time it was asked (1942-43) and had even added both a supplemental and a deficiency appropriation.

But the House of Representatives hea1.ings in the spring of 1943 were different. Members of the Appropriations Committee began to ask hard questions, they wanted to know just how much training time had been saved overall, the value of the t o t d scrap reduction, and other questions which truly could not then or ever be answered on a national basis. But these searching and demanding questions led TTYI to develop accurate reports and occasioned a study of factual results which was maintained throixghout the remainder of TWI's existence ( see Chapter 7 ) .

Congress in 1943 was mightily interested in small business. TWI as asked for figures on the sizes of the plants it served. Because of TWI's nature (administrative decentralization dated from 1940 -there was never any technical decentralizntion) , this information jllsl clid not esist in \T:~s!~ingtoi~-it had to be sellt fol-, 11astily. Tllis ant1 anany other questions led to the establishment of the quarterly operating report ( see sarr lple report in Append i s ) which in turn

n t t r:ic :1 11111

C 01

the I. Direc have chair lied i riencc it xi1 \T%S,

Germ

h

at t r:tcte<l favorable attention from the Bureau of the IJuclget as being :I ~lnique cost-:lncl-covei.:xge report.

Congressional exchanges may be illustrntecl by the following from the House Appropriatioiis hearings in the spring of 1944. The TWI Director saicl, "U'e hope that by the time the mar is ovel- we will have worked ourselves out of R job." Congressman Butler J-lare, chairman of the sub-committee said,."I)o you think I would be justi- iied in saying as I go back to the XIouse that in my 20 years of experience I l ~ a r e finally found one government agency that predicts that it will co~~lplete its job in 12 montlls?" The TWI Director's reply was, "By the end of the A\-ar. It dcpends on what the Japs and Germans do."

USE OF TWI PROGRAMS

WITHIN INDUSTRY

When T\JTI operating service ended September 30, 1045, the following certification totals appeared :

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Job Instruction 1,005,170 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Job Methods 244,773

Job Eelations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400,022 Union Job Relztt ions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8,856 Pr-ogi-am Devclopnient . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,820

Theso people have been trained in 16,511 plants and unions, in every liilld and size of war industry and essential service as shown in EY- Iiibit 4.

This gives no picture of the, results, but it does mean that in order to earn this certification these people have, in groups of 10, sat down :wound a table for five, 2-hour sessions and given concentrated attention to learning :x method and have practiced tlmt method on one of their own problems or jobs. The TWI certificates have acquired a iwmgnized national vallle and have been Iliglily prized.

I n Program Development, 2,347 men from 1,027 companies attended the 391 P.D. Institutes conducted by TWI. 'Certification standarcls set by TUTI were high, and only 1,899 of this number were certified on the basis of getting a +step plan launclled and operating in their plants.

RKl~ch of TIVI n-ork, particularly in the last two years, was on llot-spot situations. This TI-o~!; was sometimes concentrated geo- q.apllicn11~- but sonletimes spread across the country. The sessions were llelcl i r l large p1:xnts and in small ones (57 percent of tlle plant3 being tllose enlploying less tllan 500), some being so snlall tllat tllere were not enough supervisors for even one <group of 10. For example, in Northern Ohio a procedure 11-as worked out for the solicitation of the small plants and the scheduling of their reprcsentati ves for joint

Lent

L rrw and neec hell not but l.clpt

WHERE T H E T W I PROGRAMS WERE USED

I'arious c.o~-tsider:rt ioils entered illto the plucel~lellt of war contracts. The October. 1945 TJTPR rt.1m1-t, "Production wartime Acliieveinents i ~ ~ l i l the Recon\-ersion Outlook," gives the following sllmnlary of geo- graphic location of war plants :

Considerations of manpower availability, housing, proximity of materials and components, and integration with existing plants cornpelletl a very large pa r t of the facilities to be placed in regions already heavily industrialized. The Eas t North-Central region, which had 31.5% of the 1939 plants, has 29.7% of today's expanded total. The share of the Middle Atlantic s tates dropped only frorn 29.8% to 24.3y0. Expansions in the least industrialized areas were large only in relation to t h e existing manufacturing capacity in those regions.

There has, of course, been some tendency toward the dispersion of industrial capacity, though the largest expansions in dollar terms have been in the heavily industrialized states and the top nine states of 1939 a r e the top nine today. (page 38)

Leading States in T WI Volume

Likewise, there were variables in the geographical distribution of TWI's work. Many established companies were "training minded" and eagerly accepted TW17s ofl'ers of assistance--others felt they needed no outside help. Some new, rapidly growing p1:ints n-anted help desperately-n few were so located t l n t TWI's linliteci staff could not give mucli assist:mce. TTVI gave service in every industrial area, but the pattern was quite close to the listing of the top nine stz\t,es r*c\por.teci by W P B as leading in 1939 and again in 1945 :

S t a t e s hav ing t o p S t a f e s having t o p indus t r ia l product ion number p lants served

according t o W P B by TWI ( a )

1. New York 2 Pennsylvania 3. Illinois 4. Ohio 5. Michigan 8. New Jerschp 7. Massachusetts (d) 8 . California 9. Indiana ( e )

Peniisylvania Ohio New York New Jersey Michigan Illinois California Washington Massachusetts

S t a t e s having t o p n u m b e r TWZ cer t i f ica tes ( b )

1. California ( c ) 2. Ohio 3. I'eilnsylvanin 4. New lorli 5 . Illinois 6. Michigan 7. New Jersey P. Indiana 9. Washington

(IF) 59 percent of plants served by TWI in these nine states. (b) 59 percent of TWI certificates in these nine states. ( c ) 11 percent of all TWI certificates in California. (d) thirteenth place in number of TWI certificates. (e) tenth place in number of plants served by TTVI.

TIZAINIhTG \ \ T I T H I N ISDT,:STR'i R E P O R T

No.

Ti1 t , l~e t)ab11 l;~t,ion of where the TWI progi-:ur~s ~verc used, 24 classi - fic:~t,ioils were used ( s ~ e Xxhjbit 4). 7'110 "Misce1l:~ncous" group is krgely mads u p of sub-contractors which handl(ic1 ~ 1 1 ~ 1 1 a vzriety of production as t,o nlxlie industrial coding impossible. Tlie b'Unjo~l" giwup ~vould likewise cut across the classifications :~ccorclillg to kinds o f contracts in the plants where the various union nlerrlbPrs were employed. The "Gove~.riment" group represents tlle \170l*li (1011 e by TWI for the Army Service Forces (,qee Chapter 10) and ashistance to other governrnel-lt agencies which i t was not prnctical for tlle Civil Service Ccjrnmission to serve. The "Trade and Fin:mce" group was m a d e u p of groups locally approved for service.

Excluding these four special groups, the 20 groups of war contractors and essen t)ial civilian services (sucll as transport a t i on, conl- niunic:~tions, utilities, hospitals, laundries) have been arranged in order from high to lon-, as follows:

N o . estabZishments s e w e d N o . entpzoyees hTo. s u p e r v i , ~ o r ~ cev-tiflcates

1. Metal Products 1. Metal Products 1. Aircraft and P a r t s 2. Elec., Alech. Machinery 2. Aircraft and P a r t s 2. Metal Products 3. Food 3. Tramp. . Comm., Util. 3. Ships, Ship Rc,pairs 4. Transp., Comm., Util. -I. Ships, Ship Repairs 3. Ordnance 5. Service Industr ies 5. Elec., Mech. Machinery 5. Eiec., Mech. Machinpry A. Ordnance 6. Ordnance 6. Transp., Comm., Util. 7. Rubber, Leather. G l ~ s s 7. Food 7. Food 8. Textile nIil1 Products 8. Textile Ilfili Products 8. Rubber, L e ~ t h e r , Glass 9. Aircraft and P a r t s 9. Rubber, Leather, Glass 9. Textile Mill Products

10. Chemfcal Proilncts 10. Chemical Prodncts 10. Chernic~l Products 11. Apparel, Fabric Products 11. Petroleum, Coal I I. Petroleum, Coal 12. Paper and Pr in t ing 12. Service Ind l~s t r i e s 12. Paper and P r in t ing 13. Lumber, Lumber Products 13. Pager and Pr in t ing 13. Service Indnstr ies 14. Ships, Ship Repairs 14. Apparel, Fabric Products 1 4 . Autos, Auto Equipment 15. Petroleum, Coal 15. &lining 15. Apparel, Fabr ic Products 16. Mining 16. Alitos, Allto Equipment 3 6. Mining 17. Aiitos. Auto Equipment 17. Lumber, Lumber Products 17. Lumber, Lnmber Products 18. Other Transp. Eqnipment 18. Other Transp. Eqi~ipmc-nt 18. Other Trnnsp. Equipment 19. Agriculture 19. Contract Constr i~ct ion 1 9 . A g r i c ~ ~ l t u r e 20. Contract Construction 20. Agriculture 20. Contract Construction

This order is, in general, consistent with three except ions : (1 ) the Servics Industries (mainly hospitals and laundries) are fifth in the number of establishments served but, because the nvemge size was vnnll, drop to tn-elft,h place in nnmber of employees and to thirteenth in nnmber of supervisory certific,zt,ions : (2) Aircraft is ninth in number of establishments bllt second in number of employees and first in number of certifications : (3) Ships and Ship Repair is fourteenth in nnmber of establishments but fourth in number of employees and third in number of certifications.

Aircrnft and Ships, toeether, account for only 6 percent of t,he tot31 16.511 units served by T W , but for 20 percent of the employees and

25 percent of the certifications. The Metal Products group, i r l nddit,ion to being firsf i n number o f estal)lisllmonts and in number of ~mployees. acrolllits for a1 no st t 0 pi-r.rn t of t l ~ c total number of T I T T J certificates.

Geographical Co~zcentrations

Fivo industrial groupings-Aircraft, Metal Products, Ships and Ship Repairs, Ordnance, and Electrical and Mechanical Machinery -nccount for half the TWI certificates. I11 these five industries the greatest volume came in concentrated areas. Although TWI worked with Aircraft plants in 34 states, over half the total Aircraft certifi- cn tes of 286,171 ware in five ststes:

. . . . . . . . . . . . . . . . . . . . . . . . California (1:lryely southern California) 67,383 Ohio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28,024

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Michigan 21,930 New York . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20,325 Kansas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16,707

Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154,369

T n Mcltal Products, which appeared in 46 geographical t:~bulatiolxs. ovt.1- h ~ 1 f the 170,390 certifications came from the following states:

Ohio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36,947 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pennsylvania 31,851

Connecticut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13,467 Illinois . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13,023

Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95,288

Ship and Ship Repairs7 145,898 certificates were scattered through 33 states all along the coasts, lakes, and rivers, but half came from three states :

. . . . . . . . . . . . . . . . . . . . . . . . California (largely northern California ) 39,789 Washington . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20,287 Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13,646

w

Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73,722

While Ordnance plants clotted the country ( 3 5 states), the volume as far as TWI work was concerned was concentrated. More than half t h o 136,822 certificates came from these states :

Kew York . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1,95t3 Ohio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14,9s4 Michigan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14,419

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Illinois 14,3s5 Indiana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9,817

C__

Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 ~ ~ 5 ~ ~

The largest in 36 st

New Penr I l l i n Ohio xas:

E; \-er: P e n my1

Geogrup

The 'l District industri The foll

The "1 concerne, Georgia

Agricu the mid-

Size o f P

Many :

of t,he srr ~ ~ o u s size

TTVI n Jersey T p l q w l le Cali forni

elnployee: Connee.

--in t h t the under

and

up , in iber of f TrnT1

ps and :hinery ries the worked

The Electrical and Mechanical Machinery Industry, the fifth largest T W I group with 123,346 certifications, was served by TWT in 36 states hut concentrated in t,he following :

New Jersey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15,819 E'ennsylvania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13,906 Illinois . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13,566 Ohio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12,765 AInssachusetts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11,504

Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67,860

~lations, : states :

. 36,947

. 31 ,%5l

certifi-

Geographical Spread

The TWI geographical classification was for the 48 states and the District of Columbia and the Territory of Hawaii. None of the 20 industrial groups appears in all 50 of these geographical tabulations. The following show the highest spread of distribution :

Every industrial classification appeared in California, Ohio, and Pennsylvania.

Transportation, Communications, Utilities . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Metal Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Service Industries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Rubber, Leather, Glass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

me from I Size o f Plants Served by TWI

. 13,467

. 13,023 _-

. 95,288

through

~e volume than half

The "textile belt" turned out to be a swathe as far as TWI was concerned-35 states-but North and South Carolina, Pennsylvania. Georgia and Virginia account for more than half the certificates.

Agriculture appeared in only 11 tabulations and generally excluded the mid-west farm states.

Many generalizations have been made about the East as the home of the small plant, and much attention has been given to the tremendous size of some California plants.

TTVI vork did not follow this generally accepted pattern. I n New Jersey TWI recorcls show that 62 percent of the plants ser~-ed enl- ployed less than 500 people, and that is actually 2 percent less than California. However, in California, when a piant was big it was very hig indeed-the average number of employees in plants served by TWT in C'alifornia is 1.237, against a TWI plant a-Lrerage of 736 employees in New Jersey.

Connecticut is another state f rquent ly associated with small plants --in that state only 53 percent of the plants served hy TTVI were in the under 500 group. I n Colorado, 80 percent of the plants served employed less than 500, in Oregon 79 percent, in Minnesota 77 percent, and in TtJashington 75 percent. Ohio was the only highly in-

132 TJLIISITC: WITHIN ILTDUSTRY I~IGPOI'LT

tlustrializecl state w1-llc1.e the percentage ( 6 5 percent) of p1:~1) t s t n ~ -

playing less tllarl 500 was higher than in California. The Lunlber gl.oup shows 75 percent in the under 500 group ; Serv-

ice Industries-65 percent ; Food-63 percent ; Apparel and Fabric l'roducts-63 percent; Metal Products--62 percent.

I n the group of plants of less than 100 employees there are some cstremely high percentages in states where the total number of plants served is very small, such as 8 4 percent of South Dakota's 12 plant :~cco~nits. However, 48 percent of the Oregon plants served by TWI \yere in the less than 100 grol~p, and more than 30 percent of the 'I'WI accourits in Colorado, Hawaii, Minnesota, and Washington were in this snlallest size group. Only 19 percent of Connecticut plants served by TTVI were in this group although 26 percent of the New Jersey accounts were in this group. I n Califoimi:~, 10 percent of the plants served by TTIT employed less than 100. South Carolina served substantial numbers of plants, but none employing less than 100.

The higllest percentage of establishments with less than 100 employees is fount1 in Food Processing plants-22 percent; Service In- clustries (in this group t l ~ e small size of snch establishments as lannclries counteracts ~ 1 1 ~ 1 1 1:~l-ger establishments as hospitals)-24 percent ; :1nd Autos and Allto Equipment ( ~ ~ l ~ i c h largely means re- p i r shops) -29 percent.

Three industrial groups stznd out in the 1000 employees and over classification : Ships and Ship Repair-35 percent; Aircraft-33 percent; and Ordnance-32 percent. Two highly industrialized states have high percentages in the plants with 1000 and more employees- Rllode Islancl-26 percent : and Rlnr-ylnnd-- 25 percent.

From September 1941 until September 19-22 almost all of TWI staff time was spent on the ,Job Instruction program. An attempt was heing made to reach every supervisor in every war plant and essential service. Shortly after t,he ,Job Methods and Job Relations programs mere introduced, TWT began to improve its basis of working with plants. As quality standards became higher, the number of plants served and the number of supervisors certified began to drop. Eventu- allp, TWI service had to be virtually rationed. Job Methods reached one-fourth as many supervisors as received basic instruction in J.I., and Job Relations certification volume was one-half the ,T.I. figure.

& Changes in the W a r Production Picture

TWP's approach virtually parallelecl the general attitude toward w : ~ r production. The October, 1945 War Production Board report states :

L f ul en c spe gra anc elec anc airi gas nitj bon 1

of tan con Pro tY PI and

This than 11 only o: have u have u

Trainer.

Insti Instruc tions t~ industr grams I

additio ducted rnent a$ U-ere vc ~ h o coi the con(

TWI rnultipl ships-- Supply Plants tents, f~

Work agemen1

L

TWI WITHIN INDUSTRY 133

After mid-1943, when military needs for some classes of goods were being fully satisfied, the period of production for quantity's sake came to an end. For the remainder of the war period, the major problems were in special items or materials-in what we later came to call the critical programs. These critical programs were constantly shifting; a t one time or another they included a long list of common components (engines, turbines. electric motors and controls, friction and anti-friction bearings, valves and pipe fittings, heat exchangers, compressors, etc.), and such items as aircraft carriers, destroyer escorts, landing craft, synthetic rubber, aviation gasoline, many types of aircraft, tires, trucks, various classes of 3U11111-

nition, attack transports and cargo vessels, and of course, the atonlic bomb.

The peak of the munitions program was reached in the last two montl~s of 1943. . . . Thereafter, the "capital goods" of war, such a s guns and tanks, were in sufficient supply to permit cuts in total production while continuing and increasing output of the more desirable weapons. Ship production was still on the increase; output of the heavier, longer-range types of planes continued to rise; and expendable items, such a s bombs and ammunition, were called for in increasing quantities (page 10).

This sharper focusing of TWI work has meant that, while more than 16,000 plants were served by TWI, 60 percent of them have used only one program, 22 percent have used two programs, 14 percent have used three programs, and 4 percent (slightly over 600 plants) have used all four of the TWI programs.

Trainers for the TWZ Programs

Institute Conductors from the TWI districts trained 12,137 Job Instruction trainers, 4,726 Job Methods trainers, and 6,504 Job Rela- tions trainers, or 23,367 in all. Of these trainers, 67 perceilt were industrial men who conducted sessions of the T W I supervisory programs only in their own plants; 17 percent were plant men who, in addition to serving as trainers for their own companies, also conducted sessions in other plants; 7 percent were members of government agencies who conducted sessions in their own agencies; 4 percent were vocational school people and employees of government agencies who conducted sessions in plants, and 5 percent of the trainers made tho conducting of sessions at state comper~st~tion their full-time work.

INDUSTRIAL COVERAGE

TWI worked with plants which had to constantly expand to meet multiplied demands for explosives, guns, ammunition, aircraft, and ships-with industries which had to be built from scratch in order to supply synthetic rubber and high octane gasoline---with established plants which converted from automobiles to tanks, f r o ~ n carpets to tents, from mechanical pencils to time-fuses.

Work with each plant was different althot~gh :~pprowlles to nl:in- agement were staridard a1ic1 the programs all followcd the rnunuals.

This \V:LS because the companies were different. Potlatch Forests, Iiic. is ellgaged in lumbering, logging, and saw-mill work. F o r tlic supervisol.~ of t,lle 2100 employees a t estsblislmients at Coeur cl' hlene, IAe~viston, and Potlatch, Idnlio, standard groups of 10 members are feasible-but the T W I proglxiiis are also being esteilclecl "to the n-oods." John Shepherd, the training coordinator of Potlatch, is :L clualifietl ti.aiiier in all the "J" prograins and also is certified in l'r-ogi.:in~ L)evelopment. H e was given special assist,ance by 'I'WI for llis proble~ii o f t l.:~illing logging supervisors on an indiviclual basis.

Some sessiolls for the Kirby Lumber Company, the 121-gest logging : L I I ~ milling corllpany in tlie South, which operates over ~iially liun- cirecls of squ:n.e iniles in East Texas and Louisiana, \\-ere held right in the pine forest, with the blackboai*d nailed on ,z txee, the men seated on logs, and the trainer's equipment resting on a stump. I n other companies, sessions were held in railroad cars and even in tents. Sessions were held on night shifts, on Sundays. Once, to meet an emergency, tlle entire 10-hour Job Instruction program was pu t 011

during one clay fo r the technicians x ~ h o were being flown the next clay to the Europeail theater to set up the first V-mail Service.

It is not possible to give a complete account either of extent of \\-01-k in i~lclusti-ies or O E plxnts in a11 industry, but R few \vill be dtlscribecl :IS t,ypical.

ATOMIC BOMB PLANTS

The development and actual manufacture of the Atomic Bomb was :LU exa~iiple of scieiltitic cooperation which crossed usual ban-ieias, a l ~ d also of just plain faitli-faith that made people keep 011 worliing in tho dark. n-lien tlley didn't h o w and couldn't be told what they were doing, where they went along with someone who said, "This is iln- port ant, but you'll just have to take my word for it." It was not only t l ~ e employees in tlie Clinton and Hanford Engineer Worlcs who were ~i~ystified about just what was going on. Every service given them \\-as on tlie kno\\-n basis of "This is tlie top priority urgency"--but why, only :L few people knew.

Clinton

TWl ' s Llt lanta district was responsible for getting all four 'l'W1 progl*:~iiis in use in Clinton, and under conditions which just \\-ere not i ~ i 1i11e wit11 st:llicl:~~d TWI procedure. Prospective tl.:liners in Job ITllstl.tlct iou :~i1<1 .Job ,Jletllocls got Clleir practice olr plio~ly jobs--tlley cwuldrl't clerl~o~lst rate their real \\yolk, so tlley assernbled flaslllights -md hack saws.

'L'hwe W ~ S 110 'L'iV1 quality corlir.c,l of traillers -outsi&l.s nut, :iclrnitted no ~ n n t i e r h o ~ v \\\.ell :~c.c.rcdited tlley were. 'I'T;\q diLl riot l ike

TWI WITHIN INDUSTRY 135

this and T\'irl's national director protested that maintaining quality and coaching ttl-ainers \\.ere an essential part of T W I service, but after consultation wit11 top officials of the operating companies decided to xcep t their statements that the programs were being followed and results checked. Some groups of trainers were, Iiou-evel-, bi.ougl1t into Knosville for quality meetings.

l 'rogral~l Development brought a welcome clialige of pace-- tlie p1:~nt marl s : ~ i ~ l that, while his nlost important use of the 1'.1). method would bc oil secret, production problems, he could work i n the Iiistitute 011 :L real pi-oblenl by talciiig one in the service area, w1le1-e cafeterias :md garbage dispim~l presented real problenls. The avllole job was elusive-TTI never knew whether i t had done a goocl job in preparing trainers, whether trainers were really helping supervisors to acquire skill i l l breaking in new workers, in in~proving methods, and in working with people.

All of the five operating units a t Clinton took part in TWI programs, and TWI records show these certification figures: 2,019 for Job Instruction, 217 in J o b Methods, and 4,140 in J o b Relations. r 1 Ihese figures are the only figures that TWI has-results are official secrets-but project heads have said they do not know how they wonld have got along on their jobs wjthout TTYI. After the announceineilt of the Atomic Bolnt~, an in-plant, inside the wall, Job IZelations I n - stitute was held for tlie Union (Carbide & Carbon project i l l September 1945.

Hanf ord

I n early 19-13 Seattle newspapers reported goverilnient purcllase of 500,000 acres of lalid near l'asco, and later the construction of a gigantic ~ v a r plant xvas reported. After four calls a t the projectetl IIanford 1i:ngineer TVorks, arrangements were completed for a J o b Instructioii preview for 25 executives. This resulted in the hiring by this du Pont subsidiary of several people to be included along with assistant supei~iritendents in a Job Instxuctioli Institute. In all, seven ?Job Instruction Institutes were held (result,ing ill 3,720 supei.visory ceitifications) , four Job Relations Institutes (887 celiificntioi1s) , and two Job Methods Institutes (308 certilications). FOI~L- company men later were trained in Progranl I)eveIopi~lent.

At one time 1Tnnfoid had more t l la~l 51,OUO employees, and nlost of the proclllction snpervjsors cmle from t l ~ e coi~st~ruction stafl wl~ere tllo 'L'V'P ~vol-I.; first began. At t l ~ a s :~ l~ l e tinit rI'lTTI worked 114th tilt: Olgl~lpic (2o~l11llissar.y \.r,lrich tool< ca1.e of :dl nleals and housing for Hailford. Olynlpic c-el tificatioils ~ ~ t . 1 . e : J.I., 43-6 ; J.M., 256 ; J.lZ., 290 ; r.n., 2.

During the construct ion periucl T T V I was gi ven reports of decbreuses in break-in time, but after TIanford went to \\-orli on the Atomic

136 TRAINING WITHIN INDUSTEY REPORT

l;orrib, reports uiiderstandably stoppecl but executives continued to tell TIVI that results kept on coming.

As in Tennessee, Clie usual iiitiinatc in-plant contacts and actual 'FWI knowledge of results just did not exist. But top du Yont man- :igernent : ~ t Hailford assured T W I that "procluctioil lias been going :I long extremely well and that training is an everyday 1-esponsi bility o t' Clle various superilltendents of the isolated production plants," ;~11(1 also stated that Job Itelations "constituted a frontal assault on some of the most perplexing problems of illanpower utilization."

Allied Projects

'1'WI worked u-it11 many of tlie other contractors who were tied into the development of the Atomic Eomb as part of the "Manliattaii Ihstrict."

For some time the U. S. Vanadium Corporation, a subsidiary of Union Carbide, has mined and processed vanadium ores f r o ~ n mines in the area of Rifle and Uravan, Colorado. The ores contain ur:mium, ail important element necessary in tlio development of the Atomic Iioinb. Tliree processing plants were erected at Grand Jullctioii, Uravan, and Uurango, Colorado, operated by the U. S. Vanadiuin Corporation as contract accounts. Total einployirieiit in all opers- tions reached approximately 1,000 employees. Urgency for the product became more and more vital. Time was all-important and it became 1iccess:Lry to make the best use of all personnel and facilities.

Some basic training in J.I. was given in 1943, before the government became vitally interested. Follow-up on tlie program was neg- lected, resulting in only nominal benefits. I n August 1944, this coinpany was given a double -4 priority as a part of the Manhattan Dis- trict program. The WMC Regional Director and Regional Training Chief referred this account to T W I for complete service.

During the period from August 1944 to May 1945, in-plant trainers were developed in the "J" programs so that complete coverage on basic training could be given quickly in spite of the scattered installa- tions. Thirty-day summaries and evaluations of the "J" programs were macle by the company executives for the purpose of obtaining overall results. Such :L summary of Job Nethods results for the month of ,4pril revealed total benefits to the extent of $11,165 as verified by company Coverage on basic training is : J.I., 11'7; J.R., 94 ; J.M., 96. Tllrce men were certilied in Program Development.

AIRCRAFT

'I-lie 1-apid e..cpansion of airc1':~ft plants was per1l:~ys the rnr~st :~nlaz- jngly satisfactory occurrence in all tlle 11istoi.y of war proc1uctiori- T W I districts served nearly all the aircraft plants and many revisions

TWI WITHIN I ~ ~ D UST~ZY 137

&fore 1941, Nortllrop Aircraft, h c . of kIuwthor~le, California, was little knoi% n in aircl.uft production, being engaged primarily in ellgilieering :I nd developmental work. It became, llom ex-er, one of the major contrib~~tors to the war effort producillg the P-61 "Black Widow" niglit fighter and building the "Flying Wing)' Arrrly bomber. At peak production it employed 10,000 people.

Job Instruction Training, beginning in tlle fall of 1942, was given to 1,241 supervisors of all levels. 13y Febluary 1944, as a result of consistellt co:lclling, Northrop was experiencing such plant-wide results as : production increased, 17 percent; break-in time reduced, 22 percent; rejections reduced, 12 percent; scrap reduced, 27 percent; ,ilj tuies re( Luted, 45 yercenr. 'The reduction 111 injuries enabled this company to 1Beceive the Department of Labor Safety Award. The Safety Engineer gives Job Instruction the major credit for this ac- coniplishment.

J o b Plelatiolls was given to 906 supervisory personnel a t all levels. Itesults were not as good as expected. Northrop \vas never satisfied with tlie :~cceptance of its fo1lo~-through plan. However, the management feels something Ivas accomplished : grievances reduced, 2 percell t ; :m(l absenteeism reduced, 17 percent. J ob Relations cannot be given full credit for the reduction 111 absenteeism as Northrop had the lowest rate of absenteeism of tlie airframe manufacturers on the \Vest. Coast fl-on1 April 1042 to June 1'345.

Job I\ieitlotis was the last of the "J" programs introduced to the persolme1 of this company? being started in May 1945. The experience gained with the other ' l ' l F T 1 programs was used to good ad- \rnlltag:.e in establishing a procedure for handling Job R/Iethods proposals. 1)ue to cutbacks in production schedules, the savings from nlally of the improved methods ~vi l l not now be fully realized as they were L:~scci on six months' oper.utions, but the value of improving Job bIetllocls has been proven to n~:~n:~~:.cnlcrit <- even in the short period of time this systematic lnetliocl of inlyrovirlg jobs was used.

The results reported were attained tllrougll tlle insistence of manage: lieu t as rcl,l.esentecl by Presitlell t rT01 l l l K. hTortllrop. This active nm,1i:-Lgeirlcrlt st~pport was gene1.at ed and sustained by reports of pro- dr~ctiou ant1 1.0: t i 'a~tors. An illit1rcsting fexture of this conlpany7c: operation of 'I'TVI programs was that these reports were filled out by each lead-rlla11 : ~ n d reviewed, commented upon, and forwarded by his supervisor. Such reports from the "front line" of production enabled marlagenlent to give recognition and take corrective action where need was indicated.

TRAINING \ V l T H I N IhTTDUSTltY RlSPOlt'l'

Bell Aircraft

'I'he Hell Aircraft plant near Marietta, Georgia, is the Southern 1)ivisioii of the Bell llircraft Corporation of Buffalo. The product is the B-2.9 super bomber and the p1;mt is known as the largest aircraft plant under one roof in the \~or ld . Tho entire plane structure is fabricated and assembled in the one plant. Rickenbacker Field, with complete airport and hangar facilities located near the plant, is operated as an auxiliary service. Finished planes are flight-tested and, during the xar , were flown directly to combat areas or modification points. 'l'he production quota was raised several times but in every instance as nlet with a fair margin. All average ernployment of :~pprorrirnately 25,000 wor1cel.s was maintained.

The first service extended to the plant was Job Instruction. A total of thirteen trainers were certified in order to provide Job In - struction to 2,286 supervisors. Kepresentatives of top management have definitely stated that this program has materially assisted in maintaining production schedules.

Job Relations was inaugurated in November 1943. Nineteen trainers were certified and 2,027 supervisors received the basic training. Top rrmnagement has often stated that the Job Relations pro- g1~~1n has not only solved a great many problems, but has also prevented many of them from coming up.

Early in October 1944, the Job Methods program was put into operation. Nine trainers were certified, and 544 supervisors were certified. The 1-esu1ts of the Job Methods program have been outstanding in that several specific departments have been brought up to scheduled production in a limited period of time.

The plant training department was reorganized with the definite objective of directing all training services toward specific productiorl problems and representatives frorn the production and training de- pnrtrnents participated in :-L Program Development Institute.

SHIPBUILDING

RIIa1l.v shipyard m:~nxgclrients have said that the Job Methods, Job Instruction, and Job Relations programs were material factors in the country-\vide spectacular reductions of work days from laying the hull to comrnissionillg the ship. ( S e e reports of shipyard results in (3apter '7.)

r~ Lhe savings made in ship;)':~1ds as a result of u single ,Job Methods irr~pl.ovemrmt frequently ran into sizable surns, 1)ut perhaps more i l~~p<)~- t , a~r t :itbe the small inlyrovelilents in one yard which were adopted by otl~el. >.urds, thus multiplying the small savillg Inally times.

The ,Job Instrwctio~~ program n~rttle it possihle for thousands of green workers fresh from farms, filling stations, store counters, and

home other in g r e r d j

Si'ipb

I11

1)arec' lnent of ele f eren needs the t i

1942 4

duct& the &:

Misso,

Tll t cli:ma llundi ployel super p r o p Methc tion i; a s h i ~ the in cluctic for e n

I n dividc to \TI1 said t was rc

Alariw:

A h long-t used a i r i ?J-L

C 'o uerk

'l'he o r 1 a11 J-:llYIs

TLVI WITHIN INL)USTRY 139

homes to get into production in a fraction of the time that would otherwise have been necessary. An outstanding record of reduction in grievances and turnover arid of promoting cooperative effort generally has been attributed t,o the use of Job Relations.

Shipbuilding Publicatiot~s

I n 1941 and early 1'342 \vllile shipyards were expanding, TWI prepared and distributed illustrated booklets to show shipyard management how training of new workers could be done in the specific crafts of electrical work and welding. I n 1941 T1IT1 called a national conference of shipyard training heads to appraise shipyard job training needs and to crystallize an orderly approach to help the yards set up the training facilities they needed. The result mas the issuance in 1942 of a national code entitled Basic Principles in EstabZishing Pro- duction Training in Xhipyurds which w s ~ endorsed and promoted by the Maritime Commission.

Missouri Valley Bridge G Irou

The Missouri Valley Bridge & Iron Conlpany, a t Evansville, In- &:ma, was given a contract to build 123'1' ships a t a point fifteen hundred miles from the sea in a locality where 98 percent of the employees had no idea about this kind of work. All eight hundred supervisors were given training in all three of the TWI supervisory programs. Every supervisor, after having been trained in Job Methods, was required to make a systematic analysis of each operation in his charge. When every job in the entire process of building a ship of a given type had been studied for possible improvements, the improvements were incorporated in new job directions, and production then proceeded according to that pattern. This --as repeated for each type of ship.

I n all of the honors heaped upon this shipyard, they generously divided the credit wit11 TTVI, saying that it had contributed greatly to whatever success they had achieved. One of the company officials said that in a single contract for the construction of 60 LST's, TWI was responsible for a savillg of $1,500,000.

Marinship Corporation at Sausalito, California mas one of TWI's long-time big users. Their enlployment at its peak was 17,000. They used all 4 prograins having ceitifiecl 2,054 in J.I., 1,436 in J.M., 1,699 in J X . , and I in P.D.

The Tixillillg L V j t f l i ~ ~ I r l c ius t~y p m g r a u s were used by shipyards on all t h e e coasts as well as by inland yards-from Richmond Ship- 5:trds on the 'IT'est Coast to I3ethlelwm yards on the East Coast, and

thern oduct ,t air- ure is , with is op- 1 and. :ation every :nt of

1. A ~b In- 3ment ed in

~eteen train- ; pro- ) pre-

I into were

. out- h t up

:finite lction cl. de- b

;, Job n the q the Its in

thods more were ninny

(1s of , and

TWI WJTEIIN INDUSTKY 139

homes to get into production in a fraction of the time that would otherwise have been necessary. An outstanding record of reduction in grievances and turnover and of promoting cooperative eff'ort generally has been attributed to the use of Job Relations.

I n 1941 and early 19-42 while shipyards were expanding, TWI prepared and distributed illustrated booklets to show shipyard manage- rneut how training of new workers could be done in the specific crafts of electrical work and welding. I n 1941 'I'WI called a national conference of shipyard training heacis to appraise shipyard job training needs and to crystallize an orderly approach to help the yards set up the training facilities they needed. The result was the issuance in 1942 of a national code entitled Basic P7incipZes in Establishing Pro- duction Training in Xhipyurds which was endorsed and promoted by the Maritime Commission.

Missouri V a l l e y Br idge 6 Zrou

The hlissouri Valley Bridge & Iron Company, a t Evansville, In - diana, was given a contract to build LSrI' ships at a point iifteen hundred miles from the sea in a locality whe1.e 98 percent of the employees had no idea about this kind of work. All eight hundred supervisors were given training in all three of the TWI supervisory programs. Every supervisor, after having been trained in Job Methods, was required to make a systematic analysis of each operation in his charge. When every job in the entire process of building a ship of a given type had been studied for possible improvements, the improvements were incorporated in new job directions, and production then proceeded according to that pattern. This \%-as repeated for each type of ship.

I n all of the honors heaped upon this shipyard, they generously divided the credit with TTVI, saying that it had contributed greatly to whatever success they had achieved. One of the company officials said that in a single contract for the co11struction of 60 LST's, TWI was responsible for a saviilg of $1,500,000.

Marirzs hip

Marinship Corporation : ~ t Snus:tlito, California was one of TWl's long-time big users. Their elllployment a t its peak was 17,000. They used all 4 progralns having certified 2,054 in J.T., 1,436 ill J.M., 1,699 in J.R., and I in P.D.

The T ' r i~i l l l~~g bVithi~~ L I I ~ I I S ~ L ~ p1ugr:tills )\'ere used by shipyards on all three coasts as well as by inland yards-from Richmond Ship- ~-:lrcis on the TJrest Coast to 1SetllleJle1n yurcis on the East Coast, and

140 T R , Y I N I ~ G WITETIX INDUSTRY RKPOL~T

from Tampa Shipbuilding Company on the Gulf of Mexico to the IDravo Corporation on the Ohio River near Pittsburgh and Manitowoc yard on Lake h1ichigaii.

SERVICE T O RAILROADS

TTVP districts from Chicago westward concentrated staff resources on the western railroads as tlleir contribution to the concerted drive tllnt began July 7, 1945. A t that time Selective Service, the War Department, tlie Production Executives7 Committee, and the War Manpower Commission joined in a special manpower program for western railroads. Primary emphasis was given to the recruiting and placement of experienced railroad workers, including men furlouglled from the armed services and those allocated through special deferment measures. TWI work paralleled this intensive drive by swinging a large part of its organization to tlle giving of intensive assistance to the railroads.

During this railroad drive, 12. E. Woodruff, President 01 the Erie Railroad, personally urged the use of TWI programs in many of the railroad companies. His convictioii of tlie worth of these programs was based on his own long experience them. Since 1942 the Erie Railroad had made extensi~-e use of TWI witli a coverage extending from one end of the system to the other. Over 4,000 certificates have been awarded to supervisors completillg TWI programs.

TTThile decision to adopt T W I 1,rogranls was usually made at the railroad headquarters, the service cut tllrough states across the COIIT~~I-y. For example, wo1.k with tlie Missouri Pacific System sterllmed orit of St. Louis with activity in ICansas City, Little Rock, and Illouston. Santa F e use of TTVI programs began in the Amarillo, Texas division point but becxn~e system-wide. The Pullman Com- pany's nation-wide use of the TWI programs, of course, affected the western railroads.

Long before the Western R a i l ~ ~ m ~ l drive, the Chicago office had been working with railroads and had found that certain selling point,s were of particular interest to railroads-safety, relutions witli 13rotherl~oocls, transferring workers among departments, and improved public relutions ranked along with decreased break-in time in getting management attention.

I n the enst, t1lcl.e also much service to railroads, such as work with the Kew Yorlr, 3-ew ZIaven & I-Tartford stemming out of TWI's Ne\r Haven office; work witli the Delaware, Lnckawanna, and Western, ste~nming out of New Yoi-k; and the Cleveland district responsible for inaugurating tlle systein-wide program of the Erie Itailroad.

Chicago C Northzclrstern

~ I I ,January 1944, TT;TrI approached the accounting department of t,llc Chicago & Northwestern Railway. C. 1,. Dennis of the Brother- hood of Railway Clerks was present when tlie Job Instruction program mas presented to management and added his endorsement, later s ~ y i n g that adoption of the TTVI programs --as the most constructive action taken by the company in twenty years, and that after supervisors had had Job Relations grievances virtually disappeared. Ry T'ebruary, Institute training was provided, sessjons were started, 2nd on-the-job coaching under way.

I n R!tarch, TWI discussed Job Instruction with the President, R. L. Tlrilliams and, following this, C . -4. Ruclcmiclr (the J.I. coordinator) was named Supervisor of Training. Following middle management meetings in May, the program mas spread to other divisions. Two Institutes were held for this railroad, and those trainers have certified 387 in Job Instruction. Job Relations was launched in Septeni- her 1944, and, again, two Institutes were held, resulting in the training of 222. Job Methods began just before the end of TTVI service in September 1945.

, I t tlie req~~es t of the President, David A. Crawford, a11 T W I program activity within the Pullman Company was aclministerecl and llandled by the con~pany's headquarters a t Chicago, with Harry Gnil- bert, Director of Safety and Personnel, in direct charge. Arrange- ~r~ents , scheclules, and other activities having to do with the Pulllna~l program operations in any T W I district were initiated a t Chicago, :ind cleared with tlie Chicago TTVI district office.

The Pullman Company has 75 in-plnnt trainers, developed in Clri- cngo Institutes, for the three "J" programs. These trainers were sent to Pullman branches, but in a few remote or small Pullnian j n -

st;~llnt,ions TTVI districts were askocl to supply trainers. Over 5,003) certificates in the 10 hours of basic instruction were given to Pullman supervisors.

New Y o r k , New Haven, and Hartford

TIVI programs have been used in the New York, hTem Maven, and FTartford Railrciad since November 1943, starting with Job Instruc- tion (1330 cert,ifications) ; Job Methods in October 1914 (313 certifications) ; and Job Relations which was undertaken shortly before 'L'WI field operat,ions ended. I n Afay 1045, the railroad est,irn:~tecl that i t had then invested 11,770 supervisory hours in attendance a t training sessions (and TWI had given 800 hours to serving them), and that 28,710 more hours would be put in.

T,o~riszlille fi Nashville

Ci~icinnati's work \ \ - ~ t I ) the I,c)ilisv~lle &k Naslrville Kailroa(l lwga~t in 1913 wit11 u call on .J. 14. 1 Till, President, who a t once remarlieti that 'I'M71 looltetl like a n;:ijr to avoid having supervisors reach limits beyond wllicll they collld not be upgraded. The Job Instruction program was start ec1 in tile Ilouisville locomotive ant1 car repair shop where 4,000 of the system's 35,000 employees work. ~ ~ I : L I I L ~

Gorman, who was t hen :~ppl*ent ic.t: illst l.i~c,tor, became a certified ,J. I . t i e . For 32 t sllpervisors lie llas lleld groups in Louis-ille, I>cCo~~rsey, ('orhill, and I k ~ ~ e n n : ~ , K e n t ~ ~ c k y ; and in N:~shville. 13irrningham, and Jfobile. Thesc are the nlajor sllops in servicing ecplipment For 5,000 1nilt.s of 1-oad.

R:~ilway officials and tlle safety director credited TWI with a five : ~ n d one-half months' no-accident record in Louisville. Before J.I. there had never been a month withol~t one accident a t least. Mr. Gorrnan became a J .R. trainer in August 1944. Following the same schedule, 330 supervisors were trained. Mr. Gormnn began Job Methods in Jnne 1015 and by -\ugust hat1 i ~ p o ~ t e d 316 certifications.

CONVERSION OF THE AUTOMOBILE INDUSTRY

I n 1941 and 1942 the conversion of the automobile industry, the pros and cons of airplane contracts for motor car manufacturers, and the use of automobile engines in tanks mere subjects about which everyone had an opinion. The ~nagnificent record made by the automobile incinstry in adapting their mass production, assembly-line technicj~lcs a n d that of its sllppliers is now a matter of record.

Detroit Experieme

The Ford AIotor Company n-as the Detroit district's first big account. Today the coinpany has qllalified Institute Conductors on all four T W I progr:~rns. Some of the finest r e s ~ ~ l t s of the district have come from this Company, w11el.e certifications have been as follows : .J.T., 52G7 ; ,J.>I., 2873 : ,J.Il., 1907 ; and PI)., 1.

I! TWI programs did not get started in the Packard Motor Car

Company nnt il &lI:~rcll 1945. All three "J" programs now are ill operation a t Packnrd and top managers have had basic instruction in all three. Other training programs have been discontinued but the TWI supervisory programs, directed by the Program Develop- ment problem approach. are firmly entrenched. TWT was able to train for Packard, inen from their own staff as Institute Conductors so that the programs can continue to reach new people. When the Detroit district closed, Pnckard certification figures had reached 300 in J.I., 280 in J.M., and 150 in J.R.

Cllrysler also has its o ~ ~ n Instit utc Conclllctors in all four programs i n order to continue their extc~~sirt. work which :~lready has the following coveragr : ,T.T ., 3,1 I 9 ; ,J .RI. , 846 ; ,J.R., l , t , G G . Chrysltl- :I Iso ~ : L S n P.D.-trained man.

ORDNANCE

-1mong the numerous orclimnce plants served by TIVI was tlle New Ri\-er Ordnance plant of ITercules Porn-cier Company where the safety tl~rector and one of the superintendents became J.I. trainc1.s in the Pall of 1044 and gave the IO-hour program to most of the supervisors. In January 1045, there was z bottleneck on the flash-reduci~lg lines and at the request of I V M C , TWI returned to the plant to help the new training director to get s~~pervisors to really use .J.I. The L < charges" were so essential they were being flown to T',luropean battlefields.

A new unit or "house?' employing t-enty-five people was being opened, and it was decided to check the effect of training on production. Six similar houses had been in operation for periods of from one to five months. These houses were turning out a11 average of 300 charges per shift. A t the encl of the first week, house No. 7 produced 300 charges, whereas it had taken the other six houses several months to reach that level.

The company prepared all of its own materials for J.I. and truly made it a company program. Break-in time was cut in half, production went up, and rejects mere reduced. The New River plant had gone dovn to 300 people in the summer of 1944; by January 1945, it mas over 4,500, and eventlmlly reached a peak of 5,500 employees. T t was closed immediately after V-J Day. There were 270 certifications in J.I., 88 in Job Relations which was launched in ,June 1945, and 13 in Job Methods ~ ~ h i c h was started in July. The programs were constantly publicized in the plant paper, and top management kept supervisors alert by requiring a monthly report in terms of scrap, break-in time, absenteeism, safety, and production.

TEXTILES

When tire cord and cotton duck were placed in the SLmust" category, the Bureau of Tn in ing of the War Rfanpoa-er Commission organized an intensive drive to provide specialized training services to these plnnts wherever needed. In viev of the emergency nature of the program, special efforts were made to apply training techniques which would produce quick results. Among the training programs which proved to be effective in immediately meeting the current sit,unt,ion were extensive application of ,Job Instruction, ,Job Relations, and .Job Methods.

111,

,he re-

)rd t o

=re set ths ily re- I n ore ver use use act

011-

to less md 3 V 0

mt. ved wn ent .re6 :his the nt0

,nts lest ;en- his :ers He less

TWI W ~ T H I N INDUSTRY IK5

productive worker a way which will both turn out more work and, in the plants where this particular teclmique was developed, increase the individual worker's earnings.

Cailnery manngeinents and 'I'J\'L ikld inell on the TVest Goast j~~rnpecl the gull in 1945, getting started before the se:xson started. ,4 1)igger and better job of training for the hi& p1.iority seasonal foot1 processing industry \\-as clone in 1945 than was accomplished in 1944. I t also reflected a change of management attitude in t11:lt manage- rilc~lt \vas more receptive toward (in most instances anxious to get) T\\'I services :~nd became iaterested in sound p~.ocedures of p l a l~n i l~g t o obtain maximum operating results from the use of tllose services.

This pre-season activity was due to two developments in the use of '1'1VI services in I W 1. FI1-st, col.1.ect il~structioll of ~\.oi.kcl.s througll TWI trained foremen and fol*ewonlen blwugllt tlle woi-lters to full earning power quickly and greatly reduced turnover among new workers during their first week or ten days on the job. Second, most cannery operations wei-e found to be readily simplified or improved tllrougll the Job Metl~ods tecllnique. hlallagenlent realized that in order to get tlle best results from the J.Z. and J.M. progranls, all supervisoi-y persomlel s l l o ~ ~ l d be retrained or ti.ained prior to tlle opening of the 1945 season.

Camzers' Association

Duriiig February and March of 1945 the Kew- York State Canners' Association sent out letters to practically all tlle canning industry in Nortllcrn New York where one or more of the TWI "J" programs 113d been used, ~wcomnlencling early activity and offering to act as intermediary in TWI contacts. I n Peimsylvania, canners speeded up t l ~ e launching of J.AI., u-hich lagged somewhat there in 1944.

Tangible Results a t Bozeman

Tile production superintendent of Bozeman Canning Company (40 percellt of their total pack a t four plants went to tlle armed forces) has 1.cbl1ortetl that in the 1'344 season, hours equivalerlt to 6,850 man days were saved through Job Metliods (over 10 percent) ; pro- ciuction increases ranged from ti to 10 percent; one plant saved 1,000 gallons of fuel oil.

Value That Cannot Be M e c ~ s ~ u e d

Tlle Minnesota Valley Canning Comp:my a t Le S u ~ l l r , Minnesota, operates seITen food processing and canning plant,s in soutllern Min- Ilesota. wibh over 6,000 en~ployees. All plant superintendents and stqxzxvisors, numbering 192. were put t l~rough Job Instruction, Job hletilods, and .Job Relations Training. Soon aft;er the 10-llonr ses-

sions were completed a tllol-ough I o l l o ~ ~ - - t l ~ l ~ o ~ ~ g l ~ p h 1 was put into effect under the supervisioll of tlle p1duct io l~ mnn:iger. 'I'he coordinator and plant superintelldent received iuclividu:~l coaching. 'l'he result was :I 1.elnal.kable overill1 improvenle~lt ill p1mluction, but the Conipanj, values even more the experiences of u-hich the follo\ving is typical :

A supervisor in one of the plauts had been quite concerned with the disorganized manner of opcrutions during the 0%-season periods. Upon going through the "J" programs 1~ twyuirctd not only the ability to do something about i t but the courage co go ahead wit11 his proposed outline of various employees' duties, responsibilities, etc. He submitted his plan to the superintendent, who in turn co~lsulted executive i~lanagement. With very few clianges, the outline was accepted I A I I ~ is now in use. This particular plant is now rated as the one most efticieritly operatetl, and the company plans to put into efTect sir~lilai- plans in all of its plants.

Swift G Company's Nutiotza2 TlVI Progrnvn

Some corrqmnies with rnnny branches decided to operate the programs from their headquarters. This occasionally meant that a district was swamped by demands for service. Three Job Relations In- stitutes were held simultaneously for Swift & Company in Chicago.

a, lves I n cases like this, other districts and Headquarters Represent t' helped. I n all, 20 TWI districts worked with 138 Swift establishments, resulting in basic instruction for 3200 supervisol-s in Job In- struction, 1078 in Job A'let2~cds, and 2338 in Job Relations.

Prisoners of W a r

There are many instances where the Job Instruction program has been used in dificult situations such a s the training of German prisolsers of war. 111 upper New York staLe, job breakdowns according to TTVI were made and then translated into German in order for t,llem to bo used in the training of the P.O.W.

I n an Indiana packing plant which had to increase production of boned meat, a night shift of eleven German prisoners =-as added. Through the use of Job Instruction and an interpreter, the skill of boning was passed on to these prisoners. As a result of this training, within tlneo weeks' time tho eleven prisoners \\-ere l m n i n g 105 cattle per night, against the record of the sixteen day-sllift oldtilners who bon tcl200 animals per day.

OIL ILV 'I'EXAS

' 1 s c r ~ ~ ~ t l 111a11y pet l .o le~~i i~ G O I ~ I ~ L ~ I ~ ~ S . N o pi( ' ture of '1'6~5~ crpcl-:r t ions, o i' course, is co~nplete without considering oil, the ''black gold" of the Southwest, and the stol-y of the Tesm C'ompnng's use of the TIVI plwgrnrns is outstnn(lillg. T~'o1lowing n jlreview nleci,ing of

in to : CO-

1111g. , but lx-illg

h the Upon to do utline ; plan With s par- d the

3 pro- a dis- ns In- ~icago. ;atives ~blisb- ob In-

lin h:~s ;elman xccord- der for

tion of added.

skill of Taining: 5 21-s TVll0

the Job Instruction program atteucled by top and middle innuage- meut of the Texas Company 1Zeiinel.y (100-octane gasoljne), Port Arthur, in October 19-43 this program IVLLS stal.ted witll ail hsti tuie. The company's trainer brought this pl-ogmn to 1,s 11 stlper visors i n this large reihiery wllicll has an avelage eniployinent of 4,800. Long before this job ~vas completed Frank FVallace, Works Manager of all Texas Company plants in South Texas, and Douglas P. lhiley, (ieneral Superintendent of Port Artllur Worlis7 insisted that an operating plan for continuing use be dex-eloped.

Operation of their plan has resulted in every one of the almost 5,000 employees being listed on departmental timetables. ,4 recap of timetable information indicates the progress of each employee, the number who can perform each operation in the department, and the number who are prepared for jobs in the next department Lo which they would normally advance. Over ten thousancl job breakdowns have been made with sufficient copies so that they are readily available to all levels of supervision. Supervisors are constantly being coached in preparation and checliing of timetables, job breakdowns, and use of the 4-step method. Basic instruction has been completed in all Texas Company refineries in Texns and operating plans for continuing use are in operation.

The tangible results from one department of the Port Arthur Works is indicative of results already obtained in other departments and plants. Before Job Instruction mas given to supervisors in the manufacturing department, plant management says that instruction was given in a haphazard manner. There was no definite method used in breaking-in new employees. Since Job Instruction was put on a continuing use basis early in 1944, the following results have been obtained :

Percent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Manufacturing costs reduced 20

............................ Accidents resulting in lost time reduced 75 Minor accidents reduced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Break-in time reduced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Scrap and rework reduced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Texas Compa~zy Approach

A preview of the Job Relations program was presented to Messrs. Wallace, Bailey, Moser, Hechendorf and the Superintendents of the Refinery Division on one of the Company house boats on Sabine Bay in September 1944. This program was adopted by management and basic instruction started in accordance with a plan probably unique in American industrial life. Supervisors of the. Port Arthur Works :md other South Texas plants were invited in groups of thirty to attend a week's conference at the elaborate Galvez Hotel, on the beach of tile Gulf of Mexico :it Gnlveston.

Tlre first three days of tllc week were devoted to a conference on supel.1-isory responsibilities lei1 by 13. 11. Anglin of Ken7 York, nu- t iorla l P1dusir1;il 1Zelatiolls I)il.ector for t lle Texas Company Kefinery 1)epurtlrlerlt. 'l'lie final three days of the week were devoted to the staiidalxl J .li. program conducted Ly outst:~n<ling J.12. trxillers froui all parts of Texas. I n some cases the Texas State Department of Vocational Education paid these illen. I r i other cases managements o f other companies loaned tlieir tr:zine~.s to the 'l'esas Company. This pr.ugr*:~~n \V;LS sclleduletl f o r sur:cessive groups for nine weeks but its success was such t l i : ~ ~ ~n:~nagement extended i t an additional seven \\.eeks. I h r i n g tllis latter period an Institute ~ v a s co~lducted for eight 'l'esas C o ~ ~ l p a i ~ y trainers. An opei-nting plan is i n ellect, inclncl- ing the use of a f o ~ m based oil the 4 steps which must be u<ecl with all problems rePerred to higher levels of supervision. Recommendeci action is included on this for11i.

Proglwn Development got ulicler way in ihe Itefiiiery in August IMli.

Under the sponsorship of R. B. McLaughlin, Trice President and 3l:tnsger of the Tesns Pipe Line Compmy, the Job Illstruction program ~ v a s started in this company in May, 19-13 when ten company trainers successfully conlpletecl an Iusi itute. These nwn and trainers from other Institutes brougllt the program to 987 supervisors scattered over a tremendous territory in eight states. A Job Relations Institute was held for the Pipe l i n e Company in ,4ugust 1945.

TWI SERVICE TO PUBLIC UTILITIES

Crov cled war centers caused heavy, growing loads on public utilities. The Detroit Edison Company, with a peak employment of 5,322, was given extensive service by TWI which certified 1,064 supervisors in J.I., 445 in J.M. and 1,168 in J.R. Georgia Power Company lins used TWI in 25 instalkxtions and has liad 707 supervisors certified in J.I., 141 in J.M., and 177 in J.R.

Michigan Bell Teleplione Comprty of Detroit has 110 supervisors certified in .T.lC., I 1 1 in J.M., 813 in J.11. I n addition, in operations outside Detroit, 757 supervisors have bcen certified in J.R. I n Union Job IZeltttions, 300 stewards have been certified. The Chesapeake & Potonmc Telephone Company has used the "J" programs extensively in the three states in which i t operates-Rfnryland, Virginia, and 'CVest Virginia. There have been 1,4533 certifications in J.I., 551 in ,T.hlC arid 740 in J.R.

COAL.

I'itt<l)u1.g-IL ('0:11 is the largest protlr~ccr in Pcnns;.\.l\-:lr~ia; i t lms sorne S 7 5 O 0 enipIoyees, 10 m:zjor nlincs, :i~~c'i some 12,000,000 ions of

protluction annually. Because i t was the largest coal operator in the state, the l'ittshurgh District OfEce early sought to inst,all the ".J" programs. 1 1 1 1041 and 1042, 249 of the Company's supervisors were given basic training in Job Instruction. The . ~ o b lEtelutions pt~1-ograln became available early in 1043 and the Company's officials adopted t !lc prograrrl promptly ; 336 supervisors a t 9 different operating prop- cl tics were given the basic training. According to reports from C'onlpany oflici:~ls, these programs aided materially in getting new \vorlcers up to production in mininlum time and eflectetl a nlnjor tlecrease in rrmnagenlent-labor friction evidenced by a reduction in grievances.

Applying Job Methods Undergroulzd

A t the close of the Job Relations program, TTVI representatives :tttempted to sell the Job Methods program to the Company, but the invariable answer was that "Job Methods may work in a steel plant but i t would not apply to coal mining operations unclerground." However: the staff persisted and got a courteous hearing on each call because of the results produced by the J.T. and J.R. programs.

The industrial relations manager agreed to check data with other mining outfits. He became sold on J.M. possibilities and agrecd to arrange, with the approval of the production manager, for a preview of the program in February, 1045. Some twenty top production officinls attended this preview-three days later mallagement adopted the program. Under the company's plan, the overall program was to be headed up by the production manager with the superintendent of each mine directly responsible in llis own operation. Four men were sent to an Institute and subsequentlj, gave the basic training to 306 supervisors.

13ecalise of official sponsorship and a fine set-up for the clearance of proposals, the program procluced many important jmpr-orements in the mines. A n improvement approved a t any one nline is immediately cleared through a coorclinai or so that all of the other mines immediately get the benefit of the improvement. Results like the following are typical: 60 percent labor saving in const~wction of a road; freed 2 men out of 4 in rock-dust unloading; 63 percent of time required for handling war bonds saved ; handling 20 percent more coal per day through new method of spotting cars.

T3ecause of good results, the program was installed in the home office of the company in Pittsburgh, and 62 supervisors n-ere trained.

Safety and Coal Mines

A n eastern Pennsylvania coal company had used Job Relations but just would not accept Job Instruction-what they wanted was a safety program. The officials changed their minds, after a time table

showed the jobs on which miners were not q~ialified, and a breakdown was made of s clanprous job into steps and "hazards" (rather than just plain key points). Other coal companies became interested when they saw the application to safety, and in all over 1,100 supervisors have been certified in the Philadelphia & Reading Coal & Iron Com- pany, the Pennsylvania Coal Company, and the Susquehanna Coal Company.

NAVY SECRET PROJECT

TWhen in the summer of 1944 McQuay Norris began operation of a St. Louis plant making secret Navy communications equipment, TWI otfered its services. The Job Instlwction program got under way in January, 1945 with 10-hour sessions for top and middle management. The company's own trainers gaT7e basic instrilction to 330 supervisors, and the plant has kept the importance of J.I. constantly to the front. When the program started there were 1,500 employees in the manufacturing depnrtmerlt. In four months it had grown to 2,700. Be- cause no transfer between departments was permitted, whenever there

- wxs a vacancy on a production line the line was held up until someone could be trained. Lend-girls now use job breakdowns and instruct by the 4-step method, with the result of cutting training time to 30 minutes from the previous 4 to 6 hours needed to get into full swing.

Job Relations was started in April, and 217 supervisors received training. Since the nature of the work has meant absolute department:tl separation, three men receivecl P.D. training in order to have this method llsed on all work.

USE1

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'S . lt. U - e- re ne ct 30

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USE OF T W I PROGRAMS OUTSIDE AMERICAN INDUSTRY

I n xdclition to the almost two million certificates given by TTVI to supervisors in American war plants and services, TWI trained In- st i t ute Conductors \vho are responsible for ox-er a half niillion certifi- c.:~tes issued by other groups:

J.I. J.M. J.R. ~ \ r m y Service Forces . . . . . . . . . . . . . . . . 150,000 75,000 100,000 Civil Service Commission . . . . . . . . . . . . 67,000 26,000 20,000 U. S. Department of Agriculture . . . . . . 11,000 10,000 4,000 Social Security Board . . . . . . . . . . . . . . . . 1,800 7,200 800 Department of Labour, Canntln . . . . . . 55,000 14,000 12.000 Ministry of Labour, Engl:~nd . . . . . . . . . 15,600 340 2,001)

Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300,400 132,440 138,800

TWI PROGRAMS IN THE ARMY

Early in 1912 Brig. General Frank McSherry was anxious to get help for the Watertown, Watervliet, and Rock Island Arsenals which had many problems due to the rapid expansion which was taking place in these organizations. A t that time there was considerable discussion in Army circles as to the advisability of setting up a training center for these arsenals. The Job Instruction program was introduced at Picatinny Arsenal in March 1942 and.the reaction was so favorable that in April the Office of the )Chief of Ordnance in Wash- ington began the int,roduction of J.L. into other Services of Supply establishments.

I n May, 1942 the Quartermaster Corps had assembled 93 officers and officer candicht,es for intensive training at the New Cumberland Supply Depot in Pennsylvanja. Tlle problem concerned shipping of badly needed medical, food, and clothing supplies. The schedule was nl ready "filled," but the Quarterrnast~r Corps IT-antetl ,Job I nstruction. A~ccorclingly, over Memorial Day weekencl, a phi lad el phi:^ TWI statF member and nine trainers loaned by Philadelphia, Harrisburg, yorli,

152 TRAIbTINCr JJTT'ITIIIX I N P X J S T R Y REPORT

: ~ n d 1 I:Illcnster industries pnt on s in i~~ l t a neous 10-hour .30b I r n > t l . r ~ c . l i c ) l I

sessions, fitted into evenings and Sund:xys of the "1iolicla-y" n-celiend. I n June, James P. Rritchell, (who had been a member of t , l l~ original

TTvI Headquarters statF) Director of Civilian Personnel of tlle Army Service Forces (a t that time the Services of Supply), consult eci TW1 for concrete air1 in the arsenal problems as well as ovei*:~ll neccls.

Subsequently, General Rrehon Somei*vell i s s ~ ~ c d 1% clmi nist x x t ivc 3lemorandnrn hTo. 21., dated August 18, 1913, wllich st:~iccl, :

The responsibilities of supervisors have been studied with respect to the basic skills of h o w to ins truct , h o w t o lead, and hotv to nuznuge t?!e technical a s p w t s o f their jobs, and fundamental training programs of ten hours each have been developed under the names of "Job Instructor Train- ing," "Job Relations Training" and "Job Methods Training" by the Train- ing Within Industry agency of the W a r Manpower Commission.

The ahove mentioned agency, composed of the foremost training sp~c ia l - ists in the country, has built up a nation-u-ide organization of more than 3,000 competent, experienced trainers, who have given the 10-hour program of Job Instruction to over 160,000 snpervisors and key men. Arrangements have been made to utilize the experience and knowledne of this organization in supervisory training programs for a l l Services of Supply executives and supervisors within the United States.

I n addition, General Somervell issued Circular Let,ter No. 45, dated August 19, 1942, in which he set up the working agrc~ment between Training Within Industry and the Army Service Forces.

When the program was thus planned i t v a s thoizg-lit t,hat, there wo~lci be sixty thonsnnd supervisors t o train and that the, ,Job Tnstrnc- tion program could be completed by December 394% A t one time, i t was discussed as to whether the Army Service h'orces 11-ould fnrnish their o m trainers to be trained by TW1: or whether TWI TI-onld furnish the trainers. It mas finally decided that TM71 wonld put on the 10-hour sessions. The rapid growth of the ASF and turnover in supervisors has meant that basic training in this program is stJill continuing, although the program is now handled by -4rmy trainers who xe re prepared by TWI.

T Wl's Largest Assignment

I n September 1942, TTYI s m t to all of its field staR Fame descrip- tive material xboi~t the Army Service Forces. to rive tlrem an iclea of the size of the job and to show them how TWI FTexclqnnrters wa4

handling its part of the job. I n lTTashington appreciation meetings xere held for the t,op ranking o f i c ~ r s for each service. These are the Office of tJhe Q~ar termast~er General, the Oflice of Chief of Ordnance. the Office of the Chief of Chemical Warfare Services, the Office of t,he Chief of Engineers, the Office of the Chief Signal Officer, the Office of the Surgeon General, and the Transportation Service.

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Each of these servico divisions ol)c.lx tes in the ficld. There fore each district \vas responsible for worlihg witll tllesc se\en sclmrate agencies. Tlie service colnlnand was tlix-iclecl into 9 areas.

Tlle Anmy Service Fol.ces is the Army's supply and :~dlninistrativo 1 rm. I t is necessary to picture the worlc17s largest manufacturer, nler- c.lmnt, supplier, transpoltation service, contrac.tor, and storage com- I'xny all unified undcr one control in order to get a picture of the ,t St' during m-artinle. This is the service which feeds, clothes, houses, :I ~l t l equips the Army. I t deviscs a n d produces the 11-capons of war, i t t-I-:~nspo~-ts the Anuy alld its supplies, and operates its cornmunica- tions. It builds the roads, and bases and repairs them. It makes the gtses that are used in chemical warf:me. It handles payrolls for the ,lrmy, attends to its medical needs, supervises religions observances, carries the *4rmy mail, does all of tlle paper worlc, provides recreation for tho troops, sells the soldiers cigarettes at low prices a t post es- changes. : ~ n d maintains the military police.

A S F also had an important role in the procurement and handling of military supplies for the British, Russians, and Chinese under TJend Lease arrangement. A S F services and repairs tanks, guns, and coinbat vehicles in action. A S F includes everything in the Army except the Ground Force comnland and the Air Force.

ASF in Washington

Tn Washington, D. C. where, a t that time, there were some 8,000 civilian sl~pervisors in the ASF, i t was planned to put on several Institnt es with personnel selected from various p r e rn l n en t agencies who would be loaned to the War Department to conduct the sessions, since there were no t,rainers available in Washington. Dne to considerable clifficnlty in lining up suitable personnel for the job and to tile fact that General Sonlervell's directive stated t l ~ : ~ t the supervisors in the ASF should receive the basic tell llonrs of Job Instruction by December 30, 1942, it was found necessary to bring in from industry and TWI clistricts sufficierit trainers to conduct the 10-hour sessions.

Industrial Assistance

T W T Headquarters brought in 117 trainers for 10-hour sessions Ilelcl in TVasl;in~ton from 59 companies, 13 governl~ent clep:~ ~tments, 19 TWI districts: and -1 state education or college groups. The company people \:-ere borlnowed directly by T W I Headquarters from the presidents of their organizations and served anywhere from one to eight weeks. putting on either t,wo or tllree groups a week in Wash- ington.

Too 1n11ch cannot be said in praise of industry in general and the personal work of the trainers loaned by industry to carry out this assignment. It was a unique experience for the individual, and it

performed a very valuable service to the government in time of a great need for that service. At t11c end of December, 1942 these trainers llad ~ o n d u c t d 684 sessions for v n rious branches of the A SF and had certified '7,125 snpervisors.

The District Job

At the same time, in the districts many military establishments were following General Somervell's directive and having sessiolls coil- ducteci by T W I in the local areas.

The southeastern section of the country had an unusually large proportion of Army instsllations. Therefore, the Atlanta staff lmcl to hc greatly irlcrc:~sttl. Half of TWl's staff time in tho Atlant:~ district had to be given to this Army service but through it the story of TWI filtered back into industry.

ASF Respons'ibility * 7

The Job Relations and Job Methods programs were later made available to ASF. I n the beginning of 1943 Training Within Indus- try felt that it mas time to help the Army Service Forces to carry on its ox\-n training in line with the philosophy emphasized for industry. Plans were made whereby Training Within Industry Headquarters staff members conducted Institutes to develop trainers for the ASF. This was done periodically as needed 'throughout the first eight months of 1943.

It was agreed that until ASF was able to carry t,he load TWI would continue with quality*control. By June 30, 1943, 82,820 were certified in Job Instruction, 1,272 in .Job Methods, and 26,933 in Job Relations. By the end of August when A S F took over the handling of the programs, another 5,000 had been aclcled to the total.

A S F Reaction

General Somervell stated before the House Civil Service Investigat- i n g Cornnlittee on June 15, 1943, the following with regard to supervision and personnel in the A S F :

The War Department, in the production plants under the ASF, was faced with the same emergencies in plant and personnel expansion as tho%' which bothered private inclustry. It was apparent a t once tha t poor or inadequate snpervision meant inefficient workmanship and unsatisfactorr production schedules. Borrowing the int-xluable aid of the Training Within Tndustry Division of the War Manpower Commission, T v e inaugurated a program of Job Instructor training courses for ASF sr~pcrvisors, 1)oth men a n d women. T,et me say a word of appreciation, at this point, of the constructive services rendered in this task by the TWI. r,ike 10.000 or So operators in private industry, we nTc.re happy to take advantace of it. . - .

Up to the present time, the A S F h:ls given the Job Instructor collrse to approximately 75,000 supervisors, a s a result of which the breaking-in time

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for new employees has been appreciably reduced. The other collrses are now being applied. Eqllally good results a r e to be espec-twl. . . .

These courses a re by no rlteans restricted to clivilians, although most of them a r e taught by civilians. A t the Seattle Port of Xml~arkation recently, the Commanding General and eleven Colonels enrolled in the Joh Relations training course and a r e "going to school" regularly with Second Lieutenants and civilian supervisors and foremen. I say with utmost sincerity, deruoc- racy is working in this Army. Rloreover, none of us is too old or ton important to learn.

Of ice Versions

T W I consulted with the Civil Service Commission in making an adaptation of Job Rlethocls for oflice work. This W:LS used with the ASF supervisors in Washington, as well as with Civil Service organizations.

ASF Films

When the Army Service Forces prepared to run the T W I program on their own, they developed sound slides which they have used in the actual group training meetings. These films have been available to TWI and considerable use has been made of them for promotion or as an interest-getter in review sessions. TWI sel-ved as cons~dtant in the making of these films, but does not approve of the use ASF has made of them in the actual 10-hour sessions where they take up some of the time allotted for supervisory participation and practice. An individual acquires skill only through practice.

Program Development for the Army

I n early 19-15, the Ordnance Department of the Army held a series of conferences across the United States for all of its training directors. T W I loaned the head of Program Development in the Tndian- mpolis district to handle the training in the P.D. method.

Uonolulzr Service

I n Honolulu, the Army was the district's largest customer. Hawaiian Air Depot, Hickani Field, Hawaii, had 5,552 employees with 9-13 supervisors doing maintenance and repair of all aircraft for tlhe Army Air Forces, Hawaiian Department. The staff for T W I programs grew from one Job Relations trainer to eighteen trainers.

Job Relations started in January 1944 and 1,108 supervisors were certified. The results can be briefly summarized by the statement made by the General Superintendent, "Our problems mere many with the great influx of mainland employees, but with the pattern set in ,Job Relations supervisory training we managed to work more with the individual to overcome a great many of their problems, thereby increasing the efficiency of the Depot."

156 T R A J ~ I N C : WITHIN INDTTSTRY REPORT

,Job Instruction started in May 1944 and TWI certified 1,885 supervisors and journeymen. This program led directly to an on-the-job training program covering the entire depot using the method set forth by Job Instruction. I n one unit the average time for a complete maintenance job was thirty-five to forty hours. After training for one-third of the personnel, maintenance time was cut to an average time of twelve to fourteen hours.

Job Methods =as started in Angust 1944 and 536 supervisors were certified. The results of this can be measured somewhat by the awards made by the Suggestion C~mmit~tee. For five months tllere were 92 suggestions which saved 6,853 man-hours per month. There was also considerable increase in production, materials were saved, and many hazards were eliminated.

Nine trainers were certified in all three "J" programs, and three men were trained in Program Development. Program Development had been requested for 10 army personnel officers from Western Pacific Supply bases but TW17s closing made it impossible.

T W I AND THE NAVY

The Navy itself did not make any widespread use of T W I services, but in 1944 a special staff was recruited from T T T T I to promote navy contractor's use of TWI pi*ograms. I n 1912, Ralph A. Bard, Assis- tant Secretary of the Navy, had said:

Navy contractors who do not have organized training programs in their plants, who are now faced with the necessity of training large numbers of new employees, should be greatly interested in the practical help which is available to them through the utilization of the Job Instructor Training program. May I express the hope that. in view of the urgent need for increased production, management will take full advantage of the valuable service provided by your organization.

The Navy was extremely helpful in a number of districts in promoting use of TWI and J.I. in particular in plants of naval contractors. The Chicago district, for example, could always count on contact assistance from Commander R. J. Twyman.

In 1942 the Great Lakes Naval Training Station used J.T. with all the instructors who train in mechanical skills necessary to maintenance of vessels. Lieutenant Commander Waters reported greater training coverage was possible in 16 weeks than in his entire naval experience of many years as rt training executive.

THE SPREAD O F THE PROGRAM T O THE FEDERAL GOVERNMENT

By September 1942, the Job Instruction program was in use in the Civil Service Commission, the Civil Aeronautics Administration,

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TWI o UTSIDE INDUSTEY 157

I7ederal IIousing Authority, Federal Security Agency, General Ac- counting Ofice, Il'ational Youth Administration, the Governmel~t i'rillting Oflice, and the Eui-eau of tlle Census.

Other government agencies which later began the use of Job In - struction include the 'l'ennessee Valley Authority, Xural War Pro- ciuction Training, U. S. Forestry Service, Federal Comrrlittee on Apprenticeship, Unernploynlent cornp pens at ion Commission, the I3onneville Power Aclrllinistration, the Guayule Rubber Project of tlle U. S. Depart~nent of Agriculture, and the Office of Censorship j both in Washington and in the Panama Canal Zone).

The Minneapolis district did extensive work with the agricultural colleges of Iowa, IUinnesota, hTorth Dakota, South Dakota, and xebraska. Institutes were conducted in order that college staff members could give the T W I program to county agents and to soil con- servation departments.

The Ofice of Defense Transportation regularly advocated the use of the TWI programs by railroads and bus lines.

Although it was never the intent that TWI should, beyond getting the programs started, serve either government agencies or the armed services, in various localities all over the country needs for service have been more important than just conforming to rules previously made. Accordingly, by agreement, much of such service has been given. For example, Plliladelphia has worked extensively in Signal C o r p establislmlents ; and the Baltimore district has done much work with the Naval Supply Depot a t Norfolk, and at Edge~rood Arsenal, Abedeen Proving Grounds, and Holabird Ordnance Depot.

USE OF THE PROGRAMS I N FOREIGN COUNTRIES

The Job Instruction program was introduced to Canada through Noel R. Srtliur of Defense Industries, Limited, who came to the New Jersey district in January 1942 to attend an Institute. New Jersey representatives, a t his invitation? conducted an Institute in Canada in Riay 1042. Canada llas 1-eproduced the Job Instruction manual in both English and French. Later 110th Job Methods and Job Rela- trolls also adopted by the 1)cpai~tnlent of Labour under the direction of R. F. Thompson.

I n February 1944 the British Ministry of Labour sent a representative, I?. 11. Perkins, to TWI Headquarters for six months to learn the T W I programs. He became ail Institute Conductor in all four TWI: programs. During the first year after his return to England he launched ,Job Instruction, Job Methods and Job Relations in some of England's most important industries. Four Job Instruction In- st,itute Conductors ha^-e been trained, 32 Institutes held, and 300 t~xinei-s prepared- One Job Metllods Irlstitute Conductor has been

trained, two Institutes held, a i d there are 20 trainers. For Job Kela- tions there are two Institute Conductors, and tlle six Institutes have resulted in the preparation of 56 trainers.

The J.I. program has been started in Saudi Arabia tin-ough work of the San Francisco 'I'WI district with the Arabian-American Oil Company, and with the Bechtel, RlcCone dk Parsons project. I n addition to this Arabic version, Standard Oil has also been responsible for the introduction of Job Instruction in Spanish in South America, through the New Jersey district. Spanish versions have also been put on in Mexico, being made available by the Los Ailgeles district to the Canane:t Copper Company at the request of James Knapp who had previously used the programs at California Shipbuilding.

A Job Instruction manual in Spanish was requested by an Inter- r i t l t io~d Labour Office delegate from Chile. Accordingly, work was begun with the districts on putting together various experiences of American companies with subsidiaries in Spanish-speaking countries but no official Spanish manual was completed.

,Job Instruction materials have also been transmitted to representa- t ives of Australia, Holland, New Zealand, Poland, Norway, Sweden, the Union of South Africa, and Venezuela. Training bulletins were made available to Brazil, Cuba, India, Mexico, Russia, and Puerto Rico.

T W I Headquarters arranged for the New York district to give f'rogram Development Training to Major T. H. Wang and Captain l-. C. Liu of the Chinese Air Force.

The Indianapolis office reported a long distance use of the Job Methods and Job Instruction programs as told by the Lukas-Harold Corporation. Before Job Methods and Job Instruction were applied to the field assembly of units of fire control instruments, the sub- assemblies were sent to tlle field with 22 pages of single-spaced, typed, assembly instructions. It was extremely difficult for inexperienced people to assemble these very delicate instlunents. As a result of J.M., the Lukas-Harold coordinator conceived tile idea of photographing the various parts of the sub-assembly showing how they should be put together. The inforination sent to the field was reduced to twelve photo- graphs and two pnges of instructions. Each photograph and each pnge of instruction is laminated. Previously t2he instructions would become covered with gl-ease and oil, frequently rain-soaked and muddy, ntid this made it 1llor.e difficult 1 o l~lttlie i l x assembly.

Pan An~ericu~l -1irwnys l~rwugllt t o Miami by clipper the super- \ iwrs fronl tlleir Latin L\nlaricsn i~lstallations ill older to g i ~ e tlleni t lasic illstru~tion in J o b ltelal io~is. 1 1 1 :dl, tllere Lve1.e 36 4 ce1.t ificatio~ls it: ,Tab Instruction, 18 in Job Methods, 372 in Job Relations, and the t,raining director took pa r t in :I Progratn Tlcvelopment Tnstitutc.

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TWI OUTSIDE; 1 N L ) U S T I t Y 1 59

ADAPTATIONS OF THE TWI PROGRAMS

The T W I programs have been used in a wide variety of situations. Sometimes this h a s meant an adaptation of the program, sometimes only the materials used by group members needed change, and often

0

it, was found Cll:~t, the staildald pl.ograln really was appropriate. At first TWI complied with requests for adaptations and developed

detailed variations for offices, hospitals, housing projects, and agriculture. As requests from additional fields came in, TWI took another look a t the idea and made a number of field inquiries with the result that there are now two adaptations for Job Instruction only-offices and hospitals. These are simple reminders to the trainer that, instead of saying "bench," it is more reasonable to say "desk" in an office group and "table7' in a hospital group. Examples are given of breakdowns and timetables in office and hospital situations. I t is found that this natural transposition is all that is necessary.

The hospital adaptation of Job Instruction, stemming from the personal interest of the District Director, E. L. Olrich, president of the Blunsingwear Corporation in Minneapolis, has resulted in the extension of all the TWI programs to many hospitals. Early endorsement by the Mayo Clinic was very helpful. A t the request of the University of Minnesota, assistance was given to those who were carrying on the training in the Kenney treatment of infantile paralysis. The National Eed Cross was given special assistance in streamlining their Home Nursing progranl by use of breakdowns and individual practice.

Many T W I staff members have on their own time made T W I techniques available to important groups which were not eligible for war training. Great interest in Job Methods was generated in libraries as a result of an Institute conducted by New Jersey's Office Supervisor. The New Jersey Library Association, because of increased demands for service in congested war areas, allotted funds to pay a trainer.

Job Instruction has been used at the Maryland Workshop for the Blind, and the card has been reproduced in Braille. Job Instructio~l has also been used for deaf mutes.

The Unit,ed States Depaxtrnent of Agriculture, through its extension service, 11:~s promoted the use of the TWI programs. Job In- struction, Job Methods, an([ Job Relations have been made available through the State Extensio~l Services also. Many you~lg people hav0 been reaclled through 4-11 Club Camps. 'I'llis latter work Tvas prirrr- :~rily designed to introduce the %vestiughouse Better F a r l ~ l a l ~ d H ~ I ~ ~ ~ blethods contest. Tlrc Westinghouse material was designed to get S:I 1.111 boys :111(1 gi Y ~ S t o 100k : ~ f t I10 ~ I I C ~ I ~ O < I S of c l o i ~ r ~ their " ( a ] l r , l . c b s . "

Westinghouse issued excellent cartoon material explaining just how methods could be improvecl.

County :~gricultuld and collnty liome demonstration agents have been active. There are no overall figures available as to the numbers wllo have been reached in this way, but in April, May, and June of 1945 the Federal Extension staff gave Institute training to over one l~undred people and over 1,000 people liad 10 hours of instruction in one of the "J" programs.

Tlle use by llousewives of the .Job Aletliods program in particular has received quite a bit of newspaper publicity in the New York and New Jersey areas.

T l ~ e IJ. S. Ofice of Education tlirongll its business education service has provided a Job Instruction adaptation called "How to Teach an Employee," and a program called "IIumail Relations Training" n-hicll was adapted from tlle TWI Job Relations program. These Office of Education programs ai-e in the retail merclmndising field.

TWI AND RETURNIhTG VETERANS

TWI was often asked what it was going to do for returning veterans. The answer was-"The same tlling." TWI's specialization was in the field of supervision. I t s whole approach has been on the basis of recognizing indiviclual differences-what tlic man already lmows abotlt the work, the physical ability he has to do the job, the pel-sonal characteristics that indie him :t di ff erent person from his neighbor. Therefore, neither. the supervision of veterans nor supervising by veterans presents new problems? except as veterans' rights are concerned.

It is the supervisor who actually assisis and is responsible for the veteran's successful integration into industry with the effect that that lias on his whole life. I f the supervisor has been prepared for his job, taking into account the five needs of the supervisor as outlined by TTVI-knowledge of work, knowledge of responsibilities, skill of instruction, skill of improving rnetliods, and skill in leadership-he will have little trouble in making the veteran feel that lie belongs to the work group. '

I f the veteran is to become a supervisor he will have these same 5 needs, and it should be the responsibility of nlanagement to see that he has the opportunity to accluire the needed knowledges nrld skills.

Tlie finest thing tlmt can happen to the veteran is a realization that he is doing something worthwhile and that his abilities are being used to the maximum. The supervisor will neell to be d e r t to the skills : ~ n d lmowledge gairletl by the ret,e~-nn in the armed services. Tlie ei.e:uil of the crop went to tlle Arn~y , znd they are coming back better and stronger.

Z I P ,

h cr: :t

PI n - an to n-i i m:

cl u n i re; ra] v-1 s t a f rc

A particularly interesting account of work with veterans came from h s Angeles. James illcICinley, Tmining Director a t Northrop Air- c n f t , was sent on a special assignment to the Birmingham I?Iospital, :L ndi tnry unit in the San Fernando Valley. The wife of the Vice President and General Manager of Northrop, through her work with n volunteer group, l x x d become interested in the avocational pursuits nntl classes for pllysically handicapped and shock cases. It occurred to her that something more purposeful than rug and basket yeaving might aid in quicker :xdjustment of these boys, both emotionally and manipulatively.

A h . illcliinley set up a regular small parts and sub-assembly production unit a t the hospital to make parts for the P-61 Northrop Black Widow night fighter. Job Instruction went into action and regular production schedules were set up. The boys not only made rapid physical and eniotional recoveries, but were paid for production which passed inspection. During the war those men who wished to stay in the area were employed in the Inglewood plant on release from the hospital.

Chapter 11

INCREASING THE EFFECTIVENESS OF T W I PROGRAMS

I n 104142 and part of 1043 the primary einplmsis of TWI was on training as many supervisors as possible, and most of these supervisors were trained in Job Ii~struction. T W I felt that managers of plants would see to "quality," so the chief interest of TWI was in "reaching as many supervisors as possible, as speedily as possible."

Quality was "talked" but there mere no specific plans for action. In May 1932, a t the District Kepresentatives' meeting, much emphasis was put on the necessity of followjng the Job Instruction manual. The iinpoltance of giving :L good deinonstration of showing, telling, and correct instructioi~ was stressed. Some attention was given to quality of breakdow-ns, and the need for bet,ter criticism of demonstrations was pointed out,.

Certain standards of technical instr~zctions prevailed for all of the TWI programs. Institutes u7ere conducted only by TWI staff members or plant representatives who had been certified by a representative of TWI Headquarters. Ten-hour sessions were conducted only by trainers who had been certilied by TWI as a result of satisfactoi.y perforlnance following their preparation either in an Institute or through individual coaching. It was specified that active trainer status could be maintained by only those people who put on a t least one 10-hour session in each 90-clay period.

Beginning in September 1042, when Job Instruction had been in national use for a year, J .I . t i ~ ~ i n e r s Tvere borrowed from all over the east and middle west to concluct sessions for the ASF. Observers from T W I I-1eaclc~u:~itei.s were unpleasantly surprised to find that J . L . was not really a ~~~~~~~~~~t l progranl-its variations were almost

r i as numerous a s the number of people. Illis led to large-scale, quality control.

I n January 1943 T W I I-ieat1quartel.s wrote to all trainers as f 0 1 1 0 ~ ~ :

Your responsibility is not just a n l w t:er of yrodllction. You bear and carry Trailling Within Tnc1ustl.y'~ gootl [Lame. When yo11 go into a plant

1 .) \vhe the abso in 11 tion; a la unf 2

pan: bro1

' Thi: l'f?CO

to a, Ne

one can devi trail t 110 able

I c over may usab has for t men

Prog

rl'' bers llad Itep <gral riate :L C ' o

you represent a group organized solely to s e r i e industry i n the war effort. Our program comes from industry, :1nd our \vork is for illclusti-y, and within indust1.y. \Vhether \ve reach every col~il':iciur \\ llo ileecls nl l :~t \ye have to offer cllepencls \vliolly upon your e1'lol-ts. T11is lueaiis tli:~t j O U a r e responsible for the best use of your time, of our ruater~:~ls, aud of the government's funds spent througll you. Most of a l l j o u hale c:trried the 1o:ld on quality points. The TWl t rac l i t i l )~~ i h i n j-oui. hands.

PROGRAM FLEXIBILITY

f_)~lring tile r:tl.liei. clays of tlw T T V 1 1)1.og-raills, and p:utic.ularly \vlien each p1*0gra111 11 ;1s new, t1lel.e was a glueat cieal of tlexibi lity. In the early days 'L'IVI k1eaclcjualtel.s did not 1.e:~lize the iillpul-ta~lcl: of absolute followi~ig of inanuals because tl1ei.e lmcl been 110 experience in having 'L'TVI ti-ainers serve separate plailts of n:~tio~l-n-icle organiza- t,ions. \Trlleil difierent trainers \rent into large pI;~nts (or into sue11 a large estublishirlent as A S V ) their w-orli a t times w a s coinpared unfavorably. Transfer of 'L'WI-trained supervisors witllill a con - pariy o r witllin the Armj. pointed up differences. Gradu:~lly it \\-as brought llome that everjrone nl11 st positively "Follo~v the APanual." 'i'his proved to be a strong selliiig poi11t as T I V I wo1.1~ llas been 1.econlnlellc-led by one employer to :~notller or one p r t of a ~ o i n p a n y to u~lotller part.

Nobody pretends that the TIT'L prograins can be llandled in only one way, but i t is known that tlie l)rogratns as outlined in the n1:lnu:~ls can be hnndlecl safely with good results by mi average trainer. A deviation may be one tha t olre specific trainer can handle. If another trainer sees hiin and tries to follo\v his example, lle may fail. ~ l l s o , tho second trainer 11ligl1t tllinlc of (leviations of his ow11 and not be :~h l s to lianclle them.

Ideas about teclmiyue tlo not occur just once. I11 fact, they occur r~ over and over again. l l l e thing that one trainer m i ~ y experim~il t with

may lu\-e been tried already xiid found not u p to the standard of usability by all tr:tiners. Efforts may be wasted oil sometlling which has already been thought of, triwl out, :til(l lx?jec.tecl for cause. I t is for this reason tha t TWl is incluchng dct a i l w l ncccrr lilts 01 the development of the progralns in tliis repoit (see l'art 11 ) .

Progrctrn Revisions

'll\\'l has not tried to squelch ~ i ' ig i i ld i ty or tllinliing bui, as nie111- bers of :L national team, this procednre was followed : If :t lielcl ~n:xll hail an idea, he talked it over with or sent i t to his ITeaclqt1:t1.tcl.s Ii7ield Representative. I f tlixt nm11 felt, froill his broader view of the programs, tha t it 11ad merit, and tha t i t u-\~;Ls new, lie seut i t to the iZsso v i a l e 1)irector n ~ l d leader of the 1Teaclqusrte1.s tleve1ol)nlent group for :L tmlletl t ry-out of :ti1 y t l~ inq \\~l~iclx piwtnisetl il~jp~.ovcit~ent, over

164 TELAININC; WITHIN INDUSTRY R X P O ~ ~ T

what had already been done. Many improvements were m d e possible through this process. Try-outs were arranged througll work wit11 W. S. Cooper of the Ile~tdquarters Field staff who also served as a member 01 tlle development group.

10-Hour Content

T I V I W;LS often criticized as being arbitrary, but when the problem was explained the eniplrasis was accepted as necessary. ,411 three 10-hour programs were designed to give to supervisors the opportunity to acquire skill through practice. -411 of tlre clen~onstrations. (that is, tho sample jobs used in Job Instruction and Job IUethocls and the human relations problems in the Job Relations program) were chosen after long experimenting.

Plants engaged in heavy industry or in clleniical processing sonrn- times could not see the adaptability of tlre fire underwriters' knot. Other plants did not like the Job Itelations problem where tlre union got more facts than the plant supervisor did. Other plants said that. nothing so badly planned as the Job Methods radio shield clemonstru- tion could ever happen. "The answer is the same for all three programs. A11 illustrations were designed, chosen, and developed solely to acconlplish one very definite and specific purpose--getting stops of and practice ill the use of a simple common practical method," said 'I'Il7I Headquarters.

However, there were certain common-sense changes or adaptations which had to be made by each trainer according to tlre particular group with which he was working. For example, in the opening of the first session of Job Instruction quite a bit of e~rrpliasis is put on the number 01 new employees, never previously employed, and on the number of displaced enlployees, shifting From non-essential i1ldust1.y~ who are coming into the plant. The picture changed after this manual was printed. Even in 1944 in very few places mas i t appropriate to use this enlphasis. The factor which should be stressed is the present and continuing importance of getting jobs done right and quickly with the work force now avni1:lble.

I n the Job Methods manu:tl there is in the first session an outline for a discussion of "This is the critical year of the war." Any year 1 x 1

wartime was critical, but better points of empliasis evolved. I n the Job Relations manual the fifth session ends with a strong patriotic appeal which may not be the present most effective conclusion.

Many informal and individual substitutions have been going on a ~ ; these spots, and no trainer should be criticized for removing material which is no longer appropriate. However, entirely too many of these suhstitutions have been in the vein of "You must use this method." Pressure to use the method is not the trainer's job. That is management,'~ responsibility. The trainer has just three objectives: (1) to

i n t e met'

E qua! s t an and in a a t t l s1xgs thes n711r\

T clefii part refe

T pete for c

get I

is nc a1'8 I

serv &I

basif 11p c 10-h trail qua1 chec been imp4 relo

0 men P eo E pati All somc mad mad

T nece

inlorest people in 1ea.i.ning the nletliod, ( 2 ) to help tllem to learn the method, and ( 3 ) to get them to want to use the met,hod.

Everyone has to use some good common sense in Institutes, in quality control visits, and in coaching. It is not departing from tho standard quality program when trainers are permitted, encouraged, and even helped to make their introductory and concluding rernarks in a vein suitable for the particular group in the particular company at the time. Of course, many qucstions have been 1,aised and cllnnges siiggested in anticipation of situations which just do not occur. I n these cases TWI was able to say "Jtlst t ry i t once our way and see what happens."

QUALITY OF BASIC INSTRUCTION

TITI had done a lot of talking about quality; then i t began to take definite steps to get top management support, line organization particip:~tion, and reporting of results. Fo r a tiine there was little reference to the quality of basic instruction. That was a mistake-

Top management backing, management support, having a competent coordinator, providing good Institutes for trainers, scheduling for complete coverage, coaching members of line supervision in how to get continuing results--these done are not enough. I f basic training is not of high quality, the very best management contact procedures are completely useless, and the continuing use coaching is expected to serve a purpose for which i t is not designed.

Management acceptance is not an end in itself. It exists t,o get basic training and continuing use off to a good start. Proper setting- n p of a program is not a substitute for careful qn&lity control of the 10-hour sessions. Management's acceptance of responsibility for basic training and continuing use does not guarantee results. W l e n TWP quality controlled a trainer, T W I was not checking the plant,-' it ~ v a s checking its own performance, seeing whether the trainer had renlly been equipped to handle the prograni, whether he understood the importance of exactly following the procedures which had been developed through experience.

Often TWI confused its industrial customers just by the way staff members talked. I n Job Instruction and in Job Relations, TWX people were prone to say, in connection with the supervisors' participation in the 10 hours, "This is only practice and is not important. All we are interested in is the method." I n Job Methods there was sometimes too much attention given to the improvement that was made by each supervisor during the 10-hour sessions. Sometimes this made people lose sight of use of the method.

There is a middle ground. Good work during the 10-hour sessions is necessary because the method is being learned. This method is the

olle w h i ~ h will be used from then on because what is clone in thc 10 hours alorla is not enough. The right start has t,o be matle there. 'rllen, tl) is nexv l i r lo\ \ - ldp must lw 11set1 so that skill w i J 1 1 ~ . :wqlli ~d.

KEEPING T W I PROGRAMS ALIVE

Just as industry had often let people learn the hard way-by making mistt~ltes--so TWI had to learn by experience that training mas only the beginning. Proven training techniques had been supplied by TWI, trainers had been carefully prepared so that they put on effective training sessions, they were quality controlled in order to maintain standards-it still was not enougll. They needed a stimulus, even pressure, from their own bosses so that they would use what tlley had learned and really develop the skills of supervision.

With Job Instruction and Job Relations it had largely been assumed that use being made, but in Job Methods, i t was very easy to tell whether a program was or mas not being used. From stating that management must accept its responsibility for training, TWI moved to insistence that service be given only to those plants where manageme~lt agreed to use training as an everyday operating tool and demand results flvoln it. This required the training of the TWI staff in a new way of working with plant management, as well as the development of specific techniques for management contact work and for line organization coaching to continue the results of supervisory improvement.

J.I . "FoZZotu-Through"

I n 19-12, i t was realized that the 10 hours of instruction alone mas not enough, and work on "Follo~v-Through" began. The first work in this field was set up in the pattern of an Instituta. Four industrial men, each one accompanied by a supervisor from his plant, came to a TWI district office for a one-day session called a Follow-Through Institute. They practiced on their own supervisors in drill on the fundamentals of Job Instruction. h number of districts reported that this kind of drill was more

effective in the plant, that its scheduling as a formal Institute made i t seem like an additional program, and that they mere having success doing the same type of thing with trainers and supervisors, right i11 the trainer's own plant.

J . M . "FoZZow-T hrough"

I n July 1943, a "Follon--Throughv plan for Job Methods n-as isslxed. I t s use was made a part of the initial sale. It was required that one plant man serve as the "spark plug" to work with and through the operating executive to keep the program constantly alive and active. H e mas also to carry the burden of the necessary control

record 11 mess coachi

TW visors and tl super1 sheets were t return super1 to wo1 t l ~ t ti in his fillall3 of all to holc to disc

T h r perimc but 01 aband rigid it m:Lc

Roll there -

The When writ (1s

(

~ t f i ~ W J

of ins A

records and reports, to collect and assemble scattered information necessary for decision on proposals, and to give supervisors the extra coaching that they needed to help their own subordinates.

TWI proposed that the chief executive send a letter to all supervisors stressing that improvement of methods mas company practice and that the making of improvements mas a regular part of each supervisor's job. Numbered blallli brealcdovn sheets and proposal sheets were to be continuously fed to second-line supel.visors \\-]lo were to hand them to their first-line snpervisors. The tiirle for. tlleir return was to be set. Second-line supervisors were t o hell) f~i.st-line supervisors to pick tlle jobs they wanted to study and also help them to work out the breakdowns and the improvement. It was suggested that the second-line supervisor approve suggestioils which were vitll- in his own authority and send on those which he could not accept finally. This Job Methods coordinator or expediter mas to keep track of all proposals. The expediter was to prepare periodical reports, to hold meetings of supervisors, and to get the top operating executive to discuss the program at supervisory and staff meetings.

Through the minter arid spring of I944 there W:LS extensive experimentation with not only Follo1~-Tlirough of Job Instruction, but of all the "J" programs. I n brief, tlle result was that TWT abandoned the Follow-Through Institute and det errninccl th:i t no rigid procedure mas necessary but that each plant nus st, at tlie time it made the original commitment, agree to embod?- these procedures :

Assignment of responsibility for results Aclequ:lt e coverage Provision for coaching Report,ing of results Credit for results

Following these procedures virtually assured management that there would be continuing use of t,he programs a,nd, therefore, results.

MANAGEMENT AND CONTINUING USE

The importance of top n~anage~ncnt :tttention has never decreased. When the snperintendent of a coke plant a t Colorado Fuel & Iron m-rites to all his foremen as follol~s, it shon-s he means business :

Our operation of t h e Coke Plarlt i s not being carr ied on as easily a n d efficiently as i t h a s i n t h e past. T h e reason. for th i s a re , in some cases, beyond our conti'ol, ~ ~ h i l e others can he c o r ~ w = t w l to t h e n ln t l~a l advant:lge of yourselves a n d t h e Corporation. O n e such point is t h e inco~np lc t e instruction of w o r k ~ r s in the i r dut ies a n d in safety hazards of t h e job. . . . A man performing t h e same job fo r t w o f o r e n ~ c r ~ Itlay be rcqniretl t o clo cer tain phases of h i s work cliffcrentls when h e changes f rom one fo reman to the other. Both of these contribute t o poor operation, errors , uncer ta in ty

L f B TRAIINIXG WITHIN IhTI)USTRY RLCPORT

on the par t of the worker as to just what he is supposed to do, and reqriivc constant sugervision by thc foreman if t l ~ e job is to be done a t all. . . .

The primary reqll i~ite of Iwtter instruction is that the work required on each job in the ~ ) i ; l ~ l t be accurately and completely outlined, that all short-cuts known to any foreman he made available to all, that all hazards be spotted and steps to aroid them clearly stated, and that one best method of doing the job be developed and used by every supervisor concerned. When this i s done, instruction of all workers, new or experienced, can he completed much more rapidly and eficier~tly than a t present. As the first step in this program, every job in the plant must be analyzed and broken down into indiri(lua1 operations. The Job Instructor Training plan offers a method of do~r lg this with which yon are all P:lll~iliilr, a n d ~ v i l l be useti for this work.

At Dayton Rubber Manufacturing Company. the plant prepared its own supplies of materials to be used in connection with the TTVI programs. They wished to give special emphasis to safety, and aclded to the J.I. breakclomn sheet a third column for safety specifications. Breakdowns (prepared on a schedule ~naint~ained through management insistence) mere checked by the safety clepnrtment and the training department. and up-t,o-date copies of all kept by the superintendent and the individual foreman.

I n some plants, managements assign their ,T.I. trainers to break clo\\-n jobs on which scrap, rejects, or costs are out of line. Executives often assign jobs for improvement instead of waiting for supervisors to think of them. Many companies require written grievance reports that cover all foundations and steps of Job Relations. I n all three "J" programs, the adoption of records for results of the programs has been ,z powerful stimulant.

Lack o f Management Support

Results should guarantee continuing use, but only top management support will provide the real stimulus. During the period (winter of 1943-44) when bearings had top urgency ratings: in the T W I districts where there mere bearing plants all other work was, if necessary. dropped. Headquarters staff members moved in and specialist,~ were borrowed from other districts to put on a blitz. Results were good.

Some plants were virtually ordered by the Army and W P R to use the TWI programs. They did, a t the time, and they got results. A t one plant they included :

Fifty improvements resulting in savings of 1,868 man-hours per week.

Another improvement cutting in half the need for 258 women workers.

Another eliminating over 2,000 crane-lifts per month. Saving 8 tons of steel scrap ( a lot for bearings).

r : ~ 1 t'e:novc .r. 1. an t l i c l no1 tliat tll tlley \ \ - I

instnnc lnrly g

N e e d f

Prop :I genlel rnanagt clslplcy skills. nrsd a 1

tute. ' Septern T h ring :I !zt'i' ;

f r o ~ n 11 110 tang

I n I) a good proachi be give f u w de down-t the incl intmcle p lT>p-al

1n01-c1 tll thc basi the plm

-4 co man he contin11 p1.cc1; t 000 unii tion hac now Inn(

Com pan

At P: st rnctio~

1 : ~ the spring of 1944 the pressure on this pttrticular plant was 1.w uovecl-maria gement had acltnowleclged there were benefits from .T . I. anti qJ.Al., but J.R. was never started. Thc J.M. improvements clicl not average one per supervisor trained, and there is no evidence tlla t the plant will make any further use, on its own, of tlle techniques t11e.v were I'orcecl by their customers (the government) to use. I n this instance, relations between TWI and management were not particularly good.

Need for A1a:zngenze~zt Participation

Z'ro~mrns could and did fail of their real pl~rpose even when man- :) enl lent openly pr:xised TWI and thought the programs good. The m:lnager of :L branch plant of a large radio manufacturing company employing 1,200 was completely sold on the value of the three "J" i s . A11 three programs were installed over :L period of two years and a member of the engineering department attended a P.D. Insti- tute. The ,J.T. program was "completed" in April 1942, J.31. in Fepteniber 1343, J.R. in November 19-23, P.D. in September 1944. Iluring the period these programs were in operation, the plant man- :l::i.i. as col~t i l ~ l ~ : ~ l l \ . telling T7TTI of the fine I-t.po1.t~ Ile \\-:ts wc~t>i\-ing from his people regarding the 1-esults and value of this activity-but no tangible results could be reported on a "before and after" basis.

In December 19-24 one of the TTVI staff decided that this would be a good place to check on continuing use of the J.T. program. Ap- proaching management on the basis of wln t additional service might bo given to help with current problems, he was informed that the fuse department w:xs having too many rejects and too much machine down-time. Through a meeting scheduled with the chief engineer, tlle industrial relations department, the general manager and superintendent of the plant, i t was agreed that the lack of use of the J.1. program was a major contributing factor. Rccxuse of turnover, marc than ?,?,1,6 percent of their key men and supervisors had not had the basic training. There was no evidence of lzse of ,T.I. anywhere in the plant after two years.

A company man attended an Institute for a refresher, the TITTI man helped draw up a plan, and worked in the plant himself on continuing use. By April, the efficiency rating was averaging 72 I W I T T I ; ~ :I.': ~ o ~ n p a ~ w l to 5 3 percent, i n Jnnuary. Production was ll'T.- 000 units per week as compared to 104,000 per week, and their inspection had changed from Class # 5 to Class #2$5. This plant manager non- nnderstands what TWI meant by "Continuing Use and Results." * Company Practices

At Patterson (Dayton, Ohio) where TWI provided ,Job In- strnction for the 14ir Technical Service Command, a foreman went

to t,his superintendent and said the personnel deparkment must hire three skilled workmen in order to complete a rush job. The superili- tendent, asked wlmt, the departmental timetable showed, but the Fore rnnn said he didn't have one. The superintendent then demanded up-to-date timetables f 1-om every department--result, six skilled ineli discovered and the rush job completed on time. The superintendent posted departmental timetables in his ofice-result, foremen kept them up to date and individual workmen became enthusiastic about acquiring additional skills.

I'llilco Radio has twice revised in 14 montl~s its operating p1:rn for .To11 Afethods in order to keep i t in tune with actual experiencae. 1':acll si~pervisor prepared a job snn7ey chart, listing all jobs ~vhere J.M. worllrl apply. This timetable has to be kept current as work changes. The indnstrinl engineering department prepares for the department, superintendents a weekly summary of J.M. activities in the 13 depart- ~lients. Each superintendent designated one man to follow up on the report. Supervisors are required to submit present method breale c l o w ? ~ on all jobs they s t~ ldy for improvement, not just say that no i nlprovenlen t is possible. .-

rll an Iowa plant there was great disappointlnent because a simpli- fichci nletl~oci had failed to ~xmxlt in any increase of production by tlle eight operators. After a month of no results, the foreman figured tlle individual procluction expected, and talked with each operator. He found n number of srnnll trolxbles that were easily corrected. The ~*esults of using the Job Relations foundation point of "Let each worker know how he is getting along" were that, within one day, the oper:~tors neared the set goal and one worker increased his p roduct io~~ 60 percent. This good experience led him to discuss work xvith operators wllose jobs had not been changed-result, inclivitlual ill- creases of 10 to '2.0 percent.

I n :L Southern Ohio mill, line supervisors were given Job Inst,ruction, and there were also J.1.-trained instructors in the departments. Xew workers were assigned to the instructors and records kept in order to compare with previous experience. First-day production in- ci-eased 73 percent, first-nlont,h production increased 36 percent, absenteeism during the first month was 5 3 percent below the previous cord, and the nltmber of workers enrming incentive bonus increased 350 percent. New worlrers remained ~ v i t h the job instructor xppl-oxi- mately two and :L half weeks, then were tur~led over to a regulazb supervisor. Production hacl climbed under the instructor., but fell h c k nnder the supervisor. This led the company t o say to its fore- nlen (who had been gi-cen basic instruction in J . I . ) , "Naturally this condition can be avoided by a continuation of the use of the principles of Job Instruction Training. . . . Can we, a t a time like this, afford to

I N C R E A S I N G E F F ' 1 X l ' I V k ; N k ~ S S 171

neglect preparing t,ho worker, presenting the operation. t r y i n g out, his p~rfoim:tnce, nr?d following up ? "

Coaching by TWZ

3111ch plant coaclling has actually been clone for plants 1,. TWI staff nieinbers. Largely it was a step in helping :L plant Inan to become t l iol~)i~ghly f a~ni l iar with t,he TTYI progr:zms so tlla t they wol~lcl procl~lce ~naximurn results. I n other cases, ho~ve\,er, 'L'WI men hnve moved into an urgent sit,uat,ioli i l l l ~ l clone tile job whic11 should hnve h e n clone by the plant.

Canning plants have only :L few superl-isors clllring sl~utdowns. ~~~~~~ing the canning season they don't feel they c:Ln put supervisors in training sessions. Therefore, it is unusually difficult to give basic instruction to their supervisors. I n one plant, with capacity for 2,400 cniployees, Job Methods was started in January 1045, with sessions run by an outside trainer. A second group was run later in the month, but between the two gronps the TWI representatives had started on-the-job coaching.

Results were evident early, such as a 3'7 percent increase in box repairs. The TWI man kept in frequent touch with rnannge~nent- the season would start in April. Results like boosting a previous daily maxinlum of 1,800 cases of cans given protective coating, to 5,000, kept interest alive. As the asparagus season approached, coaching was applied to bottleneck situations and supervisors \\-ere llelpecl to give good instruction to foreladies-result. 15 percent more asparagus packed, and output of labelling machines doubled. because of p t t i n g under way faster.

Ry that time (,Tune 1945) a company representative was sent to a P.D. Institute. The end of T W I service was approaching, so the P.D. lnsn was given special coaching. That company had had 33 service calls from TTVI in seven months. The TTVI work undoubtedly helped solve this plant's 1945 problems, and i f the plant men 1e:~rned the coaching process from witnessing wli9t the TWT men did. i t ill have a start on solving its 013-11 problenls in 1946 whe11 no out side assistance will bc available.

COACHING A N D CONTINUING USE

Coaching is the, key point of continuing use. I n the TM'I concliing procedt~re, again there was noi,hing new except putting action into "accepted" princ-iples. I n athletics. in music, in indii.;ti-in1 snlcs training, coaching is normal. And. in industry, n~nnage~.s usually f o l l o ~ ~

r~ u p and assist on many of their other operating procedures. Iraining is too rarely included.

172 TRAINING \\'[THIN IhT1jUSTRY REPORT

Coaching Guides .. I n order to assist plants with the coaclling. TWI prepared a guido

for eacll of tho ",J" programs (issued in July 19-44). 'l'lle same five points of how to coach a supervisor appear in eacll one o F these guides :

1. G ive reasons and adv:~nt ages. 3. Get understantling of the principles. 3. Select a problenl anal work on i t together. 4. i\ sk lliln to n-or-k another ljroblem alone. 5. Give credit for good 1.esults and gooal efyort.

14;sperience has sllown that technical co:tclling is of little value 11n- less tlle supervisor feels that t l ~ e progranl has tile support of his boss - -tile influencing and encoltl-nging-to-~lse is necessary to continlling use of what has been learned in basic instruction sessions. Coaching must bo tailor-made to suit the incliviclrial supervisor's needs-some nlxy ncbecl a great deal of help but others will really have learned the pt=incil)les ant1 need only to be remincled a n d stimulated to use wh:~t they know.

How to Coach

111 all tlle TJF'I progr:lms the objective of tlle 10-hour sessions 11:ls been to get ;I certain amount of basic instruction across to all rnenlbers of tlje group. Naturally people in the group will differ. Some really woldtl need less than 10 llol~rs and some do not p t a good picture by the end of the 10 hours. Accordinply, TTVI I I : ~ stressed with management. when n program is first undertaken, tlie importance of providing on-the-job coaching. It is not possible to specify exactly what : ~ n d l \ o \ ~ much will be done for any orlc supei.risor since that will be (letermined by lli.: own individl~al neetls a11ci interests. Coachiilg st.nrts a t a different point for each supervisor.

TTJT has Icar~etl tllnt tlle method is always the same i~ltllol~gh the degree varies widely. The first step is to find on^

whether the s~tpervisor is nsinp the methotl in ~ ~ I l i c h he has been instructed. This is fonncl out by :di ing 11in1 to rleinonstrate its use on a problern. Ql~estions arc then invited. I re is given help where he needs i t and n-llerc, he w ~ n t s it. Tllis individualized approach to coaching on tllc job cvolvetl after TWI Iiatl experimented with many complicated group procedures.

Coachinc is designed to increase skills. TTow do you get these skills? F3y s o l v i n ~ one proble111 t l~en another, or by practicing. The object.ivc o f :L T W I program, and the objective of coaching, is not to solvo a problem, bnt to develop ability to solve any problems when tlley coine up. Coaching is something which is done, frequently, for an indefinite time, in the plant, in the line, on the job.

Coaching

Coaclli Ile's Cryin is doing I

somethin{ It is im

to do a g be emplla you can't to work \

on the jc criticize, thing aga superviso

A lot 0:

how a srr whack wi goes too 1 into a t r e ~ 1-olling, g t,lle other. doesn't nc

~Coachii give sornc let him a' along tlla little hell "tllat's fir never ent

W h o Sb0l

This kr attention, not be do1 on the spc how m u d

This all might be is direct i~ the way t of coacllir coached. The job already h

INCREASING EFFECTIVENESS 173

Coaching in the Lirre

Coaching only 1ne:~ns helping sonleone to do a better job of wllat 11c.s trying to do. It is necessary to liilo\v wl~at kind of a job tile IU:LI~

is doing now-otherwise time is wasted on things he doesn't need, or something which still is not clear to him is overlooked.

It is important to find out whether he's interested, whether lle wants to do a good job. The personal values of good performance have to be emplmsized. All of this means a personal working relationsllip- you c:m7t coach on the phone, or in a letter, or by a lect we. You have to work wit11 a man. His boss is the best one to work with him, out oil the job. H e can show hinl how to do a better job-not just criticize, explain why his good work succeeded so he'll do the s:Line tlling again, and watch him work until the boss really knows that the supervisor knows.

A lot of good pointers for coaching can be picked out by considering how a small boy rolls a lioop. Soxne boys t ry to give the hoop one whack with a big stick. That does not work very well. The hoop goes too fast and any bump i t goes over turns it aside, and i t crashes into a tree part way along. It takes a lot of attention to keep a hoop rolling, giving i t a tap on one side to straighten it, then a little tap 011

the other. It becomes a matter of pride not to touch the lioop \\-hen it doesn't need it.

coaching is like that. It means constant attention. Tlie boss can't give someone a big dose of techi~ical assistance and selling and then let him alone for a long time. He has to let tlie worker know right along that he is interested. There lms to be a little help here and n little help there. When things are going a11 right the boss just says "tllat7s fine" and goes on. The boss has more than one hoop, but lle never entirely removes his attention from any of them.

W h o Should Coach?

This knowing when to help, and giving just the right amount of attention, is fundamental to coaching. That means that coaching cannot be clone well by an outsider. It has to be clone by the man wllo is on the spot, in the plant, on tlie job, wlio can tell when it is needed and how much.

This also gives the answer to "how long does coaching take?" I t might be said that coaching by a supervisor continues as long as he is directing tlie work of someone whom he wants to have perform in the way that produces most results for the department. How mucll of coaching is technical? That will vary according to the man being coached. Some people will need practically no technical assistance. Tho job with them will be to influence them to use the knowledge tllcy already have so that they will develop skill.

Does this sound as if coaching can be done in meetings o r in refresher sessions? No. I n groups, interest can be aroused and some teclmical assistance can be given, lout giving technical assistance to sonleone who does not need i t Insy kill his interest. Coaching does not reqrlire a f o m d contact-it may be something as simple as conversation in :I plant cafeteria, or while walking down a factory aisle. Coaching must be illdiviclual, and i t mus t be timely, and i t must bo appropriate.

Development of the TWI Programs

Chapter 12

THE BACKGROUND FOR

TWI DEVELOPMENT

The wide use of the TWI programs has been possible only because of the way in which they were developed. No TWI program was braintrusted or just "written." All grew from demands for assistance on definite common needs; all went through many try-outs with groups of supervisors in plants. These programs for industry came from industry-the experience of many people in many plants was pooled, individual approaches were merged. The nation's war plants both provided tile iuatei.ials and the proving grouncl. No one person was individually 1.esponsible-it was group I V O ~ ! ~ , on :I Iargc scale.

FUNDAMENTALS OF THE TWI APPROACH

A common thread runs tllrongh all the TFlTI programs. Many points were determined in advance? others "happened" once and proved so successful that they were made "must's."

I . I t is necessary to have a specific method or pattern which the plant man can follow in solving his own problen~s. The method must be simple, arid i t must be briefly stated. Each of the four T W I programs has a 4-step method.

2. The method is to be applied a s a production tool. Therefore, it shoulti be stated in shop ternis, not in nc:iclernic i : l ~ r . r i i ; ~ g t ~ .

3. Technical perfection alone is not enough. There must be something in the program which gets acceptance and use. Advertising men talk about believe-ability. Training designer.; have to \%-atdl for believe- ability, acceptability, a n d usability.

4. I n order tha t 1ue1~1t)ers o f ti-aining groups can "learn by doing," group.: must be kept snlall enollg-11 t t ~ ptimlit tilne f o ; r~lirlctl. irl(livid11al 1)1-:a(~-

tice of the method on their own everyclay problems. There is no sub- s t i tu te for practice.

5. There must be a definite outline of esactly t < - / l t r t w i l l be covered, how much time will be given to each point. and ~ / O ? D it will h e done in order tha t there %\-ill be :I recognized universal s t a ~ d n w l fo r the training sessions.

6. Ten hours of content is 1,est put across in fire 2-hour mectinjzs. A 2-ho~lr session does not need to be interrupted h y a n interrni~sion. T rn~c spent in opening and closing the meeting is no greater for a 2-hour session than for :I I-hour v1eeti~:rr.

180 T R A I N I N G WITHIN INDTJSJXY REPORT

The needs for the vnriolls TWI programs were expressed by scattered individuals and by groups. A common thread had to be selected from the variously-phrased statements, and likewise the kind of people who would receive the training had to be defined in terms of their needs and backgrounds.

Actual developn~ent of a program has t,o bo undertaken by a relatively small group m-hich must be macle up of people whosc work will be accepted. They must be competent in the specific field, and both experience and willingness to accept nen- ideas are essential. This group works under such limiting factors as the amount of time to be spent on the development of the program, the time that can be used in preparing the trainer, the time schedule for the training program itself, expense, equipment,, and facilities.

Developing Training Colztelzt and Techniques

The development group explores the full problcm in order to consider possible solutions. Since a choice must be made, the committee must have a chairman who will either choose one of the alternates or agree to selection by the majority. The nest step is to select specific content and techniques, and determine the training method-that is, collect the raw materials for the training program. These then have to bc turned over to one person to draft the program, using the chosen content, techniques, and method. This preliminary draft is then presented to the group and frequently any or all members suggest revisions in it.

TWI learned that while much can be planned and drafted in advance, the first sessions in a new program have to be left rather largely to the ability and inspiration of thc person conducting the trial group. He tries something, and it either works or i t doesn't work. I f it works, what he did is set down and other people try it too. I f it doesn't work, ancl it still seems like a good idea, an attempt is made to find out why the particular work failed.

Program Try-outs

The chairman of the development group supervises try-outs of the program. It is not satisfactory, for these trial groups, to just use trainers with so much experience ancl ability that they can handle any program and m:ke people like it and get results. A national program has to be clear enough and easy enough that i t can be handled by averago trainers. These try-outs shoulcl be put on by several people in order to avoid the mnliing of judgments on the basis of what one person did rather than on what was in the program.

It is important to rary the situations under which try-outs are held. A program may be very effectlive with new inexperienced

super1 evperi rneetir that b line o standa supen and IV all thc

T ry of con in a p a help There organi

It T

necess: that a i t and membc to be 1

wait f

E valua,

Eva conten results ~vltich plants staff a

The reactic early 1

membc picturc what I metho~ compe on ex] t l ~ i s 01 sions. situati being session

supervisors but just may not go over or even be needed by more experienced people. TWI programs were a t first thought of as meeting the needs of new, first-line supervisors but experience showed that best results came when they were esterded through the entire line of nlnnagement and supervision. Since the idea of a national standard program nleans that i t will be used for both new and old supervisors, for first-line supervisors and their own bosses, for men and women, for mixed groups, i t is necessary to have try-outs under :dl these circumstances.

Try-outs had to be held in all sorts of plants and under all sorts of conditions. Some versions of TWI programs were found useful in a plant which was so new and confused that anything clear was a .help, but they really did not accomplish much in a well-run plant. Therefore, try-outs had to be so distributed that the effect of size, organization, working conditions, and product could be learned.

It was also found advisable to set up specific hurdles. It was necessary to find out whetller che program in itself was good enough that a group of mature experienced supervisors would participate in it and like it even when the trainer was younger than the g r o u p members or \\?he11 :L 11-0111an trainer was used. All these hurdles had to be set by the development group so that i t was not necessary to wait for unfortunate experience or failure in an operating program.

Evaluations have to be on the basis of considering the suitability of content, effectiveness of techniques and methods, and checking the results against the problem which was identified or the objective which was to be met. All T W I programs had their try-outs in plants, and most trial groups had an observer from that plant's staff as well as a member of the development group.

The observer was usually able to tell more about supervisors' reactions than the person who conducted the training session. I n early try-outs, trainers reported on their own experience, but other members of the development group were not able to get an exact picture. hccorclingly, an observer was sent along to report just what happened in terms of the trainer's effectiveness in getting the method across to t,he group. The observer, of course, had to be competent to co r r~mc~~t :xnd u s ~ ~ ~ . l l y was someone who lilcewise put on experimental grollps 111ltler observatio~i. It was necess:xry for t l l i s observer to refrain from participating in tho group discussions. i \n~tl l ir?g thnt he said or did interfered with the normal situation which was sought. Therefore, even if he saw a mistake being made, he had to stay in the role of observer throngllout tile SOSSlOI1.

182 TRAINING W I T H I N INDUSTRY REPORT

Revisions

Revisions followed try-outs. This meant that again one person had to handle the outlining of the program, submit i t to the gl-oup for approval, and then again one person supervised the trials. These steps of revision, try-outs, and evaluation were repeated until the group accepted the training session outlines exactly as used. It was not satisfactory to accept them on the basis of "with this small change." Even a small change may affect the strategy of the program and cause some unplanned result,.

After each of the T W I progi-ams \\-as launched on a wide scale and there had been increased experience, i t was evaluated in the light of the original need it was designed to meet. Experience with the program often indicated that it was necessary to return to the development procedure of draft, try-out, and revise, in order to improve the program and overcome any difficulties encountered in widespread use.

OUTLINES OF THE TRAINING SESSIONS

T W I has been strict to the point of rigidity about following the sessions outlines or manuals. The reason is that the members of the clevelopinent group had opportunities not ordinarily available to an individual training lntm in his own plant. Therefore, results of such development work are very probably better than what any one individual might develop on his own. Also, in the development of the p1wgi.ail~s, irlany ideas were tried out and many rude shocks experienced. Many cherished ideas and old beliefs fell down under the rigorous trials that T W I Pound i t possible to make. Accordingly, since every program went through demanding tests before i t was released, TWZ insisted that its resulting manuals be followed exactly.

The 'L'WI manuals, a ~ l d the TIVI series of brief bulletins on training, have been collected in a bound volume. No public distribution of this volume was irmde but one copy has been placed in each of the major city and college libraries of the country.

"Following the Manual"

A railway eirgineer on the "City of Ssn Francisco" does not ever consider the possibility that, just because he has made the run on a particular passenger division between Chicago and San Francisco hundreds of times, he might now leave the tl-ack. But trainers, as their experience increases, are often tempted to introduce innovations.

Incidents like the followipg selection from a district report show why following the outlines is important :

I n a Job Methods scsslou u foreruau was tleulouutmting :i yreseut metiloci breakdown which was only fair. Tlle job W:LS a slitt ing operation in heavy

sheet me She wen1 Ivith a 11 Lvas to p be clone

The cl: tlw ])real s t a r t the cut in : rtt:rcle hi.

"1 ( 1 0 1 :iuythi I I ?

pro2 t 'LLl1 I ,

Jlavt* to I t~achine. the macl

The fo "S11e t a k air like 1

on the b Then he girl took she kr~oc.

Tllen I have to many pic tlny," sai twice f o ~ "hTow, M jump :is 011 every

The re per thy easily. over whi

Manual For

-1s :t 1.t.Sl

arose to p11

Anyone fa L tlre trainer board. E v his manua within the wIlic11 per11

1 t \V'W CI uf from f c show the ez he must pu verbatim.

sheet metal, performed by a girl operator or1 a homemade slitting machine.

She went as far a s she could oil t l ~ e machine, and finished the slit by harlci \\-ith hack-saw to a toleral~ce of I /G4 inch. The forelllan's impl.oveme1lt

was to put a n adjustable stop on the ul:~clline-table, so the work could :t11 be done on the n~:lc.liine, to :1 tolera~3c.e of .00:3 inches.

Tlte day sliiil sul,er~uteildei~t \\,as "kll)itzillg" the group. Oue detail 01

ille 1)re:lkdown wils "Start the machine." 'I'l~e trainer asked, "HOW do yell

s t a r t the macliir~t.?" Before the fo re~uan cwuld anslver, the superintender~t

cllt iri : " \T7i1;1 1 t 11 1.1 t.l.eiice call that possibly make? Tile luan has already

luade hi< I 1 1 I ~ I I . O \ ~11ie11t." "1 ( 1 0 1 1 ' ~ L , I I o \ \ \\lint dill 't,re~~ce it rliigl~t ill:lkt>, becallse I dorl't know

:i~lytl~ill; :11m11t this riac chine," said tlicb ti'ainer. "But T do know this l)roqri~lii, and \vt3 a re follow-ing the j)rogralrl. 'Fo follow the program, we In\-e to have every detail, and \vr do not 11:L\e tlle details of st:lrting tlle lu:~clline." H e tunled to the foreiu;~ri :tr~tl asked !lirji Lo\\ the girl started the machine.

The foreman, who'had been tlwougll J.I., told a11d s I ~ ~ ) ~ v e d and explained: "Slle takes two steps to the rjgllt, like this, and t11e11 she jumps into the :lir like this, and swats the st:trting lever." The tr:rir\er got a11 tha t down on the blackboard as the rn:m did i t , for three or four additional details. Then he checked the "Stop m:lc.hine" detail. The foreman told him the girl took the same two steps, jumped, and hit the lever again, except tha t she knocked i t the other way. The trainer put all that oil the board.

Then he turned to the suyerinteudent and sa id: " Ihe s this operator have to s tar t :~ucl stop this machine for every piece'!" "Sure." "And how many pieces a day will this t)l)er:~tor slit for yon?' "1~'orty a n hour, 320 a clay," said the superiillellcle~lt. " S o this girl has to jump and hit that lever twice for each of 320 pieces, 111akiilg 640 junlps a day," said the trainer. "Now, Mr. Snperi~~tendent, will yoti please go over there in the corner and .junlp as high a s you can 640 times. and swing your a rm as f a r as yon can on every jllrup. :lnd then let 11s lmow if it fr~tigues you a t all?"

The result was th:~t, in addition to the initial in~proveruent, 640 jumps per day Lvere eliininated by extending the lever so the girl co~lld reach it easily. The srlperintendent orclcrwl rr1c.t l~otl l )~ . t~ ;~kdt ) \ \ns rnncle on every job over which he lincl jurisdictior I.

Manual Form

-is a 1wi111t o f 7'\\-Iq> i~~sjs tcncc on ' 'follo~\~ the t~ianu:t,l?" pressure arose to put the manuals in a form ~vhicll really could be followed. Anyone fa~uiliai- with the TWI programs will realize that quite often the trainer is 011 his feet t:~ll<ing, and he mill often be a t the blackboard. Even under those circu~nstances, he was required to follow his manual. Accordingly, in the manuals which mere reprinted within the last year and a half, TWT evolved n typographical style which pelmits a t rninr~r to ~ m r k fi.0111 the i rlannnl but not just 1.ed it.

I t was decided that a manun1 should 1,e readable from distance uf from four to five feet, and that u glance should be enough to show the exact kind of thing that the tminer should be doing-what he must put 011 the, board and the few parts whicl~ were to be stated verbnt,irn. Tile typographical scheilltb (111 ~ploved wxs for printing

184 TI~AINIXC: WITHIN INDUSTRY REPORT

in large (14 point) clear type, widely spaced (4 point leaded), according to the following typographicaI code:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . CAPITAILS Section heads Horizont:~I lille across j):~ge . . . . I < ~ c ~ o ~ P s section for timing - --

. . . . . . . . . . . . . . . . . . . . Plain type 'L '~ . :L?~I~I . s:~ys in own words * Star in front of line . . . . . . . . . . . . Trainer says verbatim

Material between lines . . . . . . . . . . . . . . . . . . . . . . .Board worli

'L'hese details h:~\-e p1-oven efyective in getting new trainers to do qnality work speedily, and to continue with good results.

T R A I N I N G THE TRAINERS

I n launching each of the TWI programs one person demonstrated tlle program, in order to set the pattern, and then initiated the training of those ~ 1 1 0 were to handle the program. The first Job Prlstruction Institutes (the meetings in which prospective trainers are prepared to conciuct 10-hour sessions) represented little more than demonstrating for the members the program that they would put on. There was sollie explanation and a little practice in how to put the members of the group a t ease and get them talking. During the four years after the first program as launched, TIVI learned a lot about the training that must be given in these Institutes. It was necessary to drill the trainers in putting on the sessions, to tell the trainers not just whxt to do but also why--that is the strategy back of the content. It was also important to let the trainer know what results he could expect to get.

The outline for the Institute Conductor mas developed in as much detail and with as much thought to cover his one week's group ~ o r k with trainers as: the training outlines were developed to cover the tr:~iner's ten hours of work with s11pervisors.

WHAT T W I HAS LEARNED

Because TWI: programs lmcl to be st:incIar.cl and because the circumstances unclcr which they were used varied so widely, it was necessary to elilninate practically all gadgets and aids. It was found that a b l ; ~ c k b ~ a i d was essential. A number of points have to be illustrated, and a bl~ckboard is tlla most effective str~ndard device which is readily avdable . Likewise the range of people included in the groups made paper work generally unsuitable. This also is in lino with TT'ITI philosoplly of training supervisors in n pattern which is n thinking and operating process, and which can be used on small

in large (14 point) clear type, widely spaced (4 point lcndecl), xcording to tlle following typographical code:

. . . . . . . . . . . . . . . . . . . . . . . . . . . CAPIT -1LS .. Section lmxds Horizontal lillo across page . . . . Ijhcloses section for timing

. . . . . . . . . . . . . . . . . . . . Plain type 'I'i.xlnel. says in own words "'Star in front of line . . . . . . . . . . . . Trainer says verbatim

Material between lines . . . . . . . . . . . . . . . . . . . . . . .Board work - -

LI3racltetj . . . . . . . . . . . . . . . . . . . . . . . Ixstructions to truiller

'L'hese details have pi-oven effective in getting new trainers to c10 quality work speedily, and to continue with good results.

TRAINING THE TRAINERS

111 launching each of the TWI progranx one person demonstrated the program, in order to set the pattern, and then initiated the training of those who were to handle the program. T h e first Job Instruction Institutes (the meetings in which prospective trainers :Ire prepared to conduct 10-hour sessions) represented little more than demonstrating for the members the program thnt they would put on. There was some explanation and a little practice in how to put the members of the group at ease and get them talking. During the four years after the first program was launched, TWI learned a lot about the training that must be given in these Institutes. I t mas Gecessary to drill the trainers in putting on the sessions, to tell the traine1.s not just 1vh:~t to do but also why--that is t h e strategy back of the content. It was also important to let the t ra iner kno~v what results he could expect to get.

The outline for the Institute Conductor was developed in as much detail and with as much thought to cover his one week's g roup work with trainers as tlle training outlines were developed t o cover the trainer's ten ]lours of work with supervisor-s.

W H A T T\VI HAS LEARNED

Because TWl programs had to hc ~ tanda rd and because the circumstances under which they were used varied so widely, it was necessary to elilninate practically a11 gadgets and aids. It was found thnt n blnckbotxrd was essential. A nu~nber of points have to be illustrated, and a blnclrbonrd is the most eEective device n-hich is readily available. Likewise the range of people included in the groups made paper work generally unsuitnble. Th i s rrlso is in liiio with TWI philosophy of training supervisors in a pa t t e rn "hich is :I thinking alld operating process, and which can be used on small

BACKGROUND F O R DE VILOPIZZEM T 185

everyday problems before they become the big ones which might require paper work.

TIVI is convinced that, in any of these intensive training sessions of the type which it has made available and which it has assisted other groups to develop, the members must get practice or they will not retain what they have learned in such concentrated form. Accordingly, all of the T W I programs have increasingly given more session time to the member's own pi-actice on his own problems.

And finally, TWI has learned that development of a good program is not enough, standardized presentation alone gives no guarantee of results, and not even the acquiring of some skill is enough. Only when top management understands, sponsors, participates and demands production results, can full usefulness of the program be obtained.

THE BACKGROUND FOR THE TWI JOB INSTRUCTION PROGRAM

It is common practice, when someone says '"CVhere did the Job Instruction program come from!" to answer that there were four stages. The principles were cryst:zllized by Charles R. Allen (who adopted the Herbartian steps of "Show, Tell, Do, and Check") and his group in the Emergency Fleet Corporation during the first World a M. J. Kane (who had been a member of that group) developed these into a form for specific action in his lens-grinding work during the first few months of T W I history in 1940 (see Chapter 2). Glenn Gardiner then produced a specific, simplified program which was first used in New Jersey in June 1941. T W I Headquarters adopted this program in August 1941 and spread it nationally.

The need for better industrial instruction in industry had been apparent to many managers, educators, and consultants for years. Organized thought began to be directed to the problem in about 1910. Charles R. Allen, a t that time a vocational instructor under the B~assachusetts State Ronrcl of Education, presented his-views a t meetings of I-ocational teachers whenever there was an opportunity. However but few people a t the time gave any par t ic l~hr heed to his plea for better instruction in industry.

I n 1913 a group of industrial people (including Mr. Dooley and Mr. Dietz) organized the National L4ssociation of Corporation Schools (later this became the American management Association) to promote better training in industry and business.

Emergency Fleet Corporation W o r k

On September 12, 1917, the Xmergency Fleet Corporation of the United States Shipping Board set u p an Educational and Training

186 TRAINING WITHIN INDUSTRY REPORT

'I;

Section. (See U. S. Shipping Board, Emergency Fleet Corporatio11, T I M l7rai?iiny of Shipyard Workers. Washington, TD. C., 1919.) There were at that time 37 steel shipyards and 24 wood shipyards with 50,000 workers. There mas urgent need to secure ten times this number but no experienced workers were available. The only answer was to train them. Mr. Allen headed the group which set up the program and Mr. Kane was a member.

This section did its work on these principles: (1) all training to bc, done by the sllipbuiltlel.s, ( 2 ) iilstructors (with previous supervisory experience) to be selected by the shipbuilders, (3) instructors to be especially trained, in a six-week intensive course, in the best method of giving instruction, (4) special instructor training to be conducted by the Emergency Fleet Corporation, and (5) the Emer- gency Fleet Corporation to inaintain a staff of training experts to help the shipyards in their training activities.

The actual instruction followed four steps:

I. Preparation. 2. Presentation. 3. Application. 4. Inspection (or test).

All training was done on ship material, in the shop or on the ways. When the learners were segregated oil s "school ship" the training pel-iod increased froin 26 days to -15, and the inonthly number of 1e:~rners trained by each instructor was reduced from 8 to 6. The size of the groups under one instiuctor varied froni '7 to 17. The two yards that produced the men with highest capabilities averaged I1 and 9 men per group respectively.

It was found that men who had gone through the training department were more stable than men who mere just hired "at, the gate." This was

. . . due to the work of tlle instructor, W ~ I O . . . t ~ ~ ~ d e i ~ \ 0rw1 to i ~ l a k e

the work interesting, emplmsized the xvar eluergency ~ltwcls for ships, showed personal interest in the men l ~ h i l e in training, as \+ell as following them up afterward, and developed the idea of loyalty toward the yard. The instructor had closer contact with the learner than any other man in the yard, and had considerable influence ovtlr. him (p. 29) .

It Tons concluded tllt~t the instructor hilrlself was an important :':ic.to~.. T I e nlust be sliil1c.cl as all irihtructor a\ bve l l us skilled in his trade. It was also decided that Lr:~il~iilg should be oil actual jobs and not on practice work that would be discarded, and that learners should be trained ullder actual working conditions rather than in special instruction clllal.ters or scllools.

,\ leitrller must ~ ~ C O L I I P accustomed to the environment in which he i s to \vork and. must learn to meet the varying conditions corning up on the actual job . . . (p. 49). The older in ~ l i i c h jobs a r e given to a learner should confol-m to a regular pi.ogression commencing with the job t h a t is t h e easiest to learn and proceeclirig up to the most difficult one . . . (p. 50).

Tile director of a training departriient is a n important factor in effecting the success of training in a shipyard. . . . l i e should be a man big enough to head up to the general luautiger and work on a p a r with t h e various superinteudents and head foremen . . . (p. T2).

Some instructom, on their return f rom the instructor training centers, 1ver.e placed by the shipbuilders in the construction departments a s production foremen. The shipbuilders foulid tha t certain portions of the instructor training course fitted in very well with the work of the men a s foremen. . . . The features of the course which made for a n increase of efficiency were those which dealt with t rade analysis, the proper giving of instruc- tiorls so tha t they would be most easily and effectively absorbed by the worker, the retaining of the attention of the u-orker while giving him instructions, the giving of jobs in a progressive order and t o the most suitable men, the creation of a sympathetic and sincere viewpoint toward the worker, particularly in connection with the handling of men who are new to the yard, and the planning of operations, so tha t equipment could be used to fullest capacity and the movement of material take place with minimum friction and loss of time (p. 73).

W A R DEPARTMENT TRAINING

Although this instructor training was designed for shipyards and operated as a program only in shipyards, its principles attracted wide attention, and many industrial men from then on advocated these principles. I n the first World War as in the second, there were in 7V:~sllington ninny men on loan from their own companies. Among t l~enl \vere C. R. Dooley and Walter Dietis, on assignments for the TVar Department, both of whonl knew "Skipper" Allen and "Mike" I<:~ne. antl who helped to spre:~cl the story of the new developments in training of industrial instructors.

The War Department Committee on Education and Special Train- ing (of which Mr. Dooley was vocational director and Mr. Dietz secretary) developed instructional material for use by colleges in training men in almost one hundred trades needed in the Army. I n every one of its manuals this statement was repeated :

There a r e two fundamentals that the Committee wishes to impress upon instructors : 1. An efficient instructor must be accurately informed a s to what jobs a

carpenter, or a blacksmith, for instance, may be called upon to do in t h e Army.

2. Methods of instruction must be used which in the time available will best t rain men to do these jobs.

Learning to do by doing (that is, solving problems on the job under t l ~ e gtlicllarlce of u trained instlwctor) proved t o be not only a n ex-

cellent means of instruction in both skill and trade knowledge, but r 1 resulted in production and not merely exercises. I h e nssignment of

jobs, asking of questions, and presentation of problems in advance of detailed technical instruction did much to develop originality, initiative, and resourcefulness.

TRAINING PRINCIPLES DEVELOPED I N W O R L D W A R I

The Emergency Fleet Corporation experience and that of the Army can be summarized as establishing these principles :

1. Training must be done within iudustry. 2. Instructors zhould be plant men, preferably supervisors. 3. These supervisors woulci need help in the method of instruction. 4. Break-in time is cut by training on the job. 5. The most effective size of group for training by one instructor is from

9 to 11. G . Spelling-out the importance of work and giving of personal attention

develops worker loyalty. 7. Training is a n investment-its costs a r e paid by eventual increased

production. 8. Ability to instruct is a n important supervisory qualification. 9. T h e four steps in good instruction a r e : 1. Preparat ion; 2. Presenta-

t ion; 3. Application ; 4. Inspection (or tes t ) . 10. Job analysis o r the making of job breakdowns is a n important prelim-

inary step before instruction.

Many industrial people "accepted" those principles verbally, but there were few indicntions of their use.

THE WORK OF CHARLES R. ALLEN

When the war ended, Allen was recognized as mi authority on in- (lustrid instruction. I n 1919 he summarized his long experience in T-ocational education work in R~assachusetts and the advances made in the Emergency Fleet Corporation in a book, T h e Instructor, the Man, and the Job. I n it he spent considerable time stressing the difference bet\\-een "teaching" and "telling." Then he set up the difference between "instructing" and "showing." Those who are familiar with TW1 ~ ~ ~ n t e r i a l s will find a familiar vein in the following (1 uotation from Allen :

T h e forernan of a shop i s responsible for the training t h a t is given there. . . Wliether lle carries on t h e training work himself, or whether he puts the actual work of iristructiorl into the 1l:lricla of instr.uctors, he should know what constitutes good instruction. . . . I f he gives the training himself, he must know how to do a good instructing job. If he has i n - structors, he must know whether they a r e or are not givlng good i n - struction. . . -

Many foremen have had co~~sitlt?~.al)le cu1)erience 1 1 1 t r x i r ~ i r l f i . . - . 3I:lrly such men, while they know that tliey have succeeded in putting oTer

the training, a r e conscious tha t something 113s not been just right-they have knomu tha t while they knew the jobs to be taught (or their instructors knew them), many new men failed to "catch on" readily, seemed to progress very slowly, were "dumb," and often never seemed to get so tha t they could do a first-claw job. Sometimes, a good many of the men in training would quit before they were trained, giving all sorts of reasons, and so increasing the turnover.

The trouble, of course, lies in tlle fact tha t , whether whoever gave the instruction was or was not :i first class man on his job, he did not know "how to put it over." H e may have known his own game but he did not know the instructins Fame (p. 361).

It is interesting to note that Allen practically sensed the need for the three T W I supervisory programs when he said :

. . . we would have tllo best conditions i f : (1) each man were trained so tha t he could do his job in the best possible way; ( 3 ) each man were trained to do his job in the least time con~patible with thorough t ra in ing; (3) the experiences of each man during tlle training period had been such tha t he stayed through the training period and did not quit when only partly trained (p. 5).

This certainly hints a supervisory training program of (1) Job hiethotls, (3) Job Instruction, and ( 3 ) Job Relations !

PRINCIPLES O F INDUSTRIAL INSTRUCTION BETWEEN THE WARS

The work of the Emergency Fleet Corporation and the Allen books influenced mucll of what was written about instruction. There was almost universal acceptance of the fundamental rightness of the steps he advocated, but, except in vocational schools, there is practically no evidence of any uniform use of tlle principles as a definite method to follow when people were to be trained on new jobs. Bfassachusetts continued to use the Allen principles and many other departments of vocational education advocated their use. Some states conducted courses based on these principles for plant supervisors and foremen.

I n 1919 the United States Department of Labor's Training Service issued Training Rulletiil No. 12, EZow T r a h ~ i n g Departments Have Bettered Production. There was an excellent discussion of the four instruction steps and of just how the instructor should work with the new 111a11 in the section, "A General Plan for Organizing Training in a Community," written by Owen D. Evans of the Boston Con- tinua tion School.

Use of the Allen 4 steps, in printed card form, began at the Dun- woody Institute in the twenties, where C. R. Allen was a staff member. Charles Prosser, the head of Dunwoody, likewise had associated with him Philip S. Van Wyck, now the Director of the IWC,

. . U11rea11 o f 'l'rulnlng. 'I'lle Allen 4 steps were used in basic instructor courses a t Colorado State College beginning in 1928.

Follon-i11g Allen's statement of the four steps, a number of other peoplo in tlle t ra ini~lg field began to discuss the steps and to occasionally present them in different foim. I n the Handbook of Busi- ness Adnz i n istratimz; (edited by W. ,J. Donald, McGraw-Hill, 1931 ) thclre. are nunlerolw references to instruction steps. EI. G. Kenagy, in a section titled, "Tlie Technique of Training on the Job," mentions 4 steljs-cleinonstr:ition, trial? correction, and follox-up. Guy Via's 182'7-28 series of "Foreinen's Lectures" are qliotecl showing the use, a t Newport News Shipbuilding and Dry Dock, of the 4 steps of preparation, presentation, application, and testing. I T . W. Charters, in Elis chapter on "Bllilcling a Sales Training Program," recorr- mended five steps, (1) job analysis, (2) dernonst,rat ion. ( 3 ) try-out,, (4) correction, ( 5 ) follow-up, and coaching on-the- job after principles had been learned in group instruction.

Outstanding cliscussioi~s of the proper approach to industrial instruction are found in Plant l'rnining P ~ ~ a r t i c e s , published by the American Telephone and Telegraph Company in 1030; in Ho7u to Instruct by Glenn Gardiner, pltblished by the Elliott Service Corn- pany in 1936. and in JolS I n ~ f m c r t i o n vhicll was issued by the Western Electric Company in 1940.

The "Standstill" Years, 191 9 t o 1940

The work of the Einergetlcy Fleet Corpor:r t i c ) i i g ro l~p , the resulting Allen books, and the others following Iiis 1)oi nt of view, influenced much of what was w1.itten abollt instruction. There was some :xtivit,y in instructor training bllt actually these activities were but a spark that served to keep the 1vo1.k from being completely forgotten. Mr. Kane. in the ,4merican Telephone & Telegraph Com- pany, continued to work on improved techniques in indllstrial instruction. Another member of t,he ,Illen group, Russell N. ICeppel, joined Mr. Dooley a t the Standard Oil Company of New ,Jersey a n d operated in-plant programs for instructor t r n i ning.

Throughout depression years there w:~s little pressure until the summer of 1940, when defense pi.eparation first hecame really serious, for improvement in getting people broken-in on new work quickly. The years from 1919 to 1940 may rightfully he called the standstill years as fa r as a11j7 \\.iclespreacl use of good job inst rnct ion principles was concern ecl.

TVC.'I PROMOTION O F STEP-BY-STEP INSTRUCTION

Training Within Industry's first work was the Lens Grinding survey (see Chapter 2), and the first technic:~l 1n:iterial published by

'I'T\'I was t lit. bulletin, "Helping the Experienced worker to Break in a &Ian on a New Job." All the TWI districts expressed interest in the bulletin. Some district panel members made actual use of it in plant calls. I n early 1041, Los Angeles panel members developed :L check sheet for use, in "Instrnctor Training":

1. Do you "break do~vn" the job you a r e showing into simple, easy steps, and show the easiest things first?

2. Do you give a general picture of the whole job, before start ing off on some small pa r t of i t ?

3. I )o you tell them what they should know clearly and simply? 4. If thc man you a r e training repeats the same mistakes, a r e you sure

it is not your fault because you did not explain how to do it so he underst,? nds i t ?

5. Do you make sure he understands the words you use in esp!aining certain jobs-especially the "terms of the trade" tha t a r e new?

6. Do you know, and tell him, exactly how many different operations there a r e to the job?

7. Do you impress on him the need for accuracy first, speed l a te r? 8. What do you do to keep your helper interested in learning more about

the work ? 9. Do you encourage him if he is progressing satisfactorily, or rapidly?

10. Do you ever get mad a t him, o r think h e is "dumb" because h e does not know a s much about i t a s you do?

1 1 . Are you sure h e feels perfectly f ree to ask you any and all questions tha t come to his mind?

12. Do you point out the harmful results of his mistakes, and w h y they happened ?

13. Wllat do you do about these problems tha t the one who is learning runs into? a. Getting the one or two tricky points, or "knacks" of the job. b. Trying to get the "feel" of the whole operation. c . Understanding w h y certain things must be done in certain ways, or

done "just so." (I. Breaking old work habits, or wrong work habits P. Catching on to a new. or extra tough problem. f. Getting speed with ease.

14. Do you think carrying out the best answers to these questions would help you do a better and faster job of training?

15. Do you think a few hours of training along these lines-that is, in learning how to put ideas over more easily--would help in doing a better job of i t ?

This list was distributed to the other TWI districts. This early TWI Headquarters and District attention to the need

to assist supervisors in their problem of breaking-in people on new work laid the basis for the development of all the TWI programs, and for its overall part in the production phase of World War IT.

Chapter 13

THE DEVELOPMENT OF THE JOB

INSTRUCTION PROGRAM

-lt a meeting of the New Jersey panel in the spring of 1941, Glenn Gardiner announced his belief that, using the original four steps of Charles R. Allen, a standard 12-hour program in "How to Instruct" could be outlined. After some discussion of trials in plants i t was agreed that five, 2-hour sessions would provide the best schedule. The contents were roughly outlined and, after consideration of many tlelrlonstratioll jobs, i t was decided that the tying of the fire uncler- writers' knot (which had successfully been used as a clemonstratioil by the New Jersey Vocational Education Staff for many years) was both the most dranmtic and the most practical. The group felt that the first two sessions would be needed for the presentation of the proper method of instruction. The remaining three sessions were to be spent on practice.

GETTING THE PROGRAM STARTED I N NEW JERSEY

The projected plan was based on using forty instructors from vocational schools who \vould be free for full-time work in July and August. This was regarded as a, service to be rendered and financed by the federal government. It was figured that they could reach :~pproximately 8,000 men before the schools reopened. Both the State Department of Vocational Education and the Extension De- partment of Rutgers had been offering courses in instructor training. It was decided that these would be integrated with the new TWI program so that all three Job Instructor programs would be the same.

The First Job Instruction Group

Accordingly, witllout benefit of ally written outline, the first ,To11 Instruction progranl was put on at the American Steel Castlings Company in Newark. The first trial group followed a pattern which now has been used for over a million supervisors who, in groups of 10, have been given 10 hours of basic instruction in how to break-in workers on new jobs, under. the leadership of a trainer who was pre-

J O E INST11UCTI03T I-!! .7

pared by TWI for this work. The worthlessness of "telling" done, or "showing" alone, set the stage for a demonstration of good instruc tioii which used the Allen steps. Each member of the group t!~eil demonstrated use of the method. ( S e e Chapter 3. )

The trainer of this first group found that the method lent itself to presentation in the first session, instead of requiring two meetings. This meant that four sessions, or eight hours, were available for practice by the supervisors. American Steel Castings mas pleased with this first group and made an immediate request for the program for all supervisors.

There had been considerable discussion as to whether incorrect 01.

correct instruction should be clernonstrated first. Experience in the first group established not only the selling value of using poor illstruction first, but that the material could be put over in 10 hou1.s with demonstrations by all nleinbers. This first plan included the use of job breakdowns but divided them into "Do'? and "IZnow" columns rather than into "Steps" and "Key Points."

The First Job Instruction Outlines

When this first group was completed, an outline was written for the five sessions, and reference material prepared. On June 10? 19-11 the New Jersey district staff and the panel assembled to consider the material, and approved it. A slogan, "If the learner hasn't learned, the teacher hasn't taught," was adopted. This put a new light on the foreman's responsibility for getting new, green. sometimes none- too-promising, people into production quickly.

The First J.Z. Institutes

A group of 25 prospective O.P.R.I. trainers was gathered for the first Institnte. ' It mas decided that tliis nnmber was too large, so the group was split and two Institutes conducted. Zach Institute was scheduled for 18 hours, as three 6-hour days.

By the fourth Institute a definite plan had been worked out. Dur- ing the first 10 hours of the Institute, the five 2-hour sessions were put on. The next two hours were spent in questions about the duties of the trainers. The nest five hours were spent in giving each member of the group practice in opening the first session. The last hour was spent on a discussion of how to handle a group of this character.

Promotion of the Program

During the month of June the New .Jersey panel was considerably enlarged as it was planned that panel members wonlcl clo all the promotional work. Each mas to approach one new company each week, and was also made responsible for follow-up wit,h that company.

194 TILLZININC; W l T H l N 1NI)TJS'I'RY RRPORT

0 1 1 .Jurle 27, 1941, Glenn Gardinel testified a t hearings held at Trenton, New Jersey by tho Congressional Committee investigating t i x t ional defens~ migration :

1 % ~ f a r the lllost important service which this o r g : ~ ~ ~ i z : i t i o ~ ~ is p l ' ~ ; i l W i to give to defense industries is a new program w h e r e l ) ~ a staff of 0.P.M. Trainers has Iwcn developed and made available to go into defense companies and actu:llly train in their places of business those members of the companies' orc:inization--including foremen, assistant foremen a n d supervisors---who have responsibility for teaching jobs to new workers and new jobs to old workers. . . .

O.P.M. Trainers who a r e to do the actual training work in the defense industries a r e either men borrowed on part-time basis from companies of the s ta te or instructors employed in the Sta te Vocational Education organization. -I t the present we have available 64 men for this work and the number call be expanded qnickly to 200 or 300 if necessilry.

We a re convinced tha t this practical program, directed specifically a s it is to the very "clltting edge of the tool" will do more to accelerate the assimilation and training of the thousands of new workers in defense inchlstr i~s and the upgrading of other thonsxnds to more skilled occupa- tions, than anything else tha t might be done.

I n all of our work with defense industries we have had the utmost of cooperation. We have had occasion to call upon more than 50 companies to seek approval for the part-time use of some executive of the company in the carryinz out of onr program a n d in no instance have we had a rejection to our appeal.

I3y June 28 promotiona1 material was ready, a colored cover for Mr. Kane's bulletin, "Helping the Rxperienced Worker to Break in :L Mnn on a New ,Job."

Within a month of the start of the program, New ,Jersey i~dustr ies wero beginning to ask to have their own men prepared as trainers-- this need for helping supervisors to break-in green people wasn't going to end with the end of the summer of 1041. What had been originally started as something that would be done during a period when vocational instructors had free time, just could not stop when they went back to the schools. ,Job Instruction became a permanent, year-round activity, which was later to be broadened bv the other programs.

The first J . Z . Card

One panel member had been using :L pocket card outlining 20 principles of motion economy. He suggested that the same sort of thing be done for Job Instruction. The first card, which was issued near the end of ,Tuly, read :

HOW TO INSTRUCT

Practical methods to guide you in instructing :i new rrmrl on :L jol). or :I present ~ ~ o r k e r on a nen- job or :I new skill.

1<'1ItS'l', 1 ~ e l . e ' ~ w h a t you nlrcst do to get P . c ( T ( Z ~ to teach a job :

1. I )ccaidv what the learner luust be tnnglrt in order to do the 0 1 rll~ciently, safely, economically ;mcl ilitelligerltly.

2. l I : ~ v e the ~.igllt tools, eqil iprne~~t. slipplies and materi:rl rea(lx.

3. H a r c tlle \vork place properly arr:ingcbd, j1wt as the n70rker will I N ) exprcted t o keep it.

THEN. you sllonl(1 instruct the learner by the follom7ing four- hrrsic s t e p s :

SrTli;P I--1'13 l+:PAI:A'rION (of the learner )

1. Put the learner at easc. 2. B1in(l out what he already knows a t )o i~t t h r job. 3. Get him interested and desirous of learning the job.

STF:P 11-PRESENTATION (of the operations and knowledge)

1. Tell, Show, IZZustrate, and Question in order to put over the new knowledge and operations.

2. T n s t r ~ ~ c t slowly, clearly, completely and patiently, one point a t :L time.

3. Check. question and repeat. 4. Make sure the learner really learns.

STEP 111--1'T':RFORMANCE TRY-OUT

1 . Test 1r:lrner by haring him perform the job. 2. Ask qi~est ions beginning with q o h ~ , how, zr~ho, when, or

?oh e?'C'. 3. Observr~ performance, correct errors. and rept1:lt irrstrnctions

if necessary. 4. Continue until you kr~ozo he knou:.~.

STEP IV-FIOT,LOW-Ul'

1 . Put hirn "on his own." 2. Check frequently to be sure h e follows instriictions. 3. Taper OH' extra snpervision and close follow-up ilntil he is

qua l i f id to work with normal supervision.

REMEBIRER-If the learner hasn't learned, the teacher 1l:tsn't taught.

ROUNDING OUT THE JOB INSTRUCTION PROGRAM

In A~igust, 1941 Mr. C*~rdinel' presented t,he New Jersey plan a t a meeting of the TWI District Directors, a n d it was adopted for national use (see Chapter 3 ) . The f a l l of 1041 JT-as a busy time

during w113cll T W I Headquarters had to both integrate the New ,fei-sey and Ifcstlqirarters work into one program nntl a t the same time start to promote its use throughout the country.

The New ,Jersey group's brief outline was adequate for experienced training people, bnt the r e d y acceptance of the program meant that thero had to 1)e prepared guides ancl helps from which thousands of inexperiencetl trainers could present a crecli table and effective story th2t. woulcl get lastill? results. Thus it was that "working on the ~nanual" w a s :L major ~lnclertnliing that cons~lmed much time throughout the fall ancl winter.

Job Ijreakdozuns

'I'he first problem was putting job breakdowns into t,he program. Xew Jersey had called attention to the value of breakdowns, and trusted to plants and to supervisors to go ahead. While the hTew Jersey plan had been realistically based on the view that no one was going to do anything about good instruction until there was something specific to do, this viewpoint had not been carried to the "Get Reacly" points. Fnrther needs arose as time went on. It was important that a step ancl n key point be properly described ancl defined, that samples of job breakdowns bo prepared. Some of the lens-grinding breakdowns were used at first.

Wido use of any training program provides experience and points to needs for improvement which cannot be spotted in any other Fay. IVhen the ,Job Instruction program 15-as used on a national basis, in tremendously large plants, in very new companies where the total of supervisory experience \\.as snl:tll. in remote areas, experience showed that further refinerrients and sa fegm rds were needed.

When the program was started, one of the "Get Ready" points was "Decide what the learner must be taught in order to do the job eficiently, safely, economically and intelligently." When, in 1042, this was changed to read, "Get ready to teacll the job by-breaking down the job-decide what the learner must bo taught in order to do the job efficiently, safely, economically, and intelligently-finding the key points," i t meant that job breakdowns were specifically included in the 10-hour program. The proper defining of a step and key point did not come for some time after th:~t. (A sample bred<- down is shown in Exhibit, 5.)

Other Problems

It was decided tlmt s~tpervisors needed to get an idea of just how good job instruction would solve problems for them. A sheet listing problems was the result. Another difficulty was the lack of industrial or even mechnnical experience on the part of many trainers. Conse-

JOB INSTRUCTION 197

quently many of them found it difficult to ciCe concise examples of many aspects of a supervisor's problems. Many trainers were asked questions that they could not answer, a t least with confidence. Con- sequently several concrete examples of how to meet the problem of the long operation, the noisy operation, and how to teach "feel" were placed in the reference section of the manual.

Exhibit 5

SAMPLE JOB INSTRUCTION BREAKDOWN

IMPORTANT STEPS IN THE OPERATION Step: A k+d v t oi the opentian rbca manothing hppep. m

ADVANCE the rat

In-feed g r i n d on c e n t e r l e s s I PART ---.- sk!f ..-..... . ~ .-. ..................................... OPEBATION -.-.. S & ? X k r ..... .. . . . .~ . .

1. Place p i ece on plate a g a h s t r egu la t ing wheel

2. Lower l e v e r f e e d

3 . Raise l eve r - r e l ease

4. Gauge p ieces p e r i o d i c a l l y

5 . Read j u s t r e g u l a t i n g wheel a* r equ i r ed

6. Repeat above u n t i l f i n i s h e d

7. Check

... ......~.. ~ ..~...-~..........

KEY POINTS I

l tKnackl l -- d o n ' t ca tch o;i wheel I -.

Hold a t end of s t r o k e ( co -mt 1-2-3-4)

Slow f e e d - where might t a p e r

Watch - no ova l gr inding ------------.-------------.-...--------.-..--..--.-------------..-..----....~-

!:ore o f t e n as anproech to l e rance I

Xatch - no back l a s h 1

THE BEGINNING OF QUALITY CONTROL 111 Uwernber 1941, the New Jersey District brought iLs trainers

together to answer their common questions and get uniformity of procedure. This was probably the first "quality control" session. New Jersey had reached almost three hundred plants and the staif

I;.

198 TRAINING WITHIN INDUSTRY RJ~PORT

was able to give answers to a number of questions and suggestions which had been made. Some suggested that a new worker be brought illto the J.I. sessions to serve as the learner, but this was rejected as taking too much time and not being necessary. A t this time New Jersey specified that, in order to be certified, a supervisor must attend the first session and three out of the other four, and that lie must pu t 011 :L demonstration. (Litel., :~ttenclance a t all iive sessions was made a requirement.)

The necessity of following the rrlanual was stressed. The desira- bility of holding sessions during working hours was pointed out. Trainers \yere told they ~ ~ u s t not permit the group to go out in the shop for :in instruction demonstration. By this time, a check sheet for a demonstration had been worked up and trainers were told to follow it strictly. Trainers were warned against having executives just "sit in" on sessions. Full participation of executives was encouraged, but too many did not bother to put on a demonstration- just contented themselves with giving advice.

National Quality Control

'I'WI Headquarters felt there u-as need for a national quality control meeting, and summoned one man from each district to Washing- ton in January, 1942. A t this meeting, the importance of quality control was (liscussed and the st a1 lclard lnethod of handling the first two sessions was demonstrated. The group then discussed the purpose of each of the four steps and the three special instruction problems. The TVVI Assistant Directors were helped in coaching the tlistrict inen by Charles Smith of the Stantlard Oil Company of New Jersey ancl A. T. Garrett of the Western Electric Company.

Following this meeting, instructions were sent out to all trainers.

Experience in the field indicates the need for mo1.e emplltrsis on the first item under the heading "What You Must Do to Get Ready to Teach a Job." On the "How to Instruct Card" this item reads: "Decide what the learner must be taught in order to do the job elficiently, safely, economically and intelligently." 111 order to do this it is required that the first two volunteer demonstrations and the criticism thereof be confined to the first hour of the second session. The entire second hour of the second session should be devoted to detailed instruction on how to break down a job for instruction purposes.

I t \\-as specified that the ti st job break( low11 should be that of the fire underwriters' knot. At the end of Session T I members we1.e to be asked to bring in breakdowns for their ow11 demonstr a t lons. '

FURTHER REFINEMENTS

It was discovered that oftell t\ orkws just copied ~not io~ls and that they sometimes didn't unc1erst:~nd what t ,he~. were doing. Thereafter

SOB INSTRUCTION 199

in the Job Instruction program it -\vas not enough that the learner merely do the job in Step 3 ; he w a s required to tell the instructor what he was doing and why. The wording of Steps 2 and 3 was changed to embrace this very practical change.

The 1.1. Timetable

"Time is Sllort" l)osters were in eve1.y wtu. plant but nowhere in the Job Instl*uct iorl prograin was there ally mention of time, noi. were supervisors L L I ~ C ~ to get results by any plan 01- by any particular date. TI ~e l)luxse, "Have a plan-something to shoot at ," was suggested ~vitll the idea that each supervisor ~ ~ o u l d be specific about each of his \I-orkers and set :t date by which each should be capable of meeting a prescribed performance. This first attelnpi was to have the supervisor work out a schedule by using the following as a guide:

(workeds name) should be

able to do ( w h u t job) :md do it --

( h o t ~ . - . . - - - -

weZZ) by ( w h a t date)

Shortly this was called a "tjmetable" and the card was changed to read "Have a timetable-how inuc11 skill do you expect him to have, and how sooi~" These directions were given : "List the workers down the side of the page; list tlie jobs across the top; check jobs the workers can already clo ; set dates for completion of training to fill the gaps." This idea had been inherent in the pro- glam from the beginning, but, again. too nlucli had been assumed about what the supel*-\-isor would "just naturally do."

I n spite of the ptu.l)ose the timetable was expected to serve: it was not really used until intensive couching of trainers began in the fall of 1942 in connection with t l ~ e i\SF assignnlent. Froin this experience grew a new section of the Job lilstruction nlunual. I n Step 1, t,he supervisor was directed to "Find out what he already knows about the job." This is part of the timetable concept, but not every supervisor reali;setl that. Along m-ill1 the timetable "Get Readyv point, this part of Stel) 1 was imtle more specific so that it non- reads "State the job and fincl ont what he already Imows about it." ( A sample tirnetat,lc> : L ~ ~ ) C Y L ~ * S as T3:xllibit 6.)

J . Z . Breakdown Drill

200 T R A I N I N G W I T H I N I N D U S T R Y REPORT

quickly and easily. I n order to tackle this weakness a tool kit of \rurious inecl~unical jobs was assembled. Thirteen different jobs could be perforinecl fro111 tllese tools and materials. Each Institute Con- tluctor was required to assemble his own kit and break down the mmplo jobs a~lcl ~Jroperly cleterinine steps and key points, and then to follow the same procedure when clevelopiilg trainers.

I11 March 1949 the, districts were told that the job breulic~own 1)rocedure was often the wenliest part of the 10-hour programs they \sere running. They were directed to call ill their trainers in small g~.oups and give them intensive drill in the correct breakdown procedure. They were told to list the principal steps first, then to go back to each step anti pick out the key points. I n order to get the key points, tlu.ee questions were to be asked: "Is there anything in the step that will make or break the job ? H u r t the worker! 0 1 . nlake the operation easier to do 2"

Exhibit 6

SAMPLE JOB INSTRUCTION TIMETABLE

-- -means he doesn't need t o know the job. ----I 11-1, 11-15, etc., indicate the dates the supervisor has s e t fo r himself when he plans

- t o have h i s inen TRAINED t o do the jobs required.

I I I I i I I

I n early 194-1 improvements were incorporated in a new edition. The change which has taken place in Job Instruction procedure can be illustrated by considering the breakdown of the demonstration job, the tying of the fire underwriters' knot. I n the original manual the first, step is "Untwist about six inches and straighten the free ends of the two wires. Hold wire in a vertical position with the thumb ancl first finger of the left hand a t point 'C' ('C7 is the point where the untwisting stops)." I n the current manual the step is "Untwist and straighten ends. Hold in left hand at point 'C7." The key point is "About six inches."

The second step in the original outlines is "Using the right-hand wire 'B7 make a loop from left to right. Hold junction of loop a t 'C7 with thumb and first finger of left hand. Extending part of wire 'B' should cross in front of wire 'A7." I n the present outline this

J O B INSTRUCTION 20 1

The +Step Method

As part of the sharpening-up process the card wording was revised to the h a 1 wording (see Chapter 3). I t was also felt that something should be done to get better use of the 4 steps. Actually, according to tho instruction card, the i~lstructor was supposed to put over the steps ancl key points in Step 2: and the worker was supposed to give them back in Step 3. I t was reasoned that the worker should give back the key points a t least. Accordingly n procedure was prepared by which trainers would check this very thing in each i~istructing clemonstration.

Although this concept of the relationship of Steps 2 and 3 was recognized late in 1941, it was not until the fall of 1942 that 'an exact procedure was adopted for the trainer to use in checking a demonstration, and this insistence on correct instruction in Step 2, including reasons, and getting the reasons from the worker in Step 3 did not appear in the J.I. manual until January, 1943.

This served to further "tighten up" the instructing process and to bring home to Institute Conductors, trainers, and supervisors alike that job instruction really is an exacting process if i t is done well and if it is to give outstanding results. The practice of making the learner "give i t back just the way he received it" spread rapidly and was willingly received by all those inside TWI ancl out who wanted to get closer to perfection in the technique of instruction. Knowing how to do a job gives no guarantee of ability to instruct someone else to do it. I n ordinary times, people learn through making mistakes. I n wartime this could not be tolerated-a worker can do the job right the first time if he is properly iilstructecl.

THE "LAST" REVISION


step is given as "Make right-hand loop in right-hand wire (wire 'B'). Hold wire a t junction of loop and nmin strand." The key point is "Cross in front of maill strand."

The pl.esent manual also indicates some changes in the conducting of the sessions. The number in the g1.oup was reduced f r o ~ n 12 to 10. It was recognized that supel.visors who put on demonstrations of instruction in Session T I , before they knew much about the 4-step method, were serving a very useful purpose as "guinea pigs" but were not, themselves, getting practice ill use of the method. Accord- ingly i t is now specified that tllese rol~ultcer instructors in Session I1 will put on later demonstrations according to the correct methotl. The work on the timetable was moved to Session I11 in order to provide more opportunity to get practice, and to leave in Session I f more time for the breakdown drill. There is also a co~nplete procedure f or commenting on the de~nonstratio~ls of illstruction.

THE JOB INSTRUCTION INSTITUTE

Members of early Job Instruction IS-hour Institutt~s \\-ere largely people with previous experience in instructing or con fe1.rl1c.e leading, and this experience was depended upon heavily.

The Job Instruction Institute was lengthened to four days in November 1942. A t that time, the Job Methods Program just started and the Job Relations Program ready to be launched, TWI FIeadquarters reminded its district staffs that this emphasis on better. trainers for Job Instruction ~ v a s not too late. "As we see i t , Job Instructor Training is the basic 'bread and butter' program, which will be used continuously for the dumtion. Many companies have lost so many men :11~cl have 12ad st) 111all>- ~l langes since they originally lmd J.I.T. that t l ~ e ~ - are now ripe to start J . 1 . T . all over again."

Gradual changes in the Institute took place until the summer of 1944 wht.11, in keeping with the specific technical changes in the program, a ~.adically different form was 'adopted. The Institute now requires 40 hours and has two parts. When the Institute is set up properly, all members lmve attended :L 10-hour group and have been certified before coming to the Institute.

I n the first part, which takes :L clay and :L half, the Institute Con- ductor drills the nierrlbers on the three fundan~entals of Job Instruc- tion-tho timetable, the job breakdown, and instruction according to the four steps. By the end of this first pavt of the Institute, the Institute Conduct01 knows whether each Inan has mastered the fundamentals of Job Instruction well enough to be considered good trainer material. Some men may be dropped a t this stage. The -;c~ond part of the Institute. 01- three and one-half days, is made up of drill in putting on the :tctual 10-hour pmgram.

J O B INSTRUCTION 2 0::

COOPERATION I N THE DEVELOPMENT O F THE JOB INSTRUCTION PROGRAM

111 u sense, everyone involved in a program particularly in its early days is a contributor to its development-trainers who discovered effective techniques and supervisors who asked searching questions. Thus i t becomes impossible to give recognition to all who assisted in the evolution of the program. The following people, who wero in strategic places to make suggestions and improve techniques, \\-ere major contributors to the development of the Job Instruction 1 )rogram :

New Jersey Committee

Glenn Gardiner, T W I District Director, Chairman A. T. Garrett, Western Electric Company D. M. Heider, E. I. du Pont de Nemours & Company Arthur EI. LMyer, TWI District Representative TV. R. ~Mullee, American Hard Rubber Company R. C. Oberdahn, Calco Chemical Division, American Cyanamid

Company E-Io~vard Pardee, Wallace & Tiernan, Inc. J. XI. Vertrees, Rutgers University Extznsion Division Bartley Whiteside, Wright Aeronautical Corporation Arthur Wrigley, New Jersey State Department of Vocational

Education

Later Development

Ellen Aird, TWI Minneapolis District. John Calhoon, T W I I-Ieadquarters Representative William Conover, TWI Assistant Director Walter Dietz, T W I Associate Director C. R. Dooley, T W I Director 31. J. Kane, T W I Assistant Director John Mollers, TWI Headquarters Representative A'. K. Rowland, T W T Headquarters Staff

Chapter 14

RE,LATIONS PROGRAM

Job Relations was developed by TNTI over a two-year period of research and experiment. In January 1941, Sidney Hillman, Com- missioner of the Division of Labor in the Advisory Commission to the Council of National Defense, made this request to the National Academy of Sciences : "What can be done to increase knowledge and improve understanding of supervision a t the work level 2 "

The Academy handed the request on to the National Research Council's Committee on Work in Industry, of which Dr. Lawrence J. Henderson, Director of the Fatigue Laboratory a t Harvard Univer- sity, was made chairman. This committee made an extensive rt1pol.t which called attention to three problems : (1) selection of supervisors, (2) training and development of supervisors, and (3) inten- sified problems of supervision arisillg from the emergency situation. I n connection with supervisory development, the committee recommended that training be directed toward "improving and accelerating the training of supervisors in handling the human situations under their charge so as to secure maximum cooperation."

When this report was received by Mr. Hillman? he asked Training Within Industry to formulate such a training plan.

TWO YEARS OF JOB RELATIONS DEVELOPMENT

TWI Headquarters obtained the services of F. J. Roethlisberger and John B. Fox of Harvard University and L. J. O'Rourke of the Civil Service Commission, to work with Walter Dietz, Associate Director of TWI, and other Headquarters staff nlembers in determining a method of attack and making preliminnry plans for experimental work.

Determining Supervisory Needs

I n August 1941 TWI sent out a questionnaire on supervisory needs to several hundred supervisors and their own bosses. When replies to the supervisory questionnaire were receired i t was found t,hat

both the new supervisors and thoir own clliefs agreed that one of tIlo most apparent weaknesses was in handling relationships with other people. A number of plants in New England were visited in order to find a pattern for the kinds of problems which mere prevalent in plants holding war contracts. Their findings confirmed in the main tho n c d s which ware stressed in the replies to the ques- tionnnir.~.

Szcggestions for Supervisory Training

111 October 1941 TWI Headquarters asked a group of 25 men from co~npanies with outstanding training programs for their recommendations as to the training method which might be used in this emergency supervisory problem. Tho suggestions which were received covered content of training but contributed very little toward the training method which might be used. The methods which mere suggested were largely lectures or the conventional conference type.

Many of these sugge~t~ions centered around the training of tho supervisor as a representative of management. Knowledge of duties and responsibilities is a fundamental part of tho supervisor's ability. However, responsibilities differ from one plant to another, and early in the study it. mas agreed that i t \\-as in~possible for an outside group to set up a standard training program which will prepare a supervisor in one specific plant to handle his own responsibilities in that. plant. It therefore seemed inadvisable to sponsor any training in this field througll a government agency. TWI constantly recommended that plants themselves undertake this kind of training. Knowledge of responsibilities is a preface to exercising the skill of leadership, and it is the combination of these two which r i l l enable the supervisor to increase his ability in working with people.

Job Instruction experience had already shown that supervisors can bo materially benefited through short intensive training programs if these units include drill and practice. It accordingly decided that TWI would set up a 10-hour unit, to be called Job Relations Training, which would provide practice in "handling the human si t~xtions.~' ".Job Relntions" was chosen rather than "Human Rela- tiolls" to tmplmsize the specific area in which i t had been decided to \3-or.l<.

J o b Relations Trial Versions

During the fall of 1041 the first 10-hour program was developed. I t was tried ont in the Simplex &fanufactnring Company (near Boston, Massachusetts) in January 1942. Snccessive versions, each revision being made on the basis of field trials, were used during the year. There were developed, in all, ten versions of .Job Reln.tions

%Ofi TRAIN1 NG WITHIN INDUSTRY RI2POET

Imfol-s it was felt that the program was ready for national 1a.unchina. Only minor revisions have been made since that time.

National Launching

111 February 1943, public :tnilouncement of the availability of Job Relations was made by Mr. Dietz at the Chicago meeting of the Personnel Division of the i \ m e r i m ~ ~ Management Association. A clem~nstrat~ion of tlie p1wg1~1111 \ V : ~ S plli on by hfr. Kane. The ready xcccpt:tnce gave furtller evitlence of a n-iclespreacl need.

PROBLEMS I N JOB RELATIONS DEVELOPMENT

'l'l1er.e was no precedent for *Job Relations ?'1xining. Of course, many people have studied the extensive literature of psychology of hu~nan relations, and ot,her people have worked out "stock solutions" and "useful rules?' for "common problems." Most of the successful leaders have just grown by experience to be xha t they are, and the means they used vi-ere highly individual. Their successes depended largely on their own abilities and personalities. Some, unknowingly. often used the essentials of Job Relations, but there was no stanclard method.

Now any person who is successful in handling human situations feels that his own method is right. Consequently, differences of opinion when one method is considered are quite understandable. T W I had to have something which could be passed on and something which would whether the user was a quick or slow thinker. had a friendly or less acceptable personality.

There was much early discussion of Job Kelations Training by "experts??-men who are acknowledged leaders in industrial relations work. Their personal methods tliffered widely. Few of them had tried to formalize what they did into a met>hod. Some had given courses in "hunmn engineering." Rut they recognized the J.R. pattern as being different-therefore, it was subject to criticism.

A number of the people who attended Job Relations development conferences had no part in actually trying out this training program. li2ccordingly, there was quite a bit of theorizing mixed in with the reports of actual experience. Eventually i t was found that what proved to be really helpful to the first-line supervisor had to he given the most weight.

W H A T JOB RELATIONS TRAINING IS

The Job Relations program represents an evolution. Some principles and devices were used in all versions, but most were drawn from experience with field trials in t,hc cooperating plants.

Stdpervisnry Responsibility

The first session of Job Relations opens with the hlncliboard development. of a chart covering supervisory responsi hi1 j ty. The members of the group are asked "what their bosses hold t ,hc~n ~.rsponsible for." TTsual answors are production, quality, safet,y, training. No matter n-h:tt :t~ls\\.t.r-s tile supervisors give, i t is shown that p o p l e arc. ill- volved. Therefore, the supervisor gets procluction through people, cc t s q11:tli t j . th~wl~gl l p o p l e ; in other A\-ortls, "t l ~ e s i ~ p e ~ ~ i s o r ge1 5

results through people." The relationships between the sl~pcrvisor :md those people are L L I J ~ b Relations."

Foundations for Good Relations

Next the trainer points out that, just as there are people in every departmental s i t~a t~ ion , so there are things which are important to all people. Anybody likes to knolv how he is getting along, he ex- pects credit when it is due him, he wants to know about it if you make cxl~nnges which affect llinl. ant1 1le wants to feel that he is making best use of his abilit,y. I f supervisors really use these fundamentals they . . prevent many problems from ansmg.

Treating People as Individuals

These points are important for all people--they lay the foundation for good supervision-but they are not enough. All these people are individuals-they are different. The background? the homes they come from, their personal interests outside of work, their health, their very jobs in the plants combine to make each individual different from any other. ( S e e Exhibit 7 for chart of blackboarcl work.)

Even in the best-run departments i t is necessary to remember that t,here must be n foundation for good supervision, and that the supervisor must take into account the particulw individual who is concerned. I t is important to know the kind of pcrson who has a problem-rather than what kind of problem that person has.

The TWZ 4-Step Method

TTVI advocates a method for handling these problems. I n order t o show the need for a method, the trainer tells abcut n man who is laid off for apparent unescused absenteeism. The supervisor has made no attempt to find out the employee did not come to worlc- and the members of the group are quick to point out that it is rather short-sighted to lay off :I man whom VOII need a t work-and this supervisor didn't even 11ax-e the facts of the case. These comments set up the discussion opener, ''.Tlc& what does the supervisor want to accomplish?" and also make i t very easy to dram out the 4-step pattern. ( S e e Chapter 3.)

A Supervisor Gets Results Through People

Exhibit 7 HOW A SUPERVISOR MEETS HIS RESPONSIBILITIES

THROUGH PEOPLE

T e l l peo?le in advance about changes t h a t ;vill a f i e c t t h e n ,

Foundations f o r G o d Flelations

kt each worker h o w how he i s g e t t i n g a long.

People Must Be Treatad As LdivLduals

,, . ai-:? Best use of e.c.9 ~ e r s o n ~ 3 a b i l i t y .

- Y -- - - - - .- . - . -

. J 0 1 % R E L A T I O N S

l'mincr's and Supervisors' Problems i n Sessions 11, 111, 1 V , aud V

I n the second session the trainer presents a problem in c.o:1\-crsa- tional form ~vllicll both illustrates Step 1, "Get the facts,'' and gives some interviewing hints on how the supervisor patiently and skillfully got a t the person:~l facts which were having a bearing on the problem. Thc rest of the session is spent on tile discussion of two supervisors' o\vn pi.oblelns.

The Inan presenting the problem is asked to tell the story only up to the point ~ rhe re some probleni-solving action was taken-that is, to present the facts on which he made or will make a decision. The problein is then considered against the 4-step pattern. Did he have all the factsl TVhich ones are significant and must be taken into account in making a decision? The members of the group consider a number of possible decisions. The supervisor may then tell what he actually did, if he cares to, but some who have had poor results !;-eep the conclusions of their problems to themselves.

I n the third session, the trainer's problem illustrates the reaching o f a poor decision with poor results, although all the facts \yere available. This emphasizes Step 2, "Weigh and decide." More supervisors' problems conclude this session.

The trainer's problem in the fourth session illustrates Step 3, "Take action,'? and Step 4, "Check results," in a situation concerned with the effect of change. Supervisors' problems are concluded in this and in the fifth session. I n the last session the 4 steps are quickly reviemed to emphasize the necessity of using n method.

Other Supervisory Relationships

I n closing the fifth session the trainer returns to the chart on supcr~isol.~y responsibility and amplifies i t to show that the supervisor has relationships not only with the people =hose work he directs but with his boss, other supervisors, chemists and engineers, union representatives? inspectors, etc. I n any of these relationships i t mill also he important to keep the Job Relations pattern in mind. (Set: Es- hibit 8.)

DEVELOPMENT OF THE VERSIONS BEFORE LAUNCHING O F THE PROGRAM

The only section of content which was used in every version without change was the first-session chart which shows that in each area of supervisory responsibility people are involved. This chart serves to establish the importance of people in every situation and also to show tho meaning given to "Job Relations." I t proved especially ~iseful in getting prompt group pal-ticip:ltion in the first session.

T R . 4 J NING WITHIN IN1,US'CRY IWPORrL'

A SUPERVISOR'S

r I

Exhibit 8

OTHER RELATIONSHIPS

I Engineers, I 1 ~ u p e r v i s o r s 1 Personnel, and other

Shop Steward

of o ther operat ing

Inspectors

Version I

'I'hree poinCs were selected as the guide for the outline of the first version :

I. Employees are human beings. 2. They are a11 individuals. 3. It is important to find out how they feel.

&4 number of case histories of actual job relations problems in plants were selected for presentation to the groups of supervisors. At first, the use of slide film was planned, but i t was given up before the first session was held because of introducing mechanical aids which could llot be made readily available for wide use. 111 order t,o make the points, paired cases were used, well handled and poorly handled. From one case "tips for listeiling to why people feel the way they do" were drawn out.

Case histories were handed out to members of the < group - to follow as the trainer read aloud. Later in this version, shorter cases 011

topics xhicll appeared to be of interest to the individual members of the group were presented for discussion. The fifth session of Version I provided for a discussioil of the foreman's situation in l-egurd to other relationships and the m e of the chart, on snpen-iso~-y relationships.

J O B RELATIONS 2 L L

Tlle second vei.siou contained no problellls of any length. Short accounts of a number of situations were hlnclecl out to members of t,he group who took them home and prep:~l.ecl their comments before the next session. By February 1942, a i11~111bcr of industrial training men had been drawn into the picture. Late i n February, representa- t ives of seven plants which had used Vei.sioiis 1 and I1 met in Wash- illgton to discuss \\.it11 TMTI staff nlen1bei.s tlw results of their experi- ~llellts. Ver-4011 I I I \-?-as the result of this conference.

Version I I I

111 this version, emphasis was placed on sizing-up of situations. Six steps were, suggested :

I. Look over the situation. 9. Listen for the personal slants. 3. Line up the factors in the situation. 4. Weigh the factors. 5. Take action. 6. Follow up.

'l'hese points ~e1 . e presented on a small reminder card, the first one to be used for ,rob Relations. The slogan on this card was "Size up before you act."

For the first tinle provision was made for supervisors to bring in their own problenls. This was the direct outgron-th of one experience

i I with Version I where six sessions had to be held instead of five because I

the superviso~.~ said that working on other people's problems was all very well but they llacl some of their own that they would like to talk over. There \veiBe, however, a number of restrictions as to the

I kinds of problems which might be brought in-no current grievances, I

none concerned with unions, none on which plant feeling ran high. I n this third version, when official provision was made for super-

visors to bring in their problems, TWI: made the attelnpt to hang them on to t,he "listening" angle, and asked a supervisor to pretend that he was t,he employee involved. Another supervisor would handle

I the case, posing as the supervisor concerned and pretelld to interview the person who had brought in the case. Plant try-outs continilcd and, in April 1942, men who had been putting on the trial sessions met, with TWI representatives in Chicago. As a result, Version I V wits

clrawn up.

Version IV

'Khe pret ellso r) f posi r ~ g as the employee involved \i.:i s :I 1 x 1 rldoned. 'I'he experiment l ~ a d not provided any pi~tctice in "iiiterviem7ing" and

212 T R A I N I N G W I T H I N IhTDUSTKY REPORT

m u d o the supervisors uncon~fortable. For the Iluutlling of one of tho t miner's cases, an inteiviewing case, a new device was tried. ICacll relnark was put on a separai e slip of pa1,er with all the slips fastened together in a bundle. I t was thought that better attention could be given to each separate remark if it appeared alone. TKO supervisors 1vel.e asked to read the "parts." IIowever, i t was found t h t they stumbled over the unfamiliar ~nateriul and the effect of the case was lost, so that device was discarded when a new vel-sion was drawn up.

A new card was used. It had on i t five points :

I. Be sure that each person knows what his job is. 2. Be sure that each person understanck the h s i s for his

P Y - 3. Be sure that each person understands the conditions

under which he is working. 4. Make each person feel that he is sharing in the war

production effort. 5. Watch for significant changes in each person's output,

attitude, or relationships.

'l'hese u-ere looked upon as sound personnel practices for any company and were used because many people felt that knowing how to handle a problem when it arose was not enough-tllere had to be some everyday suggestions.

Tho steps for handling a job relations situation did not appear on the card but on a separate work sheet. They were:

I. Get and consider the facts. 2. Get the employee's viewpoint. 3. Make a decision and take action. 4. Follow up.

This xork sheet was abandoned after this one trial as it tcntltd to ~ n n k o handling :L job relations situation scenl 1 ike paper work.

Version V This version presented few changes except in the card, which ~ m s ,

for the first time, split into "foundation points" and "acti011 points." h short problem was used to illustrate each individual foundation point, and the pattern of the action steps was drawn from longer problems. The "foundations" were :

Be sure that each person unclerstands what his job is. T h sure that each person understands the \s-orIi-ing con-

ditions. 130 sure that each person understands wll:~t n fTects 1 1 is

earnings. Be sure that the people on the team work together.

J O B RELATIONS

The steps were :

1. Find out what is important to tllo individual and why. 2. Corlsider the whole background. 3 . Mako a decision and take action. 4. Follow 11p :mtl watch for changes.

I n April 1943, several members of the TWI Headquarters staff who had not 1l:~cl previous experience with Job Relations put on trial sessions in I3altimol-e. 'I'liere were a great many individual ideas tried out in these sessions. At the end of that month a trial Job Eelat ions Institxtt: \was lielcl in CIlic:~go. 111 May 194.2, anot,her trial iilstitut e \\-as l d d in Bn1tiinol-e.

Five Mo~trbs' Experience with Try-outs

D u r i n g theso first five months of experiment with Job Relations, sessions were put on for supervisors in twenty plants scattered across the United States. Conditions were const,ant,ly varied in order to develop inaterial which c o ~ i l ~ l be used under differing circumstances. The p1::rits themselves ranged from established units of recognized nry:~nizations v-l~ich we1.c continuing to do the same kind of work as in peacetime, to plants with rapidly expanding staffs being put into production by new con~paaies wliich had been set up to handle production o f materials and equipincn t developed for curr-erit war needs. I n t?ie plants the groups themselves were variously made up of "green" supervisors, experienced supervisors, supervisors of the s:mlc.l organization level, supervisors of different levels (including tliose who reported to each other), groups of Inell, groups of women. g x u ys of amen and women, groups conta inin union representatives, : ~ n d groups made up of representatives of more than one company. T'crsion 1'1 >vas p r ~ p a r e d to summarize the five months' experience.

Version VI r-. his version ~.cpresented few content changes from Version V

escept as were involved in the detail of the material placed on the card. The card cont ai necl these foundation points :

Be sure that each person understands what his job is. - n o sure that each person understands the working con-

clit,ions. Bs sure tliat each person understands what affects his

'Fho steps were :

1. Get the facts about the person. 2. Size up the whole situation. 3. Decide and t,ake action. 4. Follow up.


Conference Consideration of Job Relations

I n May 1043, Job Relations Training was presented to a conference of T W I District Directors. The group, in general, wanted the program to contain st:lnclardized rules rather than a method. There weiw nlai-l<e(l clitt'erences of opinion, tl~l(i it was agreed not to release Job Relations until i t had the complete endorsement of TWI TTeatl- clu;i~.tcrs :111d until the opinions of some plant mallagers had been sol ic.it ed.

Accoidingly, in .Tulle 1949, selected members of the XIeadqtlart ers s tuf f and a few illdustrid re1)resent a t ives from cities near washing to^^ gatllered for a review of espt.s.ience to date and a thorough consideration of this training before launching it in the field.

Version VZZ

As a result of this conference certain changes were made in the "fundamentals," the importance of which had been give11 c.onsiderable emphasis in the May meeting. From then on they became an important and active part of the Job Relations program.

The number of problems pre~ented by the traint.1- was reduced to three (one for eacll of the first three ses.;ions). The bro:xderled chart of supervisory relationships which hacl been l~sed in Version I waq again brought in to close the fifth session to point out the broad usefulness of Job Relations principles. The outlines for the sessions ., \vere set up in "steps" ant1 "kev ~,oiirts, two-column style. The ne\\- card for Version VIT presentcvl the f'ollo\ving foundation points :

Recognition as an i nrlividual

To know how lle is doing

Some "s:~p'' about things which affect hilrl

Credit when due

To make best use of his ability - Eecognition as an individual

Tho steps for hnndlirr~ :I job relatio~ls situation w\-.cr.e :

1. Get the facts. 2. Evaluate. 3. Make a decision. 4. Take action. 5. Check results.

This version was tried out in Chicago in August 1942and in Indianapolis in Septenlber 1012. The content and method were well

JOB RELATIONS 215

received by plant groups, but changes in emphasis and timing were found advisable.

Version VZZl

-is :L result of those trials, in the next version, the previous Steps 2 and 3 wore combined into a new Step 2, "W7eigh and decide." thus reducing tile steps to four. I n practice, it had been found impossible to determine the end of "weighing" and the heginning of "decision." A fourth trainer's problem W:LS added to provide specifically for- discussion of t l lc? eff'ects of change. This also provided problems for specific focus on each of the four steps. An important technique of handling supervisors' problems was also developed at this time-the requirement that the supervisor state what he hopes to accomplish before any discussion of the case begins. This "lifts the sights" for many supervisors who have been thinking in terms of "How can I discipline him?" instead of "How can I keep him on the job ? "

Version VITT used the following fundamentals of good supervision :

Everyday recognition of people as individuals. Letting people know how they are getting along. Giving people a chance to talk over in advance the things

that affect them. Giving credit when due. Making best use of people's ability.

'rhe four steps were:

1. Get the facts. 2. Weigh and decide. 3. Take action. 4. Check results.

Version V I I I was tried out in Baltimore and that version convincecl the T W I st:~ff members that a working model had been achieved.

Training the TWZ Staff

Reginning October 26,1042, the first Headquarters Master Institute was conducted in Washington for the purpose of training selected members of the TTVI field staffs to handle the launching and quality controlling of the .Job Xelations program. The next week was spent by all of the Institute members in Philadelphia where each man put, on two sessions per day in a wide variety of local plants. These sessions were quality controlled by members of the Headquarters staff. Trainers and observers compared potes as to the effectiveness of the methods. Special attention was given to the technique of


handling tho problems brought in by supervisors for practice of the met hod.

Version ZX

This versio which was prepared after the Philadelphia experience, d did not repre$ent a material change xcept that the two-column form of sessions outlines was abandone and charts for blackboard work

used in Version 1'111.

J were added to tlle outlines. I ts card was almost identical with that

Version X

The iinal version resulted from the sessions held in various districts in December 19-P2. This is the version which was released nationally in 1943. It was decided that the "fundamentals" would have force- only if action points were given. Accordingly, two action points were added under each fundamental. The charts in Session I were expanded to include attention to the differing make-ups of individual persons. This had been talked about but the chart helped to emphasize i t in a vivid way.

Some changes were made in , the mechanics of liaudlirlg problems brought in by the supervisors. I -- I n order to give emphasis to Step 2, "TVeigh and decide," the supervisor was asked to withhold the telling of the action he took, and only tell the facts which were available at, the time he made the decisionJ This results in discussion free from criticism of the action a supervisor has already taken.

Supervisors' Pro blerns

TWI's early stipulation barring problems concerning union mnt- ters which might be considered controversial and any that were subject to current attention was withdrawn since it had been found that the overall restriction "Is it up to the supervisor to handle!" was enough. The program now permits bringing in any problem on which the supervisor has to take action.

The first versions spent most of the time on analysis of problems which were brought in by the trainer. I t had been felt that management would object to any discussion of internal affairs, son10 of which might well represent current grievances. Also it had been believed that supervisors themselves might not wish to bring in situations in which they might appear in an ~nfavora~ble light. Both of these suppositions were without foundation. Plant supervisors did not want to spend the time on "canned cases." They were living cl&e to their own problems and wanted and needed help on them. And there has as yet (1945) been no management objection to consideration of affairs that are current within the plant.

JOB RELATIONS 217

TWI for a long time had felt that certain problems would require more ingenuity and resourcefulness than many trainers would have. The later versions showed that there were safeguards which would permit supervisors to bring in any problems which were really within their own province-"sonlething which they could or had to do something about."

Changing Emphasis

Job Relations has, in all its versions, given its main emphasis to making the supervisor realize that he is :L nmnager, not a direct producer; that he gets results only through the people he supervises. I n the first versions, the entire ten hours was spent in the field of getting to know people-seeing their differences, learning to iind out what they meant by what they said. The supervisor was then in a better position to attack his problems. As the program evolved, this necessary part was condensed in order to leave room for the introduction and practice of a method of problem-solving. Thus, what had once been the whole unit became the first step ("Get the facts") of the four-step method.

Problems Presented by the Trainer

I n the early versions, ten or more problems were presented by the trainer. I n the first two versions no problems were brought in by supervisors, but from Version I11 on, each member of the group brought one of his own problems. I n early versions all the trainer's problems were in conversational form as particular emphasis was placed on getting at the meaning of what people said. This, of course, brought in individual differences as well as latent content. And, when supervisors were first permitted to bring in their own problems, those too were tied to the interviewing angle.

Gradually the number and length of the trainer's problems were reduced. As the 4-step method of problem-solving evolved, and the attention to the personal facts became confined to one step of the four, all of the original problems except one were replaced. I n the tenth and final version, only one is in conversational style, bnt in that instance the same focusing on the importance cf how people feel was continued along with the simple aids to interviem-ing called "tips for listening." The problems now used are designed to illnstrnte and enforce the 4-step method.

I n early versions paired problems were used to show good and poor handling of the same situation. When the number of problems and the amount of time given to problems presented by the trainer Ivere reduced, this duplication was no longer possible. It had been fo&d that discussion of the poorly handled problems was often more v:tlll-


able than giving attention to those which had good results. Accord- ingly, the 4-step method is set up in the first session through the use of an instance where the supervisor's mistakes are ohvjol~s to practically any member of the group.

Tn the next session, the use of n s ldlful convers:~tional case not only shows the importance of the first step "Get the fact,sV but gives some pix~t ical hints on how a supervisor goes a t this step. This prob- lerrl is no longer presented ''slo~v motion," one remark at a time, but there are frequent halts for discussion of "Just why did he say that ? " :w(l "What was he getting at ? " The pattern for handling discussion of the supervisors7 own problems is also emphasized.

I n the third session, a. problem involving a poor decision shows the importance of the step? "Weigh and decide." I n the fourth session a well-handled problem emphasizes the third and fourth steps, "Take action" and "Check results."

The Job Relations Method

The points which were set up as fundamentals to good supervision once included statements of characteristics of a well-run plant,. TWI soon saw this mistake and put everything on the basis of what the supel-visor alone could do. And the 4-step n~et~hod xvas designed to help the supervisor to find what he can best, do, in the circumstances as they exist--the very conditions under which a problem was generated.

No rules or standard answers are suggested, and neither the trainer nor any member of the group gives a supervisor the answer to his problem or makes decisions for him. Instead, the ten hours are spent on learning and using n method by which answers to his problems involving people can be found by the supervisor concerned. H e develops confidence in his own skill and resonrccf~dness in using it.

Job Relations Strategy

I t had been TW17s experience in J.R. try-outs that trainers do a. hetter job of following the manual if they know "the reason why." Accordingly the Job Relations manual opens with a section called "The Strategy of Job Relations" which explains the purpose of each ~pecific section of content.

DEVELOPMENTS SINCE N A T I O N A L L A U N C H I N G

Although Job Relations had been developed by experiments on a scale which probably has never been equalled, i t was recognized that t,he need for further refinements might develop. The ready acceptance viven the program meant that soon after the launching of the program h

in early 1043 the weekly rate of supervisors receiving basic instruction

rat I It e i , evt I i t o

i , .Jo I I C01 i I tri

JOB RELATIONS 219

in Job Relations equalled the total number of supervisors trained in the preceding year of experimental sessions.

T h e "Problem of the Negro Mechanic"

Wllen the Joh 12el:i t ions pi'ogra 111 \v;is launched, a problem involving the introclltction in ;L plant of the first Negro mechanic was used I 1 1 Session 1 V to emphasize Steps 3 aucl 4 and to give speci:~l col~sicl- elxtio~l t,o tlle eft'ect of cllange. k f t e r some nlont,hs of llse, the problem \\ its changed to one i~ lvol~i l lg t,he appointnlent of tlle first w0111:~11 supervisor in a plant. Hefo1.e tile national launching of Job Iielations this particular probleni conc~r11ing a Xegro worker had been used experimentally in IIL;LII_CI. plants inc l~~ding some where race relations were delicately balanced.

TWI work had S I ~ O C T ~ that this problem did not cause trouble, bllt rather tjhat it ditl serve a useful purpose illustrating how the . J o b Relations method works ill a pot,entially dangerous situation. How- ever, since it could not be guaranteed that all trainers would be able to handle this particular session well ant1 since mucll time was bei~lp spe~rt expl:-lining w11-y 'I'WI per~istecl i r r t~sing this problem. it \\-:is felt best t o nl:clte the (*]I:( tqe.

T h e 1944 Version

fly February 1944 when tthe program had had ntttional use for a fall year :lnd 250,000 supervisors had received basic instruction in Job Relations it was felt that a peimanent revision of the program c~ould be mwle and a final manual printed. The revised sessions were tried out durillg the late winter and spring of 1914 and :l new nlunnal issued in ,Jtule 1944.

No funclamental change mas ~lladc, in the method. The card mas changecl to incorporate in print what hat1 always been practiced in handling a problem. That is, before the follr steps Tvere applied, the supervisor \\-ho 2~acl the probleill h d :llw:~ys been required to state his objective 01% "jmt what he was trying to accomplisl-l." This was now put on the card. The order of the various items under St,ep 2 was also shifted slightly. No change a t ;ill was made in the foundations for good relations.

Applying the Method

-1 mucll IT~OIT irr~1mrt:lnt change, and one that intlic:lted a real difference, \vas i l l 111:tliing :L very rigid applic*:ltion of Step I. This, of course, was ] l o t a change in the progim11 h t in tlle way i t was handled. If a sttperviso~. felt that he did not have all the fact,s he m-:ts not allowetl to go ahead to Step 2 wllel-e he! w o ~ l d be deciding on possihlta actions. Tllis occ7~i ~.!*c.d becal~se ill nlany grollps "get more


f:~(:ts" or "talk with individual7' were recurring frequently ns possible ;1c.t io~ls-

G r o u p Participation i n Supervisors' Problems

There had been a growing tendency to "take the problem away from the super~isor . '~ The man presenting the problem told it. Then the trainer asked him to quickly give llim the facts and these vere noted on the boarcl. The trainer then drew a dotted line below the facts and turned to tlle group and said: "Now what else do you remen- ber !', They s~lppliecl facts which the supci-visor had told in his narrs- tive but clid not repeat in his listing, and they asked questions which resulted in tho supervisor7s supplying more facts. A11 the facts, o f course, had to come from the supervisor, but the handling often resldted in an unfortunate appearance of "Look how many more facts w e got out of this." This was clearcd u p by outlawing the dotted-line technique and requiring that the problem be handled in the vein of "gettilig the supervisor to tell us more of these facts which he knows."

JOB RELATIONS FOR U N I O N STEWARDS

I n the spring of ID44 it was felt that just as the trainer who puts on Job Instruction groups for a hospital is given a few tips as to illustrntions and vocabulary which be snitable in a hospital situation, so a, trainer used only to management and supervisory thinking slxonlcl bs given a few hints about unions if he were going to put on Job Eclxtions sessions for union stewards. h printed leaflet outlining thew changes was prepared a t this time.

The major change was tlle addition of the steward to the Session 1 cllnrt on responsibilities. The problems --ere not changed and the supervisor's five needs were presented. However, since approximately seven hours out of tho t,otal of ten was spent o; the discussion of the membcrs? own problen~s, the groups made u p of union st,ewards truly worked on union relations.

By the fall of 1044 a number of ' I T T I field staff mcinbers said that the volltn~c of union groups was growing to the extent that many of them worllcl pl-cfer 2 mimeographed manual including the mark-ups to u5irig :I printetl copy of the manna1 with pencil changes. Accord- ingly, thc aclapt ation suggestions of the printed leaflet were incorporated ill a mimeographed manual titled "Job Relations for Joint Groups o f Plant, Supervisors and Union Stewards," which was issued i n November 1944.

This manual was used not only for joint groups but also for groups made up entirely of stewards.

U

i 11 C

m h 2

:11

tll l i 1

cl :

I" 6 ) tl: 01

t h

el to S L

t r 0 1

0 1 PI J1 cl: in b:

(

V (

t c

EL

Union Job Relations

This l~nndling o E tlle pi.ogrnln was sat isfnctory to most l~cople b i i t

in some cases was not considered by unions to be good strategy. ( S t e Chapter 6 . )

I n February 1945 a XJnion Job 1tel:ztions manual vi-xs released. This innnual discusses the steward's five neecls ~vhicll are expressed as the same as the supervisor's five neecls. (TWI did not offer to unions any assist ailce except in the development o f skill ill leading.) 011 l y the steward is consiclered in the chart work in Session I which follows the pattern developed for supervisors. A nem- card stating the foundations in terms which fit union relations and which include union policies and application of the method was developed (see Chapter B ) , and also a union problem sheet. The four problems presented by tlle trainer are union problems. The supervisor comes into the picture only in Session V where he appears as one of the persons with whom the steward has 1.elations.

As with a11 TWI programs a number. of groups and industries not eligible to receive the program from TWI have been nble to arrange to get the program going in their own organizr~tions through some such device as making one of their men available as an itinerant trainer and then using him for their own sessions at, of course, their cjwn expense. They have prepared their own materials and quite often have made adaptations. One of the most interesting is that prepared by the American Institute of Banking. The spirit of the ,Job Relations program has been followed faithfully and the only changes are such perfectly realistic ones as transposing Tom, the industrial worker who sticks his hand into a machine, to Tom, the bank messenger who is careless in driving a pick-up car.

COOPERATION IN THE DEVELOPMENT OF JOB RELATIONS

Many of the following persons put on trial groups of the variolm versions and others took part in conference consideration of the techniques.

Early Development

TValter Dietz, TTVI Associate Director, Chairman &I. E. Carlson, TWI Chicago District L. 13. Castle, Western Electric Company R. lV. Collins, North American Aviation Company llTilliam Conover, TWT Assistant Director

,Jolln Convery, rl'WI Headquarters Xepresentative a ive W. S. Cooper, T W I Heaclquarters Represent t'

li. It. Fisher, Uoeing Airplane Company John H . H:~rvarcl University 1,. A. Gappa, T W I I ledquarters Labor consult;^ il t ITr. 1. Gooch, l3oeing -1 i rplano Company 13. 12. Hou-aixl, Arnlstroilg col.l; (:ornpairy M. J. &me, TW1 Assistant I )i 1.cc.t or

J. Kessel, TWI E1Ieadyu:~l-1 e1.s ICepi.t.wi1t at i \ . t b

E'rances Kirkpatrick, TW1 Heuclyuurteis -1. E. Lawrence, TWI Denver District Harry Musgrave, Sout,hern California Gas Coillpany -1rtllur Myer, T W I Newark District Leonard Nelson, ' ~ c m e Steel Company 11. J. O'Rourke, U. S. Civil Service Cominission JC. E. Parker, Eli Lilly Company 3'. ,I. Roet,hlisberger, EIarvard University J . N. Thonlpson. Xorth -4rrlei.ican ,\viation Company

Union Adaptation

When the Union Job Itelations program was clt.\.eloped, a number of tho persons who had worked on the developmeilt o f .Job Kelations assisted with the try-outs of :L union adaptation. 'l'l~ey \ver-e assisted hy additional labor consultants and TWI district staff inen~hei.s :

Emery F. Bacon, United Steelworkers of Arneivicn Thomas Cannon, TWI Pittsburgh District Frank P. Fenton, American Federation of L:~boi, Ernest Johnson, TWI Detroit District Erling Lxsen, TWI Headquarters Labor COIISII lt allt William Parrish, TWI Pittsburgh District

Chapter 15

THE DEVELOPMENT OF THE JOB , METHODS PROGRAM

'I'lle New Jersey staff felt tha t the Job Illstru~.tion P ~ O ~ I - ; L I ~ I , in :~clciition to giving supervisois help ill breaking-in new people, hacl :~lso done quite a bit to inlprove personnel relations. Therefore, in -\ugust 1041 \\.hen the staff met wit,li reyl~eseiitatives of Rutgem and of Newark College of Engineering, i t was cleeided that a 1ogic:tl next step would be to develop a program in tl)e field of conserviilg inan- power, niachiile c:~pacity, equipment, and ~llnterial.

I n the original p1:~nning for this u l ~ i t Glenn Gardiner set the iollowing requisites :

1. A way to corrlb :L l'la11t quickly i i ~ oldel- to discover 211 jolx with possibilities f 01. nlethocls impl-overnents.

2. A method tliat could be put over to supervisors and which would have practical everyday use.

3. A streahllinetl program for a group of 10 supervisors in 10 hours.

4. Based on sound methods engineering principles but in sirn- plified f oim.

5. Tn accor*cl:~nce with the Job Instruction p~tte1.n.

METHODS ENGINEERING PRECEDENT

Work in the field of scientific 111;tn:~gemellt had been going on since the tu rn of the century. The rnexsurernent of work and impi.overnent of methods was frequently keyecl ill with efficiency engineering and with incentive payments. I n many cases, the detailed stucly of tllr job led t o the development of better. methods (by the industrial et:gi- ]leer who worked as an expert throughout the plant) and, aftel- ol'erators had been taught thew 1)cttt.:. rl?etllocl~- they then were able to produce more and t11erefoi.e e;~im more. All of this worli', however. w;ts done by ~~rofess io~~; t l s . Wit11 the exception of sngpst iot , . ; c . l ~ ~ . ) l r ~ . t tlcre had been 110 attempt to s t imdate individual workers o r t he i~ . i I nmediate supervisors or in f:t~'t :my persons excaept trained engineel-s

i l l the ilupi.o\-eiriellt of methods until the Job Methods program W:LS - --

started. I n the fall of 19.41, Clifton Cox, who was professionally trained as

a11 industi'i;~l engineer. and who had been working on a 10-hour niethocls program for employees of Johnson & Johnson and was also currently introducing n 30-hour rilethods engineering course a t Rut- gers Xxtension University, joined the New Jersey staff and was given the assignment of developing the new program. There was frequent consultation with industrial engineers. It was of course necessary to constantly stress tho fact tlmt Job Methods as not meant to be at a "professional" level and that all technicalities must be kept out.

STRUCTURE OF THE PROGRAM 1

I t had been decided that this program would follow tho Job In- struction pattern in that i t mould be conducted by a specially prepared trainer. who would put on five 2-hour sessions for groups of 10 supervisors. Iil the first session the method of making an improvement v-ould be clernonstratecl, and a 4-step pocket card giving the principles of the program would be distributed. The remaining sessions would be devoted to the members' demonstrations of improvements they proposed to nlnlre by using the 4-step method.

The Radio Shield Demonstration -4 nllmber of jobs were considered before selection of the Session I

cleinoiistl~~tion which was to be used to establish the principles of improving a method. Equipment had to be simple and movable. A motion picture was considered, even tried out, but lack of equipment in many plants arid the cost and awkwardness of bringing in projectors ruled this out.

The assenlbly of n radio shield v a s selected (see Chapter 3) . It was not pxsible, of course, to use actual materials or equipment in tile denionsti.ation but i t was a job which could be demonstrated very well through the use of replicas. Colored cardboarcls were used for the brass and copper sheets, and st apling machines were used instead of riveters. This material could be purchased cheaply and trans- ported easily. The old method of doing the job is illustrated in the "Present Method Breakdown" (Exhibit 9) and the improvement by the "Proposed Method Breakdown" (Exhibit 10).

The in~provement demonstrated by the J.M. trainer resulted in better use of machine time, increased production, and decrensecl scrap. This improvement was not accomplished through n speed-up, but tllrollgh elimination of unnecessary details. Both bred<cl(~wns and the proposal were made up on large charts which the trainer displayed before the group.

Exhibit 9 ORIGINAL "PRESENT METHOD" BREAKDOWN

1. Falk t c box of copper s h e e t s

2. Plck 15 t o 20 copper s h e e t s

3. malk t a bench

. I m p e c t arid l ayou t L2 s h e e t s

5. Kalk t o box and r e p l a c e e x t r a sh -e t s

6. Walk t o box ~f b r a s s s h e e t s

7. Pick u ~ , 1 5 t o 20 b rass s h e e t s

8 . Walk t o bench

9. Inspec t and l a y o u t 12 b rass s h e e t s

10. Kalk t o box and r e ~ l a c e e x t r a s h e e t s

11. Waik t o bench

12. S tack 1 2 s e t s n s a r r i v e t e r

13. Pick i q one s e t w i t h r i g h t hand

U. Line up s h e e t s and p o s i t i o n i n r i v e t e r

1 5 . R i - t to^ l e f t co rne r

i 6 . h v e s h e e t s and r i v e t t o p r i g h t c o m e r a.

17. %move,reverse and p o s i t i o n in r i v e t e r

13. Rivet bottom r i g h t corner

19. Move s h e e t s and r i v e t bottom l e f t corner

20. Remo\re.re%-erse.~lace s h i e l d on t a b l e

21. S t a i z ~ u i d e n t i f i c a t i o n and p i l e on t a b l e

Rephat #13 t o #21 - 11 times

- -. Carr; 12 s h i e l d s t o t o t e box and p l a c e i n box

23. C a r r y f u l l t o t e box t o s c a l e and weigh

24. Yake weight t i c k e t and p lace in box

25. Carry + o t e box t o Packing Dept.

26. Take s r i ~ e l d s c u t of t o t e box

27. Fach. s l l i e lds i n s h i p ~ i n g case . 2 0 ~ / c a s e -

28. Close, wgL&and s t e n c i l case

29. !?ark m i g h t on d e l i v e r y s l i p

33. S e t cane a s i d e f o r sh ipnen t

Scratches and den t s . Scrap ir. b i z s --

Placed 3 it. from copper box by Handler

1 cn top of each copper s h e e t

Line-up t o l e r a n c e .005f1 --

"TOF1' or. brass - lcwer ri;.ht co rne r

50 f e e t from bench t o s c a l e

4pproximzte l y 75 Its. gross --

Exhibit 10

ORIGINAL "PROPOSED METHOD" BREAKDOWN

P ~ o ~ u c r DATE >,& L . l a 4 3 OPERATION Inspec t , Assenble , Rive t , pack DrPr. . Rive t ing and Packing

2 . Put p i l e o f Sr,iss s h e e t s in l e f t j i g u

3. Pick up 1 copper s h e e t i n r i g h t hand 1 Ii

6. Rivet 2 bottom corne r s

7. Remove, r e v e r s e and p lace s h e e t s il

and 1 b r a s s s h e e t i n l e f t hand

4 . Inspect both s h e e t s

5. Assemble s h e e t s and p l a c e in f i x t u r e

E. Rivet 2 t o p corners 1

Scratches and dents. Drop scrap through s l o t s

Fixture l i n e s up s h e e t s and l o c a t e s r iwt ho les . Brass sheet on t o p

9. Place s h i e l d i n f r o n t o f f i x t u r e 1 Repeat #3 t o fl - 1 9 t imes 1

I t was emphasized that breakdowns must be made on the job in oiader to get the small details. VVlrile the Job Instruction breakdown is designed to get the important steps and key points, the Job Methods breakdown must show up the smallest details. Unfortunately, in the early stages both the Job Instruction and Job Methods blank breakdown sheets appeared in 2-column form closely resembling each other. The confusion has now been eliminated to some extent by making up the Job Methods breakdown as a 3-column form with one column for details, one for notes, and one for ideas (Exhibits 11 and 12).

200- 10. P u t 20 s h i e l d s i n sh ipp ing case . case '

11. Carry f u l l cases t o Packing Dept.

12 . Close, weigh and s t e n c i l cases

13. Mark weight on d e l i v e r y s l i p

U . S e t cases a s i d e f o r shipments

The Job Methods Card The first printed version of the Job Methods 4 steps was as follows :

HOW TO IMPROVE WAR PRODUCTION METHODS

Cases p laced by Handler

By Handler w i t h hand t r u c k

Check i n s p e c t i o n by Packer

I

SrL'EL' 1-BH.EAI< DOWlY the job.

I. List all the details of operations, moves, inspections nlld

tlelays, while operators a r e :

(6. Rloving Materials O. Working with Machines c. Working with Hands and Tools

8 T E : I ' 11-QUESTION every detail.

1. Use these types of questions :

WHY is i t necessary? WHAT is i ts purpose '! WHERE should i t be done? WHEN should i t be done? WHO is best qualified to do i t ? HOW is 'the best way' to do i t ?

2. Question product design, material, material handling, layout, set-ups, tools and equipment, machines, operator qualifications, work-places and operations.

STEL' 111-DEVELOP the new method.

I. ELIMINATE unnecessary details. 2. COMBINE details when practical. 3. REARRANGE to get better sequences. I . SIMPLIFY all rlecessary details.

cc. Make the work eusier and safer . 6 . Preposition materials, tools and equipment a t the best

places in the proper work-area. c. Gravi ty-feed and Drop-delivery. d. Let both hands do useful work. e. Jigs and Fixtures for holding.

5. Discuss your idea with others. 6. Write up your suggestion.

Srl'IiCP IV-APPLY the new method.

1. Sell your suggestion to the boss.-Get his approval for a trial.

2. Sell the new method to operators.-Give i t a fa i r test. 3. Safety? Qua l i t l~? Q u a r ~ t i t ? ~ ? Gost? 4. Get final approval Prom all. 5. Put i t into effect. Use i t until :I h p f f w way is developed. 6. Give credit where credit js d u ~ .

I n all of the J.M. versions, the order of the questions in Step 2 ha.; been stressed. Asking "How" before "Why" would waste time. I n order to differentiate " W h t is its purpose" from "Why is it necessary," the "What" question was made to apply almost exclusively to quality. I n the first version of Job Methods the importance of selling the new methods to operators so they would have a fair test was st,ressccl. This original version, however (and the first 4-step cards), t3lketl :thont suggestions rather than about improved methods.

Exhibit 1 1

REVISED "PRESENT METHOD" BREAKDOWN

Lint of 1 1 1 rrta11. for ) aethd i

1. Xalk t~ t o x o f copper s?.e:,ts I Placed 6 f e e t from bench by h a n d l e r , 2. P i c k up 1 5 t o 2 0 copper s h e e t s

3. Walk t o bench --' L. I n s p e c t and l a y o u t 1 2 s h e e t s S c r a t c h e s and d e n t s . Scrap i n b i n s

I

5. ,Xalk t o box and r e p l a c e e x t r a s h e e t s

P laced 3 feat from copper box 6 . Walk t o box o f b r a s s s h e e t s by h a n d l e r

I

7 . P i c k up 1 5 to 20 b r a s s s h e e t s

8. .Walk to bench 1

9. Inspec t and l a y o u t i2 brass s h e e t s Oxe on top o f each copper s!!eet - 10. Walk t o box and r e p l a c e e x t r s s h e e t s

11. Walk t o bench

12. S t a c k 1 2 s e t s n e a r r i v e t e r

13. P ick up one s e t n i t h r i g h t hand

1,:. Line up s h e e t s and p o s i t i o n i n r i v e t e r Line-tq t o l e r a n c e .005"

15.- R i v e t t op l e f t c o m e r I

16. I!ow s h e e t s and r i v e t tbo r j r rh t corner 1 17. Remove, r e v e r s e , a?d p o s i t i o n i n r i v e t e r 1 1 6 . R i m t bottom r i g h t c o r n e r --

1 --

19 . rove s h e e t s and r i v e t b o t t m l e f t c o r n e r !

20. Remove, r e v e r s e , and p l a c e s h i e l d on I

21. Stamp i d e n t i f i c a t i o n and p i l e on t a b l e "TOP" on b r a s s - lower r i g h t c o r n e r

I Repeat #U t o #21 - 11 t h e

Carry l2 s h i e l d s t o t o t e box and $ace 2. i,, box

23. Car rv f u l l t o t e bcx t o s c a l e and weinh 150 f e e t from bench t o s c a l e

24. Make e i g h t t i c k e t arid p l a r e i n t ~ o x

25. C a r r y t o t e box t~ p a c k j ~ n ~ department IBY handle r - 100 f e e t

26. Take s h i e l d 3 ou t o f t o t e box .-

27. Pack s h l ~ 1 , l s 11 sh tpp ing c a s e . > ~ ~ / c a s e - - -- -

28. Close, wei?h, and s t e c c i l c a s e --

29. %irk weight on d e l i w r y s l i p

311. S e t case a s i d e f o r a h i p m n t t y t o t e boxes re tu rned by handler

JOB M E T H O D S

Exhibit 12

REVISED "PROPOSED METHOD" B R E A K D O W N

List of A U Detail. for 1 } Method p r o w

E- .in& thing that i. d a o t E v e r y inmpadio-Encry w - Y

1. P u t p i l e o f ccpper sneers i n ri,:tlt jig

2 . Fut n i l e o f Srlsr; s l ~ e c t s i n l e f t jig

3 . P i c k u? 1 cop;.>er s h e e t i!: r i ~ k t hand and 1 b r a s s s h e e t i n l e f t hand

4. I N p e c t bo th s h e e t s

5. Assemble s h e e t s and ? l a c e i n f i x t m

6 . R i ~ t t h e 2 b o t t a n c o m e r s

7. Remove, r e v e r s e , and p l a c e s h e e t s - 8. R i v e t t c e 2 t o p c o m e r s

9. P l a c e s h i e l d i n f r o n t of f i x t u r e

10. Put, 220 s h i e l d s i n shipA* c a s e . 200/case

11. Car ry f u l l c a s e s t o p ~ c k i n ~ department

12. Close, weigh, and s+&nci l c a s e s

13 . W r i t e a ~ i g h t on d e l i v e r y s l i p

iL. S e t c a s e s a s i d e f o r sh ipment -

30- :es ;;laced on t a b l e by h a n d l c r -I-------

Cases p l a c e d b y h a n d l e r --

By h a n d l e r K i t h hand t r u c k I

Check i n s p e c t i o n b y p a c k e r

One very definite aim of the program from its very beginning was to prevent people from presenting incomplete ideas. An idea may sound good, but wl-hen i t is presented to the boss he often finds flaws in it. Following the 4-step procedure means that the supervisor himself looks for flaws and does not present the idea to management until Ile has a complete nncl workable procedure to describe. Anyone who has had ideas refused or criticized as being incomplete or impossible realizes that this experience often keeps the supervisor from making n l ~ ~ t e r , better suggestion.

First Plans for Operation of the Program

The program was named Job Methods a t a meeting held in January, 842. The first 4-step card was labelled "How to Improve War Pro-

duction Methods," hut t,lmt was shortly changed to "How to Improve ,Job Methods." \

R I t was speci ed in the first manual that the trainer should get to the plant before Session I11 and discuss follow-up with the plant contact man. A review of Job Instruction in Session V appeared in this first version and still is a basic feature of J.M. The trainer's check sheet appearing in this first, manual is the beginning of what


has turned into a standard procedure for handling a Job Methods demonstration.

First Job Methods Try-outs -

Experimental sessions began in the winter of 1942. The first group was made up of t,he same supervisors at t,he American Steel Castings Company who had taken part in the fit-st sessions of Job 1zlstl.izctiorl.

(I 111 tile first trials, process a~lcl flu\\. cllarts S I I C ~ I ;IS industrial engi- necJi.s c.lwto~n:~r.ilj- llsed xe1.e employvtl. 'I'lleir llse was standard in methods engineeliilg work but they \\el-e shortly ruled out of

I

Job Methods as being too professional for first-line superviso~.s. It was found out, th:tt more drill was needed on the learning of tlle

4 steps and on "selling" the improvement. Also, more group partici- I pntion was felt necessary. There had to be more care given to getting ! supervisors to make complete breakdowns and set them down on i !

paper. At this time it was not,iced illat the question "How is the

I 'best way' to do it ?" in Step 2 was causing supervisors to try to develol) ,

their improvement right in tllnt step v,llich properly is only an infols- mation-gathering step.

The program at this t i ~ne was clesignetl to develop in supervisors :i constructively critical attitude tornard their work. Although this lms now grown into drill in a specific method of ~nalcing ilnprovezneuts, there has been no cllange in the objective of helping the superviso~.~ to produce greater quantities of qu:~lity products in less time, by making the best use of the nmupo\vel*, 111:tchines. ancl ma teri :~ 1s no\\ :~v:~ilnble.

LAUNCHING JOB METHODS

1. A Headquar ters Representative a n d t h e 1)istrict Representat ive discussed .Job Methods fully with the mar~nqement :111(1 lnhor- ac1viscr.s i r i each district where a n Ins t i tu te w a s t o he hcld.

2. A clemonstration, requiring 1% to 2 hours, was held for t h e p:~rlrbl. Iioth management advisers ant1 labor advisers were irlvirecl, along ~ v i t l l a few selected union officials whom the labor :idvisers wished to bring.

3. A similar demonstration was held especLia:ly 1'01. lirrion lenders selectecl by t h e district lnhor advisers if they felt s l ~ c h n rrlrc\tinz mollld hrl helpfrll

111 addition? esecutives of unionized plants were asked wllet,her it would be helpful to discuss the program mit)h ~lnion Iratlers, and TWI staff members offered to assist.

JOB METHODS 231

It had been feared that proposals would get "lost"--accordingly - TWI recommended to plants a specific way to keep proposals moving

tlirougli the approval n~achinery.

Questions about Job Methods

Tluee cl\lestions arose so frequently that standard answers were provided.

1. \\That sllould he dorle i f eulployees are elil~li~latetl as a rt-;ult of u niethods change?

This yl-oblem is solely olle for the colupiirlj- to liandle. A g~11er:ll reply which meets all situations is obviously not possible. Ilo\vever, since such an occurrence might be the outgrowth of the Job AZethocls program, Training Within Industry is iriterested in it. In considering this question, the following points are suggested : ( a ) Occasional changes in and elimination of jobs has been going on for years. Therefore, the problem is not new, nor especially related to Job &lethods Training. Where such a problem arises, it should be handled according to established practice in the company. Factors of f a r greater importance than this training program affect the tenure of employees' jobs. ( b ) I n dealing with a specific instance during this war period, it is recommended : thnt no one ever be laid off a s a result of a methods change but that an employee thus affected be transferred. . . .

2. What happens to an employee's earnings in case of a methods change?

This whole question is one that is solely a problem of local management. Usually, if earnings a r e increased, there is little or no difficulty. However, Training Within Industry is interested in the problem because sometimes a methods change may raise the question of earnings. For company consideration, i t is suggested that, from the standpoint of the individual worker, a sound and fai r policy seems to be to never reduce the employee's net "take-home" as the result of a methods change.

3. Suppose this "methods improvement" idea becomes nation-wide-what effect will this have on the possibility for unemployment in the post-war period ?

Again, this whole question is beyond the province of a training program, but the following points of view are suggested: ( a ) No one knows what will happen in the post-war economy, or post-war period. I n fact, the only thing that is definitely known about the post-war period is that certain catastrophe will be the result if the United

- States loses the war. ( b ) I t might be that the improvements developed during the war perioci would help American industry in post- war competition for world markets. I t should be remembered thnt the industries of each country will be searching desperately for means to continue their economic existence. I n the competition for the world's markets, those having the best production methods may be in the most favorable situation. ( c ) Again, the only sure thing that is known is that the United States must win the war. No one can mess what will happen after the war.


T b e Job Methods Manual

I n August 1042, in preparation for national launching, tho Job Methods Manual was revised and put in 2-column "steps and key points" typographical style. The previous ~nanual supple~nents on safety and housekeeping were eliminated.

Training TWZ Stag Members

I n September 1942 a Master Institute was held a t T W I ZIcad- quarters in Washington. It was emphasized that the basic philosophy was to get at obvious in~provements, and that the approach shoulcl be practical rather than technical. Following one week in Washing- ton the Institute members spent two weeks in New Jersey putting on

a ion. ,Tab Methods sessions under observ t'

PROGRAM CHANGES THROUGH NATIONAL USE

I n the first manuals the present and proposed methods breakdowns appeared in almost exactly the same form as in the present manual, and the 4 steps were established in a form from which few changes have been necessary. Participation of the operator became part of the procedure for the making of an improvement and, accordingly, the breakdown and proposal forms were changed to include mention of the operator.

T h e December 1942 Edition

The first manual produced in Washington for nation-wide distribution appeared in December 1042. This actually is the third edition of the Job Methods manual. In this manual the phrase "proposed new method" was substituted for "suggestion." This edition contained additional material on the importance of getting the boss to give credit to the operator who helped the supervisor with his improven~ent. It also focused attention on the supervisor as the man in the strategic position for the making of improvements.

The phrase "now available" mas added to the heading of the card in line with the original intent that supervisors were to be encouraged to find better ways of doing jobs under present conditions, not to stir them up to look for ways out by the use of new machinery and other items which they would not be able to get under war conditions.

This version conceded that not all jobs could be improved, and specified that if a supervisor broke down two jobs without finding an improvement he could be certified. The use of the large wall charts mas eliminated and, instead, trainers put breakdowns OQ the board and handed out copies of the various forms related to the demonstration job. The "final" form of the card was developed at this time (see Chapter 3).

-9

J O B METHODS

Version ZV

Early in 1943 the first two sessions only were revised. I n this version the two-column form of steps and key points was abandoned and a continuous outline resembling Job Instruction substituted. The opening of the session was also handled in tile manner established by Job Instruction. Much material was rnored from the reference section to the actual outlines. At this time new material was added to urge that the supervisor explain to the worker what he was doing and to encourage working out his in~provement with the operator.

Trainers were directed to put on the board the breakdowns of the jobs which the members demonstrated. A warning about tho in- adequacy of flash ideas was inserted. Many supervisors were just writing up ideas that they had had for some time, they were not really using tho J.M. 4 steps. It was also specified at this time that any person who should receive credit should be mentioned on the yritten proposal. It was suggested that, near the end of Session I, in order to demonstrate that Job Methods was not a speed-up system, the trainer should act out a speed-up of the present method in order to show that many mistaltes would be made through merely hurrying.

Version V

I n April 1943 the next version was prepared. This is the first manual which gave detailed descriptions on the exact set-up for the demonstration job, such as using wasCe baskets for tote boxes. This manual was also the first. one to give answers to the Step 2 questions in terms of tho demonstration job. 111 this manual the idea that two breakdowns of present methods could be substituted for an improvement was deleted.

J im Jones, the operator on the job, was also introduced at this time and the proposal sheet was revised to include a space for listing of the person who helped to develop the proposal.

Version VZ

This edition, prepared in May 1943, represented little change from the preceding one. The idea of having the trainer arrange for follow-up in a call on management preceding Session 111 was dropped. Special emphasis was given to developing the new method with others, with three points made-that the supervisor find out from his boss whether the job was worth trying to improve, that he consult his fellow-supervisors for their experience, and that, of course, he work with the operator.

Version VZI

The first printed Job Methods manual appeared in December 1943. The major changes were the moving of more material from the


reference section into the outlines, and the spelling-out of the outlines into very complete directions for the conducting of the whole session. This same manual is still in use but i t is supplemented by a "Trainer's Guide" and standard procedures for handling the improvements presented by supervisors in the 10-hour sessions.

WHAT HAS BEEN LEARNED ABOUT QUESTIONING A METHOD

The first ,Job llethods sessions were f ranldy designed to clrvc>lop :I questioning nttitncie among supervisors with the result of getting from them ideas which already we1.e close to the surface. T h o detailed questioning of the bl.eakdown has meant that it is possible to go far below the surface and really evolve ideas which never could have appeared on the basis of suggestions.

l n making :ta ,Job JIethod~. h r ~ a l d o \ ~ m . it ha s been learned that, in order to really analyze the d~tai ls , it is very helpful to look first a t Lai the verb (which normally is the first word in the detail). For example, take an assembling job breakdown which has these two details : "Reach down to box on floor" and "Pick up bolt." The first step in the questioning process is to ask "Why is it necessary?" I f you ask "Why is it necessary to reach down to box?" the answer probably would be "in order to pick up the bolt." I f you confine yourself to the verb, and say "Why is it necessary to reach down?" you are immediately led into considering the possibility that the box of bolts should have been up on the work bench.

THE JOB METHODS INSTITUTE

As a result of J.I. experience, J.M. Institutes were from the beginning conducted in a manner that would get across to the trainer simultaneously both the conference technique necessary to handle the group a n d i h e concept of the program itself. The Institute procedure remained unchanged until 1945, when i t was changed to the Job Instruction Institute pattern. The early part of the Institute shows horn Job Methods can be applied to any type of job, and dwells on this point until all members grasp the use of the plan. The latter part of the Institute is then devoted to conference technique and to skill and practice in presenting the program to the group of supervisors.

COOPERATION I N THE DEVELOPMENT OF THE JOB METHODS PROGRAM

As in Job Instruction, early work was done in New Jersey, and Headquarters people assisted in later changes.

1 i

JOB METHODS 235

New Jersey Committee

Glenn Gardiner and )Clifton Cox, New Jersey T W I District, Chairmen

1 L. E. Cole, United States Metals Refining Company A. T. Garrett, Western Electric Company A. B. Hall, Johns Manville Corporation D. hl. Heider, E. I. du Pont de Nemours Company Walter Hoffman, R. C. A. Victor Division Elmer Kagemann, Bakelite Corporation P. J. Lathrop, Bristol Myers Company E. H. MacNiece, Johnson & Johnson Company IV. R. Mullee, American Hard Rubber Company Frank Nickau, Apprenticeship Field Representative R. E. 07Donovan, Congoleum-Nairn, Inc. Howard Pardee, Wallace and Tiernan, Inc.

Later Development

A. G. Blake, T W I Headquarters Representative , William Conover, T W I Assistant Director

Leonard Gappa, TWT Headquarters Labor Consultant M. J. Kane, T W I Assistant Director Glenn McNeilly, T W I Headquarters Representative

Chapter 16

T H E EVOLUTION O F PROGRAM

DEVELOPMENT

There have :~lways been three fundamentals in the Training Within Ind~is t ry approach to its nssignrnent of helping defense and war contractors to increase production. They are :

1. Getting management to accept responsibilits- for training as an everyday operating tool

2. Helping industry to help itself 3. Serving as a clearing-house of information on what industry is doing

to meet production problems through training

'l'W1 provided three specific supervisory training programs for management to use in improving supervisory skills. The fourth skill for which TWI provided training was called Program Development, a means by which plant representatives u-ho have the functional responsibility of planning the training to meet their olvn organization's production problems are given specific instruction and practice in the use of a 4-step method.

A plant's production problems are individual to the plant. A plant man must prepare to meet theAm. T W I , through its nation-wida contacts and its experience in preparing people to use its 4-step methods, developed steps for the ide~ltification of individual plant training needs, planning of specific, in-plant training, assisting the line organization with the operation of trailling, and checking of results.

THE BEGINNING OF PROGRAM DEVELOPMENT

I n the spring of 1941 the newly organized Detroit district of Train- ing Within Industry began, wit11 the lielp of the General Motors Institute of Flint, Michigan, to plit on conferences for defense contractors. The first confere11c.e was held in l\pril 19-1-1. The pattern which was established in the Detroit District FC-as a series of three meetings for groups of 20 to 30 representatives of contracting firms.

The General Motors people were largely responsible for the materials and the leadership. The discussions provided information

ass Sol: he1 the thi,

att: to 1

sli- t hi:

1 orcl stit Jlic 310

about : 'L'IVI urganization and assistance, general :inalysis of training yrollenls in llational defense industries, considerxtion of the contractor's o\vn training p1,oblenq induction of ne\v hvorliers, training of train el^, developing supervisioll: and tlbade appi~ent.iceship.

By tile i d 1 of 1941 tllis proyi*:Lm had bcell extended to Michigan :Ll.eas outsi(1e of Ihxroit,. 7'11e 11inih xnd I ~ S L of this series of nleetings \Y:LS l i ~ l d in . J : L ~ ~ L ~ X ~ J - 15142.

I n November 1041, Traiiiillg TVitlliil industry Iieaclcjuarters, as :L

1.esult of district l.ecl~ieat~, (itxicled to attempt to pl-ox-ide some assistance of this type 111 all 1 x ~ i . t ~ of the country. Alnjor Albert Sobey of General 31otors Inst icute a t Flint, lllichigan was asked to help. H e offered the services of the G.RI.1. staff and the facilities of tlle Institute for a11 esperhle1lt:~l one-week progra~n. I n lining up this conference at Flint, i t was decided that the policy and adniinistra- t i ~ e ~natters involving coopel-ation betxveen G.AI.1. and T W I would be, handled between Major Sobey and Air. Dietz, and that the General Mot om development work would be coordinat ecl by lllartin Firth.

It was specified tlmt "the1.e v;ould not be l-oolrl at this small conference for any except those who have, or are slated to have, major responsibility in the training field." I t \\-us stressed that "this is not a convention, but :L group of 111~~11 tjo 1001'7~ togetller, not j~ist listen or discuss." Ylallt managers \\ere pronlised that the training directors sent to the conference would be given proven aids to help then1 attack the problems involved in the speciiic responsibilities assigned to them. "The method used in tlle conference grows out of the basic assumption that each member of the group knows his plant problems better tlmn anyone else involved and that it is his job to develop a plan to meet his plant ileecls."

This point of view has l'e111:iined COI~SI :mt. TVLT1 did 110i appro:~cil plant men and invite t,he:11 as individ~znls. Even in cases where T I V I knew the pcl.son \\-!lo 1l:~cl the title OF training director and ~ l ~ e l - e his respoilsihilities \\-ere lil10\~1l to TWl, lle was not invited as all individual. The approach was always to top nlanagement which ~ v a s :~sked to send a representative. T W I helped managenlent to select this person. TWT has always attempted to get nl:~nagement com- 11litment in advance that tlle representative it sends really is the man \\-horn the plant will comlt on to design its coordinated training

THE FLINT CONSERENCE

The first "Training Within Industry Conference for Training Co- ordinators" was held February 17-22, 1042 at General Notors In- stitute in F l i i~ t , Rl ich ig :~~~. The conference coordin:~tors were WTalter I>ietz for Training Witllin Industry and RIartin Firtll for the General JIotol-s Institute. 'I'lle program covered the following topics :

2;3s TRAINING WITHIN I N L ) USTRY XHPOR!L'

The Training Job in a Rapidly Expanding Organization Identifying Training Needs Methods of Induction Job Instruction Training or Training the Trainer Job Relations Training Organization of a Training Program l'lant Trip to Observe Training Methods Apprenticeship Group Training Methods Training Supervisors Training Conference Leaders Increasing the Effectiveness of Training

The members spent one day on preparation of individual training plans and then on the last day each one presented the plan he had made.

The form of the outlines as supplied by General Motors included for each subject a summary of the objective, the time schedule, where the leader's outline came from, charts to guide the discussion, forms needed, text material, name of the leader, description of equipment, description of space requirements.

Each subject treated in the conference was handled in three steps : (1) the conference leader analyzed for the group training problems in that subject and gave illustrations of solutions that have proved effective; (2) each plant representative, working alone, applied the suggestions to his plant problems; (3) each member reported his findings to the group for suggestion and comment.

One of the most efl'ective devices was introduced by Mr. Firth early in the development work. He suggested a conference on the subject of "Looking at What is Happening in Order to Increase the Effectiveness of a Training Program." This approach was used:

Question the need-is it essential to effective production that the need we spotted be answered now? Question the program objective-have we defined our training objective accurately so that our trained man answers the need? Question the program content-are we covering the ground necessary to reach the objective? Question the methods of instruction-are we using the right methods to get the content across? Question the instructor-is the instructor handling the instructional methods effectively so he is covering the content and reaching the objective? Question the learner-are we making the best choice possible in selecting these men for training?

THE FIRST TWI CONFERENCES

Following the conference held at Flint it was decided that, instead of taking training directors away from their plants for a full week,

St?!

tei va

to in sel ca In; ne in to

239

a series of evening it would be possible to present the material in sessiolls. Tlle idea was that this material could be on'ered on a cafeteria basis. Various topical conferences would be announced in advance and a Inan could select those he wished to attend.

T W I said '.It was obviously the job of Training Within Industry to give as much llelp as possible. It was obviously impossible to go into the whole subject with each individual. So it was decided to set up a series of conference outlines that the district organizations can use in getting the answers across to groups of people. I n order to make the district program as flexible as possible, meeting the various needs, a number of training units have been set up. Each unit is independent of the others and may be used alone, or all can be used to present an overall program."

The outlines for the Flint conference, except those concerning the T W I approach to specific supervisory training, were drawn from General Motors material. Immediately after the conference T W I prepared its own inuterials, the greatest change being the decision not to use charts.

General Motors gave to '1'WI permission to reproduce a number of its leaflets on supervisory subjects. Permission to reprint these was also given to plants provided the General Motors credit was maintained.

Tackling a Problem

Although there was a t this time no specific method for tackling the planning of training, three steps were stressed :

I. Spotting training needs 2. Making a plan 3. Selling it so that it is used

This first manual provided specific conferences on :

The Training Job in a liapidly Expanding Organization Identifying Training Needs Supervisory Training Methods of Induction A4pprenti~e~hip Training Conference Leaders Job Instruction Training Job Methods Training Job Relations Training Organization of a Training Program Increasing the Effectiveness of Training

Following a conference on a specific topic, the members were to he directed t,o draw up plans for their own p l n ~ ~ ts. TWI FTendql~al-f c1.s

issued the following instructions to the TWT IXstricts :

340 TIMINING WITHIN I ~ ~ D U S T N Y I~EPORT

After e:icll group has worked togetller on the specific a reas of training i l l

which tlley wish to develop programs. the inembers still \-+-ill be faced by :he problem of effective organizntion of their training problel~is. I n all probability each rrieruber o t the group will have absorbed a good marly new ideas and will have partially thought out a n approach to his problem. I f tlle members of the group make suggestions to their plants a t this point, the suggestjorls may not be in a form that will ~ l ~ o k e them easy fo r manage- meut to accept. Tile icicxs will h c k deiiniteness. There will be a need to get the suggested program into final arid complete form. This can be accom- plisllecl by pulling the ~ v h o l t ? group back together again and covering the points outl i~led in "'l'he Organization of a Tra in ing 1'1-ogr-am." I t might be said tha t the specific objective of tlle conference is to have each man who at tends develop n specific plan through 1-liich the training needs of the plant will be met.

-It t l ~ i s time the TWI district stuffs were still ve:.y small in nulnbcrs :iild, accordingly, it \\-:IS proposed to include all TWI t echnic:ll pcr- sonnel in tlle new progrtun.

The manual issued a t this time closely resembled the outlines followed at the Fli:lt conference. 'l'wo sections used a t Flint were omitted. The planit t i ip was not included since one experience with getting a number of outsiders into a plant with war contracts had sllowil t l ~ i ~ t identification problems were quite time-consuming. The other si=ction omitted was the conference display of training methods.

Conductiug the Conf crences

This progrnin of ten subjects was on tlle basis that an Institute Conductor xould put on the ineetings concerned with tho TWlI "J" programs (all of this was, of course, before the Job Relations or Job Methods programs were ready but their coniplction was expected shortly and accordingly places were saved for them in the contents), that tlle Apprenticeship section ~vould be put on by one of the Ap- prenticeship representatives who served on the TWI panel, and thnt tlle nx~terial on conference leading would be presented by a representative of Vocatioilal Education. These men were to be :lsked to furnish printed 1nateri:xls from their own agencies. T W I planned to furnis l~ its ox-n bulletins, of course: plus supervisory materials from General Motors reprinted by TWI with General Motors permission.

The District Representative in each district was to put on the introductory section :md those on identification of training needs, organization of a training program, and increasing the efTectiveness of training. Panel members were to be coached to present methods of induction and the section on training of supervisors.

I t was planned t.h,zt a district would invite industrial executives and training men to an introductory gathering a t which the whole program would be outlined and a schedule of conferences on the specific topics requested by the group would be set up.

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PROGRAM DEVELOPMENT 24 1

As :I t,ransitio~x from the use of the General Motors charts, some alternates were suggested. From the abbreviated chart copy which was supplied in the outlines, each leader could make up small easel charts, or he could use the chart material as reminders for himself, or he could put the points on the blaclcboard in order to give them stress.

Training the TWZ Sta8

I n the summer of 1942 four area conferences in New Jersey, In- diana, Missouri, and California were held to acquaint the members of the TWI district staffs with the new training director material.

District Experience

A number of the districts held meetings following the pattern outlined in the specifications permitting a cafeteria basis. Baltimore held half-day sessions. Chicago held full-day sessions one week apart. New York held a series of evening meetings, as did Phila- delphia. I n Philadelphia the groups were limited in size to twenty members. Occasionally there were four different groups meeting in one week.

I n Cleveland there was no restriction on size, and occasionally there would be an attendance of close to two hundred. Cleveland interest in the common problems of plant training directors resulted in the formation of a group which met at regular intervals. At these n~eetings various companies presented their own training problems ; specialists discussed such topics as upgraciing; school people gave announcements of evening courses available. Indianapolis did not attempt to set up Training Director conferences but sponsored a training luncheon club and T W I staff members occasionsllly drew on the material for program use.

The Pittsburgh Personnel Association cooperated in a series of industrial training conferences which reached 142 persons. Five conferences n-ere held in all. The usual pattern was to have a group meet one day a week for five successive weeks.

During the period that these conferences were being put on, on an assorted basis, a number of districts decided to change to full-day conferences rather than scattered evening sessions. Accordingly, as in New York, for example, four full days of work were scheduled. Following the discussion of each topic, time was allowed for tha members to draw up brief training plans for that subject.

EXPERIENCE W I T H THE PROGRAM

Difficulties connected with the conference technique were soon found. When people were asked to give their ways of meeting training problems or give suggestions, it was sometimes difficult to keep

the group fronl accepting ideas 11 hich just were not in agreement with 'I'IVI experie1rc.c. TJ'i-T b q n n t o look at its clcarinp-house function a s concerned i i l t I I ~ k ing svxilabl~ its brmi d experien~e with thousands of \%-:I I - 1 , l a 11ts rather t h a n just, r ) p c ~ l i !lg up the discussio~l for the members of :tny one small group. Accortlingly, the viewpoint began to move f rorn tll:tt of information to actual instruction.

Renaming tbe Program

By January 1943 the program was known as "'l'raining for Train- ing Directors'' but there was dissatisfaction with the name. Later it was changed to "Training Directors' Institute." "Training Director Conferences" was used next. Many production people were attending these conferences so the elimination of the words "training director" was desirable. Since the " J " programs had set the pattern for giving a two-word name to a kind of training, the name "Program Develop- ment Training" was finally selected in April, 1943 after the consideration of some thirty suggestions.

Supervisory Selection

The National Research Council's Committee on Work in Industry had recommended in 1941 that something be done to help plants to select new supervisors. During the winter of 1943 there mere inany reql~ests from plants which said their supervisory t,raining was not succeeding because of the poor calibre of the supervisors who were being trained. TWI borrowed, from the Procter & Gamble Com- pany, R. S. Uhrbrock7 the head of their Industrial Relations Research Department. Based on the experiences of inany industrial coinpanies, he set down st simple, standard plan for supervisory selection (see Appendix). This was incorporated in the Program Development manual.

While the Supervisory Selection p l a ~ l was in draft stage, it was submitted to all of tlle TMJP labor and management advisers, both those associated with the Headquarters staff and the district staffs. Advisers approved the plan as simple and specific, b u t recommended broadening of the field from whjch nominations \yere drawn by letting supervisors nominate others than the men in them own departments ; that workers, either as individuals or t h o u g h unions, might make nominations ; that people might nominate themselves.

The response from labor advisers was particularly f avorable. They said they codd ask for nothing better t,han to think that nominations would be open, that all people would be judged in the same manner, and that a group could make the judgment. -

The plan provided that : (1) no~minations for sup~rvisory candidates be drawn from the whole plant; (2) that consideration be given

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by a group not by just one person; and ( 3 ) that, in additsion to the rvn luntion of nll ot,ller ixxords, a11 c:lncIidat es Ix-erc to he m e a s ~ i ~ d \T- it11 one 1 1 11 i for111 01) jective device s11ch as a sinll>lc, t chst . I t n7:j s

I-ecommentlctl that , supervisors 11ot) be considered 0 1 1 t l ~ e hasis of locating just one person fol* one opening, but rather. as a pool of supervisory possibilities which could be del-eloped in order that good men, they were located in the plant, would get considera- t i on wherever the vacancies occurred.

The selection program was llot something which TWI went int,o a plant and did, rnt,her i t was a p:-ocedure which a plant uses for itself.

MAKING PROGRAM DEVELOPMEN'I' MORE SPECIFIC

I n the winter of 1943 i t appeared very clear that there =as much interest in the field of development of in-plant programs and prnc- tically any approach used had much value. However, the conclusion was reached that no pattern had been established and that the program was rapidly increasing in its differences from district to district. Accordingly? the TWI Headquarters development group began working with representatives of a number of TWI districts

First P.D. Method

I n February 1943 the first 4-step method was used. It. was not. however, put on a card until some time later. The method mas :

1. SPOT SPECIFIC TSEEDS.

Analyze records-individual performance, cost, turnover, breakage, rejects. accidents, etc.

Get supervisors and workers to tell about their current shop and office problems.

Anticipate problems caused by fii tnre organization, production, or other changes.

2. DEVELOP A PLAN.

What content 7 Who should do t h e training? When should i t be done? How can i t be done best? Where shonld i t be carried out? Consider relation to overall training program.

3. OBTAIN MANAGEMETST SUPPORT.

Stress needs. Discuss training, pnrpose, and methods. Estimate advantages and results. Plan notification through line organization.

4. LAUNCH PLAN AND FOLT,OW THROUGH.

Secure understanding and acceptance by those affected. Go ahead and TRAIN.

T R A I N I N G W I T H I N I N D U S T R Y REPORT

Check results and report to management. lncrease effectiveness.

Tho lil-st work sheet was used at this time. It started out with the spotting of a training problem for which specific evidence of need was required. (Of course, experience showed that looking for a training problem was the wrong approach and this was changed to a production problem.) The problem sheet was also introduced at this time. It has had practically no changes in later versions.

The fundamental idea of this Institute was to give thorough discussion of various areas of training, including the three TWI supervisory programs, in order to give the man three days' intensive worK on background in the training field. After one meek's work in his own plant he then returned to present his plan.

THE SPRING 1943 VERSION

I n April 1943 the development group reached these conclusions:

1. That Program Development Training would be handled on an Institute basis.

2. That the Institute would be scheduled for four full days, preferably three of them consecutive, and then a week later another full day. Various alternates were provided-four days a week apart, flve consecutive half-days and one full day.

3. This Institute was not to be confused with group meetings for trainers. 4. Each district should attempt to hold one Institute for twelve men every

three to four weeks. 5. Promotion, scheduling, conducting the Institute, and all follow-up was

to be the responsibility of a specific staff member who, preferably, would also be a qualified trainer in all three "J" programs.

TWI Headquarters decided that the program had the objective of training "those persons in the plant who had the responsibility in the training field of originating (identifying) needs, organizing, selling, and administering in-plant training programs."

As industrial familiarity with the "J" programs increased, the demonstrations of these programs became a rather dull feature of' the P.D. Institute. To avoid this, in April 1943 it was proposed that Follow-Through of ,Job Instruction be used instead of the Job In- struction demonstration, and that a problem be handled in Job Rela- tions rather than giving just the standard demonstration. It was proposed that the Job Metliods demonstration be shortened considerably.

The District Institute Conductors were trained individually. h number of districts did extensive work, but some did not use the program a t all. Again, wide differences grew up between districts.

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PROGRAM DEVELOPMENT FOR ARMY SERVICE FORCES

In March 1944 TWI \+-as asked to put on a Prog:.1':~1n Developnle~lt Institute for the Army Service Forces in Tl'ashington.

For some time the way P.D. was handled had been criticized on two grounds: (1) the conference method was not specific and led to unsound generalizations, (2) there was neither adequate training in the method nor time for presentation of a real plan, and consequently the Institute Conductor was tempted to do a superficial remodeling of the plan in the Institute.

Accordingly, it was decided that the only way to get out of this trouble to get the people working on plans inuc11 sooner. This could be done if they could work on sample problems. For the A.S.F. Institute held in March 1944, a new approach mas tried. A set of material was made up with references in three general fields : training of supervisors, training of non-supervisors, and the overall plant training program.

Each man was given a reference book and a specific iildividual problem assignment in the form of a narrative account of a plant situation which indicated a need for training. The man was to use the reference material and draw up a training plan following the four steps, using the specified work sheets. The problems themselves were not particularly clear. The assignment was like an acadenlic exercise and the result was not u-lmt TWI had hoped for.

REVISION IN THE SUMMER OF 1744

I n June 1944 two P.D. Institutes were put on following a revised pattern-two consecutive days of work, a week's interim, and then two more full days. For these Institutes a new card was developed :

1. SPOT A SPECIFIC NEED

Anticipate problems which result from changes in organization, production, or policies.

Review records-individual perforrn:tuce, cost, turnover, breakage, rejects, accidents, any other evidence.

Get supervisors and workers to tell about their curreut shop and office problems.

Look for opportunities for improvement. Analyze for basic causes. Consider possible solutions.

Tackle One Thing u t a Time.

2. DEVELOP A SPECIFIC, PLAN

Who will be trained? What content? How can it be done best?

'J l thIxILVC; WITHIN INUUS'l ' l tY 1ib;k'OK'I'

Who should do the training? m e n should it be done-how long will it take? Where should it be done?

Watch for ReZation of Plan to OveraZZ Trai~drrg Program.

3. GET PLAN INTO ACTION

Present to management the expected results. Stress evidence of need-use facts and figures. Discuss plan---content and methods. Submit timetable for plan. Train those who will do the training. Secure understanding and acceptance by those affected. Fix responsibility for continuing use.

Be Sure to Get Manugement Backing and Participatiott.

4. CHECK RESULTS

Is the plan being followed? How is i t being kept in use? Are the expected results being realized? Are any changes necessary ? Is management being informed?

Did the Plan Help I'roduction?

RESPONSII<lLITY FOR RESULTS 'I'ItIROUGH TRAINING

The LINE organization has the responsibility for making continuiug usth of the knowledge and skills acquired through training a s a regular par t of the operating job.

A STAF'E' group- (or often one staff person)-provides plans and technical "know how"; does some things FOR but usually works THROUGH the line organization.

D e f i h z g the Field

For some time the 4-st,ep card had been headed "How to Meet a Production Problem t,hrougll Training." However, the discussion in P.D. Institutes had quite frequently been concerned with t r a i n i ~ ~ g problenls which were not re1;~ted to specific production problems. Accordingly, by June 1944, it was decided to present quite early in the Institute the follon-iug defillitions :

What is Production?-End result- product or service-of an organization, plant, department, or unit.

What is a Production Problem?-Anything which interferes with production. (We uncover some production problems and t ry to correct or improve them; otlwrs can be nnticiputed and may be prevented.) .

What is Training?--A way to solve protluction problems. (There are many ways to deal wit11 t11e ~aater ia l s ide ; training tlrals with the personnel side. )

It'hat ic u. 2'1-uininy Ylua3 -.111 u r g a r ~ i ~ e d ruethod UP s u l v l n g a syec-iflc part of u production prol~lem.

lVhut is a 3'ruintw Progru?n?-A combil~ation of training plans coordinatd to meet the training needs caused by a specific production problem.

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PROGRAM DEVELOPMENT 247

What i s a Training Directory-A person who has the responsibility for developing and coordinating training plans and programs in order to help management solve its production problems through people.

What i s Management?-Those persons responsible for accomplishing the end results in terms of product or service.

This device was found very successful. I t helped staff men to see a new and better approach to getting management support for their plans by giving them the tip to present their plans in terms of the factors which were worrying the boss. At this same time it was found helpful to put a simple chart on the blackboard showing the relationship of line and staff people and indicating that the staff man assists the line orgallizatioll but has no operating responsibility.

Ma~zdling Plant T r a i ~ h z g Plans

As a result of successful expel-ience in the Job Relations program a standard procedure for handling an individual demonstration had been adopted in Job Instruction. ,4ccordingly, Program Develop- ment now followed the example of J.R. and J.1. and developed a standard procedure for handling an Institute member's plan. The fundamental purpose of the standard procedure is to insure that only the member presenting the plall is asked about plant facts and about solutions wl~ich are possible in his plant. Other members of the group are permitted to ask questions about the existence of related conditions and to make suggestions as to suitable methods and aids.

The June 1944 manual still depended on sample problems but did not count on their being used as overnight assignments. Instead each was introduced by a short discussion of the area of training in which the particular problem was located. Then the problem was read aloud and the gi-oup, or in some cases one individual, worked on it. This was found to be theoretical and confusing to the members of the group. It tended to cause argulnents as to whether the problem was real and lost sight of the method.

Coachilzg Institute .Members

At this same time it mas decided that better work could be done on the real purpose of the Institute-acquiring some skill in the planning of training--by giving the members individual coaching in the interim between the two sections of the Institute.

The card was slightly revised agaill, and put in its present form (see Chapter 3) .

When the development group mot in Augusi, 19-44? it %.as d&&d that there must be a basic change in the problem technique. It was

TRAINIxG WITHIN INDUSTRY REPORT

decided to restrict the use of sample pro61ems to the giving of experience with the mechanics of the P.D. method. I n those fields where TWI had material which it believed would be of value to the group it was decided to handle it on an instruction basis, not through problems. I t was also concluded at this tirne that the gellei-a1 looseness of tlle manual was directly responsible for r~~isirlterpl-et:~tioll, and that the outline needed to be much more specific than had originally been believed necessary. The philosophy of "we will have only exye- rienced men putting on this program-therefore, it is safe to l e a v e a lot up to them" was definitely abandoned. The Institute as now outlined presents specific informational material in the following fields :

Induction Selection of Supervisors Conducting Meetings Methods and Aids for Training Getting a Plan into Action Checking Results Line and Staff ltesponsibility for Training Organization of Training Ylaus into an Overall Training Program

Since the major purpose of the first section of the Institute is to insure that the members really will know how to use the 4-step method when they go back to their plants for the interim bet=-een the two sections of the Institute, it was specified in the September, 194.1 version that an overnight assignment be given at the end of the fiist day of the Institute. This assignment required each marl LO

consider in terms of his own organization what VT-ould happen if his plant were suddenly given a release, new contract, or increased employment ceiling permitting the plant to put 200 people on a r l ew kind of work-possibly peacetime production-within four weeks. This permitted consideration of a plant which might have to convert or expand or reconvert.

All of these plans were to be gone over in the group in the mornmg of the second day of the Institute. I n this way the Institute Gon- ductor was to find out whether he had put the method across to earl1 individual member. Because of the sketchiness of the problem, it was very easy to point out that training plans cannot be made away from the plant. Also a t this tirne the period between the two s e e tions of the Institute was increased to 10 days in order to gire members more time to work on their own plans.

In September and October, using the new Prog~xrn L)eveloyrne~lc manual, four Master Institutes we1.e put on across the country in order to prepare all districts simultaileously to present a standard program.

1'KOGltAiM DEVELOPRIENT

1945 REVISION

II-)ul*ing the winter of 1944-45 a number of changes were introduced in expel.irnentnl Institutes with the result of issuing a new 5-day Institute manual made nationally available in June, 1045.

Drill o n Method

When the P.D. Institute was made available nation-wide In tne fall of 1944, a number of drill problems, commonly referred to as "quickies," were included in the afternoon of the first day. The variety of drill problems was found to be both unnecessary ,omd confusing. Many people thought that these short problems were giving ails%-e1-s to what to do in similar situations. There W:LS some complaint about the lack of evidence in the problems since it was bemg regarded as problem-solving, not as drill. This point was clarified in the spring of 1945 when the number of drill problems was reduced and specific emphasis was put on the fact that these problems were used only so that nleinbers might gain familiarity with the P.U. work sheets (which are simple tools that help with the application of the P.D. 4-step method).

The result of this change in handling the work sheet problems was that work on the overnight assignment was done with clearer understanding than had existed before. I n the f a 1 of 1044 i t had been plnniled that one-half day would be allowed for the presentation of this assigned problem, but it was found that, when the :tssignment \\-as undertaken on the basis of better understanding, the work which was brought in had progressed so much further that i t could not be dismissed in a half-day. Accordingly, a full day was :~dded to the fil-st section of the Institute and approximately a day and a half is now included so that consideration of each member's solution of the standardized problem can be given.

I

I Handling the Problems and Plans

This kind of practice resulted in the membersy being in mucn better position to work on their own plans in the interim between the two sections of the Institute, and improved the quality of the work brought back to the second section of the Institute.

All of this headed toward the need for a better standard procedure for 11andling the 4-step plans of the members. There are certain points where only the Inan presenting the problem can supply information (such as what the evidence really is, who nctu- ally will do the training, etc.). I n other cases the members of thch group can participate and cull broaden tile discussion thereby. The use of the otl~er r~~cmbers of the Institute in a questioning role reduces the possibility that the Institute Conductor will "expert" the

250 TRNNING WITHIN INDUSTRY REPORT

problem Accordingly, in the June, 1045, manual a very specific standard procedure which spells out \\.llo does what, and when is included.

P.D. Attention to Induction

I n all Program Development Iiistitutes attention has been given to tlie field of "inciuction." TWI uses this term as meaning "introduction of the worker to tlie place and to the work." It is looked a t as a training job, not a3 mere information. Instruction in how

.I Exhibit 1 3

t PROGRAM DEVELOPMENT STEP 1 OF INDUCTION PROBLEM d.

lhat i s the Production -cblem? W u c t i o n dorm

1,000 jobs in p l a n t

mrrr more t- 950 fiiM

.mrrr m o r e than 903 at rprk any o m clay

F m o v e r 5 1 a mth plurt--rida

Turnover 20% a month, lese t h a n 3 m e . oervlm

Tunover 30$ r m., thM shi f t , umhr 3 m w .

Absent%eisn 5% r nonth p h ~ t - d d e

Abaenteeiaa 15% a nonth, under 3 months' s a rv l ee , approximately same a l l shifts

l ac rages 1 0 mntha t o ge t up t o guarantee on p iece rats

90X of re;).cts from Leas, than 6 1llli7th. 1 servic j

r n ' t like pry

Looking for b e t t e r job

All nuw p o p l e ar.d presen t short aervlce

A l l nerr peogle and present s h o r t s e rv i ce

A 1 1 new people and present short se rv i ce

A l l nen people ard present short s e r v i c e

n m PagLe e=d present s h o r t s e r v i c e

R11 new people and , resent s h o r t ae rv i ce

4Y new people and mesent ah& oerrice

i l l r a m people a d mesent s h o r t -tervl. i tc

mm Train ing i n Pmat?

Bqxr t ance of ro rk

I m p o r t ~ e a of rork

Y o ~ k they are t o 6

l o r k they rro to dg

H o w t o r o r k w i t h pe o ~ l e

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a l l displa$ f completed rcduct , nsrs i c t u r e s

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PROGRAM DEVELOPMEINT

Exhibit 14

PROGRAM DEVELOPMENT STEP 2 OF INDUCTION PROBLEM

f i t l a the S p e c i f i c Plan? I n d u c t i m - -.

Training f o r '&how? A l l r.ev nmployees .- Traming f o r %err L4any? 5C a month -- What Cr,r.tent?

Company prcduct ioa - mobile mouqts f o r rocket

one of r.e~.?:t wspons ' decreases I n i a n t r y

c a s u a l t i e s

Size of company orders - not q~ to . f u l l p r o d u c i o a

H a w paople. l e a r n jobs s a f e t y - f i r s t q u a l i t y - second q u a n t i t y - t h i r d , b u t very

important - Army and your Pay

How pay is f igu red guaranteed mirrimm piece r a t e dsduc t i o m

Company p o l l c i e s i n t e r e s t s of employees "good p l ace . t o workw

Ccmpany d m , badges no elcoking

Ccurpany f a c i l i t i e s l ockem - lunch p c k a g e pas ses d r i v i n g clu-

D e t a i l on pay m i n l m u x pLece r a t e pay pe r iod - l a g deduct icns

withholding t a x S o c i a l S e c u r i t y war bonds m i o n dues

s f f i c i a l company welcome

Deta i l on f a c i l i t i e s r ec rea t ion , s p o r t s e q l o y e e 3 t c r e euployee magazine

% t a i l on v a c a t i o ~ and 1 pensions e l i g i b i l i t y d a k s prok-lsioris

Sow Can I t Be Done Bcst?

how comp-ile ted

aint o . ~ t what mnployoe w i l l do

ketch on pzper $a*y leg p i l e s up

e s c r i p t i c n of job t r a i n i n g

igure w i t h him a t h i s o m r a t e ; s t r e s s advantages of beat ing guarantee

w r i z e deductions

ention company s t a n W - g and a t t i t u d e ; t e l l him he wilJ l i k a plafit

xplain 2 r d e s , g ive r u l e book t o take horn and . stirdy; i n v i t e ques t ions

ake him t o l ocka r rrange worker t ake t o lunch oes he need one now? ind o u t how h e g e t s t o work

se sh i s d a i l y time cards i g w with him what his pay en-relope w i l l conta in

n s w r questions

how him how he can Inc rease h i s pay - on job every day increased production

s through booklet - answer ques t ions

leech and rocket news r e e l '

xplanat ion

i s t r i b u t e p r in t ed p l ans

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Supervisor

Supervisor

rsonne 1 Director. i ?rsonnel I i r ec t o r I

First half-hour. Indi.u',dualiy as soon a s new am- p l c p e i s 'LX-ough t3 department

If necessary t o keep wai t ing , provide s o w e m - ployee mazaziries

30 k inu te s t o 1 hour de?ending on srnpli.;.ee

individual ly , day p a y r o l l is turned i n - 30 minutes

Ind iv idua l ly ELI-! of f i r s t week - 1 5 o h .

Supervisor ' 3

desk

Super\escr "a, desk

Supervisor ' s desk

undsriakan r'or a l l now m p 1 ~ 3 ~ 3 a s s3on ES thay c m e t o m r k ; we s h c l l d cat& uy; on 2-11 s h o r t service - - --

can do t h i s n m . --A - -

252 T I ~ R I ~ I K G WITHIN I&-IFUSTRY REPORT

to perform work is ruled out. Induction is applied largely to supervisory responsibility and thus is separated from larger orientation programs and from anything which is clone before the person actually reports for work. 'I'WI has stressed the importance of following good induction procedures when an employee is transferred or when a work situation so changes as to make it virtually new.

The manual issued in the fall of 1944 provided for the developnlent of a composite induction problem from various items of evidence supplied by members of the group. An attempt was then made to develop a composite plan out of this evidence. There were a number of difficulties. For one thing, the evidence did not fit together. The P.D. Institute Conductor had to force the evidence into a pattern which was pre-determined as headed toward induction. Accordingly, the manual issued in 1945 substituted a t this point the presentation of a problem by the Institute Conductor and the demonstration of a Step 2 on induction developed from this evidence. (See Exhibits 13 and 14.)

Practice on Method vs . Practice on Problem-Solving

A t this same time i t was pointed out that the assignment or more or less standardized problem which could, however, be looked a t in terms of each member's own plant, gave practice in use of the method. It is not until a member returns to his own plant and really spots a problem that he gets practice in actually solving 3

production problem through training.

Beginning in the winter of 1943 various work sheets were developed. By the spring of 1944 there were various editions of the work sheets for the different steps. One factor remained constant. The first item in Step 1 was always to get a statement of the production problem. Followi-ng this, however, there was considerable variation. The intent through all of these stages was to get details and causes of the production problem in order that solutions might be considered.

The members were encouraged to do their Step 1 work in the following order :

1. Identify the production problem. 2. Spot a specific need. ( A great deal of detailed work on an analysis

sheet was involved at this stage.) a. How did the need arise? b. What is the specific evidence of the need in terms of facts, figures,

percentages ?

3

Tc 011 P

card

1 2 2 4

T1 L C cau in hl that edgc I-elnf i t nl IV a s prot nece A cct on s statt F,

cod u sin cons wile in P

d

T

c. Jus t what mill the solving of this production problem accomplish? d. What are the specific conditions or basic causes creating this pro-

duction problem? For each cause under "d" there was to be a possible solution suggested. The specific evidence was then transferred to the Step 1 work sheet and-

3. A specific plan developed-presumably one of t he solutions from the analysis sheet.

To avoid the confusion caused by this approach and concentrate on what was redly wanted in this step the analysis sheet was discarded and t,he Step 1 work sheet amplified to include:

1. What is the production problem? 2. List your facts. 3. For each fact, t he cause. 4. F o r each fact, a training need if any.

The attempts to break this material down into the "facts" and the ( 4 causes" resulted in confusion. The purpose was not to train people in how to distinguish between cause and effect, but just to make sure that, before a training plan is made, the designer has a true knowledge of just what is going on in the plant in order that he can 1-emedy specific situations ~ ~ h i c h produce the problem. A t this time it also became apparent thnt the indication of training needs alone \\-:-as not enough. Too often a thorough exploration of a production problem shon-ed that some other kind of action than training was necessary. Sometimes this other action must precede training action. Accordingly, the work sheet was adapted to include space for notes on such other action as checking on bus schedules or getting a policy stated.

Following very brief use of this approach it was decided that it could be made more clear by using "evidence" in place of "facts," using "unclerlying conditions and causes" in place of "causes," and considering for each item of evidence the action that was needed whether it was training action or some ot,her kind. The next stage in work sheet development was :

1. The production problem (how is i t spotted?) 2. A combined listing of evidence and underlying causes and conditions. 3. Any training action needed and for whom (supervisors or non-super-

visors) 4. Any training needed in what (knowledge or skill) 5. Any other action needed.

The work sheet that was eventually adopted for Step 1 includes:

1. What is the production problem? 2. Evidence. 3. Training for whom? 4. Training in what? 5. Other action.

254 T R A I N I N G WITHIN I N I>IJSTRY I'LblE'OELT

Production Problems

Many people have special difficulty in stating the production problem. Many of them instead give the training director's objective. When this preliminary statement is in terms of an objective, i t often rules out alternate actions and heads everything toward something that is predetermined. Making this statement in terms of a production problem leads to a general exploration of the evidence, gives specific points to overcome in planning the training, provides reasons why the training should be undertaken, and gives bench-marks to check against in looking a t the results.

Methods and Aids

The work sheet for Step 2 has had practically no change since it was first drawn up. It has always followed the card very closely and includes the content, the method, the persons who will train, the length and timing of the training, and the place where the training is to occur. I n order to improve work on Step 2, a brief outIine on Methods and Aids mas developed.

However, the existence of elaborate aids will not guarantee the success of a training plan. The methods are more important, and the methods must be those suited to the individual situation. That is, if someone is to learn to do something he must practice it under observa- tion so that he can be given instruction until he really knows how.

Steps 3 and 4

There have been various work sheets for Steps 3 and 4. I n general these work sheets merely restated the steps on the card, usually putting them in question form. By August 1944, it was determined that, if Step 1 has been carefully d o n e t h a t is, if the production

- problem has really been broken down into its element-and if Step 2 has been prepared to meet a specific need as shown in Step 1, Step 3 then becomes s check list on how to use the Step 1 and Step 2 work sheets in presenting the plan to management. The work sheet.s for Steps 1 and 2 also serve as reminders of necessary management participation at this stage. Step 4, of course, represents a follow-up of Steps 1 and 2. Therefore, it was decided that for Steps 3 and 4 there could be no prescribed form, that the training directors should be urged to use the card as a basis for making their own notes about the way they were planning to cariy out "Get plan into action" and "Check results."

Use of the W o r k Sheets

Since the work sheets represent a quick and yet thorough way of using all the material in Steps 1 and 2, it was found necessary to spend

time presc the 1 n eedc needl w hic Step

I n of u1

conf 1

revic worl goin prod smal quirl he h f o r . give reco

It conc imp( W h t ther has

I t othe peE

T f orr inf c dire be r exis dev'

11 alte thrc som go : is r

time on specific instruction in the use of the mork sheets. I n the present Institute, the afternoon of the first clay is spent in drill on the use of the mork sheets for Steps 1 and 2 and the kind of notes needed for Ste1)s 3 and 4. This is handled by presenting two (or if needed, illore) very brief uarrntives of proclnction problems from which all members of the group work out Step I work sheets; then Step 2 work sheets, and so on.

W H A T HAS BEEN LEARNED ABOUT STEP 1

I n some companies i t has been discovered that one of the best ways of uncovering evidence of production problems is through supervisory conferences. I n some companies training directors automatically review all records. When a training director has not previously worked closely with the line organization, it is recognized that he is going to have to show why he wants such intimate ahd detailed production information. It is good strategy to do a good job in a small field before attempting to tackle a very extensive problem requiring that he dig very deeply into production matters with which he had not been formerly concerned. There is, of course, no substitute for top management support of the training director which can be given through openly sponsoring his work and making information, records, and even people available to him.

It has been necessary to warn training directors against jumping to conclusions about evidence. Cost figures in themselves may not be important. The sum may seem large unless relative cost is considered. When it is not possible to get a trend of company experience or when there has been no previous situation to check results against, it often has been found possible to get industry averages.

It is very important to get evidence stated in terms of people as otherwise the training action may not be pointed toward the exact persons who need more knowledge or skill.

There is no reason for a training director to advocate setting up formidable new records. Normal company operating records give information about costs, production, scrap, turnover, etc. A training director can and should use these. Sometimes an additional item can be added to an existing record. When results are checked against existing records there is much more conviction than when a new device is set up.

I n some cases people have tended to look a t Step 1 as providing alternate courses of action. I f a production problem was spotted through evidence provided by supervisors and workers, occasionall_v some one would overlook the other ways of getting evidence and just go ahead and analyze what he had and identify training needed. It is now stressed that the training director must go on through the

256 TILAINIXG WITHIN INDUSTRY REPORT

other mays of finding evidence-that is, reviewing records and antjci- pating effects of changes-before he is ready to make any glans for training to overcome the problem.

HANDLING THE INSTITUTE MEMBERS' PLANS

The directions concerning the handling of the members' own plans (that they have made during the interim between the two sections of the Institute) have also been subject to change. A t first the members rnerely spoke from their notes or did blackboard work if they chose. It was found that this often slowed up discussion since a number of the Institute members were not experienced in presenting their material, doing blackboard work, and holding the attention of a group all in a short time.

As a result i t was suggested in the outlines used in the spring of 1943 that members put their plans on large sheets of paper which could be hung up on the wall. One result of this was immediately apparent. I f a man happened to start with the training problem instead of a production problem, the work sheet was off to the wrong start. I f this were allowed to stand in front of the group, the wrong approach was stressed. I f i t were corrected by either the Institute ('onductor or the member presenting the plan, the effect mas not too good.

Therefore, it was specified that the Institute Conductor would question the member presenting a plan and if necessary keep on working with him until a suitable reply was given. Thus the Institute Con- ductor would draw out from the member the information to put on the board as a Step 1 work sheet. I f the member had brought copies of his Step 2 work sheet, they were distributed but otherwise the Institute Conductor also put Step 2 on the board. IA all cases the second, third, and fourth steps of the method were covered completely.

The official attitude as to whether i t is wise for the Institute members to take away a t the conclusion of the Institute copies of other members' plans has varied greatly. For a time the official instructions said very specifically that members were to be discouraged from bringing in copies of their plans to hand out and that it was the Institute Conductor's responsibility to see that any such copies were retrieved. The Institute Conductors themselves were almost unani- mously against this regulation and it was not observed. Accordingly, the final instructions were that bringing in duplicate copies of plans was not to be urged, and that the Institute Conductor must in those occasions where duplicates were provided warn the members that the 1)lan from one plant never can be exactly transposed to another.

Program Development Institutes offer a particularly tempting field for loose generalizations on the subject of plant standards, manage-

111e t 0

CUI

tra ex:

r

in&

euj

P" wh the

1 a cl rn8 re1 j t his Stc t 13

to thc inu ins of

I ti01 a r me E x

I

7 qui it i t ra i nt, a C

Re1 st%;

PROGRAM DEVRLOP;\SEXT 257

nlent organization, and supervisory responsibility. I t was necessary to give Institute Conductors specific warning against permitting discussion of t.his sort and getting over the point of view that each training director must make up his own plan in the light of the exact situation within his own plant.

PROGRAM DEVELOPMENT A N D THE "J" PROGRAMS

The fundamental principle of Program Development is that training should be individually designed to meet the specific evidence of a particular production problem in the plant. Some confusion has existed where people have felt that the existence of the TWI "J" programs was a direct contradiction to this philosophy. This occurs when people look simply a t the 10-hour training sessions of one of the "J" programs.

I f the evidence of a problem indicates that the needed training action is helping the supervisors to become better instructors, the man who is using the P.D. method still has work to do in the remaining three steps of P.D. in developing his specific plan, getting i t into action, and checking the results. H e does have available for his use tested instructional techniques wllich nmke up part of his Step 2. H e still has to plan the selection of people to receive this training; the introcluction of the plan to the people who are going to be trained; the preparation of the people who do the training; the arrangements for time and place. Most important of all, he must plan for the coaching which comes after the 10 hours of group instruction. The training director also must consider the relation of this plan to other training plans and programs.

I n the spring of 1045 a sample P.D. Step 2 plan for Job Instruc- tion was prepared for members of the P.D. staff in order to establish x minimum basis for illustration of how the Program Development method is used in connection with the other TWI programs (see Exhibit 15).

USING THE "J" PROGRAMS I N PROGRAM DEVELOPMENT INSTITUTES

The techniques of the TWI supervisory programs were used to quite an extent in Program Development. When content is planned it is helpful to consider what is known of good instruction; that is, training is planned to include something which gets the persoll interested, which shows clearly what he is to do, which gives llim a chance to practice, and includes the checking of results. The Job Relations and Job Methods programs are likewise useful in various stages of P.D. work.

Exhibit 15 PROGRAM DEVELOPMENT STEP 2 FOR JOB INST~UCTION

In t roduct ion Need f o r skill o f in3tPLction Announcement of changes

changed product Blow-u? cha r t s of new changed raw ma te r i a l s . s p e c i f i c a t i o ? ~ ,veterans r e tu rn ing

Value of TWI Job 1nst.program r e s u l t s i n o the r p l a n t s Examples problems of t h i s p l a n t 11

s c r ap - breakage Scheduling of a l l supervisors Blw-up of plant-wide time

f a r J.I. SesFio;;

- - - - - - t a b l e f o r l o Irrs . of J. I. - - ( ~ O ? ' ~ l T - - - -

s r m ~ l u e of s k i l l of Explanation i m t r i l c t i o n .

Supervisor ls 5 needs Imp. of a b i l i t y t o t r a i n Problern shee t Weaknesses of trng. methods 'Dxnonstration

Te l l ing - shoving 2-s trand e l e c t r i c wire TKI &-step method . Gemonstrati-n - e l e c t r i c w i ~

"1. Pmpare t h e worker Elackhoold "2 . Present t he opera t ion Jcb Ins t ruc t ion cards " 3 . TQ o u t performance "4. Follow up. n

Sess ion I1 Ins t ruc t ion by 4 s t e p s d o n e Demonstration by 2 members hkcess i ty of making job bkdns,Group d i scuss i cn Ucm t o "break down the job" - Demor.stret..dc - knot ;

s t e p s and key pair-ts b lnc~bo?-d "Have everything ready" Pract ice on demr.ms t r a ted "Have t he d q l c e .proper ly am! jobs - breakdnma d ;sc . Sess ion I11 "Have- a Time Table" Pow t o make t lmetable HOW t o i n s t m c t . u s ina

breakdown and-4 s.teps Comments by t r a i n e r (Crouo d i r c i s i o n - t.l:ibrl.

Sess ion IV Timetables

Hon t o I n s t r u c t

Discussion of members' time- t ab le s

Pract ice by 4 members C m e n t s - d i s c u s i o n -

blackboard Spec ia l h s t r u c t i o n problems- Explanation - group discus-

long operation, no i se , s ion "feel"

Sess ion V How t o I n s t r u c t Pract ice by 3 nembors

Coments - discu3:ion - blackboard

Hom skill of i n s t r u c t i o n can S ta t eaen t and appeal 'be acquired - cowany pol icy t o "use J.1."

w e n i s o r got out of it questioning Understanding of method Explanation Advantapes. of use Exanroles ~ p p l i c a t i o n today - cur ren t

problems

Who V i l l T m j or- Ilelp?

P l a n t manager

P lan t manage

Night sup t .

- - - - - P1w.t manage:

P l a n t manqe- Trainer

Trainer

Trainer

- Trainer'

I'rainer

' lant manager

lupervisor 's own boas

f i r s t ski% m- 9-10

30 suprs. on t h i r d s h i f t

419745-- To-T2ar (I<OTE 2 )

10 in group.

10 minutes

1 hr. 50 -;ninutez

F i r s t t i r e , mthm 3 days of Cif th se s s ion - me s u p w . a t a time, repeat h e n m c t o degz-oe .t r Jr d -- - --

Auditorium

Conference roam

FoSe rencl; room

mference room

mferan-e room

?n the :ob

2hat is the i ielation of t h i s I ' lzn t o e t h e r C:r-rent Tr-a:::',n~ Plan.. ~ n 3 Pr-o,;r:ns? "Tr;;rlerst' can by - visory t r a i n i n ? c o i n : on a t p r e s e r t . I,lo-nore t i a ? If? su~erv- isor . ; i,:il: lit of f d u t y a t any one t h e .

-

l!OTE 1: Trainers xi '~: h v s been pr-=pC-.rec! by- XI, w i l l h i v e Ins t . ruct ion out i i? .e t o f'ollovi, and materials. i : O E 2 : Two y r o q s d a i l j Tor f i r s t s h i f t ; t . , i r , [:rcups o a i l y f o r second shift.; 1 p-ou!, d:iily fo r t h i rd

s h i f t ; n l l conploted i n f i v e waeks - I'ay 11.

IN-PLANT P.D. INSTITUTES

Some ~olrlpi~~lies rcql~estecl the 11ol(li 11g 01 P.D. I 11stit,utes for the representati~es of t,hat company alone. Severs I o f tlhese in-plant Inst itl~tes xve1.e rrm oil :I 111 i~.t:~I.;eil lm-iq. I11 sonle cases lllembers were line executives who were not going to l~ave ally staff' responsibility for planning to meet production problems through training. 'I'lieir interest was solely in P.D. Step 1; that is, in the statement of the problem? tlle gathering of evidence that a problem existed, a n d the consideration of various actions. I n other cases tlle members attending these in-plant Institutes were going to use the second step of Program Devclopn~ent or, in some c:tses, only a part of that step. I n other. \~.orcls, they were iixtructors, not training directors.

T W I mas forced to set very specific requirements for these in- plant Institutes. I t wTas required that the members have functional responsibility for spotting and analyzing problems, planning and recommending training action, taking appropriate steps for getting the training into operation, and checking results. I n order to con- serve TTVI staff time, i t was made nmndatory for the plant which wished an in-plant Institute to first send its training head to s standard P.D. Institute. Following his participation and certification, T W I gave him special coaching so that he could select the right members for the in-plant Institute and give them coaching between the two sections of the Institute. The P.D. Institute Con- ductor from the T W I staff, of course, conducted the actual five days of the Institute.

COOPERATION IN THE DESIGN OF PROGRAM DEVELOPMENT

I n the introduction of trials of various revisions, development of content and preparation of problem material, the following people assisted :

I

I Walter Dietz, T W I Associate Director, Chairman Lee S. Adams, TWI Chicago District C. C. Atwood, T W I Indianapolis District H. H. Blomeier, TWI Headquarters Staff William Conover, T W I Assistant Director G. S. Cooper, T W I Philadelphia District W. S. Cooper, TWI Headquarters Representative C. V. Davison, TWI Cincinnati District R. S. Driver, TWI Philadelphia District Martin Firth, General Motors Institute J. D. Haygood, T W I Headquarters Representative

260 T R A I N I N G WITHIN I N D U S T R Y l t12POKT

Walt,er Hildebrancl, TWI Cincinnat,i District Frances Kirlipatrick, 7 'TIT1 Ileatlquart,ers Staff J. XI. Koh1e1-inan, TWI New Y ~ r l i District F. 11. Perkins, I',riCisll Ministry of Ilabolw V. I<. Rowlancl, TWI TXe,zclcyuartci.s Staff If. T. Srnutz, TWI St. Louis Distli-ict Major Albert Sobey, General Motors Institnte R. S. TLThrbrmclc, The I'rocter c!% G:~nible Company

DEVELOPMENT VVORK

AHEAD

I n looking at the simplicity of TWI programs it would seem that, since they only represent common sense, their development should have been possible without too much trouble. But it must be i.enlernber.ecl that a lot of non-essentials had to be eliminated. One real job was streamlining and intensification. Another problem was stanclardization-it as felt that each of the TIVI tools must have uniform application. Therefore they had to be tried out in a variety of situation-in plants new and old, well-run and poorly-run ; with supervisors who were old-hands and those who were green; by trainers who were already experts and those who were scarcely competent to handle a group.

The T W I programs have been developed under opportunities never before available-the nation's war plants have been the laboratory, the experimental shop, and the proving ground. Development work would have continued as long as TWI existed-no program is ever perfect, and no program is any good unless it meets needs. Since needs change, any program must be kept growing.

UNFINISHED WORK

All of the T W I programs were given extensive try-outs before national launching, but use on a very large scale did point out some additional places where improvements were needed. The Job In- struction and Job Relations programs were revised on the basis of field experience as late as 1041 and Program Development in 1945. These versions have held up well and no further change had yet been suggested or considered necessary. However, in Job Methods and Union Job Relations TWI is leaving some unfinished work.

Union Job Relations

The Union Job Relations program, which is drawn from Job Relations for supervisors, was first made available in the winter of 1045 and revision was planned after more experience had been

262 TItAINIKG WITHIN INDUSTRY REPOICT

obtained. The Union manual follows the supervisors7 manual very closely and represents almost a case of word changes alone. The few places where changes were necessary were in the four problems 1)resented by the trainer, one of which is presented in each of the first four sessions. These problems were selected as being the best of those available a t the time the Union Job Relations program was launched, but the intent was to watch for stronger problems which well might develop from groups of stewards just as the problems in the eventual Job Relations manual mere a result of problems brought in by supervisors in some of the early trial sessions.

No better substitutes for the Union problems had yet been uncov- ered when TWI work ended, but, if TWI development work had continued, a definite search would have been made for problems which would be both more common and more useful. The trainer's problems are used to illustrate the method. When the nature of the problem itself is discussed, there is loss of attention to the method. The "perfect" problem would be one which any group member would feel had been drawn from his own experience.

A Joint Approach to the Skill of Leadership

Some of the finest Job Relations results have stemmed out of joint sessions of supervisors and stewards. When a supervisor and a steward discuss a problem in which both have responsibilities, and each pulls fiwm his pocket "the little blue card,', there is a common basis to start with. The standard Job Relations program, while successfully used by stewards, does leave out the steward's responsibility for problems. The so-called "joint" manual did not go fa r enough in bringing unions in. The Union Job Relations 12 ~a1111:d ig1loi.e~ supervisors.

It would have been possible to develop one program which con- sj dered both stewards and supervisors. This development work did not get done by TWI-it is left for someone else to do.

Job Methods

The Job Rllethods program has been s~lbject to some misunderstandings, and it had been hoped that these could be cleared up. Some people felt that this program was a t an industrial engineering level. TWI would have attempted to make it clear that the objective ~ ~ ~ a . 5 3 to give to supervisors skill in improving the methods of jobs which al-A done Il l r l i r o w l clepai.tlnents every day and mllich are

t i I t p i t i . Some people felt that TWJI , by bbdiscouraging flash ideas," was losing a lot of value. The intent t ias to get across the idea that a supervisor should grasp hold of every idea that does flash tlli.oug-11 his mind but not just let i t go a t that. H e should bre:xk down the job and really work on develop-

ing idea 0

imp 11107

trai 10 acq VTO1

log j this Met sent ma( to e try- 1

miLc stel Jo t 3-oE

P me1 hat the beg

7 the shil

Pse UP7 prs ion son

Eva

i

wit wh Ern1 j US

loo lllt!

111

th€

WORK AHEAD 263

ing a truly improved method including those growing out of flash ideas.

Other features of Job Methods which were being considered for improvement were really mere manual arrangement, such as the moving of some reference material into the training outlines. Many trainers said that it was their experience, in the first session, that tho 10 supervisors in the group would get off to a faster start in acquiring understanding of the J.M. 4-step method if the trainer would show exactly what the supervisor did in the natural cllrono- logical order. That is, the demonstration should be scheduled ill this order, (1) demonstrate the present method; (2) use Job Methods on this job in order to develop an improvement ; and (3) present the proposed method. An attempt would probably have been made to show just how each of the questions in Step 2 could be applied to every detail. None of these changes could have been made without try -outs.

There has been long confusion over the Job Methods breakdowra. made up of details, and the Job Instruction breakdown made up of steps. Something would have had to be done to clarify this. The Job Methods Step 1 might be "List the Details" or "Analyze the J-ob."

A few people got the idea that J.M. advocated making improvements just for the sake of making improvements, and T W I would have liked to give some help on how to pick bottlenecks or to locate the most important jobs as the places where improvement shoul$ begin.

There are some things about Job Methods which are not said in the manual but which have crept into the program. I n the radio shield demonstration some trainers grunted while they lifted pseudo-heavy cases, purposely fell flat where they acted out a speed- up, and poured on the patriotic appeals. Others did not follow these practices, but the suggestion that they should gave them poor opinions of the program. How to maintain interest through dramatizing some of the situations needed to be experimented with.

Evaluation of Results

As time went on perhaps the most frequent demand for assistance within plants came from those functionally responsible for training who were trying to get away froin the old bromide, "Training you know is intangible, and the 1.esulis are so far-reaching that they just can't be measured !" Sudl expel-irrwrl t illg its has been done looked promising when it was held to tile specific objective of ~neasu~ing tlle results of tminlrlg i n twms of eifects 011 productiur~. 111 other words, i f truiniug was set up to redwe uccidellts, what w a s the accident rate a t the time the training was started, what was tho


effect on the accident rate at intervals after the training had been in effect long enough to be fairly judged 4 Some eiforts in this regard broke clown because of the insistelice that, only after methods alld operations were so systenlatized that definite standards of performance could be set up, was it possible to do a reliable evaluating job.

Another difficulty was encountered when efforts were made to evaluate end-results of comprehensive and long drawn-out training efforts. Definite experimentation in this area looks promising and should prove effective if, as a start, those phases of production and operating which can most easily be segregated and measured are tackled first. By experimentation, current situations could be tackled and some controlled experiments set up which should prove convincing in progressively establishing some better measurement methods.

Two types of research are definitely indicated. First, that which has for its purpose the evaluation of results in terms of its effect upon the end-results as looked upon by the operating and production people, and, second, the training specialists' evaluation of the results of training as affected by his choice of training methods. These are two definite and distinct problems and they must be approached separstely through different methods of attack altllougli eventually the &dings in each area will be closely related. Progress in this area will probably be made only if step-by-step efforts are made Lo evaluate the results which are the most easily get-at-able, rather than attempting to do too thorough and too comprehensive a job for a beginning.

Requests for Help in Meeting Current Needs

There were recent demands for special services-the application of the Job Itelations technique to problems connected with returning veterans, and use of Job Instruction on safety problems for example. TWI has said what it has said to industry so many times before-- "you have the tools, go ahead and use them." Plants can and should make this application themselves.

As soon as TWI began to call attention to supervisory needs i ~ l linowledge of work and knowledge of responsibilities, plants asked for help in these fields. These needs are truly different in eacll plant, and, through Program Development, TWI attempted to prepare plant men to design their own specific plans to meet them.

While it is true that knowledge of a company's specific products. machines, methods and materials are controlling factors in eacll company's own business, it does not; follow that research would not uncover some useful ways in getting across the knowledge required

by individual workers and supervisors which comes within this area. This should prove to be a promising field in which to discover a plant's 01:-11 opportunities for using those facilities and methods on the job or at least within the plant, which are not available in preparatory or supplementa,ry educational work under public auspices. For instance, the use of actual operating equipment, apparatus or products, models, plant visits, experience in use and operation of finished products, a11 may have special significance when carried on under a plant's own auspices. Determining m-hich is essential operating knowledge and which, while related, mould also be useful could very profitably be explored, and might well throw light on dividing lines between plant and public responsibility.

The P.D. method encourages line and staff cooperation in the indentification of training needs ; the planning of training ; the selling, launching, and operating of training; and the checking of results. Production men thus learned of the P.D. method and looked at it as a way to solve other problems than those involving training. TWI. was asked it did not provide assistance in this field. The answer lies in the use of the P.D. method by the P.Z).- trained man.

MANAGEMENT ATTITUDE TOWARD TRAINING

Much TWI time was spent on "missionary workn--getting managements to see that training is an everyday operating too lperhaps as much time as on the actual conducting of its training programs. While procedures for getting training programs in use are not strictly development work, there was still much to be done about the most effective ways of getting this concept accepted by management.

As long as executives say "We're too busy to train," or "We're cutting back," or "We have experienced people" as excuses for not improving the ability of their people to reduce costs, rework, and accidents, and to improve quality and production-there is work to be done.

When a manager says "Our f i rs t -he supervisors don't make decisions," he forgets that ignoring a complaint or passing it on is a decision, and it can be an important one.

The managers who say, "We expect people to show some ambition to in~prove ihemselves" and leaves it to them, are forgetting their own interests.

I f what has been learned about training in tire l:~st five j7ears is I-ega~deci just as a line emergency device, then Training IVithin lndustry has failed to attain its overall goal.

266 TJIAIhTIKC; W I T H I N INDUSTRY REPOJLT

Application o f Skills

T W I by sheer necessity had to hold to a f e ~ v luudalueutals and repeat them tllousancls of times for tllousaiids of supervisors. The practical application comes through use of the T W I methods on the great variety of local situations which faced individual supervisors.

'l'W1 was frequently asked, "Are you not going to develop something more specific on quality control, costs, women workers?'' The :iilswer invariably \vas that the skilled supervisor is resourceful and

""& yply his skills to these problems as he faces them. lere seems to be a need, however, to help the practical-minded

supervisor to learn how to sense just where and how his skills can be applied. A supervisor concerned about a current increase in accidents among his men is interested in searching for hazards as s first step in planning a way to keep people from getting hurt. While it is true that the final solution may rest in the technique of sound instruction, it may be easier to get supervisors to acquire the habits of better instruction if they start through the solving of current problems. For many supervisors this will be more acceptable than acquiring what they look upon as a more generalized skill for use whenever the need arises.

Mafiagemeizt Problems and Skills Analysis of T WI experience in the "skill approach" to improving

s~~pervision offers equal promise for its application to improving skill in solving all kinds of current problems a t the upper management level.

The application of a standard technique first to just one type of problem may be a method of attack which has possibilities of reuch- ing into the common responsibilities of supervision and management. Up to now the emphasis on these responsibilities and their importance has been very largely nmde through lectures and conferences without pmctice on how to meet tllenl.

Much could be done toward establishing the ways of clearly defining a problem or of determining the specific objectives to be sought as a pre1inlin:xry to the actual work of solving the problem. Something definite to check against is always useful in determining the direction in which progress should be sought, and also whether. or not progress is actually being made.

The, four defillite skills that are used within the "J" programs and F'rogn.tm~ L)evelol>nlmt are covered up by different words which make them apprupl-iate for applicatiou to the needs of people in q ~ e c i f i c . posit,ions. 'They conld, bp trial, he clothed in top manage rh\e~~t, l : ~ t ~ g l : ~ g c ? S I I C ~ ~ :l 1v:ly t1t:~t t l l ~ y \\,oIIIcI 1.i~1g t I * ~ L C ~ a ~ , ( l g-:tin t l ~ e

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WORK A H E A D

willingiless of managers to practice them on their own current probleins. Such a pattern or method of attack might evolve into the following four steps :

AnaZyze-Diagnosing, being sure of the facts, evidence, underlying causes, determining that a problem is get-at-abl-this looks like a basic first step. Plan-Organizing, thinking-through, weighing and deciding what to do, seems a logical nest step. Execute-Getting things cloile, taking action-this is where tll~: line executive gets busy. EvaZuate-Checking-up, being sure that the hoped and planned for results are being gotten-this too takes special skill and emphasis.

Whether these steps could be evolved into a widely applicable and a

acceptable plan or method of attack can only be determined by trial, by observing, by testing, by adapting, and by improving. This is an area which TVVI was tempted many times to enter. It has been theorized about for years. A method of getting acceptance for such a plan of top management problem-solving might be evolved by cooperative research in many plants, under a wide variety of conditions, working with experienced managers with varying backgrounds in business and industry.

THE WORKPLACE AS THE LABORATORY

Much technical advance has been made as the result of research in the laboratory. There, scientific problems are isolated and tackled, and solutions are sought. New knowledge and new methods evolve.

I n the field of human relations, the workplace is the laboratory. When people work together, the inter-relationships of job and supervisor and worker introduce many variables. The environment and atmosphere of the woiking conditions cannot be transplanted for experimental purposes. Change one condition and a whole situation is affected. This means then that future progress will depend upon the willingness of industry to carry on development work under its own auspices, and also to share the results with other plants. The experimenting must be done right where the work is done.

There must be, within inclust,r*y, pcol>le interested in and competent t,o carry on sl~c.1~ cieveloprllent \vorL; to lrleet new needs of workers, of management, and of industry. These people inevitably can do much to increase tlie r,ffectiveness of industry in making its rnax irnumn contributiorl as :I vita1 social institutioll in our Uenlocracy.

Appendix

Advisory Commission to the Cotlvtcil of National Def ease Labor Division

' rTrrzimi?2g within Industry" Practice Report # I

A STUDY OF LENS GRINDING

The Problem

Early in the Fa11 of 1940 a shortage of properly qualifietl l t .11~ grinders made itself evident. An immediate call for 350 qimliiied lens grinders for work in government arsenals and navy yards placed on the Employment Service and Civil Service failed to locate skilled men.

The additional 350 lens grinders were needed because an expanded defense production program called for precision optical instruments greatly in excess of anything like normal production quantities.

After the unsnccessful search for properly qualified lens grinders, some alternative .had to be worked out because these instruments had to be delivered. It was found that tlle term Lens Grinder means very little because within this classificatioi~ of work there is a wide range of skills covering a number of different precision optical cperations. The fully competent lens grinder, like the first-class machinist, is supposed to be able to do successfully any job which falls within the classification. The following list covers t,he work done by the fully colllpetent lens grinder:

Cut Optical Glass Grind Lenses Grind Prisms Grind Reticles Grind Windows or Covers Correct Prisms for Polish Rlocking Prisms Blocking Reticles Silvering (Ordinary) Silvering (Oculars 8s Cutting)

Etching (Special ) Etching (General ) Polishing (Prism Blocks) Polishing Small Lense~ Polishing Large Lenses Polishing Repairs Centering Cementing (Lens) Cementing (Ocular Prisms) Roof Prisms (Correction)

The most commonsense alternative was to explore the possibility of "upgrading" workers now employed on precision optical work t o more skilled jobs and "breaking in" workers who had relativelcf low skill or iro skill a t all on t,he simple parts of the work with the idea of quickly perfecting their production ability on one part. Thus, by specializing the work and giving thought to intensive t,raining of present workers as well as new men on parts of the procluc-

271

T R A I N I N G IVITEIIN I N D U S T R Y REPORT

t ion of lenses, it seenled possible to get out vohlnle production 11 i t l~out, developing all workers to all-ro111id skill.

What W a s Done

A group of competent supervisors and workmen employed at the I+y~~anl~ford Arsenal in Philadelphia, the Bausch and Loinb Opticd Croinpany at Rochester, and the Eastman Kodak Conlpany at I'Lochester, selected for study one type of precision opticd instrument 1 would en~brace nearly all the skills required of a fully competent lens grinder. For this purpose, the production of the IPI-1 Circle Aiming instrument was chosen and it embraces the following operations :

1. Cut Glass 2. Block Lenses for Grinding 3. Grind Lenses 4. Edge-grind Reticles 5. Grind Poro Prisms 6. Grind Compass Covers 7. Block Prisms for Polishing 8. Elock Reticles for Polishing

9. Hlock Lenses for E'irlisll Gril lding

10. Block Polishing (Prisms and Reticles )

11. Etching Reticles 12. Lens Polishing 13. Lens Centering 14. Cementing Lenses

The Analysis o f Operations

These operations in turn were broken down by experienced workers into job assignments which, while only part of the completed operation, could provide full-time employment for a new worker if the volume of production warranted it. After setting up these job assignments or specialized parts of the production, each was studied with the thought of determining the one or two important features or "Key Points" which when mastered help the new worker to learn how- to do the work.

Looking over the list of key points included in this study i t will be noticed that they are not always susceptible of written explanation. Experience proves that they can be de f in i t e t y identified by the experienced worker. I n this study it was not thought necessary i l l every case to provide n written description of the knack, special movements, or particular information identified as key points. Tile main purpose in having the worker identify these k ~ y pointsis to enable him to recall them when he is breaking in new people. Iris own familiarity with the work often causes the competent worker to overlook the difficulties he had during his early stages and thus without intention he fails to mention these difficulties nnd how to overcome them when breaking in a new man.

It was also found that the order or sequence with which work mlxt be done for production is not always the best seqlience for

grol :L fl

st el: inas as a and be assi detr uni: Cir

Se

1.

2.

3. 4. 5.

6. 7. 8. 9.

10. 11. 12. 13. 14.

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LENS GILINDING

g r o ~ - t h in skill. These separate skills, forming the total skill of iL fully competent mail, are best sccyuii.ed in a series of progi*essive steps. If a new mail can be given these successive assignments and masters the key points, he will eventut~lly become fully competenC

I

as a lens grinder. Three production units are used as an illustration and these are set up first in the order or sequence in which they must. be done and paralleling this the sequence in which it is best to assign new people for quick learning. Following these lists are the detailed breakdowns of some of the job assignments. The production units are Pore Prisms, Lenses and ILecticles as required for the M-1 Circle -4iming instrument.

CHART # 1-PORO PRISMS

Sequence in W b i c b W o r k Must Sequence for Upgradittg be Done

1. Grind one side (individually by hand ) .

2. Block on plano tool preparatory to grinding for thickness.

3. Grind to thickness. 4. Remove and clean. 5. Block prisms for grinding 90"

angles. 6. Grind two 90' angles. 7. Block for hypothenuse grinding. 8. Grind hypothenuse. 9. Grind top bevel. 10. Grind ends to size. 11. Rough radius (lathe). 12. F i t by hand to gauge. 13. Bevel. 14. Hand correction.

1. Grind one side (individually by hand).

2. Remove from block and clean. 3. Block on plano tool. 4. Block for hypothenuse grinding. 5. Block prisms for 90' angles. 6. Bevel edges. 7. Grind to thickness. 8. Grind hypothenuse. 9. Grind top bevel. 10. Grind ends to size. 11. Grind two 90" angles. 12. Grind radius (lathe). 13. Fit to gauge by hand. 14. 45" Angle. 15. Hand correction.

As an illustration of the details which make up the various jobs, the following breakdown of the work is shown. This breakdown makes no pretense of being complete, nor to represent an exact example of all key points involved in manufacturing processes.

DETAILED OPERATIONS FOR GRINDING PORO PRISMS

1. GRIND ONE SIDE

a. Hand grind on wheel individually.

Not a working face. This establishes the base for all subsequent working of the prism.

2. BLOCK PREPARATORY T O GRINDING FOR THICKNESS

Steps A7ey Points Heat block--put wax on block. 1. Use of mental pattern to follow. Group prisms on block-eye ap- Proper pattern saves production proximation. time. Seating prism (watch for a i r bub- 2. Avoid overheating or too sudden bles ) . changes of the temperature of the Cool block (water tank) . Water prism. must not touch the glass. 3. How to determine the maximuin Clean the wax off bottom of mark- number i t i s safe to put on the ers. block to get the most production.

3. G R I N D T O THICKNESS

Steps E e y Points Pick up block. 1. Count the number of rubs. Place on wheel (face down ) . 2. Pressure to apply. Pressure and draw rub. 3. Length of draw.

4. The routines to use in saving time, particularly in reducing the number of times measuring for thickness is required.

4. REMOVE A N D CLEAN

Xteps K e y Points Heat block. 1. Realization of need for care de- Remove glass. pending on piece being removed. Clean plate while warm. 2. Routine to use in order to save Reblock before beginning cleaning time and insure quality. of glass which was removed. Cool.

CLEANING

Put all pieces from a block into 1. Hold by e d g e d o not handle faces gasoline bath. --while not particularly important Brush off wax while immersed- here, the habit formed is most im- brushing 1/2 of total number. portant in later operations. Place brushed pieces (x plate) on absorbent paper. While these dry -brush remaining pieces. Wipe first group already dried with cloth while second half a r e drying. Put in box. Repeat a and b for second half.

LENS GRINDING

5. GRIND TWO 90" SURFACES

S teps ILe y Points a. Select wax for the job. b. Using wax group several prisms

into a block about 3" in length. c. identify and clean one side to use

a s a base in squaring. d. Use square (rough) on two lengths

and index. e. Select and mark error on two

lengths and index. f. Grind on wheel to a n accurate sur-

face.

1. H e sure seating is good (air bubbles ) .

2. To save production time, work on all errors in rotation, reducing each gradually.

3. Even distribution of pressure to insure that the four corners a re bearing.

4. Pulling and wheel direction. 5. Count - turn- count - turn, etc.,

until ready to square.

6. BLOCK PRISMS FOR GRINDING 90" L

S t e p s K e y Points a. Select table to hold prisms while

being heated, bunsen burner, black wax o r beeswax, V block and a few old prisms.

b. Brush dust or foreign matter from the poro prisms and place on ~ne ta l table.

c. After the table has been filled with prisms, heat with burner until the prisms a re warm enough to melt the wax used.

d. Apply wax and adhere the prisms one to another, until a group approximately 3" long is obtained.

e. While the assembled group is still hot, place them in the V block which is near by.

f. With two old larger prisms, one on each side of the group, squeeze the two prisms together and a t the same time push the rough hypothenuse to the bottom of the V block with a pencil.

g. Allow the group to cool, and repeat the operation using another lane of the V block until the last lane is used. By this time the first group should be cool enough to move.

1. Be sure the group is free from bubbles between the sides that have been adhered together.

2. Under normal temperature conditions beeswax is used.

3. If the temperature Is very warm, use black wax which has a higher kindling point.

Steps K e y Points a. Heat the V block to be used. 1. The V block should be so coustruc- b. apply beeswax on the heated ted that the glass can be measured

block. through the block. This distance c. lnsert individual groups and press should not vary more than .002" on

down to be sure good contact is the four sides of the block. made.

d. When the block is full, cool in water.

NOTE: An illustrati~n of finer s~~bdivisions of operations, with its own key points, is the following:

7-A. SQUARING (GRIND ALL 30" L )

Steps K e y Points a. Select a rough square and an :LC-

curate square. b. With t he rough square approxi-

mate t he error on the three sides of the group and mark with a red pencil.

c. Grind the error on the 150 mill with a forward pull, applying equal pressure to each dimension.

d. Clean and check to see if the error is removed.

e. I f the error is still present, repeat the operation until the three angles a r e approximately 90" and all defects of the surface a r e elirni- nated.

f. Repeat the operation on 220 emery to remove pits of 150. Use t he rough square.

g. Use a small plate (10" diameter) with the center slightly high on a slower speed spindle.

h. Repeat the operation using FF ernery and the accurate square.

1. Repeat the operation on the same plate with FFF emery.

j. Fihal check for al l angles. Re sure flat of surface is either flat or slightly low. It should never be higher.

1. The flatness of the surface is reg- ulated by the surface of the flat plate.

2. This plate should be checked to determine if i t is high. A high plate gives a low surface and vice- versa. The accuracy of the angle is determined from experience according to the deviation tolerance on the blue-print.

LEhTS GRINDING

8. GRINDING

Steps a. The bottom of the block is cleaned

of any wax in order to insure accurate calibration.

b. The emery 70, 150, 220, BIF and FFF a r e used on the large mills. Procedure is the same a s grinding a flat block to thickness.

c. Remove and clean.

HYPOTHENUSE

K e y Points 1. The measurement on the four

corners ,should be within .01" as on this operation depends the total angle of deviation of light.

2. The tolerance given should not be taken advantage of a t this operation because it can later be used for any necessary corrections.

7. GRIND TOP BEVEL

Steps K e y Points a. Heat a 10" flat round block. How much is removed when pres- t,. Adhere the individual groups with sure is applied at one quadrant.

beeswax with the hypothenuse Judge the permissible variation in side down. thickness.

c. Extend the group out on four points of the block. (The micrometer readings a r e to be taken here. )

d. Cool the block. e. Grind to blueprint size on the

large FP mill. f. Remove and clean.

10. GRIND SIDES TO SIZE

Steps K e y Points a. Cement two groups together with 1. (Same a s previous grinding oper-

stickum so that the hypothenuse ations. ) sides are together and the new group forms a rectangle.

b. Place the new groups back into the V block so that the stickum line is toward the base of the V block. Pill the block.

c. Grind to blue-print size on the P F large mill.

d. Remove and clean. e. Place groups back into the V block

and grind other side with the same procedure.

f. Remove and clean. g. Break down the groups into in-

dividual prisms and clean.

T R A I N I N G WITHIN INDUSTRY REPORT

11. ROUGH RADIUS (LATHE)

S ' t e p ~ Ney Points a. A 3" diameter bar slock of brass

is made into a radius.too1 to be used on the lathe.

b. A steady rest i s placed before the tool. A piece of flat glass is ce- mented to the rest to keep the prism in position while i t is being ground.

c. Knock the four corners from the hypothenuse face of the prism on the large 150 mill.

d. Place the prism on the steady rest and apply 220 emery. As the prism is approached to the tool with your hand, i t will assume the radius of the tool.

e. Check radius of the prism occn- sionally with a radius gauge.

I. If the radius of the tool changes too much it can be dressed with a file and carborundnm stone.

Care should be taken not to take full advantage of tolerances on the radius operation. Some tolerance is required for later work. Watch the work for indications of need to change tool. Position of the radius on the prism is controlled by tapping the steady rest.

12. FIT PRISM TO GAUGE

Steps K e y Points a. This operation is done on a small Must build up judgment to deter-

slow speed wheel with FF emery. mine how mmnch to grind on the b. The motion is a circular movement radius.

that requires coordination of eye and hand.

c. The prism should fit so that the length of the hypothenuse is within the drawing tolerance but al- lows a slight amount of play in the gauge.

d. A bevel is put all around the hypothenuse with FF to help the gauge fit.

13. BEVEL Steps

a. All the corners of the prisms are bevelled on the slow FFF wheel with FFF emery. The size according to drawing.

b. The wheel should be kept flat to insure the best results.

LENS GRINDING 279

14. H A N D CORRECTION

( T h i s i s done only if one of t he, s i ~ r f u c has become marred.) ,~'oTF,: When the base of the ~ C C I I I - a t e square is placed upon the

side of t,he prism, and the round bar of the square on any other surface, the reading is not always a true 90". This error is compensated for in the volume of glass. I f a side with such an error is to be correct, the error should be in the same position after the correction. Any changing of this error will interfere in the total deviation of light.

15. 45" ANGLE

:L. On some prisms the 45" angle should be accurate, but on the poro prisms only one angle can be plus 45" and the other angle can be minus 45". The path of light is neutralized in this system, hence the 45" angle need not be corrected.

CHART #2-EYE LENSES

Sequence i n W h i c h W o r k Muss be Done

1. Cut on saw if necessary. 2. Block for grinding. 3. Grind one side flat.

4. Block for grinding to thickness. 5. Grind to thickness. 6. Grind to rough diameter. 7. Grind first radius. 8. Grind second radius. 9. Grind bevel.

10. Grind-inspect before polishing. 11. Place sealing wax buttons on flrst

side. 12. Block lenses on blocking tools.

13. Fine grind.

14. Polish. 15. Remove and clean. 16. Place sealing wax buttons on pol-

ished side. 17. Block lenses on blocking tool. 18. Fine grind. 19. Polish. 20. Remove and clean. 21. Inspect. 22. Center and edge to diameter (fln-

ished ) . '23. Cement crown and flint elements

together.

Sequence for Upgrading

1. Grind one side flat. 2. Grind bevel. 3. Place sealing wax buttons on pol-

ished side. 4. Remove and clean. 5. Inspect before polishing. 6. Inspect. 7. Block lens on blocking tool. 8. Cut on saw if necessary. 9. Grind to thickness.

10. Grind to rough diameter. 11. Grind 1st radius.

Grind 2d radius. 12. Center and edge to diameter (fin-

ished). 13. Cement crown and flint elements

together. 14. Fine grind. 15. Polish.

T R A I N I N G W I T I I I N INDUSTRY REPORT

DETAILED OPERATIONS FOR LENSES

Steps

1. CUT O N SAW a. Flat grind bottom surface of slab (on a mill using coarse emery). b. Layout work from blueprint. c. Fasten work to plate on saw (using clamps to hold in place). d. Start saw and cut.

Stop saw and remove pieces.

2. AND 3.

(Same general procedure as for prisms.)

4. BLOCK FOR GRINDING T O THICKNESS

Steps Select markers. Frost and grind markers. Heat and wax block. Set markers on block. Set lenses on block. Cool block.

K e y Points Make sure markers a re proper thickness. Average lenses to get maximum number on block.

5. GRIND T O THICKNESS

Steps Pick up block. Place on wheel (face down). Press and draw rub. Measure for thickness.

K e y Points Feel or "pull" of emery on wheel. The sense of timing by LLcount." Amount of glass removed before measuring. Let the tool rotate while holding.

6. GRIND T O ROUGH DIAMETER

Steps K e y Points Lay up stick (about 4"). (Same as for other grinding.) Grind off corners of stick on wheel. How to hold stick to avoid emery Grind rough round. burns on fingers. Mark true circumference (each end). Finish rounding on wheel. Separate lenses and clean.

7. G R I N D CONCAVE RADIUS

Steps K e y Points Read blueprint for radius. Necessity for forming good rou- Select grinding sphere. tines in working. Select radius gauge. Work curved surfaces from out- Set sphere in spindle grinding ma- side to center. chine. Concave lenses become "flatter" Star t machine - smear grinding and convex lenses "sharperM- in tool with wet emery. grinding and polishing. Pu t lens blank against sphere (thumb and two fingers of both hands ) . Apply pressure and rotate blank. (1) Place lens in spinner. (2) Adjust pin in bar to spinner. (3) Apply pressure to arm. Measure radius and thickness. Continue f, g and h until completed.

8. G R I N D C O N V E X RADIUS

(Same general procedure as for concave.)

(These are not included, being covered elsewhere in study.)

Examples of breakdown for Lens Centering :

22. CENTER A N D EDGE T O DIAMETER (FINISHED)

S t c p s K e y Points Prepare bruss chuck (1) Select chuck blank. Setting T rest : ~ t angle. (2) Drill hole ( #51 drill) throligl~ Work from inside in making V.

wall at back end of chuck. Outside diameter must be same (3) Set up in turning lathe. size a s finished lens. (4) True edge of chuck. (5) True inside rim and make V

edge. (6) Test trueness with plano piece

of polished glass. (chuck images )

Grind edge to opticcll center Heat chuck and sealing wax. Handling bunsen flame-watch for Heat lens and apply wax. change in color on chuck. Place lens on chuck. Handling stick on rest to center S ta r t machine and center lens. lens- (scratches). Set wax ' and lens with wet Direction and amount of pressure sponge. to bring images into center (avoid Trim off wax on back of lens. ring cuts) .

282 TRAINING TVITHIN INL) USTRY RICPORT

(7) Put lens against grindstone and g r i n d . (Stops PI-e-i-ent filrther grinding.)

c . F I m - c L outside edgc (1) P11t fine crnery nncl water 0 1 1

curved tool. (2) Put tool against lens while

machine is in motion. (3) Move tool in swinging motion

to form slight bevel. ( 4 ) Dry lens with clean cheese

cloth. (5) Remove lens (using bunsen

burner to heat) . d. GLeccn lens

(1) Place in pan of clean alcohol. (2) Remove and place on clean

paper to absorb wax. (3) Brush with camel hair brush. (4) Dry with clean soft cheese

cloth. e. Inspect a f te r g r ind ing edge

(1) Use magnifier for scratches. -Look for those made by stick having slipped. -Ring cut on inside of lens. -Chips due to careless use of micrometer. -Rough stone used in grinding.

(2) Revel flint lenses. ( a ) Put fine enlery on frosted

glass plate. (b) Place lens (inside edge)

on emery. (c) Rotate lens - thumb and

finger. (3) Wrap finished lenses in soft

paper.

Swing wotiorl of tool. Trimming to get proper bevel.

Handle only edge of lens. Stroking with brush. Using cloth-folding a n d turning lens.

The proper background for seeing scratches. Importance of finding any rough edge and removing it to help in cementing.

LENS GRINDING

CHART # 3-RETICLES

Seqzcence in W h i c h W o r k Must Sequence for [Jpgrading b e D o n e

1. Grind to thickness. 2. Grind to diameter (finished). 3. Grind bevel. 4. Inspect before polishing. 5. 1310ck. 6. Fine grind. 7. Polish. 8. Remove and clean. 9. Inspect.

10. Etch. 11. Fill in etched lines. 1.2. Inspect.

1. Grind to thickness. 2. Inspect before polishing. 3. Grind bevel. 4. Block up. 5. Grind to thickness. 6. Remove and clean. '7. Inspect. 8. Grind to diameter (Finished). 9. Polish.

10. Fine grind. 11. Fill in etched lines. 12. Etch.

DETAILED OPERATIONS FOR RETICLES

No attempt is made to cover all the operations in detail. Only those whicll are different from operations previously covered are listed.

1. BLOCKING A N D G R I N D I N G T O THICKNESS

Steps a. Select four markers of the same

measurement a s the lenses being blocked.

b. Frost markers on one side and grind corners off one side.

c. Arrange lenses in circular pattern on block.

d. Fill in one row on outside edge to next marker on outside row.

e. Rotate plate % turn. Eepeat c-d-e until one row is completed at edge of plate. Continue a s above for each successive row, working toward center of the plate. Starting on outside insures more complete coverage of plate (production ) -saves time. f. Cool plate in water.

K e y Points Gather markers and lenses of same thickness. Seat reticle correctly on plano plate with about of an inch between each lens so the grinder may be able to wash all of the emery from the plate after he is finished grinding.

Man R e q u i r e m e n t s Must develop working habits which keep the work clean. Learn to handle reticles and lenses without touching finished surfaces. Have a routine for working which puts everything in i ts place, thus avoiding chance of picking up emery on tools or materials without being aware of doing so.

T R A I N I N G W I T H I N I N D U S T R Y REPOKT

5 . BLOCKING FOR FINE GRINDING AND POLISIIING

Steps

a. Heat plate and w a s up with w a s (Same as for other blocking opera- #2 or transferring was. tions. ) Formula---4l$4 lbs. roofing pitch

1% lbs. rosin 2 oz. beeswax

Heat wax separately and ncltl slowly.

b. After plate is waxed, using only enough to cover the plate, put a piece of newspaper on and press or rub out smoothly. Then cover paper with another coating of wax.

c. Pu t first plate of reticles face down on block #2 with the least amount of moving or sliding in centralizing the plates.

d. Press down top on #1 block to set tirmly in wax. Allow to cool. See that tripod is level and blocks do not shift off center. Let reticles cool on blocks.

e. After blocks a r e cool reverse plates and heat plate :#1 evenly, sliding block #2 off as soon a s possible.

f. Clean off sllrfaces and proceed with block ,;#I.

g. After block # 2 i s polished, heat and remove reticles by taking hold of newspaper and pulling the whole lot off the plate on to a cool surface.

h. After cooling, the reticles may be picked off individually or placed collectively in cleaning solution.

6. FINE GRINDING

a. Set lap on spindle. b. Adjust block on oscillating arm. c. Operate grinding machine (using extra fine emery ) . d. Check surfaces for traces of emery pits from previous operations. e. Continue grinding until surfaces a r e perfectly flat. f. Remove block from arm.

LENS GRINDING

7. POLISHING

a. Set block on spindle. b. Adjust polisher (on top of block). c. Operate polishing machine (using proper polishing compound). d. Inspect and color test. e. Adjust machine for correction indicated by test. f. Continue c-d-e until surfaces a re properly polished. g. Remove block from spindle.

lo. ETCHING

Steps a. Inspect. b. Mounting on blanks. c. Dipping. d. Setting up blanks in machine.

(1) Insert and adjust needle. (2) Line up individual needles

with the exact center of the templet.

(3) Place blank in holder table and adjust until each needle is centered on the guide hold. (A strong hand magnifier used to check on this from various angles. )

(4) Check the right angle position of the needle to the reticle surf ace.

e. Operating machine to cut wax pattern. (1) Set the stylus a t the begin-

ning of one templet groove. (Either figures or lines are run off together in order that none will be missed. It is usually impossible to go back and match missed lines. )

(2) Slide stylus along templet grooves (smoothly and not too fast. Avoid having stylus ride out of grooves).

(3) Remove back lash in margin before entering groove.

(4 ) Press foot-pedal slowly and smoothly so that needle points come down on reticle gently. ( If this is not done the entire 10 needle points may be in- jured and the reticles ruined.)

A7ey Points Intersecting lines must be crossed slowly and accurately as the stylus must be held steadily -to avoid the tendency to stick or slide into the wrong groove. The point of contact made by the needles must be watched by keeping track of the motion of the rear ends of the rods holding the needles. Perfect coordination between eyes, hands and feet a re needed during this process. Any lack of coordination spoils 10 reticles.

(5) Keep foot-pedal down when cutting is taking place. Re- lease slowly before setting stylus in another figure or line to be run.

f. E'uming with acid. The exact exposure period is deter- Clean waxed surface with mined by count. Under exposure camels hair brush. Fasten dipping rod to reticle holder. Hold reticle over 60% hydro- fluoric acid container. (1 to 6 seconds exposure. ) Wash reticle in cold water. Remove brass rod and place holdef- on soft clean paper on electric grill. When hot enough push reticle through the holder from the front. Place reticle face up in a pan of slightly warm Xylol. Wash reticle in alcohol. Hrass holders a r e heated and cleaned in gasoline to be ready for new reticle blanks.

S . Filling.

means faint lines. Over exposure means pits, thick lines and clogged intersections. Width of lines must be kept within .002" in tolerance. Srush waxed surface after cutting, always in one direction. Always handle reticle by holding the edge.

Conclusion

As a direct result of this study, a simple pattern for recording an analysis of production jobs was worked out. I n addition, some short instructions for an experienced worker to follow in teaching "production jobs" were designed. Both of these were incorporated in a bulletin (#2-C) which is attached. [Not included her-ontents described in Chapter 2.7

The pattern has been applied in two shops manufacturing precision optical products. It has been tried out in a small way by industries making other defense products. The evidence so fa r indicates that the pattern can be used successfully to "break in" new workers n~pid ly- Of course, the specific :~pplication of such a pattern must fit local requirements. I n general there are two types of training situations to be met in the defense program :

(1) Trafning in an organization which is now engaged in defense production and finds its defense contracts require an increase of workers greatly in excess of normal growth ;

(2) Training in a n organization which is undertaking to make a product which is a n entirely different one from its regular production activity-

I n the first situation it is not necessary as a genera1 rule, to develop new production routines or methods. It is necessary to prepare the

LENS GRINDING 287

su~)ervisoi.s so t l ~ t they C ~ I I ~ ' : \ r ry out the actual tr:~ining 1-equired. A beginning can easily be ~nacle on this by starting with a few supervisors, who have indicated their interest in training and who will assist in preparing an outline of a sufficient number of their jobs to form a progressive series for upgrading. The supervisors selected to \vork out the training pattern do not necessarily have to cover the production jobs for which training is most essential. It is desirable to have a good example of the pattern worked out because the support of the supervisory force is best obtained through having them convince themselves that through the use of a pattern of this sort the3 will eliminate many of the production difficulties. It is well to start with the simpler jobs because when they have been prepared and the usefulness of the pattern in training has been demonstrated, i t will be easier to convince the supervisor who has the r e d problem in breaking in new workers that this approach will aid him in meeting his 1.esponsibilities.

In such a procedure i t is well to assign a staff enlployee as assistant to the supervisor in making the analysis of tlie job and in preparing the training outline. Such a stag employee should be familiar in a general way with the processes involved and sliould have an inquisi- tive, or exploratory, typo of mind that will fei.i.et out the "key points" involved in doing the work.

I n the second situation where tlie oiypnization is entel-ing into the production of an entirely new product, the fii& step ton-ard the development of such :I pattern is made when the engineer breaks the proclnct clown into tlie operations involved for estimating purposes. The next step involves the development and setting up the first trial nlethod for doillg the work in each of the process steps. When the il~ethods to be used are worked out they should be in enough detail so that it can be used for training purposes.

An effective method of bllilding the necessary organization is to t,ake from the existing organization, or from the outside, a nucleus of new employees who have had experience in such, or similar, work or who can be trained quickly. Then using the breakdown mhicli tlle illcl~strial engineers have prepared start this smaller group of em- 1,loyees out 011 the prescribed methods. While the method is being cleveloyed in this manner by the experienced employees under the gtlidance of t l ~ e regular supervisor with tlie assistance of the industrial engineer, the key points tllnt must bo imparted to the new ope~.utor (.all be developert and :~clclecl to the stelm of tlm process laid d ~ w l ~ by r l ~ e e~~gineers. 'l'hus n lirn tile skelet<on c )~.gnrli~ilLioll, wl~ic.1~ i:i t o W I . \ e :LS t raiut11.s 01' I l ~ e I it:\\. elllployees :IS 111e.y :il.e l , ~ . u u ~ l l ( , i l l , Jl;ls finished its training period and the initial layout of method has been ~wvised :IS f ouud 1levess:Lry by t l.ia1, : L C ~ I I : L ~ ti-ailling of the new wol-lcers call begill.

The nttacllecl exhibits are intendecl to show the clifference in sequence bet\\cen the 1e:~rlling i ~ ~ ~ i g l l l ~ l e l ~ t of operations and the order i l l wllicll tlley must bc carried ollt fol* pi.ocluctioll.

1l:xllibits A, U, C', and D show tlle protluction order for the products solectecl. Exhibits A-1, B-1, C-1, and 1)-1 show the learning sequence or the order in wliicli tJlc operations should be assigned for progres- si ve growt 11 in skill or kilo wledge.

It will be rlot,icecl on 1~;sllibits A-I, 13-1, C-1, and I>-1 that pl*ogJ.es- sion factors have been selected ill oi.clc.1- to prol~er'ly place each operation in sequence so tlmt e:t& one ~nnlies :I cleni,znd for an increased ability oil one o r 111ort: of the fncto1.s sllown.

Of course, for a diiferent product s digerent set of progression Suctoi.s will have to be chosen, and these must be determined for the product and agreed on by the firm setting up the sequence.

&X. J. KANE, Training ConsuZtur4.

Washington, 1). C. h.lai*cll 15, 1941.

LENS G R I ~ D I N G 259

PRODUCTIClN ORDER O F JOBS ?OR@ PRISbIS

E x h i b i t A

O p e r a t i o n #1 - Gr ind ope s i d e . ( i r i d i v i d u a l l y by hand) O p e r a t i o n #2 - Block on p l a n e t o o l p r e p a r a t o r ~ t o g r i n f l i n g

f o r t h i c k n e s s O p e r a t i o n #3 - Grind t o t h i c k n e s s . C p e r a t i o n #L - Remove and c l e a n . @ e r a t i o n # 5 - Block p r i s m f o r g r i n d i n & 90° a n g l e s . Operat i .on #6 - Grind two 90@ a n g l e s . O p e r a t i o n #7 - Block f o r hypothenuse gr i .nd ing . Ope ra t i on #6 - Grind . h rPo thenuse . Ope ra t i on #9 - Grind t o p b e v e l . % e r a t i o n $10 - Gr ind ends t o s i z e . @ e r 7 t l o n #11 - Rowh r a d i u s ( l a t h e ) . w e r a t i o n #l2 - F i t by hand t o gauge. Q a r z t i o n # l ? - Bevel. Cpera t i on i'-ffi - H a n d c o r r e c t i o n .

:c ,* ..,. 2.. :t +. -2 Y. , . , , , . , . S O * '

SAMPJ.3 TRAIXING SEQUENCE OF JOBS f o r Exhj b i t A-1

MAKING OPTICAL GLASS PORO PRISZE --

'These s e p a r a t e jobs a r e a r r a n g e d i n t h e o r d e r bes t s u i t e d f o r t r a i n i a g a man by sue- c e z s i v e a s s i , g m e ~ i t s , on each o f which h e w i l l d e v e l o p more s k i l l and :;nowledge on one o r a o r e o f t h e proGress f a c t o r s a s shovrn.

-7.

m p e r a t i o m are t o be a s s i g n e d . C)0Ol1' $1 5 i n numer i ca l o r d e r frorn #1 arid Co lo r P e r

f r a c t i o n s Test Hiehes t p i e c e Complex F u l l y t r a i ~ e d nan o f n l n u t e s P e r f e c t and

on angles UF

Hand c o r r e c t i o n . T T 1 5 .

il . 1 3 .

1 2.

il.

1.c.

9.

8.

7 .

6.

5 .

Li . 3 .

L.

1.

45O a n ~ l 8

F i t t o gauce by h a d .

4 t h Leve l

Grind r a d i u s ( l a t h e ) . 2 :

G r i r i c i t,uo 90° a n g l e s . .,+ 0

Gr ind ends t o s i z e . $ E? -4

Gr ind t o p beve l . C1

0 -C,

2nd IE-1 -

Flock for h.ipothcnlirje g r i n d i n g .

alack on p l a n e t o o l .

X e m o ' ~ f r n n b lock and c l e a n .

Gr ind one s i d e (hand ) .

TRAINING WITHIN INDUSTRY REPORT

PRODUCTION ORDER OF JOBS EYE LENS

Operation 61 - Cut on saw i f necess;..rj. O p r a t i o n #2 - Slock f o r g r ind ing . Operation #3 - Grind one s i d e f l a t . m e r a t i o n #4 - Block f o r g r ind ing t o t h i c h c s s . Operation #5 - Grind t o t h i c k n e s s . Operation #6 - Grind t o rough d i a m e t ~ r . Opera t ion #7 - Grind first r a d i u s . Opera t ion #8 - Grind second rad ius . Opera t ion fi - Grind bevel . Operation #ClO - Grind - i n s p e c t be fo re p o l i s h i n g . Operation #I1 - P l a c e s e a l i n g wax bu t tons on f i r s t s i d e . Operation #I2 - Block l e n s e s on blocking t o o l s . Operation #l3 - F i n e g r i n d . Operation #U - P o l i s h . Operation # l 5 - Remove and c l ean . Operat ion #16 - P l a c e s e a l i n g wax bu t tons on p o l i s h e d s i d e . w e r a t i o n #17 - Block l e n s e s on blocking t o o l . Operation #18 - Fine g r i n d . Operation #19 - P o l i s h . Operation #20 - Remove and c lean . Operation #21 - I n s p e c t . Operation #22 - Center and edge t o d iamete r ( f i n i s h e d ) . Operation #23 - Cement c r m and flint e lements t o g e t h e r .

Note: Object ive l e n s kill f o l l o w same o r d e r w i t h a more c r i t i c a l - f i n a l i n s p e c t i o n . i * * Y ' ~ * 9 9 * 9 9 *

SAMPLE TRAINING SEQUENCE OF JaBS . f o r E x h i b i t B-1

MAKING OPTICAL GLASS SYE LE1sJ.S

These s e p a r a t e jobs a r e a r ranged i n the orde r b e s t s u i t e d f o r t r a i n i n g a man by suc- c a s s i v e assignments, on each o f which he w i l l develop more s k i l l and knowledge on one o r more o f t h e p rogress f a c t o r s as shown.

.00OlM Operat ions a r e t o be a s s igned

$15 and Color Per

i n numerica l o r d e r from #1 f r a c t i o n s T e s t Highes t piece Complex of minutes P e r f e c t and

F u l l y t r a i n e d man on ang les UP # A A

P o l i s h . F ine g r i n d . Cement crown and f l i n t e lements

t o g e t h e r . c e n t e r and edge t o d iamete r 2 ( f i n i s h e d )

.d

2 4 t h Level P

.d Grind 1s t r a d i u s . E)

Grind 2nd r a d i u s . o -P

Grind t o r o w h diameter . 2' Grind to th ickness .

Cut on saw i f necessary . 2 S 3rd L e a C .d

~ l & k l e n s on b lock ing t o o l . I n s p e c t . 2 I n s p e c t be fo re p o l i s h i n g . 5" Remove and c lean. 0

0 * 2nd Level ------.-------

P h c e s e a l i n g wax bu t tons or1

p o l i s h e d s i d e . Gr ind beve l . Grind one s i d e f l a t .

0 Green Man -050" Rough Ordinary Low ~ F m p l e

st L e v e l

B v 7

2 a w o rd

3 a 'r 0

X c,

j

I I

3 d 3 a

P s

2 k.

5" a 5 X

-5 a e .g

bn .a m rn w U 0 k a

2 a' E a

-P 0

3 3 -d

-P

G

B u U

3 -P

3 2- .r7

-d 4 I

4 -$

3 -~- d

c17

----

LENS GRINDING

PRODUCTIOIJ ORDER OF J O B 5 RETICLES

Operation #1 - Grind t o th ickness . Operation #2 - Grind t o diameter ( f i n i s h e d ) . Operation #3 - Grind bevel. Operation #l, - I n s p e c t before p o l i s h i n g . Operation #5 - Block. Operation #6 - Fine gr ind. Operation #7 - Pol i sh . Operation #8 - Remove and clean. Operation &I - Inspec t . Operation #10 - Etch. Operation $11 - F i l l i n e tched l i n e s . Operat'on #12 - Inspec t .

SANPLE TRAINING SEQUENCE OF JOBS f o r E x h i b i t C-1

MAKING OPTICAL GLASS RETICLZS

These s e p a r a t e jobs are a r ranged i n t h e o rde r b e s t s u i t e d f o r t r a i n i n g a .xan b y successive assignments, on each o f which he w i l l develop more s k i l l and !:nowledge on one o r m o r e of t h e progress f a c t o r s a s shown.

.0001" 315 Operations a r e t o be as s igned and Color p e r . i n n m r i c a l o rde r from #1 f r a c t i o n s T e s t Highest p lece Complex

of minutes P e r f e c t and Fully t r a i n e d m a n on ang les UP

4 4 4

12.

11.

10.

9.

8.

7.

6,

s- L -

3.

2.

1.

Green Man .O5Ot1 Rough 0rdiixu-y LOW Si-1c

T R A I X l N G W I T H I X INDUSTILY I t E P O R T

PROEUCTIG:. C Z E P CF JOFS CG::?ASS C O E ? S

Operation #1 - m e r a t i o n #2 - Operation #3 - m e r a t i o n #4 - Operation 8 5 - m e r a t i o n #6 - OperatLion 87 - Operation #8 - Operaticn fi - Cperation #10 - Cperation #11 - Operation #12 - *eration 813 - w a r a t i o n #U - Operation #l5 -

Cut with g1a.s; cu t t e r . Grind one s ide f l a t . Grind to thickness. Cement together. Grind 6g0 on s ides . D r i l l hole. Cut radius on each end (approximate). Grind radius on each end t o f i t c e l l . Bevel. Inspect before polishing. Block. Fine grind. Polish. Renove and clean. Inspect.

SAMPLE TRAINING SEQUENCE OF JOE3 f o r Exliibit D-1

M 4 K I N G OPTICAL GLASS C W A S S COVERS

These separa te jobs a r e arranged i n t h e order be s t suited f o r t r a in ing a man by suc- cassive assignments, on each of which he w i l l develop more s k i l l and knowledge on one o r more of t he progress f ac to r s a s shown.

.oOol" 515 Operations a r e t o be a s s i ~ n e d and Color Per i n numerical order from #1 f ractiorls Test Highest piece Complex

of minutes Perfect a d Ful ly t r a ined man on angles UP

4 4 * 4 4

Green Man

#

4th Level

Pol ish. 3 -rl

2 Block up.

4 Inspect before pol ishing. n 0 -c, Be -1. M

1 3rd Level f-4

Grind radius on each end ( a p p r o 4 ' C d

Inspect. 6 ?i Grind t o thickness. 0 0 4 Grind 60° on s ide s .

2nd Level

Cut with g lass cu t t e r .

Inspect bafore pol ishing.

Reiaove and clean.

Grind one s i d e f l a t .

b.t Lev91

P Y 73 o L a m 0 4

3 Co

=a h 4 -A rl

0'

In m ki'

CI

S CO

% 5 2 -A Er h~

3 3 cd x C d

m P: 2 a, E a, L. rb v

--bn c -4 07 0 GI 0 o k a

2 's' a k a 0 4'

+-' C '2

2 U w c .A

4 a

21 4 a 9 72 E-

2 9 C1 0

k

4 4' 0 Co

Training Within Industry Bulletin Series Bureau o f Training W a r Manpower Commission

Originally Issued June 1943 Revised November 1943

HOW T O SELECT NEW SUPERVISORS- A 6-STEP PROGRAM

Every plant is always on the lookout for more supervisors. And, in rapidly expanding plants, the need for supervisors constantly becomes more acute. Good supervisors are hard to find. YOU HAVE T O TRAIN THEM.

Management is dependent on supervisors in order to reach the big group of workers in the plant, but not every worker wants to be a supervisor. Some actually refuse to take the responsibility. They tlo not want to give orders to their friends. Many are incapable of becoming good supervisors even though they would jump at the chance. They cannot plan, or follow through, or adjust their thinking to supervisory problems. Some people just can't quit "doing" and begin to direct others "to do." Poor judgment, slowness, indecisive- ness, inflexibility, or annoying mannerisms prevent them from ever becoming effective supervisors.

Where, then, d o we find men and women to train as supervisors? They must be discovered among the ambitious workers who are willing to pay the price of leadership, and who can work well with their associates. You spot them in the rank-and-file of your o w n plant.

Many plants give careful attention to the selection of top supervision, but "just appoint" quite casually the first-line supervisors, the ones who really are in closest touch with the workers who get out production. First-line supervisors are particularly important because they make up the group from which higher supervisors are most often selected. The greater a supervisor's responsibility, the more costly are the mistakes if the man is not really fitted for supervisory work.

Management delegztes much of its responsibility to supervisors; hence, initial selection is of prime importance. Selection of men and women for supervisory positions is a definite responsibility of management, but assistance can be gained and the selection procedure improved if the recommendations of present supervisors and, sometimes, of both the union and individual workers are enlisted.

2: 14 T R A I N I N G W I T H I N 1NI)USTILV I tRPORT

To find one leader you must get the facts about a number of possible candidates. You must choose carefully, because a mistake is costly. Pe r so id prejudices and favoritism must be avoided. You must find a potential supervisor and train him. And don't, fail to give him a feeling of PERSONAI, SATISFACTION in his new job.

PICKING T H E WORKER T O BE TRAINED AS A SUPERVISOR

I n slow-moving times, supervisors often were created overnight by wineone ~ ~ 1 1 0 said, "Tomorrow you take over the department. hTow you are a foreman." Many of them turned out to be excellent. In easy-going times, the boss does know his men. But when five, twenty, or a hundred new supervisors are needed over a relatively short period in a 1.apiclly expanding organization, there is little time to get well enough acquainted with workers to pass judgment on their qualifications for supervisory jobs. Under present conditions superintendents, and other company executives, don't know individual workmen well enough to take such "shots in the dark."

A more systematic method is needed. Selection is improved when the method includes participation by the present supervisors in the nomination of candidates; use of a uniform, objective measure of ability ; and group judgment of candidates.

The selection program described in this bulletin has been outlined from inclustrinl experience. It will help to spot the men and women who will be likely candidates for supervisory responsibility. The procedure is simple. And, it works.

EXPLAINING T H E SELECTION PROGRAM T O MANAGEMENT

This selection program must be completely understood by top management and it must have management approval. Management must see that the approach is outlined to the operating heads. Re- sponsibility for this selection program must be assigned to one operating or personnel man who will see that i t is carried through all stages of oper a t' ion.

Ha sicnlly, there are six steps.

1. Present supervisors are asked to nominate candidates for xtlditional supervisory jobs. It may also he feasible to ask for nominations from the workers and from union representatives.

2. Each supervisor's nominations are discussed with him. 3. A committee made up o f an operating man, a personnel man, and :In-

other representative designated by manzgeinent considers the rwords in order to prepare a list o f candidates. Each candidate on thi.s Etvt i s interviewed i f he is not known to the members of the committee.

4. A standard objective measure, snch a s a test, is used to get information about the ability of each canclidate.

5. The selection committee reviews all the qualifications of the candidates. G . Those judged to be qualified for supervisory training a r e selected. This

will provide, j11 addition to immediate needs, a reserve to meet future demands.

At the t i~ne that management ciecides to luldertake this selection program and assigns the re~ponsibilit~y for operating it, a follow-up procedure to make sure it is carried out must be agreed 111)on. Fo110~1~- up responsibility must be assigned to a specific person.

1. STARTING THE SELECTION PROGRAM

T l ~ e need must be explained to the present supervisors. They must be assured that their own jobs will not be unfavorably affected, and tlleir cooperation must be won. To accomplish this it is necessary that an operating official who carries weight with the men call the supervisors together and inform them about the new method. He will need to :

a. Explain the need of having new supervisors corning along. b. Raise question, "Do we have any workmen in the ranks who might

become good supervisors, if properly trained 'i" c. Emphasize that there is no thought of displacing present supervisors.

I t is part of their jobs to be on lookout for new talent. We can't afford to overlook good material. "All of us need under\tudies. You cannot move up until there is someone to take your place."

d. Make assignment: "Consider all the men in ?low- departments. Don't talk to them about this topic, but think about them. Jot down names of all the men who you feel might have supervisory abilities. Do not suggest men from other departments-we want information about the men you really know something about from intimate working relationships. You know which men take the lead, and whether the others in the group accept this or resent it. You know, too, which ones learn new jobs most quickly."

e. Discuss personal qualities which a re required of supervisors. Think in terms of the whole plant and what is expected of a supervisor.

f. Remind them that, while the sl~pervisor has to know the work, the best operator is not necessarily the best supervisor, but he must have enough operating ability to merit respect from the workers he supervises.

g. Set a specific time to have list of names handed in.

Sometimes ~upe~rvisors consciously or unconsciously stand in a man's way-if he is a good operator the supervisor does not want to lose him. Requiring each supervisor to name "two or three" will shake good men loose.

I f management wishes to get nominations from the union and from individual workmen, the same steps of explanation should be f ollomed.

296 T R A I N I N G WITHIN INDUSTRY REPORT

2. GETTING INFORMATION &OUT SUPERVISORY CANDIDATES

Not all the nieli and \I onleu N-110 are suggested mill he good possibilities. I t is necessary to get more fact,s about those nonlin:ttetI. The slipervisors who suggest names will be able to ' furnish niucll un1.e- corded detail.

The person assigned to head tlle selection committee will need to discuss with each s~~pervisor the persons n hose names he has suggested. Ask hi111 to I ell yoti why he no~ninatcd the person, but don't put him on the spot. This is a coniidenti;~l i'xct-iincling process, not :I debxt,e. Consider the following :

a. What is tile ~u:in's work record, including accident record nlld ah- senteeism as well a s quality and quantity of production turned ou t? Does he know the work?

b. How does he get along with other workmen on tlie job? c. Has he demonstrated such supervisory traits as ability to break i r i new

men or to get men to cooperate with him on jobs? Do n ~ e n go to him for help ?

d. How does he conduct himself on the job? e. Does he take the lead outside the plant-cloes he organize community

events or sports? f I )oes he have ideas? Make col~structive suggestions for itnprovenlents? g. Has he been included in any training programs? How did he get aIor~g?

Some names may be withdrawn by the supervisors a t this stage, and these persons need not know that they have been considered and judged unsuitable.

3. ROUGH SCREENING

Get personnel records (incll~ding health and safety records) for all men still on list, in order to have them considered by the selection committee. This committee should be made up of an operating executive, a personnel man, and another representative designated by management. One of these will be the man responsible for running the selection program. (This selection committee will be most effective if it has occasional "new blood.")

a. Search the records. Look for controlling factors, but do not give weight to "stale boners" that should have been forgotten long ago.

b. Retain the names of all those who look promising. c. Consider the supervisor who made the nomination-can you go along

with his opinion?

When these records are scrutinized, some additional workers will be considered unsuitable for supervisory development. These need not know that they have been rejected unless such information is considered advisable for personal development.

w r e a1

t.h i r t e tl- t.i

SUPERVISORY SELECTION 297

Tho surviving candidates who are not known to the members of the selection committee mill be interviewed briefly to find out if possible about recent instances in which they have taken the lead.

4. GETTING INFORMATION PROM SUPERVISORY CANDIDATES

Judgment so far has been largely based on opinion, and there may bo little uniformity in the records that are available for consideration. Selection is improved if the method includes the use of a standard, objective measure such as a test.

Some plants will already have records resulting from a recent test which has been used for all employees. I n other plants production reports by workers may give a measure of ability to handle figures and follow written instructions. I n others it may be suitable to call the selected group of candidates together and give them a simple test in order to have a standard measure for all. There are many simple tests available commercially. Some companies prefer to draw up their own tests, using real problems from the plant. Twenty questions of the following type will make up a useful test :

I f a rigger's hourly rate is 90 cents, what will i t be if i t is increased 10 per cent? What is the cost of a square foot of copper if a piece 11h feet by 1 % feet costs 45 cents? A bin holds 200 cubic feet of lime. I f the bin is 10 feet long and 5 feet wide, how deep is i t? Divide 144 hours equally among three shifts. If time and a half is paid for all time over 8 hours, how much will a man get for working 11 hours if his hourly ra te is 60 cents? A warehouse is four stories high, and the interior measurements a re 50 by 200 feet. How many square feet of floor space? How much more interest do you get in a year on $200 a t 4 per cent than on $200 a t 3% per cent? Divide : 45.3 ) 921.402 I f a wire 20 inches long is to be cut so that one piece is two-thirds a s long as the other piece, how many inches long will the shorter piece be? How much cheaper per pound is sugar a t 12 pounds for a dollar than at 9 cents a pound?

When a plant draws up its own test forms, i t usually is desirable to change the figures in the test with successive groups of candidates. Xfost commerci a1 tests have a1 ternate forms for repeated use.

Whatever test form is used, it is important to remember that the score is only one of the pieces of recorded information on which a decision is based.

Do not set a minimum or "passing" score--tests are used only to indicate those in the group who have the most ability to do simple


figuring and to understand written directions. No time limit should be set-each person should be allowed to complete the form.

All candidates who are to be tested should be called together to hear about the selection program direct from management, rather than through rumors.

An operating executive, who has prestige with workers, explains the purpose:

a. Company is looking to the future. b. More supervisors are needed. c. Somebody has thought that each man in the room might make a good

supervisor. d. Supervisors have "headaches" but there are also rewards. e. Not every man in the room will be a supervisor. f. We need more facts. A practical test will be used to supplement the

other records. It will help to indicate those who may become supervisors, but it is not going to be the onZg point on which the decision 1s made.

g. Even if you aren't selected, this isn't going to hurt you. Every man doesn't win everly race hc enters.

There may be some who will indicate at this time that they are riot interested in being considered for supervisory positions. I f they wish, they should be allowed to leave before the test is given.

After the tests are scored they should be added to the records concerning the persons. Tests should not be returned. A score may be given to an individual if requested, but not until after the decision as to supervisory appointment has been made.

5. REVIEW O F ALL CANDIDATES' QUALIFICATIONS

The selection committee will now review each man's record separately :

a. personal history data. b. test record or other uniform measure. c. other records that indicate the calibre of the man.

When the committee considers this final assembly of records, i t will be important to consider particularly the man's work history. Has the man had the kind of experience needed on the new assignment, or can he get it quickly 8 Remember that a man may make a good supervisor on one kind of work but not another. Consider present and prospective supervisory openings.

The selection committee should look for these qualities and abilities and the knowledge considered essential in your organization. I n general, the best prospects are the men who :

a. Have appropriate experience. b. Are level-headed, intelligent, trainable, and willing to learn.

SUPERVISORY SELECTION 299

c. Have the personal characteristics you want of supervisors in your plant. d. Have demonstrated their ability to get teamwork. e. Are acceptable to their associates and present snpwvisnrs. f. Are willing to take the responsibility of supervising. g. Handle their personal affairs intelligently. h. Can adapt themselves to change.

Men who fail in one or more of those qualifications are doubtful prospects.

6. SELECTING THE PEOPLE FOR TRAINING

The selection committee now has the facts on which to base its decisions.

a. Accept or reject each man on list a s a prospect for supervisory training. Decision should, if possible, be unanimous.

b. If a sufficient number of likely prospects are "voted in" a t this stage, the doubtful cases can be held for future consideration.

c. If there is disagreement, so tha t no one gets unanimous endorsement, then further consideration should be given to nominees where there is majority approval of their qualifications.

d. If possible, observe the man breaking-in a new worker on the job, before flnal choice.

e. Let each candidate know where he stands.

This method of picking men indicates who will profit most from sound supervisory training. The next steps are to place him properly and see that he gets good training. Don't just allow him to pick up information as to the supervisor's job in a haphazard manner. Re- member that you do not have a ready-made supervisor.

Some of the men may be appointed supervisors at once and get their training on the job. Others may be put in pre-supervisory training courses. Still others will be held as a reserve or pool. And there will be some who you know never will be appointed a t all. All these candidates must be told just where they stand.

The "supervisory pool" must not be built up beyond the number needed within a reasonable time, such as three to six months. I f there is not any turnover in the pool, the whole selection plan may be unpopular.

I n order to follow the supervisory pool principle, it is necessary that :

a. Management have some idea or estimate of the number of supervisors needed over some such period as three months.

b. All promotions to supervisory positions come from the pool.

WILL THIS WORK I N YOUR PLANT?

I f your plant has an extensive employment procedure, you may already have recent test records that give you an objective, uniform

300 TEAINING WITHIN INDUSTRY REPORT

measure---you may already have the information needed for Step 4. I f you do not have many supervisory positions to fill, it probably

mill be best not to set up a "pool" for if there are no appointments made from it in a reasonable length of time, the men will be more dissatisfied than if they had been told that someone else got the job and no more are open.

But, in a n y plant, it will pay to anticipate needs and go about supervisory selection in an organized manner rather than to look a t it as "getting a man for the new shift tonight." And for a n y opening, it will pay to look at the qualifications of more than one man.

GAINS THROUGH GOOD SELECTION

Planning and foresight will pay dividends. The whole purpose of this method of picking men to be trained as supervisors is to identify the steps that will inventory the abilities of workers, so that "hidden talent" is not overlooked. A man's appearance and manner may not be impressive, yet he may have excellent supervisory ability.

No one person in the plant can possibly have all of the essential facts necessary to make "spot" decisions regarding the potential abilities of a man. Two or three men, familiar with the problem and acquainted with the men available for promotion, can do a better job of selecting than one can alone. The judgment of one supplements the others.

A review of the record and a discussion of the needs and facts prevent hasty decisions. Men with supervisory ability can be found among rank-and-file workers. That is the major source of supply. The men who will make good supervisors are there. This method gives you a simple way to turn the searchlight on the group and to find them.

SAMPLE QUARTERLY OPERATING REPORT January-March 1945

DISTRICT OFFICE PAID STAFF AT Eh?) OF QUARTER

C l e r i c a l and Administra- t i v e Employees (all clericdl, stenographic a

ar.d o f f i c e operat ion)

PRODUCTION RATIOS

.'?.:. . Feh . , I'ar. 1945 Oct,., Nov., DEC. 1944 - -

Program Enployees ( a l l t e chn i ca l and promotional ) Employees

Number

168 168

--

STATE VOCATIONAL EXPEN"3E DURI!JG QVARTER

- - -

No. C e r t i f i c a t e s No. P l an t s Served No. Ce r t i f i c a t e s pe r Staff Member per S t a f f Member pe r Comnany

.-..I:., Yeb., 7:ar. 1945 208 Oct., Nov., Dec. 194L

-. 2-48

Per cent

I+ 6 48

Jan., Feb., Idar. 1945 I 8,244 I 1,580 Oct. , Plov., k c . l 9 U 9,702 2,517

5 5

1 Total Nwnber of lo-hour U e t s

Conducted

PROGRAX DETELOFMENT T R A I N I K DURING QUAKTER

Number

182 la

46 53

- - --

Total Number of Per cen t of 10-hour 10-hour Units Paid 7Jnits Pd. f o r by S t .

f o r by S t a t e I (Item 2 div.b-7 I t e n 1)

pe r cen t

5 2 5 2

Number of I n s t i t u t e s / Held

350 3 52

Jan., ~ e b . , ~ a r . i 9 ~ 5 mt. , ,Nov. , Dec. 1 9 U

Km-ber of Persons

Conple t i n e

VOLKE CF PRODUCTION D U R I N G QUARTER

Number of Number of Companies Employees

38 4 7

CCST OF CERTIFICATES ISSUED DCiiIluG QI!ART!ZR

I

--

Jan. ,Feb . ,Mar. 19L5 Cct. ,Nov. ,D.?o. 194L

206 293

Job In s t ruc t l on

Number I Pct.

Job :!e thcds

Nunber Pct .

$1.26 $3 .Ci3 1 -56 2.51.

2 0 283

Job Relat ions

Nurnber Pct.

660,488 1,191,151

Total Number Ce r t i f i c a t e s

T R A I N I N G W I T H I N I N D U S T R Y Rl3PORT

(P lan t s and Establishments using one o r more TI .p rograms during t h e Quarter)

OLD ( p r e v i o m l y served by TNI and s t i l l o r again using I PEN (served by 17YI f o r f i r s t

tiae during q u a r t e r ) To ta l

a l l

P lan t s

1,599

1,635

Emp .

100- 5QO- 499 999 Emp. Emp.

188 78 48 20

1000 and 3ver Elup.

Tota l rjew

Plan ts

Total Old P lan t s

Jan., Feb., Mar. 1945

Number Per cen t

Oct., Nov., k c . 1944

Number P e r c e n t

ACTIVE TRAINERS AT EXE OF QUARTER

(Only those t r a i n e r s who have pu t on a t l e a s t one 10-hour s e s s i o n i n t h e p a s t 90 days and who a r e cu-rent ly q u a l i f i e d and authorized t o p u t on s e s s i o n s )

=--=[--[I;*-[ PRCGRAMS --I -hi

Jan., Feb., 1 ,67 / 68 M a r . 1945

m t ., Nov. ,878 66 538 19 Dec. 19U

J m INSTRUCTION

Jan. ,Feb. , Mar. 1945

Oct., Nov., Dec . 1944

JOB METHOCG

Jan., Feb., Mar. 1945

Oct ., Nov. , Dec. 1944

370

485

Emp. i n indus t ry ,

t r a i n only i n own p l a n t s

NO.

599

634

68

68

Emp. i n indus t ry a v a i l a b l e f b r t rng . ou t s ide own p l t s .

Pc t .

67

64

No.

162

209

106

115

Pc t .

1 8

21

Emp. i n voc. erg. , 0 th . sch., a v a i l a b l e f o r t rng . i n pits.

No.

37

4 1

20

16

Pc t .

4

4

Emp. i n govt. agency, conduct only i n own agc.

No.

42

59

13

20

Tota l Number

898

997

Pct .

5

6

Emp. i n govt. agency, available in pits.

2

3

No.

1 5

10

Full - time

Tra iner

Pct .

1

1

No.

43

1 7

47

P c t

5

4

3

6

6 1 3 3 6

4 1 4 1 6

54 5

712

~ i s t r i c t and S t a t e

1. Mahe )Jew Hampshire Vermont Massachusetts TOTAL

2. Connecticut Rhode I s land TOTAL

3-4. New York

5 . New Jersey

6. Pennsylvania Delaware TOTAL

7-8. Maryland D . C . Vi rg in ia West Vi rg in ia North Carolina TOTAL

9. Alabama Flor ida Georgia 12is s i s s i p p i South Carolina Tennessee TOTAL

13. S . Ohio Kentuc Icy TOTAL

11. Pennsylvania

- 2 . N. Ohio

13. Michigan

U. Indiana

QUARTERLY REPORT

O P E R A T I O N S B Y D I S T R I C T S

DrSTF Prog..

:Tech. r Prom.

0 0 0 5 5

i 0 5

8

11

Y 0

11

8 0 1 1 3

13

0 0 6 0 0 0 6

5 0

? 10

12

1 0

9

Eb.Certs.per No. Plts. Svd Tiirt * ktdf Member Lr SU. Mem

:T OFF

Total

1 1 1

15 l a

16 1

17

20

18

17 0

1 7

9 4 1 1 7 2

1 8

2 1

13 0 1 2

19

13 2

15

1 7

1 8

1F

16

E PAD STAFF

D i s t r i c t a d Stat6

15. Illinois Wisconsin TOTAL

16. Ltinnesota 10- Nebraska South Dakota North Dakota TOTAL

17. Arkansas Kansas h[issouri Oklahona TOTAL

18. Texas Louisiana New Mexico TOTAL

19. Colorado Utah Wyoming Montana Idzho TOTAL

20. S. Ca l i fo rn ia Arizona TOTAL

2 1 . N. Ca l i fo rn ia Nevada TOTAL

22. Washington

!3 . Oregon

2. Hawaii

PRODUCTION RATIOS No. C e r t s . p e r C o q a q

29 E3 79

3 3 3 9 34

i : / ,

' i i _I 5

LO 3 5 23

Dis t .

ve rage

P r ~ g . (Tech. Sr Prom.

11 0

11

4 0 0 0 0 4

0 0 6 0 6

11 2 0

13

3 3 0 0 0 6

U 0

U

9 0 9

7

6

1

182

io. PR~~S. p~ NO. nts. Svd t a f f :.:e&r pe r Stf. Mem.

1

TItAINING WITHIN INDUSTRY REPORT

- - STATE VOCATIONAL EXPENSE

Pct.Pd. by

State 15 18 16

39 31 67

100 0

5 0

0 1L 26 19 19

6 1 0 5

25 0

2 1 3pJ GO 2 5

13 33 15

U, 0

U

L?

21

0

Total . 10-hr. Units

9 8

12 127 156

2LZ 57

299

496

49L

233 28

261

98 10

l l 3 53 93

365

228 168 136 23 42

3 00 897

331 97

L28

239

330

342

2 68

iEsz- Pd. by S.tate

2 5 2

40 49

37 L9 66

173

u 5

5 2 7

12 0 6

1G 3-4 16

61 2

33 0

21 28

U 5

9 U 21

53

66

13 5

59

' c t . P3 by

itate - 2 2 63 17 3 1 31

15 g6 29

3 5

29

2 7 3

13 0 5

26 15 13

27 1

24 0

50 9

16

3 12 5

22

2 0

39

22

-- Units Dd. by State

101, 55

159

31 18 3L 23 0

106

0 26 L3 13 82

22 1 0

23

2 0 0 7 3 6

3 6

69 2 0 E 9

2s 0

28

1+0

32

0

D i s t r i c t and Sta te

1. Lfaine New Hampshire Vermont Ilassachusetts TOTAL 15. :"nr,esot.a

I >.va ;iecr3s'r(z Nnrt' I'akota South Eakota TGTAL

2. Connecticut %ode Island TCTAL

3 4 . New York 17. A r k a m a s

K a n q as Missouri Oickhoma TOTAL

5. New Jersey

6. Pennsylvania Delaware TOTAL

L6. Teras Louisiana New M e l i c o TOTAL

7 4 . Maryland D. C. Virginia West Virginia North Carolina TCTAL

L9. c . 3 w d 0 lABwins U t a h Idaho P!oritana TOTAL

9. Alabama Florida Georgia l.lississippi South Carolina Te~e .5see TOTAL

!O. S . Cal.if'or.-iia A r i zorin TOTAL

-0. s. Oh10 Kentucky TOTAL

?l. R . CaliFarr~ia l!e vad a TOTAL

Y. Pennsylvania

!3 . Oregon

Total o r Average U . Indiana

Number I n s t i - tutos

Number Employees

61,000 28,1L8

9L,600 32,489

Z, 890 33,300

58,960 30,115

63,7OL 25,862

50,495 36,021

tJunil:e r Employees

TRAINING W I T H I N INDUSTRY REPORT

D i s t r i c t and Sta t e

TOTAL 2. Connecticut

mode Island TOTAL

3-4. I:ew York 5 . New Jersey 6. Pennsylvania

Delaware TOTAL

7-3. I.laryland

N. Carolina TOTAL

9. Alabama Florida

Mississippi S. Carolina Tennessee T O T U

10. S. Ohio

TOTAL 11. Pennsylvania 12. N. Ohio 13. Michigan 14. Indiana 15. I l l i n o i s

Wisconsin TOTAL

16. Minnesota Iowa Ne bras ka North Dakota South Dakota

17. Arkansas Kansas LIissouri Oklahoma TOTAL

18. Texas Louisiana New Mexico TOTAL

TOTAL 20. S . . California

Arizona TOTAL

21. N. Cal ifornia

Q U A R T ~ L Y REPORT 307

T o t a l

1 7 1 2 0

20 24

6 3 0 45 3 2 38 3

4 1 10 1 U 4

1 7 4 6 24 1 0 3 1

2 13 23

103 24 U 38 23 45 2 1 36 9 1 30

1 2 1 2 1 U 20 3 1

59 2

13 22 9

46 43

7 2

5 2 11

2 2 2 2

19

1 39

40 23 0

23 2 1 1 3 A

898 I

- D i s t r i c t and

S t a t e

1. l lassachuset ts Maine New Hamp. V e m o n t TOTAL

2. Connecticut X h d e Is land TCTAL

7-4. :Jew i o r k 5 . :;ew Jersey 6. Pennsylvania

Delaware TOTAL

7-8. Yaryland D. C . V i r g M a W. Virg in ia N. Carol ina TOTAL

9. Alabama F lor ida Georgia l l i s s i sS ipp i S. Carol ina Tennessee TOTAL

10. S . Ohio Kentucky TOTAL

11. Pennsylvania 12. N. Ohio 13. l l ichigan 14. Indiana 15. I l l i n o i s

Tisconsin TOTAL

15. Kinnesota Iowa Nebraska North Dakota South Dakota TOTAL

17. Arkansas Kansas ?Jis s o u r i Oklahoma TOTAL

18. Texas Lo.ais i a n a ?Jew llexico TOTAL

19. Colorado flyoming Utah Iqontana Idaho TOTAL

20. S . C a l i f . Arizona TWTAL

21. N . C a l i f . h'evada TOTAL,

22. Wasnington 23. Oregon 24. Hawaii

To ta l , -t

A C W F h p . i n i n d u s t r y , train only i n o-m plt.

11 0 1 0

1 2 21

2 23 33 1 7 27 0

27 9 1

12 4

. U 40 1 8

8 27

2 1 2 1 6 83 1 8

9 27 1 7 18

8 23 7 5 1 9 94 1 2 11 10

2 , 1

36 0 7

1 9 7

33 27

5 1

33 4 0 1 0 0 5

29 0

29 1 5

0 1 5 1 5

8 3

599

TRAINWS AT END rBrp.in indus t ry , a v l . f o r t r . out- s i d e p l ~

0 1 0 0 1 3 1 4

12 2 5 0 5 1 0 2 0 3 6 0 1 3 0 0 1 5 6 5 ll

5 1 9

0 9

12 8

20 3 2 7 0 0

1 2 0 3 3 0 6

1 6 2 1

1 9 4 1 1 1 2 9 3 1 4 4 0 4 4 5 0

162

- JOB - p . i n govt.agc. cond .only i n own agency

0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 2 0 1 0 0 1 4 0 0 0 0 0 4 0 3 2 5 1 0 3 0 0 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 2 0 0 0 3 0 3 2 0 19

42

OF QUARTER - . i n voc.eng. o t h s c h . a v l . tr.' i n p l t s .

2 0 1 0 3 0 0 0 0 3 1 3 4 0 0 0 0 0 3 4 1 0 0 1 2 8 0 0 0 1 7 0 0 1 1 2 0 0 0 0 0 0 1 3 0 2 6 0 0 0 0 1 1 0 1 0 3 0 0 0 0 0 0 0 0 0

3 7

INSTRUCTION Emp.in govt. agency, conduct i n ind.

0 0 0 0 0 0 0 0 9 0 5 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 3 0 0 3 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 2

1 5

Fu l l - t i m e

Trainer

4 0 0 0 4 0 3 3 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 3 0 0 0 0 1 9 1 0 0 0 5 i 0 1 0 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 0 7 0 0 0 0 0 0

43


A C T m TRAINERS AT END O F QULY'ER - JOB LETHODS

D i s t r i c t and i S t a t e

1. Massachusett Maine New Hamp. Vermont TCrrAL

2. Connecticut Rhode Island TOTAL

3-4. New York 5. New Jersey 6. Pennsylvania

Delaware TOTAL

7-8. Maryland D. C. Virginia W. Virginia N. Carolina TCrrAL

9. Alabama Florida Georgia M i s s i s s i p p i S. C a r o l h a Tennessee TOTAL

10. S . Chi0 Kentucky TOTAL

11. Pennsylvania 12. N. Ohio 13. Michigan If+. Indiana 15. I l l i n o i s

Wisconsin TOTAL

16. Minnesota Iowa Nebraska N. Dakota S. Dakota MTAL

17. Arkansas Kansas Missouri Oklahoma TOTAL

18. Texas Louisiana N. Mexico TQTAL

19. Colorado Utah Wyoming Idaho Montana MTAL

20. S. Calif . Arizona TOTAL

21. N. Ca l i f . Ne rada. TOTAL

22. Washington 23. Oregon 21. Hawaii

Total

Emp. i n indus t q y av l . for t r . outside p l t

1 0 0 0 1 7 0 7 5 5 2 0 2 1 0 1 0 0 2 0 0 7 0 0 1 8 2 1 3 2 9 2 3 4 4 8 1 5 1 0 0 7 0 7 5 3

15 7 1 0 8 5 0 0 1 0 6

Emp. i n voc .eng . oth.sch. a v l - t r .

Cis t l - i c t and t a t e

1. Mass. !dew H a p . 1 :ake Vermwn t TCTAL

2 . Connecticut ?hods- I s l a d TOT.4L

3-4. New York 5. New Jersey 6. Pennsylvania

Celawam TOTAL.

7-8. Maryland C . C. V i rg in ia W. Virginia N. Carolina TOTAL

9. Alabama F l o r i d a Georgia Miss i s s ipp i S . Carol ina Tennessee 'Tom

10. S . Ohio Kentucky TOTAL

11. Fennsylvania 12. N. Ohio 13. Michigaq lf+. Indiana 15. I l l i n o i s

Wisconsin TOTAL

16. Mimesota Iova Nebraska N. !Xkota S. Dakota TOTAL

17 . Arkansas Kansas Missou-ri Oklahoma TOTAL

18. Texas LOGS iana New Mexico TOTAL

19. Colorado morning Utah Mont aria

Idaho E T A L

20. S. C a l i f . A d - "om TOTAL

21. N. C a l i f .

Total

QUARTERLY REPORT

A,? ,LJ.VT -- TXAI?iEXS AT E!JD OF QUATIT!? - JOE RELATIOPS

mi>. i n Industry, t r a i n only i n Own p l t -

U,

3 1 A

0 It! 23

4

27 40 2 5 2 7 9 3 6 13 1

12 7 9

42 17 u 10

0 6

23 82 35 11 46 h 5 1 6 23 38 6 1 22 83 2

11 2 0 0

1 5 1

21 11

7 40 20 11 4

3 5 3 1 3 2 1

1 0 3 1 0

3 1 11 0

11 12 a 5

708

Em. i indm t a v l . f tr. ou s i d e E

1 0 1 0 2 6 1 "

17 10

6 1 7 2 0 1 1 0 4 0 1 5 0 0 2 8 3 2 5 5

2 5 6 7

20 1 2 32

2 1 5 0 0 8 0 b 5 1

1 2 9 2 3

U 4 1 2 0 1 0 2 2 4 6 0 6 4 8 I

200

E m p . i n voc .enE. ot.h.Sch. a v l . tr. in p l t s .

-- -- -- EX,>. lri g o d . a g c

:and. only i n own agency

G G S 0 0 :; L i; 0 0 7

- 3 u O 0 3 n

0 1 3 0 1 0 2 7 2 0 2 1 0 1 1 6

1 0 1 6

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 2 0 0 0 1 0 1 0 0 li 48

Emp . i n g o d . aqency. conduct i n ind .

Ful i - t i r n e

Trainer

0

42

TRAINING WITHIN INDUSTRY STAFF

Tllis is a. list o f all persons employed by T.W.I. both on a "without compensation'' basis and on the payroll. Every effort has been made to insllre its accuracy and completeness but, because of the decentral- izecl natu1-e of the oi.ganization, there may be some errors or onlissions.

The dates given for the District Representatives do not represent their- t rue length of rl'.W.I. service since each of these men had been a stafl' menlber long befo1.e his appointment to the position of District Iiepresentative.

All of the persons on this list were not active a t any one time, the rnnsimunl total a t one time being 410. The numbers in parentheses opposite the headings "District Staff" indicate the maximum size of staffs a t any one t i l l i~ .

When tlle same name appears in more than one group or district i t is because of promotion or transfer. The first appointment made in each district was the Disti-ict Diieector who started operations and bliilt u p the p:iitl staff. The single asterisk (") indicates the first paid nlan on :L clisti.ict staff. I I e was the assistant to the District Director :~ilcl i l l rllaily cases became the first District Representative.

111 :lcldit ion to the four National Directors, the District Directors. :lilt1 tile -1~11- iseis. all of whom served without coii~peils:~tion, there 11-el.e also a number of men loaned by their companies for actual staff o r These men, too, were on a "without compensation basis'' and they a1-e inc.lu$ecl in tile district st& lists with tlleii. nalries indicated by the double asterisk ( "" ) .

When :L district seems to have a large number of ad\-isers. they served a t ditl'erent times or in different industrial centers.

'I'.'iIT.I., in addition to tllose listed, had the assistance of sonw 500 panel ~~lembers , who also served without compensation, oil a part-time basis.

NATIONAL HEADQUARTERS-Washington, D. C.

Directors C. R. Dooley, Director Walter Dietz, Associate Director William Conover, Assistant Director M. J. Kane, Assistant Director

TWI STAFF

Headquarters Field Stafl (10 Members) A. G. Blake John J3. Calhoon John D. Clarke John Convery W. S. Cooper Clifton H. Cox H. E. Doner J. D. Haygood

Headquarters Stafl ( 4 4 Members) Ellen Bird Marion Albeulonte Parnell E. Allen Alice Anderson Mildred Anderson Mary E. Arthur Betty Ann Beaty Ellen M. Beckwith Abner I. Bennett Solomon Eeren Herbert H. Blorneier Evelyn Bombardier

T. Boyland Mayre Branner Faye C. Brockman Violet L. Brown Estelle J. Bunn Wilbur J. Cain Mary Ann Callahan

**Dick Carlson M. E. Carlson Hazel J . Chase Wesley Clarke Freddie 0. Coleman Bonita L. Colnbs Clarence N. Cone Thelma C. Conner Ruth Conrad Donald Craver A. L. Criswell Ruth L. Crocker Charles n a u s June Rf. Dietz Loreta T.)ingman 1,. W. Emerson John A. Fitzwater Edward K. Follin Dorothy France Anne Fridgen L. A. Gappa Bernard L. Gardiner Ann Garfink Winnie Ann Garrett

Herbert Kessel Glenn I). McNeilly Pau l A. Mertz .John hlollers Charles It. hf ullan A. E. Peterson J. IJ. Roe Howard deF. Trainor

Doris Gladden Grayce I,. Hayden Rosemary A. Heagy Mary H. Hipple Claire Hughes George Jaquet Blanche Jones Constance G. Jones Herbert Juu l Shirley B. Keir Frances Iiirlrpatrick Gertrude Kleckley Mary Lackatosh Arthur Lang Erling I,arsen Helen Linville .Jane L. Love Isabel L y n ~ l C. R. Mann Awilda lbletcalfe Anne Michener J. P. Mitchell Marguerite Morrison Mary Nemes Mary E. A-ewsome John Nolan Edward I T . Ocker William Ii. Opdyke Katherine R . Parkman Marion A. Purstell Hilda Quimby nonald Ringer Rose1 y n Rosenberg Virgil R. Rowland John E. Saunders David Schwartz -4nn E . Shanahan Elnora Shelton Mary S. Silber Lillian Sklar -4nn R. Smith TJulu Stoner T,ouise Swin~lclll

312 T K h I NING W I T H ~ N INDUSTRY REPORT

Sylvia Tatem Paul A. Taylor Norma TeSelle Sarah E. Thompson Catherine Tillie Frank A. Tully Claire Ulrich Louise G. Warman

Claude Watts Phyllis I. Wentworth Lucy Wester Kathryn Wilcox Marie Wolf Elizabeth Wurdernan Julia Pokum

NORTHERN NEW ENGLANLBoston

District Director ('la re~lce (2. McL)avitt, Kew England Telephone & Telegraph Co., Nov. 1940-

March 1943 Harry H. ICerr, Boston Gear Works, April 1943-Sept. 1945

District Representative Harold IC. Bragle, June 1943-July 1945

Management and Labor Advisers J. J. Kelleher, CIO, United Steelworkers of America, Worcester Industrial

Union Council Clarence G. McDavitt, New England Telephone & Telegraph Co. A. J. Moriarty, AFL, International Typographical Union Everard Stubbs, Fellow Gear Shaper Co.

District Staff ( 1 8 Members) Mary W. Barker Thomas J. Beedem George H. Bork Nathan T. Crocker John EI. Frye Elizabeth M. Gannon Norman L. Gifford Helen Gilmartin Timothy B'. Grady Marilyn Grosberg Maynard H. Hammond Helen AT. Hennessey

Harold K. Hill James F. Hobbs Charles E. Hoffer

**Wayne E. Keith Thalia Markante Helene C. Moran Catherine V. OgIivie Ward A. Robinson Robert S. Steinert

*Gilbert H. Tapley Frederick A. Washburn .Tames T. Wolohan

SOUTHERN NEW ENGLAND-New Haven

District Director Ernest A. Stowell, Underwood Elliott Fisher Co., Nov. 1940-Feb. 1942 Joseph E. Aloody, American Hat Corp., Feb. 1942-July 1942 Arthur DuBois, *4ssociate Director, Sept. 1942-Sept. 1945

District Representative *A. E. Whitehill, July 1941-July 1945 5:. C. Brownell, July 1945-Sept. 1945

Management and Labor Advisers J. H. Decantillon, AFL, International Association of Machinists Carl A. Gray, Grenby Manufacturing Co. Thomas Kearny, AB'L, International Brotherhood of Electrical Workers of

America R. Viall, Brown & Sharpe Manufacturing Co.

TWI STAFF

Charles W. LaBlauc Adelaide Mastriani Rose Doris Rlastrocldi Ralph C. McLeod John J. Bloriarity George W. Murdock l'ercy Redmund A. Graham Shields Elsie B. Sut ta Charles S. Todd M. Wilbur Townsend

District Stafl (17 Members) A. Clinton Erooks hcleline D. Canalori John D. Clarke Elmer I<. Eaton Lillian Geldman Viola P. Glaser Harry C. Harris Robert S. Hawthorne George L. Hero Selden G. Hill Agnes I. Kerr Blinnie C. Kline

NEW YORK-New York City

District Director D. J. Hoose, The Texas Co., March 1941-June 1942 Sterling W. Mudge, Socony-Vacuum Oil Co., July 1942-Sept. 1945

District Representative R. E. Collin, Jan. 1943-Sept. 1945

Management and Labor Advisers J. J. Brennan, AFL, Bricklayers, Masons and Plasterers, International Union

of America, Building and Construction Trades Council Duncan B. Cox, Ranger Aircraft Engine Co. Harold J. Garno, CSO, United Automobile, Aircraft and Agricultural Imple-

ment Workers of America, hTew York State Industrial Union Council R. E. Gilmore, Sperry Gyroscope Co., Inc. D. J. Hoose, The Texas Co. Thomas J. Lyons, BFL, International Brotherhood of Teamsters, Chauffeurs,

Warehousemen and Helpers of America Howard McSpedon, AFL, International Brotherhood of Electrical Workers

of America, Building and Construction Trades Council Gustave A. Strebel, CTO, New York State Industrial Union Council J. Carlson Ward, Jr., Fairchild Engine I% Airplane Corp.

District Stafl ( 2 3 Members) Percy J . Royce Philip L. Burger Gus W. Campbell Ruth Cohen Stanley D. Cutter August E. Farrenkopf Doris F ine A. Winthrop Fish James H. Gilson Ethel Graff Willis D. Hall George E. Hebner L. R. Hills Verna A. Howell Beatrice Jacoby Francis BI. Johnson

*Albert M. Jones Harold W. Jordan .Tames I%. Kohlern~an

Margaret B. Ludwig Samuel B. Magill Mary L. Mathes E. J. Mendelsohn Har ry M. Mitchell John Mollers Helen Mondschein John H. Moore Samuel B. Morse Raymond T. Murray Alice M. O'Reefe Orville S. Osborne Clair W. Rodgers Rosalie A. Sheldon Theodore R. Slatery Hugh M. Smith Kdwin B. Sta i r Arthur B. Woodn-ard

314 T l i A I N I X G WITHIN INDUSTRY REPORT

NEW JERSEY-Newark

District Director Glenn L. Gardiner, li'orstmann Woolen Co., Jan. 1941-Sept. 1945 Arthur H. Alyer, Associate Director, Feb. 1945-Sept. 1945

District Representative *Arthur H. Myer, May 1943-Feb. 1945 Paul Lawall, Feb. 1945-Sept. 1945

Management and Labor Advisers Peter J. Flynn, CIO, Industrial Union of Marine and Shipbuilding Workers

of America Carl Gylling, AFL, International Association of hrlachinists Thomas R. Jones, American Type Founders, Inc. Clifford Lindholm, Falstrom Co. George Stringfellow, Thornas A. Edison, Inc.

District Staff ( 1 8 Members) Edith Alter Evelyn Anders Carl Beclier Esther R. Becker Francis B. I3raillartl

**George B. Clarke William H. Corry Clifton H. Cox Lawrence J. Davis Inglee B. Dewson Howard J . Dreher Wilma G. Dreher Ruth Elsen Ethel Bl. Florence Anabel C. Fristoe Edward B. Greene Edith P. Hamburger Roslyn Kohn

F. Ross Kelland Edward W. McFeely Howard A. Merrick Rush Neer Anita Olsan Gertrude Pins Orville N. Plouffe Robert A. E'ortsmore Chester A. Pynn Ruth Rosenbloom Jean R. Rosse Julius B. Walther Walter C. Willard

**Robert Widdop Theodore R. Wolf ltose Wolfson H. A. Zantow

EASTERN PENNSYLVANIA AND DELAWARE-Philadelphia

District Director H. W. Jones, Atlantic Refinery Co., April 1941-Sept. 1945

District Representative John Convery, Oct. 1943-June 1945 Russell Conard, June 1945-Sept. 1945

Management and Labor Advisers Carl Bersing, CIO, United Electrical, Radio and Machine Workers of America E a r l 0 . Bohr, AFL, International Brotherhood of Teamsters, Chauffeurs,

Warehousemen and Helpers of America Anthony Martinez, CIO, United Steelworkers of America Dale Purves, John R. Stetson CO. Louis l3. F. Raycroft, Electric Storage and Ra t te r s Co. Charles S. Sehl, AFL, International Association of Machinists Ea r l Sparks, Metal Manufacturers' Association David Williams, AFL, International -4ssociation of Machinists

TWI STAFF

District Staff (18 Members) Clifford E. Alden Shirley S. Applegate Itose Heclrer Kathryn 31. Bigelow Margaret It. Campbell

*Clarence N. Cone Gilbert 8. Cooper Harry 1'. Cramer Handolph 8. Driver Alden I). Elberson M. J. L. Frazier Howard W. F r y Gertrude E. Gould Elizabeth H. Greene Florence W. Grintz Margaret M. IIanley Rosewell C; . Hawkins Lucretia 1s. Kammerrnan Marion F . Kelleg

Margaret V. Kelly Clara G. Lafferty Dolores K. McCarthy Helen M. McMahon Sarah V. Meddlem 1)oilalcl C. Moore Neil W. Mounts Jul ia L. Ostertag J a n e t Paton Cynthia G. Schwartz John A. Srliall John C. Steinman Clyde &I. TrippIe, Sr. LMary E. Wannop Lillian I(. Weiss Margaret E. White Ineborg M. Wolfer Archie G. Woods

WESTERN PENNSYLVANIA-Pittsburgh

District Director Carl S. Coler, Westinghouse Electric & Manufacturing Co., Oct. 1940-Sept.

1945

District Representatiz~e D. R. Demaree, Sept. 1944-Sept. 1945

Management and Labor Advisers Clinton S . Golden, C10, United Steelworkers of America Joseph A. Goney, CIO, United Steelworkers of Anlerica F. N. Hoffman, CIO, United Steelworkers of A4n~e~.ica W. G. Marshall, Westinghouse Electric & Manufacturing Co. Henry D. Scott, Wheeling Steel Corp. William S. Shorcl, AFL, International I<rotherhood of Electrical Workers of

America

District Staff (17 Members) A. G. Blake Andrew S. Malone Thonlns L. Cannon Clay L. hleritser Quincy P. Carve1 George Papin Willard E. Colvin William ?\I. Parr ish A. I,. Criswell J . Rlair Peterman G. E:. Dannels Carl )I:. r y l e C:itherine E. Davis Har land V. Pinkney Charles J . Farre l l Oscar T,. I taup I ' l l i lomene L. Fischione Deborah Kay Grace H. F'riel .Joseph KcInl~~nd Ricci 13. 1,. Grau ( h t t l i e h 31. Itohcle, J r . Herbert C. (:rove H a r r y D. Hojohn Helen T. Iianlprneier *n i r l Schultz Shirley R. I ie i r F r a n k IC. Singer Winfield M. BlcAlister Robert C . Todd Gertrude S. McCoy Ethel Weinberc Charles T. RIcl\Tary

316 'I'I-L"IIXI~C+ IVITHIN INL) USTRY REPORT

ATLANTIC CENTRAL-Raleigh, 1941-Baltimore, 1941 (Combined, with ofice at Baltimore, in Januarj-, 1944)

District Director George Arthur, Champion Paper & D'ibre Co., J a l . 1941-Dec. 3943-Raleigh Charles R. Hook, Jr., Rustless Iron & Steel Gorp., July 1941-May 1942-

Baltimore James H. Kahlert, Bendix Radio, July 1042-(kt. 1943-Baltimore Carl S. Coler, Westinghouse Electric Rt Manufacturing Co., Jan. 1944-Sept. 1945

-combined districts

District Representative Joseph A. Babeor, June 1943-Dee. 1943 George Papin, Jan. 1944-May 1945

Management and Labor Advisers Frank Bender, CIO, United Automobile, -Sircraft and Agricultural Iinple-

ment Workers of America Stewart Cort, Bethlehem Steel Co. Alonzo Decker, Black & Decker Manufacturing Co. C. A. Fink, AWL, International Brotherhood of Electrical Workers of America Charles R. Hook, Jr., Rustless Iron & Steel Corp. B'. N. Kershaw, AFL, International Association of Machinists Edward J. Robeson, Newport News Shipbuilding Co. E. I,. ~ a n d e f u r , CIO, Textile Workers Union of America Henry D. Scott, Wheeling Steel Corp. F. W. Symmes, Union Buffalo Mills Co. T. A. Wilson, AWL, International Typographical Union

District Stu8 (15 Members) John T. Bagwell Charles T. McNary Joseph Rartillis Mary E. xewsome Albert Rehning, Jr. Carl E. Pyle William H. Blackmore Helen Radebaugh Mary Bartle J. B. Roe Knth G. Cranor Robert Louis Rogers Mildred Cunningham Leland 0. Rowe James A. Dennis Frances R. Rumbley

*Henry T. Douglas-Baltimore Frederick J. Sendelbach Ann Garfink Eff Sherman R f . Shuck Miriam D. Garrett Charles 1,. Smith Alice E. Gregory Charles S. Stabley James A. Griffin Eva Steuer Dwight P. Jacobus Francis E. Swrtrtzlander Minnie Mildred Regser Clarence R I . Thomas, J r . Edna E. Ribbe Sarah Thompson Ben 1,. Landis *Grover S. T o m e R a l e i g h Arthur Eugene Langston Allen Warfielcl C. Pel1 Lewis Beverly Snndford Whitgreave Martin RT. Markley Sa rnh Frances Whitley .Tohn -4. I\iarshal1 Geraldine R. Young Franres Lois nfichnel

TWI STAFF

SOUTHEASTERN-Atlanta

District Director James E. McDaniel, Georgia School of Technology, Nov. 1940-Aug. 1942 A. S. Hotchkiss, Tennessee Coal, Iron and Railroail Co., Sept. 1942-Sept. 1945

District Representntive A. J. Speer, Kov. 1942-Sept. 1945

Management and Labor Advisers Paul R. Christopher, CIO, Textile Workers Union of America, Tennessee

Sta te Industrial Council Charles R. Gramling, AFL, International Union of Operating Engineers Dewey Johnson, AWL, International Brotherhood of Electrical Workers of

America B. W. Sinclair, Georgia Power Co. J. F. Vance, Tennessee Coal, Iron and Railroad Co.

District Stag (19 Members) John S. Allen Spencer V. Johnson Mary R. Bagley Margie McDonnell Sylvia M. Bailey Har ry L. Morill Mildred T. Blank Tvey L. Mui-ray Ethel I. Bradley Gordon K. Norman Sally N. Chubb Lamar R. Partain Paula D. Copeland fiirl Yhultz Margaret H. Donovan Alfred C. Smith Ellen L. Elrod Charles S. Stabley Henry D. Fulmer Burch E. Swann Fred L. Gilman Grant Swisher Mary Green *James Teat Reuben E. Hagen F rank H. Thompson Thomas L. Harrell Marion A. Truslow James Lawrence Harrison Walter C. Willard Lee Roy Head, J r . Alton C. Woodward Thomas R. Ilearn George W. Zimmerrnan Casper J . Johnson

OHIO VALLEY-Cincinnati

District Director Paul Mooney, Kroger Grocery & Baking Co., Oct. 1940-Pept. 1945

District Representative Aubrey Richmond, Oct. 1943-July 11945

Management and Labor Advisers Lewis Crosley, Crosley Corp. R. I. Davidson, CIO, Regional Director Paul Fuller, CIO, Federation of Glass, Ceramic & Silica Sand Workers of

America Arthur Hartman, CIO, Amalgamated Clothing Workers of America John J . Wurst, AFL, United Brotherhood of Carpenters and Joiners of

America, Central Labor Council George Seyler, Lunkenheimer Co.

District Staff (15 Members) Irene Brown John W. Combs Kendall Guy Creager Charles V. Davison Cecilia C. L)ennedy Thomas John Farrel l Fred W. Gusweiler Richard E. Herbst Walter P. Hildebrand Joseph Mary Hildesheim Thomas J . Jones Myrl J. Kepner

Maurice J . Koch Frank A. RlcB'err:t11

*Burnett Reed Charles Darwin Riefkin Vivian Maxine Sams Ha r ry Derers Senlple Hetty Gertrude Sutter Lloyd H. Taylor Marcia Joan Taylor Kathryn Thornton Thompson Mary Louise Thornton Herbert Robert Wegert

NORTHERN OHIO-Cleveland

District Director Oscar Grothe, White Sewing Machine Co., Nov. 1940-Sept. 1945

District Representative *Lowell 0. Mellen, June 1941-Sept. 1945

Management and Labor Advisers Thomas H. Burke, C10, Toledo Industrial Union Council Leo Casey, C10, United Steelworkers of America Ear l Caton, AFL, Amer. Fed. of State, County & Municipal Employees Elmer Cope, CIO, United Steelworkers of America Albert Dalton, AFL, International Association of Heat and Frost Insulators

and Asbestos Workers hlathew I>eMoore, AFL, International Associntio~l of Maelli nists R. S. Livingston, Thompson Products, Inc. 'I'. hT. Russell, CIO, United Automobile, Aircraft and Agricultural lrnplement

Workers of America, Toledo Industr ial Union Council Warner Seeley, Warner and Swasey Co.

District Staff ( 18 Members) Helen B. Allen Gregory 'I':rylor Armstrong Grover C. Bates Millie &I. Beach Geraldine Anne Boguski Roy Dalton Bundy Dale Raleigh Cannon Ilorothy J. Cronier Howard I\'. Divelbiss H. E. Uoner Georgette Gleyzal .To1111 Harold Greenland Kolwrt Charles Griswold Francis S. I h l e Evan P. Hamilton I<i l~cn E. H R I I C O ( ~ ~ ITnrvey XI. FIeiser Ray G . .James Kay P,. Jenkins FIarolil TS. .Tones

**.Joseph S. Kopas John E. Kramer Ij'ran kl i 11 -4. Lawrence Elliott Ti'. Lewis Floyd W. Mathers Donald George Mc1)aniels Jeanette Julia Nelson Alvina Rose Ocenek Ann Petrisin Gerald F. Propst Robert W. Sanborn Raymond E. Richardson Vernon E. Sanders Kclward Everett Scott Cclia A. Siotlla Sophic S . Solarz Wilbur Arlie Tarhert

**.J. W. VaritlenI?osch .Jean Carolyn WTesterhold 1)nVid A. Willi:~ms, Sr.

District Director M. &I. Olander, Owens-Illinois Glass Co., Oct. 1940-April 1943 Edward Latulip, Murray Corporation, Feb. 1945-Sept. 1945 O. F. Carpenter, Associate Director, Dec. 1940-Feb. 1942

District Representative Harry Jenkins, Oct. 1943-May 1944 Edward Latulip, ?&Jay 1944-kleb. 1945 Ernest Johnson, March 1045-Sept. 1945

Management and Labor Advisers Clark M. Adams, Say Blanufacturing Co. Harold Dyer, Wilcox-Rich Division, Eaton Manufacturing Co. A. N. Gustine, King-Seeley Corp. IVillis H. Hall, Detroit Board of Commerce Har ry Kelley, American Seating Co. William King, Clark Equipment Co. William Kratz, Anaconda Wire & Cable Co. William Krug, Frost Gear & Forge P. E. Parkins, Mueller Brass CO. Clair Reed, lteynolds Spring Co. John Reid, AFL, United Association of Plumbers and Steamfitters of the

United States and Canada Walter P. Reuther, CIO, United Automobile, Aircraft and Agricultural Im-

plement Workers of America Frank Rising, Automotive Par t s & Equipment Manufacturers Herbert Russell, Wilcox-Rich Division, Eaton hlanufacturing Co. Ernest Stinebower, Keo Motors, Inc.

District Staff ( 2 0 Members) Secondris CV. Arnold Jeanet te Ih rbar ian William Frederick Behn Fredericlr A. Rrady W. S . C_'ooper George A. Cox Arnold D:ily Elvin X7. Day no r i s R1. Dennison Ttalph Dystant Floyd W. Eaton Harry E. &'I-ayer Pynt hia Gazvoda John G. Gordon Betty Gray Aiildretl Griffin E. h1. Hall ,41 Harmon Fornia Hnrrington E r n T,. Jackson

Roger L. Johnson eatr rice Irene Kelly Douglas M. King Rert Larson Edward 1,ehr Roy M. MncGregor Nellie L. McFarlane Aliffe Melick Russell A. Moore Irene f'ashnick Parke E'e:irsall Geraldine Schurnper L. D. Iteynolds G. Reginald Shiplette Robert Walder

*Carl D. Wheaton Harold White Graydori W. Willson Ernilia Worose

320 T i l A I N I s G \VITl-IIN ILTI)PSTRY REPORT

INDIANA-Indianapolis

District Director C . R. Evans, International Harvester Co., Oct. 1940-March 1941 J . W. Coffruan, Kingan & CO., March 1941-July 1941 E. H. Adriance, Eli Lilly & Co., Ju ly 19.21-March 1042 A. Ewing Sinclair, P. R . Mallory & Co., Blarch 1042-Sept. 1945

District Representative *Herbert Kessel, Ju ly 1041- Jan . 1943 William T. Murphy, Aug. 1943-Sept. 1945

Management and Labor Advisers Henry C. Atkins, EL C. Atkins & Co. Roy Creasey, AFL, International Brotherhood of Electrical Workers of

America Frank O'Neil, Link Belt Co. James Robb, CIO, United Steelworkers of America J. M. Smith, RCA Manufacturing Co. Lothair Teetor, Perfect Circle Co. C. C. Winegardner, Diamond Chain Mfg. Co.

District Staff (16 Members) Paul H. Allen Charles C. Atwooci H a l Richard Anstin Jul ius TV. Beyer Marjory E. Rrizendine Virginia J. Cook Kathleen A. Fleenor Mary Alice Galbraith Philip B. Hawes Kennedy G. Hereth Elda N. L-Iiland Lucille 14.. Himes Paul A. Kuhn Margaret J. Lewellen Juani ta B. Masters John Thomas McCoy

Martha E. BlcGaughey Louis J . AIiles Car l R . Moore (:eorge Thomas O'Connor Robert IT. Orwin H a r r y S. I'artlowe Tom C. Polk Nelson neck Ethel C. Rensberger William Stokes William N. Thompson Helen Jane t Trout Lawrence M. Vollrath Carr ie X i . Wakeman Thelma H. Westfall

District Director Paul A. Blertz, Sears Roebuck & Co., Nov. 1940-Jan. 1944 John Ekern Ott, Acme Steel Co., Jan . 1944-Sept. 1945

District Representative R l . E. Carlson, Oct. 1943-June 1944 Leonard P. Lynch, J u n e 1944-Sept. 1945

Management and Labor Advisers Joseph DeMuth, CTO, United Automobile, Aircraft and Agricultural Imple-

ment Workers of America Albert G. Fox, AFL, International Association of Sheet Metal Workers,

Metal Trades Council 0 . A. Jirikowic, AFT,, International Association of Machinists, Federated

Trades Council

Terry Kandal, C10, United Automobile Workers of --11nerica George Mischeau, CIO, United Steelworkers of America Harold I?. Sorth, Swift and Co. I,:~wrence J. I'arrish, A. 0. Smith Co. H. A. Schauer, Hasco Valve Co. Paul H. Steffes, CIO, United Automobile Workers of America Matthew Witzcak, U L , International hlolders &Z Fou~iclry Workers of North

America

District Stafl (30 Members) Kem~eth I3. Adalns Lee S. Adanis Roland W. Barlow Harry S. Bel~nan James Bacon Blanton Clarence A. Bolton Beatrice Brandhandler Robert L. Hurcllell Herbert T. Carey 'l'hcodore E. Centner John Wesley Coates Lois Margaret Cook George C. Crabbe Mary Eileen Dalton Rosemary Deeken Charles Ashley Deneen Edward 0. Dieterle Annette DiGiacomo ,7 pan Dunnivant Ma rmleri te Ericksen Glenn T. Fiedler Arlene V. Flack Carl L. Graeber Ralph Lester Hazlett Vernon Kenneth Hazzard William J. Hebard Virginia L. Holmes Louis E. Hooker Camille Ippolito Jane J . Johnson Grace M. Joy Georgia Kachavos

Joseph A. Keller Rita Dolores Kinzie Virginia A. Iinoche

*John Lamb Winifred C. Leydecker Rebecca J. Lineberry John C. Lhotka Thomas H. Maginnis William Francis McCarthg Anne Mosio Mortimer L. Novitt Evelyn L. Nowicki Kclwin Joseph Orr Jane C. IJawlak A. E. Peterson John J. Sliea Richard Thomas Shea Betty Silet Jeanette Spiegel Gwendol~n Steel Ann D. Stephenson Glenn C. Sutton Bessie Taruskin I i l y Tatouli:~ r i

Howard deF. Trainor Charles D. Van Koten Lucille J. Venetucci George A. Wall Roland E. Weldon Betty Jane Wiser Dorothy Wood Lorraine Zimmerman

NORTH CENTRAL-Minneapolis

District Director Ernest L. Olrich, Munsingwear, Inc., Nov. 1940-Sept. 1945

District Representative *J. H. Rothenberger, July 1941 If7eb. 1945 Ralph L. Adkins, Feb. 1945-Sept. 1945

Management and Labor Advisers Harry W. Clark, Hugo Manufacturing Co. Fred Crosby, ,4m. Hoist & 1)errick Co. Sander Genis, CIO, Textile Workers Union of America

322 ' r i t ~ ~ h ~ ~ ~ c ; WITHIN INDUSTRY REPORT

J a y Horrnel, Hormel & Co. George Lawson, AFL, Root and Shoe Workers Union C. L. hlanderloit, Chippewa Fal ls Woolen Mill Co. Herbert J. Miller, hlinnesota S ta te Resources Gust Olson, Jr., Deere & Co. R. A. Olson, AFL, International Association of Machinists Dr. C. A. Prosser, Dir., Dunwoody Industr ial Inst. K a r l Vogel, Omaha Steel Works

District Staff ( 1 2 Members) Ellen Aird A. B. Algren Norman C. Bronson John hl. Hruer Norman W. Bryan t Phyllis Campbell Eileen I<. Carlson Cornyn C. Drake Betty Draves .John G. Eichhorn 1,ydia .Jean Ely George I<. Foster Ar thur hl. Gray

Josephine Hedges

Myrtle P. Lillegard Olive Ornhurg Charles H. Peterson Ralph L. Robertson Gerhard T. Rugland Lois Skeate Charles A. Thomas W. W. Thomas Ruth Ticknor William H. Wagner Edna L. Wyman

S O U T H CENTRAL-St. Louis

District Director A. E a r l Wyatt , Laclede Gas Light Co., Feb. 1941-Oct. 1942

District Representative *C. T. Cardwell, Oct. 1842-Sept. 1945

Management and Labor Advisers Joseph P. Clark, AF'L, '~n te rna t iona l Brotherhood of Firemen and Oilers,

Central Trades and Labor Council Wilbur B. Jones, Attorney A. F . Kojetinsky, CIO, United Steelworkers of America Lloyd M. McBride, CIO, United Steelworkers of America Walter Siegerist, Medart Co. Joseph A. Waldron, AFL, Metal Polishers, Buffers, P la ters & Helpers Inter-

national Union

District Staff ( 1 4 Members) Jeanet te I<. Amrnann Dallas L. Belcher Olga A. Cenkovich Carmen G. Denaski Roberta H. Dore Grace C. Dwyer A. Harold Erickson Lillian A. Graef Sade C. Granz Ralph H. Grubb Mildred E. Hackman .Tnne H. Hutchins

John E. Jacobs J. Vern Koontz Margret te Kort john Leo A. Maginn H a r r y P. Materne William M. McCubbin Ralph A. hlcI<eehan Harr ie t t L. Nelson .T. George Robinson Harold T. Smutz 1,eila Wallace Carl F . Walther

TWI S T A F F

WEST GULF-Houston, 1941-Dallas, 1945

District Director Harold W. Fletcher, Hughes Tool Co., June 19414ct. 1942

District Representative *Tracy T. Word, Aug. 1941-June 1944 Edward H. Dui-ning, July 1944-Sept. 1945

Management and Labor Advisers W. L. Childs, Reed Roller Bit Co. David B. Harris, Humble Oil & Refining Co. Simeo~l IIyde, CIO, Oil Workers International LTlliori Clyde Ingram, CIO, Oil Workers 1nt~rnation:il Unio~i Ed Lorehn, Cameron Iron Works -4. S. RlcBride, AFL, Bricklayers, Masons & I'lasterers International Union

of America

District Staff (18 Members) Jeanette Alm Helen S. Bloum Glen L. Bruner Lois Cobb Carrel1 n. Cole Howard RI. Dar r Ayline R1. Deford Mary Evelyn notson Gloria I. IC~mis Valdemar T. Fearis C. E. Ganby Calvin 1%. Gentry Solomon J. Gillard R. F. Hammack C. F. Hemphill Robert B. Hill Warren 'CV. Hoag James J. Huey Doris Hunton Hollie Irvin

Eric W. Jordan F. M. Keith Ruth I. Kubitscheck Helen Q. Malone Patsy R.1. Matlock William H. Matthews Dwight F. Maxwell 3e:ulette McClellan Marguerite Morrison Stuar t L. Reed Isabel Reinhart Harriet G. Roth Blurdelle W. Rucker John H. Scully Clifford G. Shawd A. Ray Sims Afyrtle Tat111t1 no r i s Toups Harry E. Weaver Joseph 1). Winslorn

MOUNTAIN-D enver

District Director George M. Kirk, Colorado Fuel & Iron Corp., nec. 1940-Sept. 1945

District Representative *A. E. Lawrence, May 1941-Sept. 1945

Management and Labor Advisers Adam S . Bennion, Utah Power & Light Co. Martin Cahill, AFL, international Union of Operating Engineers Varro C. Jones, CIO, United Steelworkers of America C. T. Keighley, Columbia Steel Co. Fullmer H. Latter, AFL, International Rrotherhood of Teamsters, Chauffeurs,

Warehousemen and Helpers of America Floyd F. Miles, AFL, International Association of Machinists Harold F. Silver, Silver Engineering Works C. T. Spivey, Columbia Steel Co. Charles 0. Voight, Stearns-Roger Manufac tu r in~ ('0.

394 c u T R A I N I N G WITHIN INDUSTRY REPORT

District Staff ( 1 1 Members) Verne I?. Ylisllop Pauline H. Mahoney Retty Bristol Harold R. Mays James C. Brown Marie C. Morris l ien Browning Floyd &I. Rhed Fred G. Cox Ruth E. Schmutz Samuel H. Hawkins Herbert C. Shotwell Arthllr L. Kirby Esther Vanderlass Arlie J . I,;loe Lucile S. Wardle Wilma 31. AlcDowell Delphine E. Webb

PACIFIC SOUTHWEST-Los Angeles

District Director William K. Hopkins, Columbia ~i 'c tures , Nov. 1940-July 1042 Garner A. Beckett, Riverside Cement Co., Sept. 1942-Jan. 1945

District Representative Charles H. Fishburn, April 1941-Sept. 1945

Munagement and Labor Advisers D. T. Babcock, Blyth & Co. John Despol, CIO, United Steelworkers of America C. J . Haggerty, AFL, International Union of Wood, Wire and Metal Lathers Preston Hotchkiss, Pacific Indemnity Co. Lloyd Mashburn, AFL, International Union of Wood, wire and Metal Ltithers

L.A. Building and Construction Trades Council Morris Pendleton, Plomb Tool Co. George B. Roberts, CIO, United Rubber Workers of America James B. Thimmes, CIO, United Steelworkers of America A. H. Young, Calif. Institute of Technology

District Staff ( 2 0 Members) Theodore C. Armstrong Janice F . Freudenberg Karl Becker Otto D. Harmon, J r . Claude E. Bird Victor J . Hydar Hazel H. Bolton Glen R. Mitchell Retty E. Byrley -4. C. Parkinson John B. Calhoon Edwin T. Schmcl;, J r .

*John M. Cowan Georgette F. Shelton Edwin J. Cutting John R. Street Bernice J. Daly Paul Sturm Paul hL. Dorrance Roscoe C. Thomas Horace W. Dwinell 1,ouise Van Arnam Carl B. Dwyer A. Raymond Witham William M. Elrnendorf, Sr.

PACIFIC CENTRAL-San Francisco

District Director A. R. Heron, Crown Zellerbach Corp., Nov. 1040-Aug. 1942 Arthur W. Ford, California Packing Corp., .Tune 1943-Sept. 1935

District Representative Aylwin Probert, May 1041-Sept. 194.5

TWI STAFF

Management and Labor Advisers Julian IT. Arntz, Bethlehem Steel Co. Ken Hunter, CIO, United Steelworkers of America J. Scott Milne, AFL, International Brotherhood of Electrical Workers of

America James R. Moore, Moore Dry Dock Co. T. C. Petersen, Standard Oil Co. Lee R. Smith, Brotherhood Railroad Sigrlalmei~

District Staff ( 1 3 Members) *John G. Auclrews John Armstrong P. A. Bjorkman Percy V. Crain Anne Louise Douglas Margaret H. Dulik Ernest F. Hartz Morton P. Harvey Arthur B. Jacobs Thomas F. Joyce, J r . Paul J. Keever

John B. Keyes M. J. Liljeblad Margaret H. Meaney Charles R. Mullan Maurice A. Murphy E. F. Robinson Helen AT. Sprugue Merle L. Stein Randall Temby Carl L. Voss Henry C. Williams

District Director Major General H. G. Winsor, Puget Sound Power & Light Co., Feb. 1941-

Sept. 1942 Walter Williams, Continental, Inc., Oct. 1942-Sept. 1945

District Representative *Laurin Hinman, Feb. 1941-Sept. 1945

Management and Labor Advisers Albert S. Cummins, Calif. & Oregon Power Co. William Dalrymple, United Mine Workers of America Alfred Hartung, CIO, United Steelworkers of America M. H. Jones, Jones Lumber Co. James T. Marr, AFL, Municipal Employees Union Ross McIntyre, International Sales & Produce Co. D. E. Nickerson, AFL, United Brotherhood of Carpenters and Joiners of

America Archie C. Pierce, Pierce Auto Freight Lines

District Staff ( 9 Members) Stuart W. Ball Mae Bean Gordon Beebe Ada C. Bertch Jack A. Bristol Norman A. Davis .John G. Jones Marieta -4. Kellum

Louise R. McDonald Gordon T. Olsen Gordon D. Robinson Wallace E. Shields Barbara H. Vreeland Robert H. Williams Rollin W. Woodruff ,Jean Rf. Ziegler

WASHINGTON-Sea ttle

District Director Major General H. G. Winsor, Puget Sound Power & Light Co., Feb. 1941-

Sept. 1942 Walter Williams, Continental, Inc., Oct. 1942-Sept. 1945

326 TRAINIXG WITHIN INDUSTRY REPORT

District Represenfafive *Leighton Steele, Feb. 1941-Sept. 1945

Management and Labor Advisers Donald C. Ahrens, AFL, International Hod Carriers, Building and Common

Laborers' Union of America Roy W. Atkinson, CIO, International Union of Mine, Mill and Smelter

Workers Richard Francis, Unitecl Mine Workers of America E. R. Hinton, Olympic Steel Works R. J. Lamont, Todd Pacific Shipyards, Inc. H. W. McIlvaigh, AFL, International Association of Machinists Walter Williams, Continental, lnc.

District Staff ( 1 2 Members) Marie E. Arnold Mildred H. Haugen Mae Bean Earl E. Johnson Helen LM. Blessi nger Theodore 13. Kobbervig Robert S. Boaz Larry A. Lindstrorn Helen Bowdish Marguerite M. Lenzen George W. Bowen I ra C. RiIcGee Harvey Cassill Glenn D. McNeilly Agnes Curry i f . J. Mitchell 3. Earl Davison Charles W. Paxson Ralph C. Dawson Warriett EX. Ralston Lillian I<. Duggan Ella N. Ritchie Dorothea 31. Ernme Henrietta E. Shortridge Hilda Erz hlyles P. Spencer Donald D. Fairbanks Hazel D. Stanton Samuel 11. Gei jsbeek Floyd M. Watson Pearl L. Guthrie Neva Marie Williamson Sylvia P. Haggard

District Director Harold P. Dahlquist, Oahu Railway & Land Co., Jan. 1M-Sep t . 1945

District Representative *Elroy M. Fulmer, Jan. 1944-Sept. 1945

Management and Labor Advisers Jack Hall, CIO, International Longshoremen's and Warehousemen's Union Louis W. Jongeneel, Calif. Packing Co. Jack Kamano, CIO, International Longshoremen's and Warehousemen's

Union John H. Midkiff, Waialua Agricultural Co. John A. Owens, AFL, International Brotherhood of' Roilermakers, Iron

Shipbuilders & Helpers of America, Central Labor Council Arthur A. Rutledge, AFL, Dairy Workers Union J. C. Walker, Oahu Railroad & Land Co.

District Staff ( 3 Members) Eva P'ial Giambruno I'atl-icin \V. Holt

Florence W. Lum L. Rockwell Smith

TWI REFERENCES

Partial List o f Published Materiul

Adele, Sister &I., "Wasted Hours-'Job Cos, Clifton, "Job ?tlc~thc:tls Traininz Methods' Training Pays Dividend by Program," Joh .IfctJ~oCZs Tq-o i?t ing Esposing Lost Motion in Daily Itou- und O t f ~ e r Y r o d u c t i o ~ ~ H c l g s . New tine," liospitcrls, August, 1943, pp. York: American Rlnun~euient Asso 4748 . ciation, 1942, pp. 6-17. (Protluction

Aird. Ellen, "You Can Keep Employ- Series Number 130.) ees," A4oder.n IlospitaZ, December, Cumrnings, Will ia~n, "Job Relations 1942, p. 49. Training," Ton~o~ . rw lo, Bla~.cli. 1944,

Allyn, S. C., "How N.C.R. Foremen PP. 37-40. Grow in Management," Supervision, Davison, Eloise, "More T i n ~ e in Every April, 1944, pp. 8-9, 14. Hour," This Week , August 5, 1945,

Beach, Allan E., "Making the Most of pp. 24-25. Manpower," The Hake?.s Digest, Au- Dietz, Walter, "How to Sell a Train- gnst, 1943, pp. 98-102. ing Program," Factory ilfantrgcmcnt

Butzerin, Eula B. , and McCoy, Eliza- and i l lu i~~tenonce , October, 11)45, pp. beth G., "Six-Lesson Course in Red 255, 260. Cross Home Nursing," American Dietz, Walter, "Job Re1:itiorls Train- Jowr~~aZ of Nursing, July, 1844, pp. ing," TVa~time Y'rends i m h7ftnpZoyer- 671-672. E~npZoyec Relations. New Tork :

Canada, Department of Labour, Fore- American RIanagenlent Association, mclnship Training. Ottawa : Depart- 1943, pp. 28-30. (Personnel Series ment of Labour, 1943, 11 pp. (Bulle- Number 66) . tin No. 5 ) . Dietz, Walter, "Alanagernent Plans

Chase, Stuart , Men at W o r k , New York : Ahead in Industrial Helatiol~s." Ken- Harcourt, Brace and Company, 1945, York : Society for the ,4dvancernent pp. 40-88. of Management, 1944. 7 pp. ( i n i ~ ~ l e -

Chase, Stuart, "Show-How : A Revolu- ographecl) . tion in Management," Reader's Di- Dietz, J . Walter, "Solving Production gcst. October, 1933, pp. '7942. Problems through Training," Super-

Chase, Stuart. "Teaching Foremen vision, September, 1944, pp. 4-6. That Workers Are People," R~rrder's Dietz, Walter, "Spotting Training Z)inest, September, 1943, pp. 17-21. Needs," L l f a ~ l z ~ o ~ i ~ e r Rewimr. July,

Chase, Stuart, "This Rureaucracy 1945, pp. 11-13. Streanllines Itself," Rcader's Digcst, Dietz, Walter, "The Returning Veteran April, 1944, pp. 88-01. on the Job," Modern Xonc l .q~mmt ,

Chase, Stuart, "To D o It Easier and October, 1945, pp. 2Ck-21, 34; also Per- Do I t netter," R,eader7s Digest, No- sonneZ Administration, October. 1935. \-ember. 1943, DP. 108-112. pp. 1-4.

Conover, \villi:in~, J o b Instruction and Dietz, J . Walter, "Those Who Super- Rnfetv. Chicago: Pullman Company, vise Should Remember Tha t *411 1)epartnient of Safety and Personnel, 1Vc)rkez-s Have Feelings," RospitnZs. 1944, 7 pp. Map, 194.5, pp. 38-40.

Conrery, John, "How to Get the Best Dietz, Walter, "Training New Super- I'roduction from Pour Workers," visors in the Skill of Leadership," S?fpervision, September, 1043, pp. Personn~7, .Tannarg, 1043, pp. 604- 8-9. 605.

I N D U S T R Y R E P O R T

Dietz, Walter, "Training Within In- dustry," E'actor.1~ Management and Jlaintenunce. October, 1943, pp. 106- 10s.

Dietz, J . Walter, "Twenty-Five Years of Education and Training in West- ern Electric Company and Nation- ally," Proceedings o f the Education- Industr?] Conference, Flint, hfich- igan : General Motors I n s t i t ~ ~ t e , 1944, pp. 16-23.

Dietz, Walter, "TWI Can Help Solve Xurse Power Problems-New needs for on-the-job training in hospitals," An7 erican Jozcrnul of Nursing, May, 1945, pp. 363-364.

Dodd, Alvin E., and Rice, James C ) . , Editors. How to Tra in Workers for Wcrr Industries. New York : Harper & Brothers, 1942, 260 pp.

Dooley, C. R., "Expanding the RIana- gerial Organization," Supervision, December. 1940, pp. 3 4 .

Dooley, C. R., "Expediting Production Through Training Both Old arid New Employees," Supervision, February, 1941, pp. 3 4 .

Dooley, C. H., "Flash ! Laundries Get Worker Training Service," Laundr l~ Age. October, 1042, pp. 28-30.

Dooley, C. R., "How to Get the Best Results throiigh Employing Women in War Work," Steel , June 29, 1942, pp. 62-63.

Dooley, C. R., and Patterson, William F., "Lal~or Training," Mill & Factory Know-How Handbook, November, 1942, pp. 1G-17.

Dooley, C. R., "Learn to Work Well with Employes," Modern Hospital, Jnne, 1944, pp. 71-72.

Dooley, C. R., strengthen in^ the Man- agerial Force," Rupcrvision, .Tmn- ary, 1941, pp. 4-5.

Dooley, C. R., "Supervisors and Safe- ty." Modern Mcznagem ent. October, 1945, pp. 3-4, 22; also Personnel Ad- ministsat!on, Norernl~er, 1945. pp. 4-7.

Dooley, C. R., "Supplying Factory Per- sonnel by Training Within Indus- try ," A ero Digest, September, 1942, pp. 116, 118, 227, 228.

Dooley, C. R., and Kirk, George &I., "Training New Men Speeded by TWI Instruction Methods," Coal Bgc, hfarch, 1943, pp. 49-51.

Dooley, (2. R., "Training Within In- dustry," Job Methods Training and Other Production Helps. New York : Ainerican Management Associaticn, 1942, pp. 1-5. (Production Series X ~ ~ l n h e r 140 ) .

I)ooleg, C. R., "TIVI Sees netter Jlan- ageiuent throuqh Skilled Supervi- ston," Munpo~vt??. Review, April, 1944, p ~ . 7-8.

Furnnss, J . C., "The Battle for Skills," Saturda?/ Evening Post, May 10, 1041, pp. 22-23, 38, 43, 45, 47.

Gardiner, Glenn, "Better Utilization of IManpower through Better Industrial Relations," Bet ter U t i l i ~ a ~ t i o n 01 1rtrn~~o:aer through Bettcr Industrial Relations. Atlanta, Georgia : South- ern Conference on I-Turnan Relations i l l Industry, 1943, pp. 27-28.

Gates, A. B., "An Appraisal of Indus- trial Training Experience," Manage- ment Training for Poremen. New Tork: American Managenlent ASSO- cintion, 1944, pp. 29-36. (Personnel Series Number 78) .

Gebhart, Walter H., "A Call to Action," Timbermn~z , December, 1942, pp. 25, 49.

Gibbons, C. A., "Job Instrnction Train- ing a s Applied to Safety in Anthra- cite Mining," Mining Congress .Tour- nal , May, 1945, pp. 58-60.

Gilson, Thomas Q., "Supervisory Train- ing," Supervision, June 1944, pp. 20-21.

Hazelhnrst, John El . , Pockage Train- ing for S a f e t y . Chicago : National Safety Council, 1943, 16 pp.

Heyel, Carl, "Job Instruction," Man- agement Rez-ie~o, July, 1943, pp. 275- 276.

Horton, F. TI., "Supervision Training Under War Emergency Training I'lan," IlIanuf c~cturing and rnclustrial Enpinewing, Noremher, 1042. pp. 1s- 19.

TWI REFERENCICS 329

"How Industry is Moving to Meet the gram," h'upe? vision, &lay, 1944, p:?. xeed for Skilled Workmen," United 8-9, 16. States News, January 10, 1941, pp. Kirkpatrick, E'1.ancrs, "What TWT Has 30-31. Learned About Developing Training

"I-Iow to Select New Supervisors," Per- Programs," Pet'sonnel, September, sonnel, September, 1943, pp. 66-79. 1945, pp. 114-120.

Hubbard, Guy, "Training Within In- Koh1erm:m. .T. H., "An Easier Way to dustry A &lust! !," ateel, March 3, Get More Output," Supervision, Jllly,

1941, pp. 56-57, 113. 1944, pp. 22, 34.

"If the Worker Hasn't Learned, the Krug, .J. A., "ICeeping a Po\\-el- Plant Instructor Hasn't Taught," Modern Force OLL the .Tob to Win the Wni'," Hospital, July, 1943, pp. 74-75. I > o ? o ~ r I'ltrnt Engi?zcerinf/, Septem-

"Introducing the New Employee to the ber, 1943, pp. 57-59.

Job," The Porenzen's Basic Reading "Labor and RIanagernent," B~csiness Kit. Xew York: American Manage- Wee7c, March 15, 1941, pp. 7(;, 7% 80- ment Association, 1944, pp. 73-82. 81.

"It's Train-Or Else!," Factorg Man- "Xanpower Conversion," Modern In- agement and Maintenance, July, 1941, dustry, September, 15, 1942, pP. ll@- pp. 5@-56. 113.

"Job Instructor Training," Steel, "Manpower : School is Out," ATews- March 9, 1942, pp. 62-63, 105. week, August 6, 1945, p. 60. (Correc-

"Job Methods Training Blasts Produc- tion, "-Mistaken Identity," Nc?os- tion Jams," Modern Industry, De- week, August 20, 1945, pp. 4, 6.) cember 15, 1942, pp. 48-54. "Margin Now is lvomanpower, The,"

"Job Training Given to Some 2,750 Fortune, February, 1943, pp. 89-102, Men in Pennsylvania and West Vir- 222-224. ginia," Coal Age, June, 1943, pp. 127, Mary Brigh, Sister, "We Cannot Af- 129. ford to Hurry," American Jo?c?-nal of

Johnson, Arthur N., "Foremanship Nursing, March, 1944, pp. 223-226. Training a t Metal Works of Chase Meyer, Margaret R., "Self-Survey a t Brass Geared to the Future," Super- Russell Sage College Library," Col- vision, March, 1944, p. 14. lege and Research Libraries. Chi-

Kane, Michael J., "Better Utilization cago : American Library Association, of Manpower through Job Relations 1944, pp. 17-19. Training," Better Utilization of Man- Mollers, John A., "Follow Through power through Better Industrial Re- Guide for Supervisors," Supervision, lations. Atlanta, Georgia: Southern February, 1944, pp. 8-9. Conference on Human Relations in Mollers, John A., "Keeping TWI Plant Industry, 1943, pp. 3-9. Programs Rolling," Streamlining the

Kane, M. J., "Principles of Job Rela- Foreman's Job. New York: Amer- tions Training," Wartime Trends in ican Management Association, 1943, Employer-Employee Relations. New pp. 17-23. (Personnel Series No. '73). Pork : American Management Asso- .Moilers, John A., "Successful Super- ciation, 1943, pp. 30-37. (Personnel visory Training Depends on Support Series Number 66). of Top Boss," Supervisiolz, January,

'I<eepinx Supervisors Informed About 1934, p. 13. Their Responsibilities," ilfcznagement Mottei-shead, Edmund, "The Foreman- Review, March, 1945, pp. 87-89. ship Forurn-Part IX--Job Methods

Keyes. John Dennis, "Development of Training," Machine 7'001 Blue Book, a Balanced Foreman Training Pro- May, 1943, pp. 163-184.

3:3) TRAINING WITHIN I N D U S T R Y REPORT

hhttershead, Edmund, "The Human Factors in Morale Building-Part IV-Training Within Industry," Ma- chine Tool Blue Book, June, 1942, pp. 57-76.

hIottershead, Edumund, "The Human Factors in Morale Building-Part V -Training Within Industry," Ma- chine Tool Blue Book, July, 1942, pp. 87-110.

McNutt, Pau l V., "Our Greatest Waste," New York Timed Magazine, September 13, 1942, pp. 9, 58.

McNutt, Pau l V., "Our No. 1 Problen~ . . . Manpower," Saturday Evening P o ~ t , November 21, 1042, pp. 20-21, 107-108, 110, 125.

McNutt, Paul V., "The Task Ahead,"

"Success Team," Time, necember 7, 1942, pp. 95-96.

"Supervisory Training Is Given New Foremen," Anzericu?~ Muchinist, Sep- tember 16, 1043, pp. 104-106.

Taylor, F r ank J., "Novices Today, Pro- ducers Tomorrow," P'uctory _$I unage- ment and Maintenance, July, 1941, pp. 83, 170, 172-174.

Taylor, Robert, "Hawaii's Manpower Problem," Hawaii, October, 1944, pp. 9, 16.

"Threat to TWI," Busitzes~ Week, No- vember 22, 1941, pp. 54-56.

Touchet, Roy E., "The 'Why' Survey of the Old-Age and Survivors Insurance Social Security Hoard," Adq7anced Management, July-September, 1944,

American Pederationist, January, 1943, pp. 5-6, 31.

"New Division of Labor." B u s i n e s ~ Week, September 21, 1040, p. 52.

" 'On-the-Job' Training," Labor Speeds Delensc. Washington, D. C., : Labor Division, National Defense Advisory Commission, 1941, pp. 21-25.

"Peet Packing I'lant Finds 'TWI' Pro- gram Gets Results," National Provi- sioner, Ju ly S, 1944, pp. 10-11, 26-27.

Rideout, G. L., "A Wartime P e r s o ~ ~ n e l Training Program," Electriccll West, October, 1943, pp. 49-51.

Rygh, Milton, "A Program to Improve Supervision in the Federal Service," P e r ~ o n n e l Administrntion, Novem- ber, 1943, pp. 7-14.

Seaton, R. A., "More Intensive Defense Training in Production Supervision Needed," Journa l of Engineering Ed- ucation, Kovember, 1941, pp. 202-206.

"Services Offered by the Training Within Industry Program," Confer- ence Board Jranagement Record, De- cember, 1'341. pp. 159-160.

, pp. 11&123, 135. a' *

Training Within Indust ry XateriaLa, Washington, D. C. : War Manpower

\ Cornmission, 1945. (Bound collection of TWI manuals and bulletins, available in major libraries.)

United States Civil Service Commis- sion, Program fo r Supervisors in the Federal Service, Washington, D. C. : 1944, 9 pp.

United States Department of Agricul- ture, Management and Supervision, Washington, D. C. : Dlvision of Train- ing, Office of Personnel, undated, unnumbered pages.

United States Department of Labor, Tmprowentent of Labor - Utilization Procedurerr, Washington, D. C. : 1945, pp. 18, 18, 39, 40. (Bureau of Labor Statistics, Rulletin No. 807.)

Wecksler, A. N., "New Training Meth- ods for the War Emergency," Mill c€

Factor?/, October, 1942, pp. 88-92. Wiggam, Albert E., "Foremen in 10

Hours!," The Rotarian, November, 1942, pp. 36-37.

U. S. Government Printing Office: 1945-472531

Documents

TWI Final Report 1945 - Training Within Industry Service