Method study involves systematically examining work processes to identify improvements. It follows 8 key steps: selecting the work, recording facts, examining the current process through questioning, developing an improved method, evaluating alternatives, defining and presenting the new method, implementing it, and maintaining the changes. The questioning technique is central to examination, with questions about the purpose, place, sequence, person, and means of each activity. Priority work includes high cost, waste-generating, or bottleneck processes. Recording facts accurately lays the groundwork for analysis and identifying alternative approaches to achieve the most effective and economic work method.

1. Method StudyMethod Study

2. Method studyMethod study is theis the systematic recordingsystematic recording andand critical examinationcritical examination of waysof ways
of doing things in order to make improvements.of doing things in order to make improvements.
The basic approach to method study consists of the following eightThe basic approach to method study consists of the following eight
steps:steps:
1.1. SELECTSELECT the work to be studied and define its boundaries.the work to be studied and define its boundaries.
2.2. RECORDRECORD the relevant facts about the job by direct observation andthe relevant facts about the job by direct observation and
collect such additional data as may be needed from appropriatecollect such additional data as may be needed from appropriate
sources.sources.
3.3. EXAMINEEXAMINE the way the job is being performed and challenge itsthe way the job is being performed and challenge its
purposepurpose,, placeplace,, sequencesequence andand method of performancemethod of performance..
4.4. DEVELOPDEVELOP the most practical, economic and effective method.the most practical, economic and effective method.
5.5. EVALUATEEVALUATE different alternatives to developing a new improveddifferent alternatives to developing a new improved
method, and compare the cost-effectiveness of the selected newmethod, and compare the cost-effectiveness of the selected new
method with the current method of performance.method with the current method of performance.
6.6. DEFINEDEFINE the new method in a clear manner and present it to thosethe new method in a clear manner and present it to those
concerned, management, supervisors and workers.concerned, management, supervisors and workers.
7.7. INSTALLINSTALL the new method as standard practice and train thethe new method as standard practice and train the
persons involved in applying it.persons involved in applying it.
8.8. MAINTAINMAINTAIN the new method & introduce control procedures tothe new method & introduce control procedures to
prevent a drawback to the previous method of work.prevent a drawback to the previous method of work.

3. Selecting the work to be studiedSelecting the work to be studied
There are three factors that should be keptThere are three factors that should be kept
in mind when selecting a job.in mind when selecting a job.
1.1. Economic or cost-effective considerations.Economic or cost-effective considerations.
2.2. Technical considerations.Technical considerations.
3.3. Human considerations.Human considerations.
1.1. Economic considerationsEconomic considerations::
It is obviously a waste of time to start orIt is obviously a waste of time to start or
continue a long investigation if the economiccontinue a long investigation if the economic
importance of a job is small.importance of a job is small.
Questions that should always be askedQuestions that should always be asked
• Will it pay to begin a method study of this job? OrWill it pay to begin a method study of this job? Or

4. Obvious choices for study are:Obvious choices for study are:
 A.A. KeyKey profit-generating or costly operationsprofit-generating or costly operations or ones with the largestor ones with the largest
Scrap/waste rates.Scrap/waste rates.
 B.B. BottlenecksBottlenecks which are holding up other production operations, orwhich are holding up other production operations, or
lengthy operations that consume a great deal of time.lengthy operations that consume a great deal of time.
 C.C. Operations involving repetitiveOperations involving repetitive workwork using a great deal of laborusing a great deal of labor
and ones that are likely to run for a long time.and ones that are likely to run for a long time.
 D.D. Movements of material over long distancesMovements of material over long distances between workstations,between workstations,
those involving the use of a relatively large proportion of labor orthose involving the use of a relatively large proportion of labor or
which require repeated handling of material.which require repeated handling of material.
 One of the easiest techniques that can be used to identify keyOne of the easiest techniques that can be used to identify key
operations as listed in partoperations as listed in part ((AA)) is theis the Pareto analysisPareto analysis (sometimes(sometimes
also referred to as “the ABC analysis of value analysis”).also referred to as “the ABC analysis of value analysis”).
 The same observation can be extended by saying that among all theThe same observation can be extended by saying that among all the
operations in a given plant a small number account for the largestoperations in a given plant a small number account for the largest
share ofshare of costcost or ofor of profitprofit, or the largest percentage of, or the largest percentage of wastewaste..

5. To illustrate the point we will consider the following example.To illustrate the point we will consider the following example.
 Let us assume that a certain enterprise produces 20 differentLet us assume that a certain enterprise produces 20 different
products. Each of these products generates a certain profit.products. Each of these products generates a certain profit.
 By listing the annual production and profit contribution one obtainsBy listing the annual production and profit contribution one obtains
the results shown inthe results shown in table 6table 6..
 The next step consists of rearranging these items in descendingThe next step consists of rearranging these items in descending
order of importance according to profit. The result would thenorder of importance according to profit. The result would then
appear like the one shown inappear like the one shown in table 7table 7..
 FromFrom table 7table 7 it can be seen that three products only, listed as “it can be seen that three products only, listed as “AA
itemsitems”, account for 60 per cent of the profit.”, account for 60 per cent of the profit.
 These are the most profitable and any improvement in methods ofThese are the most profitable and any improvement in methods of
producing these particular products would reflect highly on profits.producing these particular products would reflect highly on profits.
They would be a priority for study.They would be a priority for study.
 Products listed underProducts listed under ““BB”,”, which are seven in number, contribute 25which are seven in number, contribute 25
per cent of the profit. They could then assume a second importance,per cent of the profit. They could then assume a second importance,
while productswhile products ““CC”” would command the last priority since theirwould command the last priority since their
contribution to profit is minimal.contribution to profit is minimal.
 The same type of analysis can be conducted to determine “the mostThe same type of analysis can be conducted to determine “the most
costly products or processes” or “the products or processes thatcostly products or processes” or “the products or processes that
yield the highest waste”.yield the highest waste”.
 Those would then become a priority for study by the work studyThose would then become a priority for study by the work study
specialist.specialist.

8. 2.2. Technical or technological considerationsTechnical or technological considerations::
One of the important considerations is the desire by management toOne of the important considerations is the desire by management to
acquire more advanced technology, i.e. in equipment or in processes.acquire more advanced technology, i.e. in equipment or in processes.
 Therefore, management may want to computerize its office paperworkTherefore, management may want to computerize its office paperwork
or its inventory system, or to introduce automation in the productionor its inventory system, or to introduce automation in the production
operations.operations.
 Before such steps are taken, a method study can point out the mostBefore such steps are taken, a method study can point out the most
important needs of the enterprise in this respect.important needs of the enterprise in this respect.
 The introduction of new technology should therefore constitute anThe introduction of new technology should therefore constitute an
important factor in the choice of methods of work to be investigated.important factor in the choice of methods of work to be investigated.
3.3. Human considerationsHuman considerations::
 Certain operations are often a cause of dissatisfaction by workers.Certain operations are often a cause of dissatisfaction by workers.
 They may bring on fatigue or monotony or may be unsafe to operate.They may bring on fatigue or monotony or may be unsafe to operate.
 The level of satisfaction should point to a need for method study. In aThe level of satisfaction should point to a need for method study. In a
similar fashion, a choice of a particular job for study may lead to anxietysimilar fashion, a choice of a particular job for study may lead to anxiety
or ill feeling. The suggestion given here is to leave it alone.or ill feeling. The suggestion given here is to leave it alone.

9. Record the factsRecord the facts
 The next step in the basic procedure, after selecting theThe next step in the basic procedure, after selecting the
work to be studied, is to record all the facts relating towork to be studied, is to record all the facts relating to
the existing method.the existing method.
 The success of the whole procedure depends on theThe success of the whole procedure depends on the
accuracy with which the facts are recorded, becauseaccuracy with which the facts are recorded, because
they will provide the basis of both the critical examinationthey will provide the basis of both the critical examination
and the development of the improved method.and the development of the improved method.
 Recording serves essentially as a basis for followingRecording serves essentially as a basis for following
analysis and examination.analysis and examination.
 Recording may be carried out in two phases:Recording may be carried out in two phases:

FirstFirst, a rough sketch or charting of the job being studied to, a rough sketch or charting of the job being studied to
establish whether the recorded information is of use;establish whether the recorded information is of use;

SecondSecond, a more formal and accurate chart or diagram to include, a more formal and accurate chart or diagram to include
in a report or presentation.in a report or presentation.

10. Examine critically: byExamine critically: by using the questioning technique.using the questioning technique.
The questioning techniqueThe questioning technique is the means by which the criticalis the means by which the critical
examination is conducted, each activity being subjected inexamination is conducted, each activity being subjected in
turn to a systematic and progressive series of questions.turn to a systematic and progressive series of questions.
The primary questionsThe primary questions
 The questioning sequence used follows a well-establishedThe questioning sequence used follows a well-established
pattern which examines:pattern which examines:

11. • In the first stage of the questioning technique, theIn the first stage of the questioning technique, the
purpose, place, sequence, person and means of everypurpose, place, sequence, person and means of every
activity recorded are systematically questioned, and aactivity recorded are systematically questioned, and a
reason for each reply is required.reason for each reply is required.

12. The secondary questionsThe secondary questions
 TheThe secondary questionssecondary questions cover the second stage of thecover the second stage of the
questioning technique, during which the answers to thequestioning technique, during which the answers to the
primary questions are subjected to further question toprimary questions are subjected to further question to
determine whether possible alternatives of place,determine whether possible alternatives of place,
sequence, persons and/or means are feasible andsequence, persons and/or means are feasible and
preferable as a means of improvement upon the existingpreferable as a means of improvement upon the existing
methodmethod
 Therefore, during this second stage of questioningTherefore, during this second stage of questioning
(having asked already, about every activity recorded,(having asked already, about every activity recorded,
what is done and why is it done), the method studywhat is done and why is it done), the method study
person goes on to inquire:person goes on to inquire:
 WhatWhat elseelse might be done? And, hence: Whatmight be done? And, hence: What shouldshould bebe
done? In the same way, the answers already obtaineddone? In the same way, the answers already obtained
on place, sequence, person and means are subjected toon place, sequence, person and means are subjected to
further inquiry.further inquiry.

13. Combining the twoCombining the two primaryprimary questions with the twoquestions with the two secondarysecondary questionsquestions
under each of the headings “under each of the headings “purpose, placepurpose, place”, etc., yields the following”, etc., yields the following
list, which sets out the questioning technique in full:list, which sets out the questioning technique in full:
PURPOSEPURPOSE: What is done? Why is it done? What else might be done?: What is done? Why is it done? What else might be done?
What should be done?What should be done?
PLACEPLACE: Where is it done? Why is it done there? Where else might it be done?: Where is it done? Why is it done there? Where else might it be done?
Where should it be done?Where should it be done?
SEQUENCESEQUENCE: When is it done? Why is it done then? When might it be done?: When is it done? Why is it done then? When might it be done?
When should it be done?When should it be done?
PERSONPERSON: Who does it? Why does that person do it? Who else might do it?: Who does it? Why does that person do it? Who else might do it?
Who should do it?Who should do it?
MEANSMEANS: How is it done? Why is it done that way? How else might it be done?: How is it done? Why is it done that way? How else might it be done?
How should it be done?How should it be done?
These questions, in the above sequence, must be asked systematicallyThese questions, in the above sequence, must be asked systematically
every time a method study is undertaken.every time a method study is undertaken.
They are the basis of successful method study.They are the basis of successful method study.