University of Virginia Library

11. CHAPTER XI

PRACTICE PLUS THEORY

THE demand for trained and experienced men is never supplied. Most business and industrial organizations find their growth impeded by the dearth of such men. To employ men trained by competitors or by inferior organizations is expensive and unsatisfactory. A man trained till he has become valuable to his "parent" organization is not likely to be equally valuable to other organizations that might employ him at a later time. In general, the most valuable men in any organization are the men who have grown up in it.

The man who is "a rolling stone" secures, in a way, more experience than the man who is developed within a single organization, but his wider experience does not of necessity make him a more valuable man. It is not mere

experience that educates, develops, and equips men, but experience of particular sorts, and acquired under very well defined conditions.

"Scientific management" has taken seriously the problem of providing and utilizing the most valuable experiences. But the viewpoint of the leaders in this modern movement is that of the employer seeking the most valuable experiences for those employees whose work is mainly mechanical, e.g. machine tenders, stenographers, etc. Scientific management has conclusively demonstrated the fact that it is poor economy to depend upon haphazard experiences for the development of those employees whose excellence depends upon the speed and accuracy of their occupation habits. It has thus done great service in demonstrating the kind of experience most valuable in developing men for positions of routine work. But it has done little for men whose welfare depends upon judgment—in making new adjustments and in solving the new problems continually arising in all positions of responsibility. It has left for others

to consider the experiences most profitable for developing executives.

The most valuable experience in acquiring an act of skill is frequent repetition in performing the act.

The value of the experience continues till by frequent repetition the act has become so mechanical that it is performed without attention. Further experience has little or no value.

On the other hand it is true that every worthy calling demands forms of activity which could not and should not be mechanized. There are emergencies in every form of occupation that call for new adjustments. The ability to make such new adjustments depends upon richness of experience and width of view as well as upon skill in performing the old processes.

The difference between a machine and a man is that the man is capable of adjusting himself to the changed situation, while a machine cannot do so. The machine may work more accurately and more rapidly than the man

in routine work, but it is capable of nothing but routine work. There is a need for much experience to make the man approximate the skill and accuracy obtained by a machine. But there is also need of experience to develop the man in that particular in which he surpasses a machine, i.e. in a broad experience that enables him to form judgments and hence to make a multitude of different adjustments when a need for a change occurs.

A machine is constructed to perform a particular kind of routine work in a stereotyped way, but so soon as there is discovered a better way of performing this work the machine is thrown to the scrap heap because it cannot be adjusted to new requirements.

Experience which renders human activity machine-like is a form of experience that increases the probability that the possessor will be discarded and his work accomplished by the introduction of some new tool or some new method of work.

Experience therefore which merely increases the skill of action without increasing the width

of horizon is necessary, but it is inadequate. In addition to skill in routine work the man should secure the broader experience that will enable him to adjust himself to changed conditions in his occupation and that will develop the judgment necessary to enable him to adjust his vocation to new demands. Every form of occupation has many possibilities, a few of which are from time to time discovered to be significant. Advance in any sphere of work depends upon the discovery of these possibilities which the untrained eye of inexperience does not detect. Although a broad experience may enable the man to grasp the possibilities of his occupation, it fails to secure skill in the particulars that have already been found to be important. While a broad experience leaves a man incapable of present competition, the narrow experience jeopardizes his future.

The most valuable experience is therefore one that equips the man to compete with the skillful in the present and to comprehend his task so that he may from time to time adjust

it to new relationships. It emphasizes the formation of necessary habits, but does not neglect the development of the judgment. Such an experience is both intensive and extensive; informal and formal; mechanical and theoretical; practical and scientific. Such experience alone meets the demands of the increasing complexity of industrial and commercial life.

HOW MAY THE MOST VALUABLE EXPERIENCE BE SECURED AND UTILIZED

I. Haphazard Experience

But little attention is given to providing those experiences that most adequately prepare one for commercial and industrial life. The boy who is to become a skilled workman is compelled to "pick up" his experience as best he can. The same is true of the boy who aspires to a position as salesman, banker, or manufacturer. Every employer seeks only experienced men, and but few places are available where such experience can be economically and honorably secured.

The youth without experience, desiring to become a skilled machinist, may secure some experience with machinery in a second-rate factory during the rush season. Because of his incapacity, he is laid off as soon as the rush is over. Thereupon he applies as an experienced machinist in a better shop. If he is lucky, he may secure a position. If the supervision is inadequate, or the demand for labor unusual, he may retain his position for several hours, or days, or even weeks. After years of such distressing experiences, the youth succeeds in "stealing his trade." In the meantime he has been an economic loss to his many employers, and his experience may have depraved his character.

The condition found in the industrial world is no worse than that in the commercial world. The selling force is recuperated by green hands. In most selling organizations no instruction is given and no experience provided except what is picked up haphazard behind the counter or on the road. Most new men fail, are dismissed, employed by another firm and dismissed

again, etc. We have here nothing but a struggle for existence and the survival of the fittest in a crude and destructive form.

The burnt child avoids the fire, and his experience is most effective. However, the wise parent arranges conditions so that the burn shall not be too serious. The machinist who "steals" his trade profits greatly by his mistakes, and the new salesman never forgets some of his most flagrant errors. Such experiences are practical, lasting, effective, but uneconomical. But such experiences are of necessity unsystematic and inadequate to modern industrial and commercial demands.

II. Apprenticeship Experience

The waste in the Haphazard method of securing experience in the industrial world has long been apparent and has led to attempts to provide systems of apprenticeships which would enable the youth to secure educative experiences with a minimum of cost to himself and his employer.

In theory the youth who becomes an apprentice

is bound or indentured to serve his master for a period of years. During that time the master agrees to see to it that the apprentice practices and becomes proficient in performing all the processes of the trade. The employer (master) is rewarded in that he secures the continuous service of the boy for the period of years upon the payment of little or no wages. Furthermore the apprentice when developed into a journeyman is likely to become a valuable employee. The apprentice is rewarded for his years of service by the practical experience which he has been permitted to secure in actual work with all the various processes involved in the trade.

Although the apprenticeship system has many excellent points, it has been found inadequate to meet the needs of modern commercial and industrial institutions. At least in its primitive form it is decadent in every industry which has been modernized. All forms of commerce and industry have become so complicated and each part demands such perfection of skill that an apprentice can

scarcely secure sufficient experience in even the essentials of the trade to render him expert in these various processes. In short, the traditional apprenticeship system is unable to give either the general comprehension of the industry or the skill in the specialized processes.

III. Theoretical-practical Experience

In contrast with the two methods discussed above (Haphazard Experience and Apprenticeship Experience) schools must be considered as a method of providing experiences preparatory to industrial life. The first two methods secure skill, but the schools secure learning. The first two might be said to educate the hands and the latter the head. The comparative advantages of these contrasted systems is the theme of unceasing debate. The man skilled in one thing can at least do that one thing well. The man who is learned but not skilled in any activity of his chosen occupation is unable to compete with the boys who at the expense of schooling, "went to work" in that particular occupation.

An advanced general school education has very distinct advantages. But skill in reading Latin does not greatly increase one's ability to read instruments of precision. Skill in applying mathematical formulæ will not greatly assist in estimating the value of merchandise. A knowledge of general psychology will not insure ability in selecting employees. Even great proficiency in discoursing upon ethical theories does not protect one from the temptation to be dishonest in business.

Skill in one thing does not insure skill in other and even in similar things. Learning in one field is not incompatible with gross ignorance in other and related fields. We have discovered that skill and learning are largely specialized, and accordingly we see the necessity of acquiring skill and learning in the particular fields in which the skill and learning are desired. To meet these demands various modifications in our schools have been made. To meet the needs of training for the industries we have the manual training schools, industrial schools, trade schools, continuation

schools, correspondence schools, night schools, technological schools, etc. To provide the appropriate experiences for commercial life we have commercial schools, business colleges, store schools, schools of commerce, etc.

These schools have rendered invaluable service and are rapidly increasing in number, yet they do not provide either the skill or the learning which should be possessed by the employee.

IV. Practical-theoretical Experience

The weakness of the Haphazard and Apprenticeship methods of securing experience is twofold: (1) They cease too early. So soon as the man really enters into his occupation his education ceases. (2) They are too narrow, they fail to provide experiences that give proper perspective; they do not give adequate theoretical comprehension of the work being accomplished from day to day; they do not develop the judgment.

The weakness with the Theoretical-practical method of providing experience resembles

the weakness of the Haphazard and the Apprenticeship methods in that it ceases too early. It ceases before the individual begins his life work. It may have the special weakness of not being closely organized with the vocation for which it is assumed to be a preparation, hence of being impracticable.

The Practical-theoretical form of providing experience is based on two assumptions: The first assumption is that the practical and the theoretical should be equally emphasized; that they should be closely organized; and that the theory should be deduced from the practice. The second assumption is that the educative processes should continue so long as the man is engaged in his occupation.

A concrete illustration will make clear the difference between the four different methods of acquiring experience as given above.

During the present summer vacation I have been spending a few weeks in a boarding house. Some previous boarder had bequeathed to the house an intricate Chinese block puzzle. During this summer one lad in the house spent

eight hours in solving the puzzle. He worked by the Haphazard method, trying blindly, till he just happened to get it right. The next attempt did not take so long, but it was many days before he could solve the problem rapidly.

As soon as the lad had learned to solve the puzzle, my son watched him solve it many times, and kept trying to do it as he saw it done. My son learned to solve the puzzle in perhaps two hours by thus watching another and then trying it himself. He was employing the Apprenticeship method, and his education was accomplished in one fourth the time required by the Haphazard method.

In the boarding house was an expert mechanical engineer. He took up the task of solving the problem and was most scientific in his procedure. He figured out the principles that he thought might be involved, tried them, and immediately abandoned methods that proved unsuccessful. He was able to solve the puzzle in a half hour. Later trials were all successful and rapid. He knew just how he had solved the puzzle, and therefore

did not have to experiment or take chances on later trials. This engineer employed the Theoretical-practical method of learning.

The engineer volunteered to instruct me in the problem. I took up the blocks and began trying to unite them. As one difficulty after another arose, I was given instruction in the principle for overcoming it. No principle was presented to me till I had faced a situation demanding that particular principle. The practice and the theory went together, and so far as the instruction was concerned the practice preceded the theory step by step. I was therefore employing the Practical-theoretical method. As a result I was enabled to solve the problem in fifteen minutes. Furthermore I knew just how I had done it and could do it again and could apply the same principles to other puzzles.

A comparison of these results is most instructive. The lad who went at it blindly by the Haphazard method required eight hours and even then did not analyze out the principles that would help him solve later problems.

My son, who employed the Apprenticeship method, accomplished his task in two hours but discovered no principles. His work was blindly mechanical. The engineer worked according to the Theoretical-practical method, completed his task in thirty minutes, and understood perfectly what he had done. By employing the Practical-theoretical method I was enabled to accomplish the task in fifteen minutes and to understand also how it was done.

Whether I have in mind my own development or that of my employees, if I am seeking to utilize the Practical-theoretical method of capitalizing experience, I am confronted with two problems: (1) How shall I secure or provide the requisite practical experiences? (2) How shall I secure or provide the appropriate theoretical interpretation of such experiences?

During recent years in the educational, industrial, and commercial world serious attempts have been made to answer these two questions, and the results are most significant.

The College of Engineering of the University of Cincinnati believes that it has solved the problem for certain fields of activity by "coöperative courses." In these courses the students spend one week in some manufacturing plant and the next week in the college. This weekly alternation of practical and theoretical is kept up for six years. The number of students in the college and the number of workers in the manufacturing plant is kept constant by dividing each group of students into two sections which alternate with each other, so that when one section is at the college the other is at the shop. The college teaches the principles that are necessary for understanding and solving the problems arising from week to week in the shop. As the Dean of the college expresses it, "It aims to teach the theory underlying the work, to teach the intent of the work, to give such cultural subjects as will tend to make him a more intelligent civic unit." It is thought that such coöperative courses could be arranged by schools of different ranks of advancement and

that the students could spend their alternate weeks in almost any class of industrial or commercial institution of importance.

One of the most conspicuous attempts to provide Practical-theoretical experiences of an educative sort is that of the General Electric Company of West Lynn, Massachusetts. This institution has provided a corps of instructors and rooms devoted exclusively to instruction within the plant itself. The theoretical instruction is assumed to be perfectly coördinated with the practical. In fact the young apprentice spends much of his time almost daily in constructing commercial articles and under the same conditions that will confront him in later years. His theoretical instruction is thus planned to help him to accomplish his practical task more quickly, perfectly, and with more perfect understanding. The training is so broad that the graduate is prepared to become an industrial foreman in any mechanical establishment.

The John Wanamaker Commercial Institute of Philadelphia is a school conducted

within the store and for the benefit of the employees of the store. In this school theoretical instruction is given that is designed to give the principles underlying commercial life. The results are said to be most gratifying both to the employer and the employees.

The Practical-theoretical form of education is not limited to the apprentice or to the new employee but is equally valuable to the expert, the oldest employees, and the employer. This fact is taken advantage of most wisely by the National Cash Register Company. This company provides instruction suited to the needs of all its salesmen, whether they are new and inexperienced or whether they are the oldest, most efficient salesmen. By means of letters, books, demonstrations, and conventions the salesmen are constantly provided with educative experiences and are kept from the narrowness and lack of progress so characteristic of men in the commercial life after they have become thoroughly established and relatively efficient in their work.

In keeping with this modern tendency to

supplement practical experience with theoretical interpretation, we find a very pronounced increase in the utilization of all agencies that interpret and enrich the daily toil. Men who are fully employed (e.g. journeymen and salesmen) have realized the necessity of some form of theoretical instruction to enable them to profit by their daily practical experience. This fact is almost pathetically demonstrated by the multitudes who are seeking for such instruction through correspondence and evening schools. Every progressive engineer, teacher, physician, and lawyer keeps abreast of the best thought of the day by means of frequent conventions, conferences, books, and periodicals. The experience secured from such agencies is essential to progress; only by such agencies can he learn the latest and most perfect interpretation of the experience of his professional life. Likewise the non-professional man engaged in commerce or industry finds the modern world to be so complex that mere practical experience is no longer adequate to enable him to meet the demands made upon him. The theoretical training of his youth (even though it include the college and the technical school) is totally inadequate to interpret for him the new relationships which arise from day to day. He needs a theory that grows out of his practical experience and that enables him to understand and to improve upon his practical work. The most common means for providing him with such experience he finds in his conventions and informal conferences with his peers and in his trade journals and technical books.

There is no warfare between theory and practice. The most valuable experience demands both, and the methods of procuring the most valuable experience in business and industry demand that the theory should supplement the practice and not precede it. The environment most conducive to securing and utilizing the most valuable experience is in the work-a-day world. But this is the very environment in which men become engulfed in the practical and neglect the theoretical. To the extent to which men thus neglect the

theoretical do they lower themselves and class themselves with mere machines, and so hasten the day when they shall be discarded. Whether we be apprentices or experts, employees or employers, we are all in a similar condition. In every case advance is dependent upon the proper utilization of practical and theoretical experiences—upon the practical experience which is adequately interpreted.