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Subjects

Business Studies

Taylor’s scientific management

This topic introduces Class 12 Business Studies students to F. W. Taylor’s scientific management approach within the chapter Principles of Management. Students learn how systematic observation, work-study and standardisation can improve efficiency and productivity. The topic explains Taylor’s principles, including science rather than rule of thumb, harmony and cooperation, cooperation rather than individualism, development of each worker, and the use of techniques such as time study, motion study, method study, fatigue study and differential piece wage system.

Hard · Level 3 · 25 questions

Practice questions

01A company pays a higher rate for output above the standard but has not set a quality standard. What is the main risk of this incentive system?

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02Workers offer suggestions for improvement, but management ignores them and still expects cooperation. Which Taylor principle is not being followed?

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03A worker produces 84 units. The standard output is 80 units, and the higher piece rate of ₹12 per unit applies above the standard. What is the worker’s wage?

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04A time standard seems too strict because it was based only on measurements of the fastest worker. What was the main error?

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05Which option correctly matches one planning-side specialist with one production-side specialist in Taylor’s functional foremanship?

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06A study has removed unnecessary hand movements from a job, but the overall flow of materials through the process is still long. Which broader study should be used next to examine and improve the process?

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07If a new machine reduces the time needed per unit from the existing 15-minute standard to 10 minutes, what should management do according to Taylor’s scientific approach?

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08If defects are caused by machine breakdowns, why will increasing inspection alone not solve the problem?

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09A task takes 11 minutes per unit and available time is 440 minutes. Based on time study what will be the standard output?

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10If workers and owners argue over sharing the existing gains even though output is low, what would Taylor’s idea of mental revolution suggest?

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11Which situation shows standardisation but not simplification?

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12Which situation shows simplification but incomplete standardisation?

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13A worker produces 47 units. The standard output is 50 units, and the low piece rate is ₹13 per unit. What is the worker’s wage under the differential piece-rate system?

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14Under Taylor’s differential piece-rate system, if a worker produces exactly the standard output, what must be specified to calculate the wage unambiguously?

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15If efficient workers receive the higher piece rate but less-efficient workers are not given training to improve, which Taylor principle is being neglected?

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16If management sets scientifically determined targets but does not explain their reasons to workers, what practical risk is likely to increase?

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17Which option misrepresents Taylor’s scientific management system?

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18A factory increases machine speed, reducing the time per unit, but workers begin making errors because of fatigue. Which pair of studies should management use to address both concerns?

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19If production delay is not due to wrong route but due to slow speed of workers which specialist is important?

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20Production quality is satisfactory, but costs are high because the work method involves unnecessary transport. Which study should be used first to improve the process?

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21Which work study technique does not directly fix wage rate but can give the base standard for wage system?

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22A high-producing worker receives a higher rate, but the production standard changes every day. What is the main weakness in this system?

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23Management tells workers that the scientific method is intended only to benefit the owners. Which objective of Taylor’s approach is being overlooked?

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24Which statement best distinguishes “harmony, not discord” from “cooperation, not individualism” in Taylor’s principles?

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25In which situation does mental revolution go beyond simply having harmonious relations?

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