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 How do the consulting process and the consulting industry work?
Philip Wickham

Management consulting
What skills does a successful management consultant need to develop?
How does the experience on a work placement programme or in-company project
compare with the work of a consultant? Louise Wickham

Management
Addressing these questions and many others, Management Consulting is written for students taking
dedicated management consulting modules and work placement programmes at undergraduate and
postgraduate level.
It is well suited to students of business, as well as scientific and creative disciplines, who undertake a
work-based project during the course of their academic study.

Key features include:

• A comprehensive introduction to the practice and process of consultancy
• Examples across a wide range of industries including art, media and design, computing
Consulting
and engineering
• Help in choosing and developing a career in consultancy
Delivering an effective project
• Access to recent academic research with extensive references and further reading

Third Edition
New to this edition!
This third edition has been significantly revised, adding to the tools
and techniques required of the discipline to make the book practical
as well as intellectually rigorous. It includes:
• Two new chapters on consulting across cultures; and
contracting, influence and team leadership
• Focus on key topics: evaluating capabilities and opportunities;
the selling process of consulting; and consulting as a graduate
Third
career option Edition
• New case exercises to put tools and techniques into practice
• A long case study running throughout the book

louise Wickham
Philip Wickham
About the authors
Philip Wickham is Research Officer at the Institute for Transport Studies, University of Leeds. He is also the
author of two other Financial Times Prentice Hall textbooks: Strategic Entrepreneurship (4th edition, 2006)
and the FT Corporate Strategy Casebook (2000).
Louise Wickham is the Director of Wickham Consulting Services Ltd
and a practising consultant specialising in strategy and marketing. She
has over 20 years business experience, both within companies and as
a consultant, working for a wide range of consumer-facing businesses.

Front cover image

www.pearson-books.com
An imprint of © Getty Images

9780273711841_COVER.indd 1 3/9/07 13:42:13

MANC_A01.qxd 9/19/07 9:41 Page i

Management
Consulting

..
MANC_A01.qxd 9/19/07 9:41 Page ii

We work with leading authors to develop the

strongest educational materials in business,
bringing cutting-edge thinking and best
learning practice to a global market.

Under a range of well-known imprints, including

Financial Times Prentice Hall, we craft high quality
print and electronic publications which help readers
to understand and apply their content, whether
studying or at work.

To find out more about the complete range of our

publishing please visit us on the World Wide Web at:
www.pearsoned.co.uk

.. ..
 MANC_A01.qxd 9/19/07 9:41 Page iii

Management
Consulting
Delivering an Effective Project

Third Edition

PHILIP WICKHAM
LOUISE WICKHAM

.. ..
MANC_A01.qxd 9/19/07 9:41 Page iv

Pearson Education Limited

Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world

Visit us on the World Wide Web at:

www.pearsoned.co.uk

First published 1999

Second edition published 2004
Third edition published 2008

© Pearson Education Limited 1999, 2004, 2008

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without either the prior written permission of
the publisher or a licence permitting restricted copying in the United Kingdom issued
by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London
EC1N 8TS.

All trademarks used herein are the property of their respective owners. The use of
any trademark in this text does not vest in the author or publisher any trademark
ownership rights in such trademarks, nor does the use of such trademarks imply any
affiliation with or endorsement of this book by such owners.

ISBN: 978-0-273-71184-1

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

10 9 8 7 6 5 4 3 2 1
11 10 09 08 07

Typeset in 9.5/12pt Stone Serif by 35

Printed and bound in Great Britain by Ashford Colour Press, Gosport, Hants

The publisher’s policy is to use paper manufactured from sustainable forests.

.. ..
 MANC_A01.qxd 9/19/07 9:41 Page v

To Ella and Louis

.. ..
MANC_A01.qxd 9/19/07 9:41 Page vi

.. ..
 MANC_A01.qxd 9/19/07 9:41 Page vii

Brief contents

Preface xvi
A note on the layout of this book xix
Acknowledgements xxi

Part One Management consulting in context and how it adds value 1

1 The nature of management consulting and how it adds value 3

2 Consulting: the wider context and consulting process 31
3 The skills of the consultant and the project proposal 54
4 Consulting across borders and cultures – Jeremy Wilcock 78
Robinson Mason case study: Part 1 96

Part Two Project evaluation and analysis 99

5 Defining the destination, developing a strategy and

understanding change 101
6 Evaluating client capabilities and business opportunities –
Margaret Dewhurst and Tony Kellett 128
7 Contracting, influence and team leadership – Kevin Parker 151
Robinson Mason case study: Part 2 177

Part Three Undertaking the project 179

8 Executing a successful project 181

9 Creative approaches to analysis 196
10 Analysing decision-making in the client business and
the decision context 214
11 Consulting project planning and time management 234
Robinson Mason case study: Part 3 252

.. ..
MANC_A01.qxd 9/19/07 9:41 Page viii

viii Brief contents

Part Four Delivering the product to the client 255

12 Communication skills and presenting your ideas 257

13 Learning from success 276
Robinson Mason case study: Part 4 286
14 Consulting as a career 288

Appendix: Example of a consulting report: Supergelato Ice Cream Ltd 300

Index 303

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 MANC_A01.qxd 9/19/07 9:41 Page ix

Contents

Preface xvi
A note on the layout of this book xix
Acknowledgements xxi

Part One Management consulting in context and how it adds value 1

1 The nature of management consulting and how it adds value 3

Learning outcomes 3
1.1 What a management consultant does 3
1.2 Consulting and management roles 5
1.3 The client–consultant interaction 10
1.4 The responsibilities of the management consultant 16
1.5 Types of client 18
1.6 Modes of consulting 19
1.7 The decision to use a consultant 21
1.8 Provision of information 22
1.9 Provision of specialist expertise 22
1.10 Provision of a new perspective 23
1.11 Provision of support for internal arguments 24
1.12 Provision of support for gaining a critical resource 26
1.13 Facilitating organisational change 27
Team discussion points 27
Summary of key ideas 28
Key reading 29
Further reading 29
Case exercise: Natural Beauty Ltd 30

2 Consulting: the wider context and consulting process 31

Learning outcomes 31
2.1 Management consulting: core processes of a business 31
2.2 ‘Hard’ side consulting: operational processes of a business 37

.. ..
MANC_A01.qxd 9/19/07 9:41 Page x

x Contents

2.3 ‘Soft’ side consulting: human processes of a business 40

2.4 Consulting to the non-profit and public sectors 43
2.5 Overview of the consulting process 43
2.6 Initial contact and initiating the project 45
2.7 Preliminary analysis of the issues and defining objectives 47
2.8 Pitching the project: the formal proposal and project charter 48
2.9 Project progression and follow-up 49
Team discussion points 51
Summary of key ideas 52
Key reading 52
Further reading 52
Case exercise: Southern Food Services 53

3 The skills of the consultant and the project proposal 54

Learning outcomes 54
3.1 The effective consultant’s skill profile 54
3.2 Project management skills 56
3.3 Analysis skills 58
3.4 Relationship-building skills 61
3.5 The consulting selling process 64
3.6 The function of the project proposal 69
3.7 What to include in the proposal and an example 70
Team discussion points 74
Summary of key ideas 75
Key reading 76
Further reading 76
Case exercise: Golden Star 77

4 Consulting across borders and cultures – Jeremy Wilcock 78

Learning outcomes 78
4.1 The great wide world 78
4.2 Factors encouraging international operation 79
4.3 Researching and selecting overseas markets 81
4.4 Market entry options 83
4.5 Export management issues 85
4.6 Culture 87
4.7 International marketing 89
4.8 Global marketing planning process 91
4.9 Managing the client/consultant relationship 93
Team discussion points 94
Summary of key ideas 94
Key reading 94
Further reading 94

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 MANC_A01.qxd 9/19/07 9:41 Page xi

Contents xi

Case exercise: Bill Chieftain 95

Robinson Mason case study: Part 1 96

Part Two Project evaluation and analysis 99

5 Defining the destination, developing a strategy and

understanding change 101
Learning outcomes 101
5.1 Identification of opportunities and issues with the
client organisation 101
5.2 Problem analysis, specification and quantification 105
5.3 Objective setting: defining the desired end-state 108
5.4 Developing a strategy for the destination 120
5.5 Developing the strategy for the journey 121
5.6 The need for change in the client organisation 123
Team discussion points 124
Summary of key ideas 124
Key reading 126
Further reading 126
Case exercise: Exconom 127

6 Evaluating client capabilities and business opportunities –

Margaret Dewhurst and Tony Kellett 128
Learning outcomes 128
6.1 Preliminary analysis techniques 128
6.2 Strategic capabilities of businesses 130
6.3 Financial and business performance 133
6.4 Identification and evaluation of strategic options 139
6.5 Planning for the future 142
6.6 Opportunity, innovation and information 144
6.7 Qualitative methods for evaluating opportunities 146
6.8 Quantitative methods for evaluating opportunities 147
Team discussion points 148
Summary of key ideas 149
Key reading 149
Further reading 149
Case exercise: DQS 150

7 Contracting, influence and team leadership – Kevin Parker 151

Learning outcomes 151
7.1 Contracting 151
7.2 Influencing 155

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MANC_A01.qxd 9/19/07 9:41 Page xii

xii Contents

7.3 Fundamentals of rapport and key skills 156

7.4 Change-limiting assumptions 158
7.5 Outcome thinking, outcome-frame thinking and
improving advocacy 160
7.6 Listening, powerful questions and push and pull of influencing 163
7.7 Team leadership and climate 167
7.8 Accelerating team performance and dealing with conflict 171
Team discussion points 173
Summary of key ideas 173
Key reading 174
Further reading 174
Case exercise: O’Reilly Design 175
Robinson Mason case study: Part 2 177

Part Three Undertaking the project 179

8 Executing a successful project 181

Learning outcomes 181
8.1 Consultant–client engagement for project implementation 181
8.2 Benchmarking project progression 182
8.3 Understanding the roles of client team members 184
8.4 Relationship with the client during the project 184
8.5 The desire for change by the client organisation 186
8.6 Change-enhancing interactions 189
8.7 Types of project shock 190
8.8 Responding to project shocks 191
Team discussion points 193
Summary of key ideas 193
Key reading 194
Further reading 194
Case exercise: Argyll Chemistry 195

9 Creative approaches to analysis 196

Learning outcomes 196
9.1 The importance of creativity and innovation 196
9.2 Analysis strategies 197
9.3 Visualising information 201
9.4 Supporting analysis with ad hoc visuals 202
9.5 Cognitive style and strategy 203
9.6 Mind mapping 206
9.7 Brainstorming 208
9.8 Features analysis 208

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 MANC_A01.qxd 9/19/07 9:41 Page xiii

Contents xiii

9.9 Delphi auditing 210

Team discussion points 211
Summary of key ideas 212
Key reading 212
Further reading 212
Case exercise: Businesses in the chemicals sector 213

10 Analysing decision-making in the client business and

the decision context 214
Learning outcomes 214
10.1 Approaches to understanding decision-making 214
10.2 Decision-making in organisations 215
10.3 Types of management decision-making roles 217
10.4 The decision-making unit 218
10.5 The dimensions of a decision 219
10.6 Decision-making style and influence 220
10.7 Organisational orientation 221
10.8 Organisational culture 222
10.9 Strategy processes 224
10.10 External influences on organisational decision-making 227
10.11 The naturalistic decision-making approach 228
Team discussion points 230
Summary of key ideas 230
Key reading 232
Further reading 232
Case exercise: Inflight entertainment 232

11 Consulting project planning and time management 234

Learning outcomes 234
11.1 Individual roles for team members 234
11.2 Setting a timetable and critical path analysis 236
11.3 Project budgeting 237
11.4 Organising meetings and reviews 238
11.5 The importance of time management and effective time management 241
11.6 Time management systems 243
11.7 The function of the project log 244
11.8 What to include in the project log and suggested formats 247
Team discussion points 249
Summary of key ideas 250
Key reading 250
Further reading 250
Case exercise: Manor House restaurant 251
Robinson Mason case study: Part 3 252

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MANC_A01.qxd 9/19/07 9:41 Page xiv

xiv Contents

Part Four Delivering the product to the client 255

12 Communication skills and presenting your ideas 257

Learning outcomes 257
12.1 The nature of business communication 257
12.2 Communication as a business tool 259
12.3 Verbal and non-verbal communication 260
12.4 Written and visual communication 263
12.5 Planning the communication 265
12.6 The consulting report 268
12.7 Formal presentations 270
12.8 Making a case: persuading with information 272
12.9 Answering questions and meeting objections in presentations 272
Team discussion points 273
Summary of key ideas 274
Key reading 274
Further reading 274
Case exercise: Holroyd Engineering 275

13 Learning from success 276

Learning outcomes 276
13.1 Handing over ownership of the project 276
13.2 Post-project summary and review 277
13.3 Follow-up projects and key client management 278
13.4 Using consulting projects as case studies 279
13.5 Recognising the successes 280
13.6 Success and transferable skills 280
13.7 Recording successes on your CV and relating them in job interviews 282
13.8 Learning from failure 283
Team discussion points 283
Summary of key ideas 283
Key reading 284
Further reading 284
Case exercise: Beta Venture Capital 285
Robinson Mason case study: Part 4 286

14 Consulting as a career 288

Learning outcomes 288
14.1 The consulting industry today 288
14.2 Key players in the consulting world 290
14.3 Career structure in consulting firms 293
14.4 Becoming a consultant 294
14.5 The internal consultant 296

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 MANC_A01.qxd 9/19/07 9:41 Page xv

Contents xv

14.6 The value of the consulting experience in non-consulting careers 297

Team discussion points 297
Summary of key ideas 298
Key reading 298
Further reading 298
Case exercise: AB Consulting 299

Appendix: Example of a consulting report: Supergelato Ice Cream Ltd 300

Index 303

Supporting resources
Visit www.pearsoned.co.uk/wickham to find valuable online resources

For instructors
n Complete, downloadable Instructor’s Manual
n PowerPoint slides that can be downloaded and used for presentations

For more information please contact your local Pearson Education sales
representative or visit www.pearsoned.co.uk/wickham

.. ..
MANC_A01.qxd 9/19/07 9:41 Page xvi

Preface

Consulting is one of the most interesting, exciting and challenging of manage-

ment roles. For those who can meet its demands, it is one that can bring great
financial, professional and intellectual rewards. The skills a consultant develops
are highly valuable. Consultancy demands a focus on thorough and insightful
analysis, the achieving of well-defined objectives, a concern with utilising resources
productively and communicating ideas in a way which influences people. The
value of skills like these is not confined just to the narrow delivery of a formal
consulting project. They are valuable in management generally. Work in non-
profit situations can also benefit from recognition of the benefits a consulting
approach can bring. For this reason, a consulting project offers a valuable learn-
ing opportunity for students of business and management. It provides a chance
to develop skills that will be of use whatever career path is pursued.
The management skills good consultants bring to their projects are rich and
varied and draw from a broad range of business disciplines. The consultant must
offer an ability to analyse information, to lead and manage projects, often of great
complexity, and to build productive relationships with people. The consultant
must integrate these abilities into a professional approach to taking advantage
of new business opportunities and positively meeting business challenges. This
book aims to offer comprehensive support to students who wish to develop these
skills through the undertaking of a consulting exercise as part of their learning
programme. It will be of value to undergraduates and full-time postgraduates.
Its insights and practical advice will also be valuable for post-experience students
and students undertaking part-time programmes. The book will also be of use to
students undertaking work-based and distance-learning programmes.
Although the book is primarily aimed at students of management, it recognises
that students studying many other disciplines face management challenges. It will
be of interest to students studying general management and specialist management
areas such as marketing, human resource management, operations management
and finance. It will also be of interest to students who are studying technical dis-
ciplines (such as engineering, computing and information technology) who expect
consulting and offering advice to managers to be an important element in their
professional life. In addition to those on formal learning programmes, the book
will offer insights to practising managers who are eager to learn, particularly those
who wish to capitalise on the growing demand for an internal consultancy approach
to management tasks in rapidly changing organisations.
Effective consulting, like any form of good management, knits together intel-
lectual understanding and performance abilities. A consulting exercise is most

.. ..
 MANC_A01.qxd 9/19/07 9:41 Page xvii

Preface xvii

profitable as a learning experience if it does three things. First, if it offers an

opportunity to develop a deep conceptual understanding of the critical issues all
businesses face in today’s increasingly competitive world. Second, if it provides a
means of applying that understanding to take advantage of real business situations.
Third, and most importantly, if it allows the learning gained to be applied to
future management practice.
The first and second editions of Management Consulting have occupied an almost
unique niche in providing students with the tools to undertake a consulting project,
while at the same time providing a framework for new professional practitioners
to use. With this in mind, we have again reorganised the material and significantly
added to the tools and techniques to make this practical as well as intellectually
rigorous. This has been helped in no small measure by the addition of new con-
tributors, most notably Louise Wickham, an experienced consultant with more
than 20 years’ business experience.
Reflecting the international nature of business in general, and consulting in
particular, there is a brand new chapter (Chapter 4) on consulting across borders
and cultures by Jeremy Wilcock. Jeremy has nearly 30 years’ business experience,
all of it with a major British multinational company. He has a Postgraduate
Diploma (with Distinction) in Export Marketing and is a long-standing mem-
ber of the Institute of Export. He has held senior positions in Export Sales and
Marketing, International Development, Business Re-engineering, and Strategic
Planning. Since 2002 he has been engaged in an academic-related post at the
University of Hull Business School, as a Business Development Manager working
with the School’s corporate partners, and as an Associate Lecturer. Chapter 7 on
contracting, influence and team leadership by Kevin Parker is also new. Kevin,
after holding senior HR positions in the motor industry, and as a Partner in a large
consultancy, is now a Director of an independent consultancy, Socrates Coaching.
He works as a 1:1 coach, trainer and consultant in the areas of leadership, per-
formance and teamwork with senior teams in the public and private sector. The
chapter on evaluating client capabilities and business opportunities (Chapter 6),
contributed by Margaret Dewhurst and Tony Kellett of Boardroom Associates,
is also a major rewrite from earlier editions with new techniques. Margaret and
Tony are the founders and Directors of Boardroom Associates, a consultancy
focused on board level work. Margaret has worked as a consultant for 20 years,
mainly in the technology area. Tony has run a number of technology companies,
including turn-rounds, taking one from concept to flotation, and has been on
many boards.
The other new sections are Chapter 2, which explores in more detail the
different types of consulting projects, and Chapter 3, which has more on the
selling process of consulting, something that was lacking in earlier editions.
Chapter 13 on post project and learning from the project has also been expanded
in order to give more insight into consulting from a professional point of view.
Chapter 14 on the consulting industry gives students a greater insight if they
wish to pursue a career in this industry, which remains a popular destination
for graduates. At the end of each chapter is now a short case exercise, many of
which are new. Finally, there is a longer case study that runs throughout the book
on a major consulting exercise undertaken at the Robinson Mason company.
The latter is designed for the student to utilise the knowledge learned in the
preceding chapters.

.. ..
MANC_A01.qxd 9/19/07 9:41 Page xviii

xviii Preface

All of these changes are in a large part due to the reviewers of the second edi-
tion who gave us many valuable comments and feedback as to how we could
improve the text. We would like to thank them for their contributions as well as
Jeremy, Kevin, Margaret and Tony for their critical input that was delivered in
a prompt and professional manner. Finally, we would like to thank the team at
Pearson, particularly Matthew Walker, for all his help and support and without
whom this would not be possible.
A live consulting project can be one of the most interesting, challenging and
rewarding aspects of a programme of management study. This book aims to help
you make the best of it and make the best out of it.

Philip Wickham
Louise Wickham
March 2007

.. ..
 MANC_A01.qxd 9/19/07 9:41 Page xix

A note on the layout of this book

The management of a consulting project calls on a variety of skills. Effective delivery

can be supported by a number of management techniques. This book aims to give
an insight into these skills and techniques in a way that makes their use practical
and guides practice in using them. Consultants must integrate their skills. The
tasks that make up a consulting project cannot be split so that one skill can be
used in isolation from the others. People skills must be used to support analysis.
Good project management enables relationships to be built. Effective analysis
ensures that the project progresses towards delivering the desired outcomes on
time and on budget.
A consulting project does not call on skills in a sequential way. One does not
follow another. However, a book must, by its very nature, relate them in a linear
manner. So there is no one ‘right’ way to detail the skills and techniques a con-
sultant might use. All that can be hoped is that the organisation of the book
is coherent, consistent and logical. We hope this book achieves this. The struc-
ture of this text is different to that of the first and second editions. This is based
on experience. The revised sequence has been found to be more successful as the
basis of a lecture series on management consulting and conducting a project than
was the initial structure.
Students who wish to use this book actively to support the consulting exercise
will want to work their way through the book in a linear way, especially if it
supports a lecture course. To assist this, the book is split into four parts. Part One
(Chapters 1–4) is concerned with consulting in its managerial context. It aims to
provide foundational ideas that integrate the subject of management consulting
into a coherent whole. A central theme of this book is that effective management
consulting is based on the integration of three types of skill: analysis skills that
enable new opportunities and possibilities to be identified on behalf of the client
organisation, project management skills that enable those ideas to be delivered
to the client organisation under budget and time constraints, and relationship
building skills that sell ideas and provide the leadership that takes the client team
forward. Part Two, project definition and analysis (Chapters 5–7), considers the
factors that a student should look at to successfully start a project, including vital
people and analysis skills. Part Three, undertaking the project (Chapters 8–11),
considers the project management and relationship-building skills together as
these are not readily separated.
But these skills only work in harmony. The tutor and student will find that they
will need to dip in and draw out ideas from different parts at different times if
they are actually engaged in a live consulting exercise. The final part of the book

.. ..
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 JELLY STRAINER, NO. 2
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each side of the ends and put the handles 1½” from the top edge. Bore two
holes ¾” in diameter near the bottom of the end to fit the plugs. Bevel the
two sides (1” × 12” × 15½”) at the bottom so as to make a tight and neat
joint. Screw the end pieces to the sides. Screw the brass cup hooks at equal
distances apart around the top edge of the strainer.
 DISH DRAINER
The work of dish-washing is greatly reduced by the use of a dish
drainer. The dishes are carefully washed and arranged in the drainer,
and boiling water poured over them. When they are dry, they can be
put away or allowed to stand with a clean cloth thrown over them
until ready to use.
This dish drainer resembles a box in shape, put on legs, with slats
placed inside at equal distances apart, making the compartments to
hold the dishes. The space in front is made a little larger to
accommodate the irregular dishes. An experienced housewife will
know that glassware and silverware cannot be dried by this method.
A hole is made in one corner of the drainer through which the water
drains off into a pail which is kept under the corner.

Materials:

16’ of white pine.

½ lb. of 4-penny nails for nailing slats in box.
½ lb. of 8-penny nails for nailing box on the legs.
4½’ of sheet zinc to cover the inside of drainer.
4” of half-galvanized pipe for drainage tube.
1 drainage pail.
Sandpaper.
1 can of white paint.
1 can of white enamel.

Dimensions:

Bottom: 1 piece 1” thick × 24” wide × 26” long.

Sides: 2 pieces 1” thick × 8” wide × 26” long.
2 pieces 1” thick × 8” wide × 24” long.
Legs: 4 pieces 1” thick × 4” wide × 36” long, for back legs.
4 pieces 1” thick × 4” wide × 35” long, for front legs.
Slats: 2 pieces ¼” thick × 1” wide × 24” long.
6 pieces ¼” thick × 1” wide × 26” long.
Directions:
Make a pine box which is 8” deep and 24” × 26” long. The joints must be laid
in white lead in order to make the drainer water tight. Nail 2 slats ¼” thick ×
1” wide × 24” long down flat from the front to the back of the box at the
outer edge. These are used as supports for the other crosswise slats and also
allow the water to run under the slats. Nail 4 slats on these supports,
beginning 3¼” from the back of the box and making a distance of 3¼”
between each slat. This will leave a 9” space in front of the box for the
irregular dishes. The front legs are made of the four pieces 1” thick × 4” wide
× 35” long, and the back legs are 1” thick × 4” wide × 36” deep. This slant
provides for the drainage. The drainer should be tipped a little to the corner in
which the drain pipe is placed. If zinc is to be used for lining, it must be done
before the slats are put into the box.
 DISH RACK
A rack made of poplar, with several compartments to
accommodate dishes of different sizes.
The large platters are put in the largest upright spaces, the dinner
plates being arranged in the middle-sized spaces, with the smaller
plates and saucers in the top spaces. It may be placed at a
convenient place in the kitchen or dining room so as to save the
housekeeper unnecessary steps. Mortise and tenon joints will make
a more substantial rack but these are not necessary. The parts may
be nailed together. After joining the parts together, sandpaper, paint
white and enamel.

Materials:

6½” poplar.
12 No. 6 nails to nail on the top.
45 No. 44 box nails for nailing on upright pieces.
50 No. 16 wire brads, ¾”, for nailing tenons in mortise.
2 No. 9 screws, 1½”, to screw the base on the rack.
Sandpaper for dressing the rack.
1 pt. white paint.
1 pt. enamel.

Dimensions:

Top: 1 piece ¾” thick × 4½” wide × 33” long.

2 pieces ¾” thick × 1½” wide × 30” long.
Bottom: 2 pieces ¾” thick × 1½” wide × 30” long.
1 piece 1” thick × 2½” wide × 12” long for base.
Middle: 2 pieces ¾” thick × 1½” wide × 21” long.
Ends: 2 pieces ¾” thick × 1½” wide × 24” long.
Crosspieces: 2 pieces ¾” thick × 1½” wide × 3” long to be used as top of
rack.
2 pieces ¾” thick × 3” wide × 3” long to be used as bottom of rack.
 Upright pieces: 16 pieces ½” thick × ½” wide × 26” long to be used as side
pieces 8 on each side.
2 pieces ¾” thick × 1½” wide × 20½” long.

Dish Rack
Directions:
Mortise the two end pieces ¼”, to fit tenon. Nail the two crosspieces,
measuring (¾” × 1½” × 3”) to them. Make ¼” mortises on the two top
pieces (¾” × 3” × 3”). These mortises are made 3” from the end and the two
pieces nailed to crosspieces. Screw on the bottom board (1” × 2½” × 12”)
with 1½” No. 9 screws. Mortise the 4 top and bottom pieces (¾” × 1½” ×
30”) ½” from the top and bottom and nail them lengthwise on the rack. The
two middle pieces (¾” × 1½” × 21”) are mortised and nailed 11” from the
top edge of the bottom piece. The upright pieces (¾” × 1½” × 20½”) are
nailed 9” from the left side. Nail the eight upright pieces (½” × ½” × 26”) on
each side with No. 4 box nails. The top piece (¾” × 4½” × 33”) is nailed on
the top of the rack. Sandpaper, paint and enamel.
 COAL BOX
The construction of this box is both simple and convenient, and it
requires little space in the room to accommodate it. There are four
compartments in it. The back is divided equally to provide places for
the kindling and paper; the front space is used for coal, and while it
makes it more durable to line it with metal, this is not necessary.
There is a narrow opening in the front in which the cleaning
materials are kept—polish, brush, and stove rags. Stain or paint will
make the coal box more attractive.

Materials:

27½’ of poplar.
3 pairs of 1½” (butt) hinges.
24 ¾” No. 8 screws for hinges.
2 lbs. 5-penny box nails.
3 screen door handles.
1 iron door button.
4 castors.
5 lbs. sheet metal.

Dimensions:

Top: 1 piece 1” thick × 1’ 9¾” wide × 2’ 1½” long to be used as level top.
Front: 1 piece 1” thick × 1’ 7” wide × 2’ 1½” long for the slanting front.
Bottom: 1 piece 1” thick × 1’ 11½” wide × 2’ 10” long.
Back: 1 piece 1” thick × 2’ 1” wide × 1’ 11½” long to be used as the back of
the box.
Ends: 2 pieces 1” thick × 2’ 2” wide × 3’ long.
Partitions: 1 piece 1” thick × 21” wide × 1’ 11½” long to be used as the
partition in the back.
1 piece 1” thick × 2’ 2” wide × 1’ 11½” long to be used as the slanting
partition in the bottom of the coal box.
Supports: 1 piece ½” thick × ½” wide × 1’ 11½” long to be used as a
support at the back of the opening in the box to hold door in place.
 Drawer: 1 piece 1” thick × 1’ 1½” wide × 2’ 1½” long for the front of the
drawer.
1 piece 1” thick × 5” wide × 1’ 11½” long for the back of the drawer.
1 piece 1” thick × 10” wide × 1’ 11½” for the top of the drawer.

Directions:
Measure 1’ 9¾” from the back of the two end pieces (1” × 2’ 2” × 3’). Cut
the corners off from this point to make a slant which will fit the door 1’ 7”
long. Nail the back (1” × 1’ 11½” × 2’ 1”) to the two end pieces at the
straight edge. The bottom piece (1” × 1’ 11½” × 2’ 10”) is then nailed to the
back and sides. Cut out a 4” × 1’ 11½” opening in the front piece (1” × 1’
11½” × 2’ 1½”) for the drawer and then nail the front to the sides and
bottom. Take the piece which has been cut out and hinge it to the opening as
shown in the illustration. Nail the back and top partitions in this opening
before the slanting partition which divides this division from the coal bin is put
in. Measure 9” from the back of the coal box and put the straight partition (1”
× 21” × 1’ 11½”) in by nailing it to the bottom and sides of the coal box.
Then the slanting partition (1” × 2’ 2” × 1’ 11½”) is nailed to the bottom and
front edge of the box as shown in the illustration. Cut an opening (9” × 1’
11½”) in the top (1” × 1’ 9¾” × 2’ 1½”) and then nail top on the box, using
the piece which is cut out for the door to the opening. Hinge this piece on
with one pair of 1½” (butt) hinges. The door support (½” × ½” × 1’ 11½”) is
nailed on the inside of the back of the box. Bevel the piece (1” × 1’ 7” × 2’
1½”) for the slanting door. It must fit each edge as shown in the illustration.
Hinge this door at the upper edge of the top with one pair of 1½” (butt)
hinges. One screen door handle is put on each opening to lift them. The four
castors are placed on the bottom of each corner of the box to make it more
easily moved about. Stain or paint the coal box.
 A HOME-MADE COOK STOVE DRIER
This apparatus is designed to use on a wood or coal stove, an oil
stove, or a gas range. It can be easily and inexpensively made at
home.

Materials:

12’ of poplar for the frame.

14 lbs. black sheet steel, 27 gauge, to cover frame.
9 sq. ft. galvanized wire cloth about ¼” mesh for shelves.
½ lb. 4-penny nails.
1 hook and eye to fasten door.
2 prs. small hinges for the door.

Dimensions:

Frame: 4 pieces 1¼” × 1¼” × 23”.

Sides: 4 pieces 1¼” × 1¼” × 21”.
Front: 2 pieces 1¼” × 1¼” × 11”.
Back: 2 pieces 1¼” × 1¼” × 11”.
Supports: 6 pieces 1” × 2¼” × 23½”.
Trays: 12 pieces ¾” × ¾” × 20½”.
12 pieces ¾” × ¾” × 10½”.

Directions:
The frame consists of four wooden posts (1¼” × 1¼” × 23”); four side
pieces (1¼” × 1¼” × 21”); two front pieces (1¼” × 1¼” × 11”); and two
back pieces (1¼” × 1¼” × 11”). To the posts are lightly nailed on each side
six strips (1” × 2¼” × 23½”). These pieces serve as supports for the drying
racks. The corners are notched out as indicated in the drawing to allow the
strips to extend out to the outer wall of the drier.
For each side use a sheet of light weight sheet steel (23½” × 23”); for the
back a sheet (13½” × 23”); for the top a sheet (13½” × 23½”). In the top
piece an opening about 3” × 10” is cut about four inches from the back edge
to permit the escape of moist air. It may be found at times that this
 ventilating opening is too large. Then it may be partially closed by placing
over it a tin pan or other vessel.
For the bottom a sheet 13½” × 23½” is used. This sheet is thoroughly
perforated with holes to admit the warm air. Another piece of sheet steel (A
on the drawing) (7½” × 17½”) is provided to make the heat spread more
evenly. This piece rests on wires above the bottom of the drier. These wires
are put through small holes punched in the side sheets (see B on drawing).
The door is made of heavier gauge sheet steel (13½” × 23”).
The legs are made of four pieces of sheet steel bent on an angle as indicated
in the drawing.
All the sheet steel parts may be tacked on the frame but the door, which is
secured by hinges.
The frames of the six trays are made of ¾” wood 10½” wide and 20½” long.
Make the bottom of the trays of wire cloth (20½” × 10½”). This is tacked on
the underside of the frame of the trays.
By referring to the drawing it will be observed that the bottom
tray is shoved back as far as it will go; the next tray above is pulled
as far front as the door will admit; the next tray is shoved back and
so on with each tray shoving one to the back and pulling the other
to the front. The object of this arrangement is to allow the heat to
pass over and around the ends which causes a more rapid
movement of the air current. This is more important in drying than
the heat.
It may be necessary to shift the trays by putting the top one on
the bottom and the bottom one on the top during the drying process
so as to dry the products more uniformly.
 Home-made driers ready for use.
(Courtesy of Peabody College for Teachers, Nashville, Tenn.)
 WOOD BOX

(Made From Dry Goods Boxes)

What an unsightly spectacle does a wood pile by the stove, on
the porch, or in the corner of the room present! It is a place of
refuge for all trash, such as old papers and rags. This not only adds
to the untidiness of the room or porch, but it makes extra work for
the already overworked woman. The wood box made of old dry
goods boxes should appeal strongly to the home. It can be kept by
the stove or on the porch or in some convenient place to be
reached, and to be filled by the man before he goes to his daily
work. A lid will not only cover up the contents of the box, but it will
serve as a comfortable seat to be used while preparing the meal.
Materials:

1 packing box, 24” deep × 23½” wide × 32” long.

1 pair 2” (butt) hinges with ⅝” screws to fasten on top.
¼ lb. 8-penny nails to make box.
Sandpaper and stain.

Dimensions:

Body: 1 box 24” deep × 23½” wide × 32” long.

Top: 1 piece ¾” thick × 18” wide × 32” long.
Legs: 4 pieces ¾” thick × 2” wide × 28¾” long.
4 pieces ¾” thick × 2½” wide × 28¾” long.
Cleats: 2 pieces ½” thick × 3” wide × 15” long.
Hinge Strip: 1 piece ½” thick × 3” wide × 29” long.
Directions:
Make the legs 4” longer than the depth of the box after the cover has been
removed, and nail them on the box. Make the cover 2” wider and 2” longer
than the outside length and width of the box. Place each cleat about 3” from
the end of the cover and nail on the cover. Hinges are put 5” from each end
of the box. Sandpaper, stain and polish.
 FIRELESS COOKER
There are many advantages in having a fireless cooker in the
home. It not only saves time and fuel but keeps the woman from
standing over the hot fire, and there are many foods that are better
when cooked at a lower temperature. The principle of the fireless
cooker is to retain the heat by boiling the food in a vessel with a
tight cover and placing it in the cooker in the same vessel, thus
keeping the heat from escaping. An outside container may be made
to accommodate one or more cooking vessels. A cheap but efficient
fireless cooker may be made of a tightly built wooden box, a barrel,
or a tin lard can as shown in the illustration. If the outside container
is of wood it must be lined on the inside with asbestos or heavy
paper to keep out the air.
The nest may be a galvanized or tin bucket of a size which will
admit of three inches of packing between the outside container and
the nest. The sides and bottom of the nest are covered with
asbestos to prevent the scorching or the burning of the packing.
The packing must be of some material through which the heat
cannot easily escape. Cork, sawdust, excelsior, hay, or shredded
newspaper may be used to an advantage. Three inches of this
packing is put tightly in the bottom of the outside container and
around the sides to fill in the space between the outside container
and the nest.
A four-inch space is left at the top of the fireless cooker in which
a cushion made of unbleached cotton or some other material is
stuffed with the packing and placed to make the cooker air-tight. Cut
two circles out of the unbleached cotton and a three-inch straight
piece to join the circles together. A hot soapstone, stove plate or
brick is placed in the bottom of the nest before the food vessel is
placed in the fireless cooker. The food vessel may be any cooking
utensil with a top that will fit in the nest after the soapstone has
been put in. Cut a circle of tin or cardboard to fit top of inside of
cooker with an opening the size of the nest. This gives a good finish
to the top of the fireless cooker and preserves the packing.
Assembled material for building a fireless cooker. 1, Outside container; 2, paper for
lining; 3, material for packing; 4, inside nest; 5, cooker vessel; 6, soapstone; 7,
paste; 8, tape; 9, cardboard; 10 muslin for cushion; 11, stain; 12, a finished
cooker; 13, top to inside nest

Materials:

1 lard can 18” × 24”.

1 lard can 12” × 15”.
4 lbs. excelsior.
1 yd. asbestos.
¾ yd. unbleached cotton.
1 soapstone.
1 sheet cardboard.

Dimensions:

Outside Container: 18” × 24”.

Nest: 12” × 15”.
Cooking Vessel: 11½” × 13”.
Directions:
Place 3” of excelsior in the bottom of the outside container (18” × 24”) and
pack it down tightly. Cover the bottom and sides of the nest (12” × 15”) with
asbestos. Then place nest in the outside container holding it in place while 3”
of packing is put tightly between the outside container and nest. Cut the
cardboard circle to fit inside of the top of outside container with an opening to
fit the top of the nest and put on top to give a good finish and to preserve the
packing. Make the cushion for the top of the unbleached cotton by cutting
two circles with 3” strip to join them together. Then pack the cushion tightly
with the same packing. Enamel the cooker.
 Any convenient box may be used and any can of convenient size, such as a lard
can, etc. The cans should be wrapped with about 4 or 5 layers of asbestos paper.
The space around the cans should be at least 2 inches, and filled with straw or
wood shavings, etc. The top of the cans should be covered with a pad filled with
straw or shavings, etc.
 CHAPTER II
DINING-ROOM CONVENIENCES

ROLLER TRAY WAGON

An efficient and convenient table placed on casters and wheels
and comprising a china closet, drawer for silverware, serving table,
and roller tray all in one. This device is invaluable to the
housekeeper who does her own work. It saves her many steps in the
preparation and the serving of her meals. While she is entertaining
at a luncheon, it takes the place of a maid, since the refreshments
can be prepared, arranged on the wagon, and rolled out at the
appointed time. The prices of a tea wagon made in wicker or some
expensive wood are very high, but one like the following illustration
can be made at a nominal cost, or it can be made of dry goods
boxes for even less.

Materials:

26’ white pine.

1 piece of jack chain No. 14, 18” long, to support top.
1 pair 1½” (butt) hinges to hold top.
12 No. 5 screws, ¾”, to fasten hinges.
½ lb. 5-penny box nails.
2 brass hand bolts to fasten on drawer.
8 No. 10 screws, 2½”, to fasten legs to bottom shelf.
2 furniture casters to put on legs.
2 swivel or baby carriage wheels.

Dimensions:

Top: 1 piece 1” thick × 16½” wide × 26½” long.

Sides: 2 pieces 1” thick × 5” wide × 33½” long, for front and back of body.
Ends: 2 pieces 1” thick × 5” wide × 13” long, for top of frame.
Handles: 2 pieces 1” thick × 1” wide × 15” long.
Bottom: 1 piece 1” thick × 13” wide × 24½” long.
Legs: 4 pieces 1½” thick × 1½” wide × 32” long.
Ends: 2 pieces 1” thick × 3½” wide × 12” long, allowing 1” on each end for
tenon.
Drawer: 1 piece 1” thick × 1½” wide × 23½” long, for foundation of drawer.
Cleats: 2 pieces 1” thick × 1” wide × 14” long, to support the drawer.
1 piece 1” thick × 2½” wide × 23½” long, to be used as front to drawer.
1 piece ½” thick × 2½” wide × 23½” long, to be used as back of drawer.
2 pieces ½” thick × 2½” wide × 13½” long, to be used as side of drawer.
1 piece ½” thick × 15” wide × 23½” long, to be used as bottom of drawer.
1 piece ½” thick × 2½” wide × 3½” long, to be used as partition in
drawer.
Shelf: 1 piece 1” thick × 15” wide × 26½” long, to be used as bottom of
shelf.
Braces: 2 pieces 1” thick × 1½” wide × 12” long, to support ends of shelf.
Brackets: 2 pieces 1” thick × 8” wide × 8” long, to be used as a support for
wheel.
 Roller tray wagon, including compartment for china and a drawer for silver and
linen

Directions:
Take the 2 sides (1” × 5” × 33½”) and round each end in the shape of a half
circle, boring a 1” hole in each end of side piece to hold handles (1” × 1” ×
15”). Fit bottom on inside of box and nail it. Mortise 3½” from the top of the
legs to fit cross pieces, 1” × 3½” × 12”. Make a ¼” mortise on the legs 9”
from the bottom for the support of the bottom shelf. Measure 2½” from the
top of the leg to put tenon for the front drawer support. Construct the
opposite end of the table in the same way. The upper top of table, showing
the lid and handle, should be fastened to top after the table is made. In
making the frame for the drawer, 2½” deep × 13½” wide × 23½” long, nail
the front and back to the sides. Then nail the bottom of the drawer to the
inside of this frame with one partition nailed crosswise the center of the
drawer. Place handles on the front of the drawer about 3” from each end.
Screw on the 2 pieces placed 9” from bottom of the leg, with 2½” No. 10
screws. Cut the bottom shelf out 1½” at each corner, fit to the legs, and
screw. This shelf must be stationary. Brackets, 1” × 8” × 8”, are screwed on
at one end of the shelf to be used as supports to which the wheels are
fastened. The drawer may be used for silverware and to keep the linen. The
side used for silverware should be lined with felt or outing. The table should
be well dressed by sandpapering, staining, and polishing it. Do not varnish it
because this does not make so attractive a table as the mission stain.
 SIDEBOARD

(Made of Dry Goods Boxes)

A unique article made of dry goods boxes, which may be used in
the dining room as a sideboard or in the kitchen as a cupboard. Two
dry goods boxes are joined together to make the lower section, one
end on each box being removed to be used as shelves in the
sideboard. The upper section with its three shelves is made from
pieces of other boxes. On two of the shelves brass hooks are
arranged at equal distances apart, on which the cups hang. A groove
may be made under the lower shelf and on the top shelf, in which
the small plates and saucers rest. The two drawers, made according
to dimensions and out of pieces of boxes, can be lined with felt or
outing flannel to hold the silverware. Attractive curtains may be
made of some suitable material and hung in front of the upper
section. This is especially an interesting problem for boys in a school
to work out.

Materials:

3 large boxes for lower and upper sections of sideboard.

3 small boxes to be used for drawers.
2 pairs 1½” (butt) hinges to fasten doors.
½ lb. 6-penny nails to build sideboard.
2 metal knobs to be used on lower doors.
24 brass cup and saucer hooks.
2 hand bolts to be used on front of drawers.
Sandpaper and stain.

Dimensions: Lower Section:

Body: 2 boxes 13” deep × 12½” wide × 26” long.

Shelves: 2 pieces 1” thick × 12” wide × 24” long.
Cleats: 4 pieces ½” thick × ¾” wide × 12” long, to be used under the
shelves.
 Doors: 4 pieces ¾” thick × 2” wide × 26” long, to be used for upright
pieces.
4 pieces ¾” thick × 2” wide × 8” long, to be used as crosspieces.
2 pieces ½” thick × 9” wide × 23” long, to be used as panels.
Legs: 4 pieces ½” thick × 2¾” wide × 36” long.
4 pieces ½” thick × 2½” wide × 36” long.

Upper Section:

Body: 1 box 5” deep × 18” wide × 26” long.

2 small boxes 5” deep × 12” wide × 18” long.
Drawer: 1 box 5” deep × 18” wide × 24” long.

Directions:
Boxes which can be most easily converted into the desired sections must be
selected. Two boxes (13” × 12½” × 26”) are joined together to form the body
of the lower section of the sideboard. Remove the ends of the boxes, to be
used as shelves, using the side of a larger box for the top of this section. The
shelves are fastened in by 4 cleats (½” × ¾” × 12”) nailed crosswise the
partition and the sides of the section. Four strips (½” × 2¾” × 36”) and four
strips (½” × 2¼” × 36”) are taken from the third box to make the legs of the
cabinet. The doors are fastened on with hinges, using two metal knobs in
front of the doors to open them. The foundation of the upper section is made
of a box (5” deep × 18” × 26”). The three crosspieces used as shelves are
made from the two small boxes (5” × 12” × 18”). Make the drawer of a box
(5” × 18” × 24”), putting a partition through the center of the box and on the
inside if two drawers be desired. Place two hand bolts on the front of the
drawer. Sandpaper, stain, and polish the sideboard.
 SCREEN

A screen is useful in many ways in the home. It adds a great deal

to the appearance of a bedroom. By putting it around the bed one
may often avoid draughts. In the dining room it is indispensable in
the front of a serving table while the meal is going on. The