scientific management

Scientific Management
(1910-1935)
Frederick Taylor
Henry Gannt
Frank and Lillian Gilbreth
Luther Gulick III
Max Weber
Henri Fayol

 The process of approaching various aspects of
organizations in a scientific manner using
scientific tools such as research, management, and
analysis.

Scientific Management Theorists
PURISTS
Frederick Taylor
Henry Gannt
TRANSITIONALISTS
Luther Gulick
Max Weber
Henry Fayol

History of the Era
Industrial Age
- Migration to cities
- Reliance on electricity and
gasoline
- Changes both on the farm
and in factories
- Autos, airplanes, movies,
and radio became common

History of the Era
 1913 – Federal Reserve
System created
 WWI begins and Panama
Canal opens
 1919-1933 Prohibition
 1920 - Nineteenth
Amendment
 1929 - Stock Market Crash

Prior to Scientific Management
 Owner, manager, sales, and front office personnel had
little direct contact with production activity.
 A “superintendent” was responsible for all planning and
staff functions.
 Worked with “journeyman” mechanics to try to schedule
production. No recognized staff functions.
 Work methods were determined by individual mechanics
based on personal experience, preference, and what tools
were available for the job. “Rule of Thumb”

Frederick Taylor
 Efficiency Expert in U.S. Steel
Industry
 Invented New Tool Designs
and Handling Methods
 Designed Stop-Watch Task
Timing
 Created Piece-Rate Payment
Scheme
 Developed Industrial
Departments

Time Studies and the Piece-Rate System Studied most efficient
worker
 Used stop-watch timing to
measure each production
step
 Eliminated any
unnecessary movements
 Designed standardized
instruction cards for
employees
 Employees paid for
meeting the established
rate of production

Henry Gannt
 Worked with Taylor at Midvale Steel Company
 Specialized in incentive wage plans
 Introduced a differential piece rate system – Task
work with a bonus
 Permitted workers to improve the production
system
 Introduced a bonus for foremen based on the
number of their workers who earned bonus

Gannt Chart Information
 Developed to help
industrial age managers
plan for mass production
 Utilized to coordinate
WWI shipbuilding
 Visual display used to
schedule based on time

- Associates of Fredrick
Winslow Taylor, their work
was intertwined with his and
their motion studies predated
Taylor’s system first
published in 1903.
- Developed the laws of
human motion from which
evolved the principles of
motion economy

 Pioneers in the field of motion studies and provided the foundation
for job simplification, meaningful work, and incentive wage plans.
 Analyzed each motion of work for wasted efforts in an attempt to
reduce each task to the smallest amount of expended time and
energy.
 Professed: effective training, effective work methods, improved
work environment, positive psychological perspective.
 Made the connection between standardization and efficiency
 Believed that time could not be separated from motion; the two
were intertwined.

 Systematically examined how repetitive tasks were performed
 These repetitive tasks were broken down into Therbligs, which are
systems for analyzing the motions involved in performing a task.
This consisted of identification of individual motions, as well as
moments of delay in the process, designed to find unnecessary or
inefficient motions and to utilize or eliminate even split seconds of
wasted time.
 Invented and refined Therbligs roughly between 1908 and 1924.
Each Therblig had a mnemonic symbol and standard color for
charting

Luther Hasley Gulick III
 Believed that public administration could have made more effective if it were
practiced according to a set of guidelines.
 All organizations are characterized by a tension between the need for division and
the need for coordination.
 Work division is the foundation of organization.
 It is important to recognize that there are limits beyond which labor cannot
usefully be divided. Gulick stated, “It might be more efficient to have the front
half of the cow in the pasture grazing while the rear half is in the barn being
milked, but any attempt to divide the cow in this fashion would, for obvious
reasons, fail.”
 Gulick believed that, labor divided makes for efficiency, but only if the labor and
its outputs are harmonized with the organization’s goals

Organization of Work Units - Gulick
 By Purpose – the aims of the work unit
 By Process – what the unit actually does
 By Clientele – work with similar materials or
clients
 By Location – organized together due to
geographic location, regardless of function

Five Factors that Limit Full Coordination
- Gulick
 Uncertainty concerning the future
 Lack of knowledge on the part of the leaders
 Lack of administrative skills on the part of the leaders
 A general lack of knowledge and skills on the part of the
other members of the organization
 The vast number of variables involved and incompleteness
of human knowledge, particularly with regard to man and
life

Seven Administrative Procedures -
Gulick
 Planning
 Organizing
 Staffing
 Directing
 Coordinating
 Reporting
 Budgeting

Gulick’s Definition of Leadership
 The most difficult task of the chief executive is not
command, it is leadership, which is the
development of the desire and will to work
together for a purpose in the minds of those who
are associated in any activity.
 Gulick sees ideas as more potent and more
powerful than organizations.

Gilbreths and Gulick Compared
GILBRETHS
- Devoted to Efficiency
- Analyzed Motion and
Movements of Workers
- Created Therblig System
- Their studies were part of
the manufacturing
revolution in the U.S.
GULICK
- Applied Scientific Method to
Management
- “Dean of American Public
Administration”
- Division of Labor and
Integrated Organization
- Applied Scientific Approach to
Personnel Management
- Defined work in terms of
positions needed to carry out a
process, rather than the people
doing the work

Max Weber
 Weberian Model of Bureaucracy
 Division of Labor and Specialization
 Impersonal Orientation
 Hierarchy of Authority
 Rules and Regulations
 Career Orientation

Weber’s Description of Power and
Authority in Organizations
Charismatic
Traditional
Legal

Criticisms of Weberian Bureaucratic
Model
 Dysfunctional Consequences
 Neglect of the Informal Organization
 Internal Inconsistencies
 Gender Bias
 Oppressive Features
 Organizational Pathologies

Weber’s Influence on Educational
Organizations
 Described the bureaucratic characteristics used by
most educational institutions.
 Described organizations as social systems that
interact and are dependent upon their
environments.
 Provides a starting point for modified structures.

Henri Fayol (1841-1925)
Fayol’s Five Functions of Management
1. Forecasting and Planning
2. Organization
3. Command
4. Coordinate
5. Control

Fayol’s 14 Principles for Organizational Design and
Effective Administration
1. Specialization/Division of
Labor
2. Authority with
Corresponding
Responsibility
3. Discipline
4. Unity of Command
5. Unity of Direction
6. Subordination of Individual
Interest to the General
Interest
7. Remuneration of Staff
Centralization
9. Scalar Chain/Line of
Authority
10. Order
11. Equity
12. Stability of Tenure
13. Initiative
14. Esprit de Corps

Weber and Fayol Compared
Similarities
WEBER
- Ideal Type
- Hierarchy of authority
- Division of Labor
- Career Orientation
- Rules and Regulations
FAYOL
- One Best Way
- Top Down Management
- Specialization
- Stability of Tenure
- Discipline

Weber and Fayol Compared
Differences
WEBER
- Organization as a Social
System dependent on
environment
- Rationality
- Impersonal Orientation
- Administrative Efficiency
FAYOL
- No parallel
- Personal experience and
observation
- Esprit and Initiative
- Future Planning

Scientific Management’s
Impact on Organizations
 Defined Administrative
Roles
 Supervision of work rather
than people
 Work specializations
 Span of control
 Cost accounting
 Homogeneity of Positions
 Engineering for Efficiency
 Assembly Line Production
 Emphasis on Quality
Control

Scientific Management’s Effect on
Schools
 Teaching Objectives
 Vocational Curriculum Design
 Division of Labor
 Subjects Departmentalized
 Improvements by Analysis
 Data-driven decisions
 Outcomes for Instruction
 Standardized assessments
 Teacher Merit-pay
 Staff Development Programs

Scientific Method of Management
Contrasted
- The most efficient manner to
perform a task is determined
and everyone does it that way
- Task Analysis
- Personnel Selection and
Training
- Bureaucratic Organization
Structure
- Span of Control and Top
Down Management
Humanistic Approach
- Concern for people not the task
- Participatory decision-making
- Emphasis on Individual
Contributions and Personal
Awareness
- Flexibility

Contrasted
perform a task is determined
- Task Analysis
Training
Structure
Down Management
Social Systems Approach
- Focused on the interaction of
the organization and its larger
environment
- Leaders are high-task oriented
(work structure) and high-
relationships oriented (concern
for others)
- Organizations are a set of
interrelated elements
functioning as a whole

Contrasted
- The most efficient way to
perform a task is established
- Task Analysis
Training
Structure
Down Management
Situational Leadership
- No one style is appropriate for
all situations
- Increased involvement in
decision making
- Collaborative Planning
- Flexible Change Strategies
- Unique Organizational
Personality must be accounted
for in structure, leadership, and
decision-making

Contrasted
complete a task is determined
- Task Analysis
Training
Structure
Down Management
Futuristic Approach
- Focus on an improved,
decentralized system of
management
- “Learning organizations” able
to predict for and respond to a
changing environment
- Organizational Change Models
that help organizations prepare
for future challenges

scientific management

scientific management

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