Research Note 84-104

NBUII,DING UNIT COHESION VIA ThE VIDEODISC

('V) INTERPERSONAl. SKILLS TRAINING AND ASSESStF.NT

(VISTA) UNIT TRAINING PROGIAM (VUIP)

D. Bruce Bell and Gary Brosvic

I~ Li

• !1

T. 0. Jacobs, Chief

LEADERSHIP AND MANAGEýENT TECHNICAL AREA

* ani

Joyce L. Shields, Director

C) MANPOWER AFND PERSONNEL RESEARCH I.BORATORY

DTIC

C-1 JUL 2 el 1984

S~U. S. Army E

Research Institute for the Behavioral and Social Sciences ----r:

June 1984

Approvea for Public releabs; ditribut-on unlbmited.

[This repot has been cleared for releasa to the Defense Technical Information Center (DTIC). It has been given nol

other primary distribution and will be available to requeztors only through DTIC or other refcrence services such a as th* National Technical info. mation Service (NTIS). The views, opinions, and/or findings contained in this

report are those of the ,ithor(l) and should not be c•nst•r.d as an official Department of the Army rnitbon,

nolicy, or decision, unl2ss so designated by other official documentation.

84 7 20 060
UNCLASSIFIED

S&CURITY CLAIZIFICATIOM Of THIS PAGE MWon D~al lr~or.*

(VISTA) Unit Training Program (VUTP) G. PEFRMN ONG REPORT W716114%

7. AIUTHORC0) 0. CONTRACT OR GRANT NUMBER(&o)

i). Bruce Bell and Gary Brosvic

9. r&RVOPiMING ORANIZATION NAME AND ADDRESS 10. PROGRAMIL LEMENT.PRO-JECT, TASKC AREA A WORK UNIT NUMBERS

US Army Research Institute for the Behavioral 2Q162722A792

and Social Sciences. 5001 Eisenhower Avenue,

Alexandria, VA 22333 It. COwTINPL..ING OFFICC N &ME AND ADDRESS It. AEPORI DATE

US Army Research Institute for the Behavioral June 1984

and Social Sciences, 5001 Eisenhower Avenue. I.NUMBER OFPAGES

Alexandria, VA 22333 1________73_______

14. MONITORING AGENCY NAME a AOORCSS(It 961tormni ho CmabotIlhk OHio.) 1S. SECURITY CLAM. W. CVei tworf)

Unclassified

h a O~ASSI UICATI ON IDOWN ORA 010C r

DS IST RISUTION STATEMENT (of olitdopmf)

Approved for public release; distribution unlimited. 7 i7. DiSTR:UGTIOpa STA7I MENT (of Ilto sb~lroc* inlo~vE I. Wook *.if fjoeren horn Atopot)

ISI. SUPPLEMENTARY NOTES__

1S. KEY WORDS (Cacinbu~o an rorwo. side It necee.aw, ab 5iizftfli 67 &look ftumbor)

Computer-assisted Instruction Group Discussion

Leaderr~hip Training Performance Counseling

Interpersonal Skills Videodisc Technology

Unit Cohesion

&L Aftr%*ACT (VJow .wmwo" "as N n*&v~wo7 mIdm Fdotl 6 block P..mb.)

The purpose of VUTP is to teach counselling and discussion skills to

company leaders in an atmosphere which maximizeb the possibility that these

skills will be used and thus increaue unit cohesion. The purpose of the

piLlot evaluation described here was to test the feasibility of conducting

such training in line units before subjecting the program to a tull scale

field evaluation. Eighty-one company leaders from four line units were

trained for three hours in small groups, starting with the company counianders

and figst sergeanL& and 2ofno aX&v~a r Icallv ay~r oQýWe raTIn n~f cn-ommnd to) tlj

DD "JOAM"V W03 wim-naioOF ww IuOVis 8mI rTE UNCLASSIFIED

SICJRIY CZ-AMIPICATtok OF ThIS at EnE(~, nered)4
UNCLASSIFIED

sX1p1r CL..AWFCATIOW OF THIS PAOLM40Ame B Ius AWa 

20. (Continued)

squusd/te.as leader level. The first session vas led by an ARI trainer;

subsequent sessioua were led by the company leaders themselves.

-The lack of prior training and the behavior of the participants suggest

that this type of tr&.ining is needed, particularly for leaders in platoon

sergeant positious aid beltew. The majo•ity of participants felt the training

was appropriate for all company leaders and all Army units. Most participants

enjoyed and felt they benefited from the experience, and that their units

vould also benefit (e.g., have better working relations, function more

smaoothly, and be more cohesive). Several suggestions for Improving VUTP will

be incorporated into future versions of the program.

jc pssil. or !4T1S (;A&t

SDTIC T"ME

JuTt i firtto _ .

- ., -•i -h lity codes

. ad /or /iL.. Special

.5

.* 

i i JitCLASSIFIED

SftCURItY CLA•tIICA'i ON OF TPOIS VPAGt.l'ln Dot* J3'f.red)
ZJILDING UNIT COHtESION VIA VIDWDISC IWrERPERSONAL SILLS TAINING

AND ASS6ESIKENT (VISTA) UNIT TWJ NING PIkOGRAM (VUTIP)

Requirement:

To build and test a pilot program for enhancing unit cohesion in Army

writs, particularly newly formed New Manning Nyx.em (NMS) units.

Procedures:

VISTA was developed to teach newly oimmissioned second lieutenants in the

Infantry Officer Basic Course (IOBC) at Ft. Benning bow to handle commonly

occurring/important Interpersonal problems in infantry umits. VUTP combines

the VISTA technology (i.e., interactive computer controlled videodisc

scenarios) with group discussion/problem solving techniques to create a

unit-based program designed to teach VISTA skills and to increase unit

cohe mion.

Right one company leaders were trained in smaii gruuir c-f frc_ 2 to 16

individuals, starting with the company commander and first sergeant and

proceeding systematically down the chain of command to the squad/team leader

level. The first session was led by the ARI trainer. Subsequent sessions

were conducted by the company leaders themselves. The leaders came from four

combat units at Ft. levis WA: an attack helicopter company, a conventional

rifle company, and two WKS rifle companies (one newly formed and one in

existence for 15 months).

Input for the pilot evaluation cam from participant comments,

. and observations by the ARI trainer. The central questions to

be addressed were the feasibility of conductiny =.i, ty'-. of training in a

variety of units and suggestions for how it should be improved before widez •- Euse.

Findings-: -

O Company level leaders need additional training in counseling skills. Kore

than half the platoon leaders and below have had no prior training in

counseling. Their responses during VUTP training indicated they did not have

a good grasp of counseling skills needed to tandle the commonly

occurring/importartt oounseling and situations VISTA and VUTP portray.

iii
o VUTP participants like the experience and feel that it is a good

investment of their time. They say that the elements of VUTI (e.g., the

training media and the discussions) contribute to its training &ffactiveneve

aWd that discussion was oonducted in a helpful fashion.

a ?be majority of plrt.icipatts say that they personally benefitted froc VUTP

and that their units will also benefit (i.e., working relations will improve,

the unit will function better, and be more cohesive). A majority of VUTparticipants also may that all Army units would benefit from VUTP (i.e., work

better as groups and be more cohesive).

o The strong relations betueen the elements of VUTP and feelings about

benefits suggest that one way to improve VUTP is to improve the content and

presentation of the three scenarios. T,,e most frequent suggestion for

isprovirc.n VUTP was to retain the presence of a skilled/experienced group

trainer. Other suggestions included reducing the redundancy in the scenarios

by more training for group discussion leaders, and inclusion of additional

sconarios.

The ARI trainer also made suggestions for change: (1) more group leader

training, (2) use of specific discussion techniques to reduce group member

resistance to the cortent of the lessons, and (3) additional edit.ing of VUTP

scenarios to make thea run more smoothly.

SUtitlization of rindiraqua

Imitial staffing of this document indicates that the findings will be

used by Soldier Support Center (SSC) in the development of leader training for

newly formed bMS units. The Leader Policy Branch of DCSPDM, DA has also

indicated that they wlll use these findings to help develop training for the

7th Infantry Division. ARI-Ft. benning also feels that the content of this

report will be helpful to instructors in the counseling laboratory of the IOBC

at Ft. Benning.

iv
BUILDING UNIT COES0IO VIA V;D:DISC ITTERPERSONIL SKILLS VAINING

AWD ASSESSMENT (VISTA) UNIT TRAINING PRGPRAM (VUTP)

Page

INTRODUCTION . . * a a a . a a a a . . * * * . a * a a a . . a a . 1

Wbakt is VISTAM

Now VISTA works . . . . . . . . 2

Now VISTA was developed . a a .... ... * a.. 4

Evaluation of VIST=A . . . . . . . . • a a a a . . a 4

The VISTA Unit Training Program (VIMP) . ..... a 5

How the pilot field evaluation was designed .... 7

KETOD .. aa.. . a..... a.. aa... a.. a........ 8

Sample a .. a a.. • .aa. a. a. a. a.. a........ 8

In"truaerts a a a a a a a a a a a a a a a a a a a a .a . .. a.o.

Statistical analysis a . a a a a a a , a a a a a , . a a , ..111 1 

RESULTS AND DISCUSSION a a a a a a . a a a a a a a a a a a a * a .13

Who needs/would benefit from VIJTP training .a. . . . . . .a . . a a .13

Participants' reactions to the alemnta of VUTP . .a. . . a . a . . .14

Persomal benefit from participation in VUTP ..... aa.. .. 16 Anticipated improvement in the unitsO working rtla.insh.ps..... 17

Anticipated cversoll u.-at Ca.'e!!_ frow participat±ori in VTP... . . .17

Suggestions for bow to improve VUTP - .a.a..aa..... 16

Observations of the ARI trainer , . a a a a a a a a a a a , a a a .21

REFERENCS ..a .... a a . . . 27

LIST O APPENDICES

Appendix A. Instructions for VISTA * a .. . . a a a A-a

Appendix B. Overview of training sessions e.. a a a a a , a 9 -a Appencix C. ".'-TM. Unit Tri ' nna Proqram (V1JTP) Questionnair a C-11

"Appendix D. Scale construrtion a a a .a a. .a-a .a a a a a aa

V
Page

"LIST OF TABLIS

i. VISTA Inventory. . . . . . . . . . a . . . * * a . o . a 3 3

2. Number of participants per company and position . . . . . .* .

3. Names and number of items in the scales included in

the VUTP evaluations . 9 * * . * 9 . . . . ot 9 ° . . 0!1

4. Number of prior counseling courses taken by VUTP participants. .13

5. Perceived usefulness of VUTP training for differnt

company leadezs. e o * . *. . * * . * . .. . . 14

6. Recommendations for all Amy urits to take VUTP. .. . .. .. 14

7. Participants' rating of the training effectiveness

of VUTP scenarios. . . . .. . . . * # . o e . . . 9 . . . 15

8. Degree participants derived personal benefit from VUTP .. ... 16

9. Percent of participants who anticipate improvement in unit worl•£ng relati~onships* .. * .. * . .. .. . 17

10. Anticipated overall unit benefit from VUTP participation . . . .18

11. Percent of participants suggesting changes ...... . . . 21

LIST OF FIGURES

Fig-ire 1. Layout of oompany training.. . ... . . . . . . 9

V
NTP.ODUCTIOI1

The highly lethal and distributed nature of the modern battle tield

equires cohesiveness, trust, and interdependence among unit member* and their

leade*t if units are to be effective in a *uome-as-you-ase-war.' In response

to this need, the Army has initiatted two related efforts to address the

"cechsion" problems Project COHORT (Cohesion, Operational Readiness, and

Training) and the New Manning System (T S). A number of Army agencies have

participated in the field evaluation of the NMS. Soth Walter Reed Army

Institute for Research (WRAIR) end ARI have found that members of MNS units

perceive that their units ure more effective/combat ready (U.S. Aroy Research

Institute, 1982: Tremble, Kerner-Hoeg, and bell, l9Oj8 Tremble, Yest, and

1%l, 1984; and WRAIR, 1983). However, the findings from these two effortu do

not agree about the development and maintanance of unit cohesion. ARI

(Tremble at al., 1984) finds that peer bonding is initially higher in WNS

units but is not sustained beynnd the first four months. WRAIR (1983) found

it to be unitormly higher in the six units they interviewed in USAREUR. ARI

found the same pattern for bondirg across levels of the company (i.e., senior

leaders, junior leaders, and enlisted personnel), WRAIR (1983) found that

bonding across levels of the unit was higher than oon'n.ieronal units in some

VMS companies but not in others. The reasons for the differences in findings

are not totally clear. However, it must be emphasised that both reports involve relatively small numbers of units at different times in their life

cycles. Onvi_ the evaiust•i•- i4 sore Omaturel these differences in what is

being found may well disappear. The impom tin thing is "-t th••- reports

have sparked the Army's interest in providing more training to IMS un-it. leaders

on how to build and maintain unit cohesion.

In February, 1983, the Army's Deputy Chief of Staff for Personnel

(UCEPE,, DA) zequested that ARI help develop leadership training programs to

be used in newly forming WMS units to build cohesion. This request was

repeated by the VMS Commanders at the ENS Commanders' Conference held in

Rosslyn, VA in September, 1983. In November the DCSPER was shown an ARI

leadership training program known as VISTA (Videodisc Interpersonal Skills

Training and Assessuc-it). Ba recruested that ARI prepare a program to be tried

in the 9th Infantry Division at Ft. Lewis, VA. T.e "Ith 1tD command group was

briefed on the project in Deceyber, 1983, and arrangements were made to

condu'.t a pilot effort in February. This report presents the findings from

the pilot effort.

The remainder of the introductory section covers six topics: (1) What is

VISTA? (2) How does it work? (3) How was it developed? (4) How was VISTA

originally evaluated? (5) What is the VISTA Unit Training Program (VUTP)?

and (6) How was the pilot field evaluation (described in this report)

designed?

What is VISTA?

VISTA is an interactive videodisc/co vtzr-b!-_-%A system designed to teach

leadership/counseling skills to newly commissioned second lieutenants ii, -h,
infantry Officer Basic Course (IO]C) at Ft. Banning. It was developed by the

&RI Field Unit at Ft. Sensing and the hellonics Systems Developyent Division 0

of Litton 6ystems, Inc (Litton-Mellonics) in conjunction with a number of Army

agent, se and oont-ractorss Training Developments Institute (TDI) of the US

AM 'Training and Doctrine Comand (TRADOC), Ft. Monroe, VAj Amy

Comunicative Technology Office (AcTo), Ft. mustis, VA; the US Army Infantry

School, Ft. Benning, CA; and DiscoVision Associates (nov, Pioneer Video), Costa

Mesa, CA. Details on the system and its development can be seen in Schroeder,

Dyer, Czerny. Gillotti, and Youngling (1982).

VISTA was designed to k. either self-contained/self-paced and used by

individuals to learn oounseling skills or group-paced in a classroom setting

with an instructor to operate the equipment and guide the discussion.

The system consists of both hardware and software. The hardware includes

three components: a TV monitor to show scenarios and tAxt to the students; a

videodisc player containing the scenarios; and a oomputer with two disc

drives, a videodisc controller card, a ciock card, and a game paddle which is

used to play the videodisc, display the text and control what is seen on the

monitor.

The software consists of two elements% a master floppy disc to operate

the *system" and eleven other floppy discs-one for each of the eleven VISTA

scenarios. 5-2-7t. n•eI•nq (and Litton-Mellonics) also developed two users'

manuals: (1) an instructor's yuide (Perkns., Salter, PezkiA6 and Co-Cok, 1983,

and (2) an equiisent setup and troubleshooting manual (Perkins eat &., 1983).

how VISTA Works

Once the hardware is assembled, the operation is relatively simple. Most

of what an operator will need is provided in the text on the computer screen.

Additional instructions including how to "trouble shoot* the equipment were

provided by ARI (Appendix A).

VISTA is designed to be shown in one oi twu ?h.4•;. T.e first mode is

called a. kedagogicala because it contains extensive feedback and never allows

the student to go more than one step off the 'beat path* or 'school solution.0

After appropriate background information is given, a video sequence depicts a

problem situation. The student, or group of students, is instructed to think

through how to resolve the problem situation. The computer then presents a

"menu' of three to five optiona for the student(s) to try. Since the text on

the screen is thorter than the response delivered by the actor or may include

a "tone of voice= not apparent in the written words, the student is shown a

"preview" of the chosen option (i.e., the actor is shown actually delivering

the lines). The student Is then given the choice of keeping that option or

returning to the menu. If he keeps tke option, a video segment is played

- tho subordinates' reactions to what is said. The oomputer provides

a critique of the chosen option. i 'ivh --- tier t not the best

possible one, the student is taken back to the menu to make another selection.

2

S
If his chosen option is the school slution,* the computer oontinues to a now

menu that allows the student to: (1) continue, (2) review the last segment,

(3) review any or all of the "wrong* choice*, cc (4) request help from the

oosputer on how to run some portion of VISTA.

The second instructional node is called 'the ený!riential o•de because it

more clowely simulate& an actual :nterpersonal intraction. In this mode, the

action continues without any feedback, and the student can go as many as two or

tare steps off the *beat path before the situation deteriorates to a point

where the scenario is ended in an unsatisfactory manner. The main teachings

here are in the reactions by the subordinates in the scenario to the appropriate

and inappropriate choices a student makes and any discussion which occurs among

the students. Rut the student does not always realize that a ounselee "can be

salvaged" or *be taught a valuable lesson" and thus he may think he is handling

the situation correctly even though he is not achieving the best results.

The time required to see the scenarios varies from 10 minutes to over an

hour depending upon the langth of the script and the asiount of discussion it

elicits. The topics covared in the 11 scenarios can be seen in Table I, below.

Table I

VISTA Inventory

Disc Scenaru o Disc

Title _umber/Title Nuna• •

Verbal Abuse 1. Verbal Abuse 1

Taking Charge 2. Taking Charge: Meeting 2

the Platoon Sergeant

Meeting the WCOs 3. Part I¶ Meeting the NCO 3

and the Platoon Part 2; Meeting the Platoon

Performance Counseling of UCV a. r4f. r "'. Counseling 4

Insubordination 5. Moderate Insubordination 5 S

6. Ch•ronic Insubordination

Personal Crisis 7. Emergency Leave 6

8. Suicide Threat 7 9

1inancial 9. Financial 8

=R C-unnelinq 10. Positive ERU 9

11. Negative ZER I

3

i m im - i t m m i -
how VISTA Was Developed

VISTA in the product of a front-ond analysis of frequently occurring,

ipor.tant, and difficult problems company leaders encountmer. Xnterviews

oaon8cted at Ft. Denning with Second Lieuterants, Company Comaarders, and NCOs

resulted in a list of 57 potential problem areas. Those areas were rated by

58 Captains and senior First Lieutenants in the Infantry Officer's Advance

Course to insure that they vera problems which occurred frequently, that the

solutions were imortant to smooth functioning of the unit, and were not

easily handled by untrained persons. The 11 scenarios developed covered 25 of

the identified problem areas. Composite ratings (difficulty + impurtance +

frequency) showed that these scenarios covered 9 out of 10 "top= areas in

these ratinqs.

The *school solutiono for each problem was derived from Army doctrine (FM

22-100 and FM 22-101). When appropriate it was also augmented by other

sources in leadership and counseling Literature or from decision theory,

management theory, behavior modification, legal oonsiderations, time

management, etc. (A complete list of the documents reviewed in preparing

VISTA can be seen in Schroeder et &l., 1982). Instructional objectives were

also identified for each scenario, and a Obest" path was'developed to address

them based on Army doctrine, relevant theories, and input from subject matter

experts. Alternative paths were Uten developed to illustrate oomaon errors in

hu4dling the same t-aticn. The VISTA system was evaluated in the IOBC

Counseling Laboratory at It. Deining wand in FPORSCU unit4 zt the same

installation.

Evaluation of VISTA

* lMost of the evaluation work with VISTA was done in the IOBC Counseling

Laboratory. VISTA scenarios were experimentally compared to role playing and

programmed texts that covered the same material. In terms of learning ot

"leadership principles" (i.e., how to deal with people, how to better do their

jobs, and how t~ha Ar..y works), VISTA was clearly superior to the other two

teaching methods. Next, students were exposed *yat•eiatically to all three

teaching modalities and saked which they preferred. Their ratings showed a

clear preference for role playing and for VISTA over the texts. They showed a

slight, but nonetheless statistically significant preference tor role playing

over VISTA. They felt the best method would be some comlination of VISTA and

role playing. The training effectiveness of VISTA was shown to be equal in a

self-paced individual mode, normal classroom-sized groups, and in small

groups. but the students greatly preferred small groups.

VISTA was also tried with YORSCOM units. There it was shown that

*nlisted personnel became more sympathetic towards officers after exposure to

VISTA. The test of whether they learned any leadership principles was

incon~Laii;•a y•_r. Salter & Dyer, 1983).

4
In June 19B3 VISTA was implemented as part of the regular training in the

IOBC Laboratory. It has been released by the Combined Aam Center (CC) for

use in othet OB~s. bowever, implementation is being delayed by the nead to

modify VISTA to make it compatible with the variety of hardware %wsed by these

Installations.

The VISTA Unit Training Progiam (VU•TP)

VUTP was designed to be part of a larger program for increasing the

skills of company leaders and building unit cohesion in newly formad WKS

Sunits. The particular skills VUTP was designed to address were those needed

to oonducti (1) personallperformance counseling of subordinates and (2)

problem-solving sessions which result Ln group consensus and willingness of

members to carry out group decisions.

Historically, soccial scientists have looked at group cohesiveness in

terms of members' attraction to, and desire to remain in, a group. Forces

which attract and hold members include the ability of the group to meet member

needs (e.g., member safety, desires for social camaraderie, and needs for

personal growth). Other attractive features of groups include their

activities, attractedness of the members, sand the nature of the group itself

(e.g., its goals and philosophies). More recent conceptualizatioas have added

the aspccOtot mem1eL rit-ent to the group's objectives.

Group attraction and member coomitment are captured in the definition of

military cohesion adopted by the U.S. Army Soldier Support Center (SSC)

conference on unit cohesion held in October, 1983:

Military cohesion is the bonJing together of soldiers and

their leaders in such a way as to sustain their will and

commitment to each other, their urit, and the mission.

ARI research has used the elements of cohesion derived by Etzioni (1975)

to heip vh~tt!',r un~its are achieving the characteristics spelled out in

the SSC and related definitions: (1) horizontal bunl n -- lRuative

0 relationships among peers; (2) vertical bonding - evaluative relat onships

between soldiers at different hierarchical levets within a uniti and (3)

personal integration - adjustment to and identit '.ation withi Army ',alues and

Army life. The ideal military unit would be one -hich had Atrong bonding

among peers (horizontal bonding), strong bonding acrots levels of the unit

(vertical bonding) and high levels of personal integratioiý.

Factors known to facilitate the development of high levels of group

cohesion include: (1) stabilization of the group's e•mbership, (2)

opportunity for member interaction, (3) m.rtual pe.ceptions of caring, concern,

and trust, (4) shared values, (5) shared positive experiences of a challenging

-•nature, '• ft-.l lnas that the group can achieve excellence, (7) feelings t t

the leaders and members are vompetent to im[lr. t•hýir functions. (8) a

0 5
coop*iattlve work nvironment (including tasks whch require interdependence in

accoWlithing a common goal), and (9) perceptions that there is a comon

threat.

W1Y is esaigned to be a three hour block of instruction conducted in

emellyroups (i.e., 2 to 8 individuals). The most direct effect of the

training is expected to be increased skills in how to counsel subordinates and

-ad productive discussion groups. Increase in these skills, in turn, should - _

"vea positive impacts an both unit functioning and ochesion. For e"ample,

good performance counseling can lead to increased vertical bonding between

leadse and sdubordinates. That is, a loader will be more likely to be seen as

competnt, concerned about his subordinate, and concerned about the good

functioning of the un4t. Increused proficiency In conductIng Oiscussions

should lead to greater sharing of valus and a more cooperative work environIs~it.

For VUTP to be successful, these akslle must not only be learned but also

put into practice in the 'ifs of the unit.

The basic train-the-tr.iner strategy used in VUTP has several advantages

over conventional classroom, training in terms of the amount of material

learned, willingness to try it in the unit, and urnt cohecion. The leaders

are more motivated to learn under this condition because they will soon have

to teach it to their subordinates. Their role as both studern and teacher

smana mt- unit leaders will be exposed to the material twice and thus

have more opportunity Wo Xaarn and to be vood uitla"= ,.ith the tetching points

before they have to try them in the unit. being the group leader also

provides a chance to practice discussion skills with the help of the ARI

trainer.

The croup aiscussion has many of these same advantages. The discussion

provides a chance for input which is 'better* than the VISTA scenarios alone.

Leaders can add their experiences, they can reach agreement on how they want

to handle situations in the unit and determine how much of ihit they see in

the films they want to actually try. Thua there it social support for putting

UT.! r•rainciples into practice, particularly if the senior leaders lend their

support to the VUTP program, Tne diw%ý" zi- psvides a chance for leaders to

show they are oo4epetent, desire an excellent unit, and are concerned for the

welfare of their subordinates.

These training points were reinforced in the pilot program by the

scenarios which wre, chosen. All three VISTA scenarios (verbal abuse,

moderate insubordination, and performance couneeling) teinforce important

cohesion themest leader oompetence, concern for subordinates, mutual respect

for unt members, and reinforcement of unit policies which both support inftyiduals and contribute to the effectiveness of the unit.

Th e wtten materials discussed the neod for unit cohesion and how

learn1na VUTP skills helps to improve it. The ARI trainer not only taught the materials to the leacers L-u .... xv othtte ru

-oI ssa these principles in action.

6
Bow the pilot field evaluation was desigd

The pilot evaluation focused on two main questions: (1) Bow feasible is

It to conduct this type of training in line omabat units? aM (2) What areas

can or-should be impoved before undertaking a more formal field evaluatton?

Specific questions included: 01) Is there a rned for this type of training?,

(2) How do participants react to the various elements of VUTP (e.g., the VISTA

scenario., the discussions, the solutions suggested by Iheir peerR, the

presence of an outside trainer)?, (3) What benefits do they foal they or their

units sight derive from participation?, and What suggestions do they have for

improvement? The media for gathering this information includ'Ad coments and

questionnaires from participants and osorvations by the ARI trainer.

At this stage of the development of VUTP, we were rot ready to test long

term effects of the program or to oompore It with other known technologies.

Such a test would have, necessarily. involved a much larger sample, a control

group, and extensiva follow-up to see how much of what was being taught was

actually put into practice and with what effects. Inztead, we were interested

in determining the feasibility of adapting the VISTA program for broader use

in Army units.

it

!..

'7
kELiODD

The pilot trial of VUTP was conducted in four companies at Ft. Lewis,

Washington during the weeks of 13-26 February. The types of units that

participated were: an attack helicopter oomaniy, a conventional rifle

company, a Onewo MNS rifle company (i.e., it had not yet received its first

tour troops) and an 'old' NMS rifle company (i.e., It had been in existence

for 15 wonths). The rawly foromd iWKS unit war selected because it is the

intended audience for VUTP. Tne other units were included to see if VUTP

training might also be benefic.'al for other types of units (i.e., all NMS

units, conventional rifle units, and cother types of combat units).

The design called for participation by the nompany commander, company

first sergeant, three platoon leaders and nine squad leaders. However, the

number of participants varied from this design. The attack helicopter company

did not have all the leaders and several rifle companies chose to have all

four platoons participate and also to send their team leaders. The numbers

and kXnds of participants are listed in Table 2 below.

Table 2

Wumber of Participants per Coaiu-y &;, . . i .-.

Companies

Attack Conventional New NKM Old NIMS

Position Helicopter Rifle Company Rifle Company Rifle Company Totals

CoCc I I 1 1 4

1st Sgt I I 1 0 3

PI Ldr 2 4 2 3 11

P1 Sgt 2 5 5 5 17

Sqd Ldr 1 7 9 12 29

Team z 0 3 1 13 17

TOTAL 7 21 19 34 81 I

Although 81 individuals participated in the pilot effort, most of the analyses

involve fewer respondents, because respondent data were not always complete.

Procedure

Tne v-ui-r kmgr , =-,--n -ith an orientation meeting for the company

comanders and first sergeants from the four companies. •nre •nis i..&tic

covered the pirpose of VUTP, the training materials, and how the training was

to be conducted.

8
Wt.e nuer of sessions per oorpny needed to conduct VJTP varied with the

number of leaders to be trainedo ft. smallest unit (the attack helicopter

company) took twos the largest %wit (the old WAS company) was plained for six.

Nowevar, these were cow[roesued to four esasimet with the Ust two sessions

Lnvolving leaders of two platoons Ln a single sessi.•,

• . he first session in each company was conducted by the Wtl trAiner vith

the comany comander and his first sergeant. The purpose of that session was

to provide these two leaders an opportunity to learn leadership principles,

Increase the vertical bonding through their interactions, exchange of view*

and attempt to reach consenn . It also trained them in bow V' was to be

ed.inistered in the second session, when they would be the leaders.

The second session was led by the company comeanders and first sergeants

with sow assistance from the ARI trainer. They trained the platoon leaders

and platoon sergeants.

The rifle coupanies required subsequent sessions tot the aq'a.d and tmast

lea•drs. ftese sessions ware led by the platoon leaders and/or the platoon

sergearits with som help from the AI trainer. Figure I below shows the

layout of the training for the rifle companies down throogh the team leader

level. The &ane procedure vas followed in the helicoptor company but it

stoppde with the second level because they did not have the rest of the

structure shown here. f IAYUUTYW OFIJ~ C~ MINI

ksniOSi PAWrcIPjTS

SGOT PS1" 1 ~3 MUAD LIM n&M 5 SQUA LMS QUDIa

Figure 1. All 3epresertative was present to obseive discussion,

edminister fores, take over if discussion became counterproductive.

I
3 Instruments

Two types of matera1l* war* prepared: training materials and evaluation

materials.

lfaitning Materials. Three training materials were preparedt (1) a

briefing an VISTh, (2) an overvir* of the VUTP training sessions, aM (3) a

bandout an how to use tie VISTA equipment. The briefing covered five topics:

Mt) what VISTA is, (2) bow it works, (3) how it was developed, (4) how VISTA

was evaluated, and (5) what we proposed to do at Ft. Ia•. It was used to

orient leaders on what VUTP was about and the schedule we intended to follow

at Ft. Lewis.

The training sessions overview (Appendix B) was designed to help the

company leaders to conduct VUTP sessions and to understand the type of

fed4back we wanted from the participants. Topics covered in the overview

included: (1) the training objectives, (2) the type of feedback we vanted,

(3) how sessions were to be conducted, and (4) the type of discussion which

was to take place and (5) what the school solution' was for each of the three

scenarios. The latter information was provided to the company discussion

leaders to help them keep track of what was happening in'the scenarios.

However, they were instructed to let the answers aeerge from the group.

T, KI::--or Mateials. Evaluation of VUTP was obtained through two

media: (a) a questionnaire giv;t& to all perticirwn÷., , %21, =-entA from

participants, and (3) the observations of the KRI trainers.

The Questionnaire. The VUTP questionnaire (Appendix C) consisted of 64

separate questions which tapped participants' reactions to VUTTP, vAit benefits

they had received or expected to receive for having gone through it, and some

basic demographiic facts (i.e., individuals' companies, positions, bow wmch

prior counseling training they had received). The procedures used to develop

scales and their content are covered in Appendix D. A list of the measures

used in the evaluation and the number of questions which are part of these

mzoure_ a *Vear in Table 3.

10

_ ._
Table 3

Kaes and number of items in the scales included in the VUTP Evaluatio'n

Number of

Scale Names Ztaas

Reed faz VUTP Trainings

". umber of prior counseling courses I

* Relevance of VUTP training for company leaders I

* Recommendation for Army adoption of VUrTP I

The VUTP LEperiencei

* Verbal abuse/moderate insubordination scenario & discussion 8

* Performance counseling scAnario and discussion 4

* The scenarios' focus an the platoon leaders' job 3

* Agreement with peers 3

* Uatura of the discussion 6

VUTP Benefits:

"* Personal benefit fros participation in VUTP 6

"* VUP ispact on unit working relations 7 . U.nit benefits from VUTP 3

Suggested Changes in VtTP

Participant Characteristics: . Name of company ¶

j Duty pouition

0 Time in the ompany

. Time Ln position

Statistical Analysis

Since we anticipated that the evaluation questions would require

inferential as well as descriptive statistics, we designed aost of the

responves to occur an either a seven point scale (-3 to +3), a five point

scale 01 to 5) or a three point scale (1 to 3). The exceptions to this rule

were the Oyes/no' questions on suggestions for improving VUTP and the

fifl-in-the-blank or check format used to gather basic demographic

infor.ntion. In many places we wanted to know what percent of respondents reec•ed positively to a given question. In these cases we combined fll the

responses above the rmutral points of a scale into a single score and divided

by the number of respondents answering that question. An example of this type

of descriptive analysis would be "what percent of the participants -ocommended

that all Army • ... ;= through VUTP training?" In those cases where this

strategy did not meem to be appropriate, we sxmpiy iipcrt-d tJh average rating

given by the participant,.

11

5
We were also aware that many questions ware viewed similarly to one

another. To teat this notion we oonducted extensive factor analyzes of the

questionnaire and oonstructed three to eight item 1scales.0 (Tho e"act

procedure used in constructing these scales is spelled out in Appendix D).

Questions with the same number of choice points were combined (e.i., questions

with seven choice points were combine" with other seven choice point.

questios.), so that by dividing the total for a scale by the number of

questions in it, we were able to keep the metric the same as that used for

single questions.

We were interested in the reactions of nmb-groups of participants U,e.,

members of different companies and different types of Readers) to different

of VUTP and in the *xtent to which these sub-groups saw that they Saspects 

dcrived benefits from their participation. In these analyses we used a

two-way analysis of variance procedure which `oorrected* for the presence of

different-sised samples in each of the sub-groups. The OP-valuese computed

from these analyses were then compared to those expected in a random situation

to determine whether the obtained value. ware statistically different from

Schance.0 In these analyses we report any differenceo dUch have less thai, a

5% chance of occurring in a random situation (i.e., the probability is .05 or

less). We were particularly interested in differences betwen the

conventional rifle unit and the NMS units; differences between the two VMS

units; differences between oospany level loaders (company oomanders and first

r--_ants) and those at platoon leader and below, and between platoon

leader/sergeant end b&d/t--m leamers.

On one question-the appropriateness of VUTP training for different

company leaders--we conducted a ome-way analysis of variance to see if ratings

differed by the raters' leadership position. The resulting OF-value* was

tested for statistical .ignificanve.

12
m

RESULTS AND DISCUSSION

The pilot eraluation of VTTF at Ft. Lewis addressed four basic questions.

Ftrie, is VUTP needed by Army units? Second, how do participants teact to the

elements of VUTP (e.g., the scenarios, the discussion, the solutions suggested

by their peers)? Third, what benefits do they feel they received or their

wnits might receive because they participated? And fourth, how might VUTP be

improved?

Who needs/would benefit from VUTP training?

Table 4 shows the percent of participants in each of six leadership

positions who stated that they had had similar training in the past. All

officers sad first sergeants had had at least one prior counseling course. In

contrast, nearly two thirds (63%) of the squad leaders and nearly three

fourths of the team leaders (72%) had no prior training. If the participants

are typical of company leaders, in general, there is a need for VUTP or

sothing like it at the level of platoon sergeant and below.

Table 4

Number of Prior Counseling Courses Taken by V'JTP Participants

Leadership Position

Number of

Coursen Co Cad 1ct St PI lAr P1 Sgt Eqd Ldr T Ldr

None 0% 0% 0% 47% 63% 72%

One 50 33 36 24 19 22

More than One s0 67 64 29 19 6

TOTAL 1W0- IWO% oo00" 10o 101% 10D%

* Due to rounding, percents do not always ado up W

The question of whether counseling training or VUTP, per me, is more

needed for units is more directly addressed by the analyses in Tables 5 and 6.

Table 5 provides a breakdown of positions within the company that

partitipants feel would most benefit from •V•P. Ovex 75% of the participants

felt that all the company l'fadership would benefit from participating in VUTP.

Participants were particularly strong in their feelings about the

appropriateness of this type of training for platoon, squad and team leaders.

A further &xL&lysis of the data in Table 5 also showed fairly good agreement

among the leaders in their ratings (i.e., the appropriateness of training

Si--t n-. d•'_ .nrt vary by the position of the person doing the rating).

13
Table 5

pereivel Usefulness of VUTP Training for Different Company Leaders,

Percent of Raters Statinq That It Would Be useful"

Position Rated Percent

Company C-marnders 81s

I at Sergeants 76

Platoon Leaders 86

Platoon Sergeants 81

Squad Leaders 84

Team Leaders 87

The Ratur 80

Table 6 indicates participants' feelings about whether all army units

would benefit from taking VUTP in its present form. Most (63%) felt that all

units would benefit from taking VUTP (i.e., 41% said Osefinitely yeo" and an

additional 22% said *yes*). Only 11% felt that this woul not be a good idea.

Recommendations for All hAiy Units• to Take Vtu71

Participants' Cumulative

Ratings Percent Percent

Definitely Yes 41% 41%

Yes 22 63

Maybe 17 80

lo 11 91

No Opinion ", 101

Participants' Reactions to the Elements of VUTP

Five scales vare used to measure participants' reactions to various

elements of VUTP. They were: (1) the verbal abuse/moderate insubordination

scenario and discuxsior., (2) the performance counseling scenario and

discussion, (3) the focus on the platoon leader's job, (4) the nature of the

ditlscuson, and (5) the extent to which participants agreed with their peers

an how to resolve the problems presented in VUTP. Iach of these five aspects

itf .•t•P are discussed below. The first three (the scenarios) are also

piesnted in a table (Table 7).

14
Ui

Table 7

Participants' Reactions to the Blements of VrrPs Percent Responding - --

Positivmlz to Each Zlement

Element Percent

VA/WI scenarios and discussion 86%

Performance counseling scenario and discussion 84

Scenarios' focus an the platoon leader's job 80

Reactions to the V scenario* scMI and disLcussions. Participants were asked

to rare the degree to which the film content, film feedback, group discussion

leader, and discussion by peers added to the training effectiveness of the

*verbal abuse" and "maderate LnsUbordinstion" scenario*. Since the participants' reactions to these elements for the two scenarios were quite

similar, they were combined into a single scales OVA/MI scenarios and discussions" (see Appendix D for details an how scales are constructed). Nighty-six

percent of the participants felt that the elements of the verbal abuse/poderate

insubordination scenarios oont.ributed to their training effectiveness.

Tne thin .rfle c--rns nies-the only units with sufticient numbers of

participants to be analyzed-weu sn'jected to a "..-.y,,e nr--.& of variance

(type of company by throe levels of leaderat Company Com&anders and First

Sergeants vs. Platoon Leaders and Platoon Sergeants vs. Squad and Team

Leaders). So statistically significant differences were found in this or in

cny of the subsequent analyses. This finding suggests that VUTP tr•.ning is

equally relevant for, or wvel received by, all of the rifle company participants.

It should be Doted that the attack helicopter company was as positive

as th other units co this and all subsequent analyses. This pattern suggests

Sthat v"%"•T can be umed by non-infantry units. However, additional units will

have to be tasted before we know the full K.i.g- of erdits for which VUTP is

appropriate.

)aactions to the performance counseling film and discussion. Participants

were asked to rate the same four elements in the performance counseling

scenario and discussion. That is, the extent to which (1) the film content,

(2) the film feedback, (3) the group discussion leader and (4) the discussion

"by peers contributed to the training effectiveness of the scenarios. Although

they were less positive about this aspect of the training, 84% nonetheless

rated it positively.

Focus co the platoon leadmIr's job. VISTA was originally designed to teach

za%- -i-eutarnants how to be platoon leaders. Therefore, it is not surprising to

&ea that &)I three VISTA scenarios ~e~ wttt-. fri the perspective of the

platoon leader. hlthough we expected that this feature of VUTP would oe

viewed negatively-particularly by the more junior leaders-80 of parI5
ticipants said that this part of V1JTP conributed to the training effectiveness

of the program. Furthermore, there was no significant difference in the

ratings given by different types of leaders.

farticipants° ratins. of the nature of the discussion. tle participant•m

ware asked to rate whether the discussions woe conducted in the prescribed

mannar. Did participants feel free to ofter their opinions'? Were their

opinions considered by the group? Did participants share their views? Did

they proceed on the basis of the majority opinion? Did they remain focueed on

the scenarios rather than the personalities of unit members? The averagt

rating obtained on this scale (i.e., 4.0 out of a possible 5.0) indicates that

the participants felt that the discussions were conducted in the prescribed

manner most of the time.

Degree of agreement askng peers on solutions to VWPU . Participants were

asked to estimate the extent they agreed with their fellow participants cm how

to best solve the sproblema being presented in the three VUTP scenarios.

Based on the amount of time they bad been together, we expected to see the

highest agreement among members of the mold" MKS unit. However, this was not

the case. Neither unit nor rank differences were discovered. The average

rating on this scale (i.e., 1.9 out of a possible 3.0) iýdicated that most of

the time the participants agreed with their peor*.

Per!nal benefit from particiation in VUTP.

Table B shows the percent of participants tfio felt that they qt :-_e

personal beonafits in each of the six areas measured. M~l elements of 'personal benefit received positive ratings by at least half the participants.

Most (89%) liked VUTP and felt it was & good investment of time (79%). Gains

in ability to handle similar situations in the unit and lead good discussion

groups, increased knowledge of leadership principles, and alternative ways of

handling unit problems were also claimed by over two-thirds of the participants.

The relatively low rating for learning "naw" principles (69%) is consistent

with the fact that many have had prior training and that most leaders have

been exposed to these leadership challenges through other experiences.

Table 6

Degree Participants Derived Personal benefit from VUTPt

Percent Who Stid They benefitted

Item Rated Percent

Liked the VISTA Unit Training Program 89%

Increased Skill with Similar Problem S.

Imnreased Ability to Lead Discussion Groups so VUT• was a good investment of my time 79

VUTP increased kKi.•l-d;z t%! different solutions 77

Increated Wxaowledge of Leadership Principles

16
Each of the five dimensions of the VUTP experience was ent•red into a

Obackwards elimination mLiltiple regression• model to determine which features

were most responsible for participant zatings #.f personal benefit fro* VUTi?.

The analysis shows that ratings of *personal benefit" from participation in

VUTf 'can be predicted in a highly significant manner (i.e., F-33.36 withi 3

6ogrees of freedom; probability is less than .001) using three ratings from

thLee aspects of the VUTP experiencei (1) the elements of the VA/lI film and

discussion, (2) the elements of the performance counseling filp and discussion,

and (3) the degree of agreement among the gxoup participants (i.e., agreement

with peers). Taken together, these three measures also prcduce a multiple morzelation of .79, which accounts for 62% of the variance in the personal benefit

ratings, Improvements in any of these features of VUTP-particularly the

reactions to the VA/KI film and discussions-could ve11 have a major impact.

Anticipated improvement in the units' working relationships.

Table 9 shows the percent of participants who expected positive outcomes

for the unit's working relationships as a function of having gone through

VUTP. The range of these percents was between 74 and 86%, indicating that the

majority of participants expected improvements in their units' communications

and problem solving strategies.

Table 9

'Percent ot ParticiFants Who Anticipate I!provement in Unit Working Relationships

Item Pated Percent

VUTP will help the unit:

Deal with similar problems 86%

Air differences in opinions 85

Coordinate actions 83

Find good solutions to problems 83

Generate comon a&rckacc.e 81

VUTP will have a positive impact an the whole unit id.

V'UTP will help unit leaders' working relations 74

Anticipated overall unit benefit from participation in VUTP.

Table 10 shows the percent of participants who felt their units would

improve in furctioning, become more cohesive, or 1.nc--' pise in wathy for

leaders because of VWT. The relatively low expect--_an for increased empathy

for leaders (56%) compared to the other two helps explain why the scores for

overall benefit were not more positivu. however, the facts that 84% ol the

participants w• • _-provement in unit functioning and 80% expected the

unit to be more cohesive suggest that the program wa ac -. titsvely by

the greet majority of the participants.

17
Table 10

Anticipated Overall Unit Benefit from '•UTP Participationt

Percent of Participants Who Pool Unit Will Benefit

Item Rated Percent

Improvement in unit functioning 84%

Better unit cohesion 80

Hore *apathy for unit leaders 56

We again used the backwards elimination vultiple regression technique to S

determine which features of VUTP were most highly associated with

participants' ratings of overall unit benefit. Only mne element-ratings of

the VA/Ml scenario and its discussion-showed a statistically significant

relationship. The resulting correlation (.40) accounted for 16% of the

variance in the overall benefits scale. The sixe of this correlation is such

smaller than was obtained for either the prediction of personal benefit or S

improvement i.n unit working relationships. The ijst l-ksly explanation is that

the scale is such shorter (three items), and the concept being tapped is such

hader to pi~n oown. FT ,. we know from prior research ±hat soldiers do

not always know what unit cohesion Is and yb!. w are asxing ijni. t -5-timate

how much it might improve. In any case, this portion of the questionnaire a

should be reworked before it is tried with subsequent groups.

Suggestions for how to iprove J-JT?

Three sources of information were used to derive suggestions for how to

improve VUTP: (1) relationships which emerged in the questionnaire data, (2)

specific suggestions from the participants, and (3) observations made by the

ARI group trainer. Each of these is discussed separately.

Relations which emerged from analyses of -te quostionnzire, 1he analyses

have shown that there is a reed for counseling training, particularly for

platoon sergeants and below. Rost participants felt that VMTP in appropriate

for company level leaders and for all Army units. Most participants liked

VUTP and felt that it was a good investment of their time. Most felt that the

elements in the scenarios contributed to their training effectiveness and that

the discussions were oonducted in & constructive manner. Most participants

felt that their own knowledge and skills in handling these kinds of leadership challenges had been improved. Rowoevr, they were aoer likely to say that they

knew how to handle specific situations than that they had gained general

leadership principles or knowledge about how to lead a discussion group. This

suggests that the program could be improved by making the counseling and

aiscus..ir princi--as more explicit or elvnJirjg more time on them.

18

*
Most participants felt that their units had also beietfitted froe VUTP.

They felt more sure that the process would improve Lhan that they would get

better outcomes (Table 9). They were also mole sure that the unit would

function better and be more cohesive than that the leaders would be viewed

more empathatdcally (Table 10).

Raactions to VUT? Including claimed benefits might have been made more

positive by changing the oonditions under which the "old' N4S unit

participated. That is, we should eliminate Saturday tiaining, restrict the

site of units, and schedule sessions when units have had a chance to rest up

after field exercises. However, it is also possible that part of the negative

reaction by this particular group is due to its Oagel. A% %nit which has been

together for 15 rtorthe may have already established policies for how to handle

VUTP type situations and may also be quite resistant to changes in the working

relations. If this is the case, then timing of VU1TP training may prove to be

critical to its success in the MKS.

The extent to which participants &greed with their peers waz strongly

correlated with personal benefit and with anticipated improvements in unit

working relations. Peer agreement might increabe if the mode of presentation

of the scenarios were changed from the 'pedagogical* to the 'experiential'

mode. If the scenarios were shown under this mode, the participants could

concentrate on how they would handle the situations, without having to worry

snout- -. c ,,zcc,,l.,-&•- tion.1 Although switching to the experiential. mode

might improve the ability oi the qxoup to reach consensue, wa =---•- not

recommend making that change. It would be difficult to find trainers who

could successfully duplicate the teaching which is currently done by the

computer. If such trainers were four-d, they might engender the hostility

which is now displaced onto *the computer" as the students try to cope with

making mistakes in front of their peers. If the trainer simply lets the group

agree on a less than optimal answer, the program will and up reinforcing bad

habits in handling unit problems.

Higher agreement among peers could also be obtained by providing

particip"_-a with higher levels of skill and experience so that they could

participate on a more even footing vwth one aiuthaer. 7t:14- tw-uld be done by:

(0) providing other trainirng, or (2) providing the participants an opportunity

to discuss the types of scenarios they are going to encounter in the films

before coming to the VIUTP sessions. Higher ayreewnt might also be reached by

making the discussion groups smaller and/or sore homogeneous and by projviding

more time for discussing each scenario.

1P'rtici2!anta' suggestions for i1.Nroving VUTP. Table 11 shows the percent

of participants who felt that some aspect of VUTP could be improved. By far

tko largest area in which participants commented was the presence of a

civilian group trainer (67%). The participants felt that the group txainer had

been a positive feature which should be retained. They s&id such things as:

4

19
4 Good, we need someone who isn't blasedo,

*go keeps the flow going in the right direction.',

ilt' a very good idea.",

Of LeduOes the requirements an the group leaders,

bees omments suggest that ViiTP will be Less effective if the units are left i to their ow-n resources to conduct the training.

The next most frequent ooments focused oc (19%) the number of

participants. Most of those who commented wanted amsller groups (e.g., no

more than 6 to 8 per session). Some participants wanted more of the company

to be included in the training. Nowever, none of these respondents stated

that they wanted the increased participation to occur in large groups.

fqual nuwbers of participants (08%) comicnted on (1) the number and types

"•1cs covered and (2) the pace at which the training was oonducted.

,býut half ot those comenting on topics wanted to see more topics Pdded-

* (.-'.A.La~es included scenarios on tactics, gen~ral leadership principles, and

lIader ethics. Others commented on the focus oc the platoon leader's job.

here they wanted the films to be done to make them mor2 relevant for the jobs

of team leaders, squad leaders and NCC*, in general.

Most Ca ot a• n oti on the pace of VUT? objected to the r"petition

of material as the computer movid from U e Ich-ice _oonv-lt~i -. z 0=n.ve-".

Several participants suggested that the discussion leader be given an ol ion

which would allow him to skip this repetition as often "a possible. Th-e who

objected to the pace, per as, were evenly dividedi half wanted it speeded up

and half wanted it slowed down. Reasons for slowing it down included more

me to read the text, more tivAt to consider options, and more time for i ~discussion.

The 15% of the particirlnts who comented an the time required to conduct the training mostly wanted shorter sessions or some reduction in the total

tUse. wvu-.•r, -. e pfrt-iciPant wanted it to be expanded to a full day (&s oppcmed to the currant 'I hours) and one participant %ian--td t-- o e as much time as needed."

Nearly all the participants who commented an "who should take VUTP"

wanted it to include the entire coeny down to squad leaders. The one

exception was an individual who recommended limting partlcipants lt recruits

with leadership potential, since ell "leaders (already) know these

p•inciples." Several of those who commented felt that it was *good" for team

leaders and siould be seen by the entire team.

I•Oae ¢oomentinlg on the conduct of the discussion leaders felt that they

moseded more an4 better training on how to conduct discussion groups. Several

wu,&L iý f'r -- to suggest that the discussion leaders be 'school trained."

20
Table I1

Percent of Participants Suggesting Changes S

Itema ated Percent

Presence of a Civilian Trainer 67% S

Number of Participants 19

Types or Numbers of Topics Covered 18

Rw quickly the training was aonducted Is

Total amount of time rsqvired 15

Who wan included in the training 13

How the leader conducted the sessions 12

In addition to the categories in Table 11, participants were asked if

they had any other suggestions: twelve of the b3 participants did. Most of

these involved a specific suggestion for changing the film presentations. For

example, several participants criticized nhe acting in the films. One

as4gj.__:te- a larger TV mcitorl another suggested going through the films in

the "experiential mode' fir.t and then zxvtiga'; U,,_'- the 'pedagogical mode';

and still another participant suggested more eialogue betore the choice

points.

Those making content suggestions focused an a lack of structure in the

training. They wanted more definition in the teaching objectives, principles

to be learned, and realism irn the optionr. and subsequent outcomes. Several

others simply made suwmar- statements (e.g., *good class' or 'scrap the

program').

Observations of the AR! traiwi. .

The observations Include the need for VUTP training, the reactions to it,

the benefits derived fro% it, and other suggestions.

The need for VUTP training. Table 4 shows that the presence of prior

counseling training is related to leadership position: senior leaders have

had it but junior leaders have not. We had anticipated that the company

commanders and first sergeants would have already had courses in counseling,

but we felt that we had to include them to familiarize them with the VUTP

materials and to gain their acceptance of VUTP so that the Junior leaders

would be more comfortable in perticipation in the VUTP training.

The interaction oi i L= at' il-_nts in the sessions was related to

whether they had had prior trxaining. Those who already knew Vu'* pVv-crpl

21
ii were much more articulate in stating why they would handle situations in the "approvedo manner, and they had a higher agreement with others. Those with no

prior training tended to guess at the answers and to be sore Zrustrated by the

VU7F:experience. Sp-inkling the group with some more experienced leaders and

havibg more discussion about the "whys" or consequences of the different

thoico pointr might reduce the frustration levels among the more Junior

* leadeza.

Sven the inexperienced leaders already knew some VUTP principles (e.g.,

don't correct NCOs in front of their troops; keep your "cool' in handling

situationsa and use professional help when you get a problem which is beyond

your capability). However, they tended to rely more on punishment and to

believe that perscons who had risen in the Army to the rank of Z6 should know

their Jobs and handle their personal problems without any assistance from

senior leaders or Army agencies. The nuAber of 'errors' these

junior/inexperienced l*aders made in going through VUTP reinforced the notion

that this type of training is, indeed, needed.

5 Participants who rated the elementa of VUTP positively felt it was

appropriate for unit leaders, and felt they and their uni*to had benefited from

it, tande3 to also recommend that VU"TP be made available for all Army units.

Not only did most participants recommend VUTP in their questionnaire responsea,

but they also commented favorably about the experience both during the sessions

e-^A- afterwards. However, those who recomended VtJTP also suggested keeping the

civilian trainer. Providing an experienvea - ti".'-!er would make the

program more expensive for the Army to maintain.

Reactions to the elements of VUTP. The verbal abuse scenario starts with

a platoon leader walking past a squad formation in which the 36 squad leader

a is correcting a squad member by insulting his intelligence. In the school

solution, the lieutenant pul.s the squad leader aside and pairts out that such

behavior is against Army and company policy and that he wants to meet with the

squad leader the next morning to discuss the situation. In the office, the

lieutenant reiterates his policy, insists that the squad leader change his

"behavior, and then moves to the "family problee" which is the apparent cause

of the re-ent changes in the squed lz a '-a btha vior as reflected in the

undesirable leadeiship behavior just seen. The scenario ends vitlh the

lieutenant recommending counseling by the chaplain and following through to

make sure that the squad 14-ider does something to lessen his stress level and

behave better.

Moat participents appreciated that the lieutenant must take action and

that he must wot chew out the squad leader in front of his troops. However,

many did not see the squad leader's behavior as "verbal abuse". Kany felt

that the behavior was okay, but that one must not got caught doing it. Many

wanted to move to "pe.rsonal counseling" Light away and put off the pezformance

coujsaling until later. Their reasoning was that the &quad leader obviously

had a problem which he was willing to talk about and that he would be less

willing to discuss it ii U., llzut:nnt Insisted on discussing his

22
S

perfoarance. There was also some resistance to the vigorous follow-up by the

lieutenant in getting the NCO to seek professional help. Rany felt, that the

Lieutenant wan insisting an too quick a resolution and others felt the UCO

coelA-solve his own problem

Te resistance to the verbal abuse scenario could be fixd by changing

the film, but vw also found that ws could reduce the resistance by the way it

was discussed. Ixtending the discussion about the nature and consequences of

verbal abuse, acknowledging that doing the personal counseling first is good

but not the preferred way, encouraging participants to withhold judgment about

VVT untl1 the scenario was over, and acknowledging that instant referral is

not always needed, all contributed to reducing the resistance encountered when

this scenario was sbowL,. Ma also encouraged the participants to *improve" on

the VUTP solutions and to tailor them to their own situations. We founi that

it was important to make participants feel Ookayo about making mistakes. We

stressed that all participants made mistakes and teat seeing the feedback from

these errors contributed to the pover of the VT•P lessos. When participants

don't feel comfortable in making mistakes, they are resistant to

participating, frequently hostile, and frustrated.

Vlas and all other scenarios ran more smoothly and mwre rapidly if we did

five things. First, stay in the pedagogical mode. The essential points can be

bda vith,_t switching modes. Second, skip the VISTA system overview. It 1s

too long for people to rseaber vh.at it to sayinu, 0-4 -t i-n't nneded if the

participants can watch the action for a while c have a trainer present.

Third, get the participants to discuss the background and opening scene before

they begin to make €hoiý,s. IMid practice avoids future arguments about " handling the problem by providing a oommon starting place for making decisionsi

based or& what the probleu jctually is and what the range of possible options is

for resolving it. Fourth, have participants state why they preferred one

option ovftr another. This type of discussion helped the participants see

differences in the choices they may have missed and often led to agreement on

how to proceed. Fifth, in the absence of agreement, show two or more options

"'t- the group, and show the "wrongs one first. This technique takes advantage

of the automatic feature of the peoagogical dc -- which returns the group to the

original choice enu without having to go through extra steps.

Yhe Moderate Insubordination scenario depicts a lieutenant counseling a

Spec 4 who was an outstandlng troop up until the last month when he was late

to formation, refused to get a haircut, and has generally shown a bad

attitude. Although the WCOs have counseled this troop, they have asked the

lieutenant to find out what is going on anud, if possible, turn this troop

aroumd. During the sessiar. we find that the Spec 4 wants out of the Army but

does not appreciate that his bad discharge has consequences in civilian life.

Ome he realizes this, the troop promisew to change his behavior and earn an

hm-irable discharge.

Thi.s scenario evoke tronj : !.... ..- ne participants. They felt

tbat his offenses warranted punishment and that the Army was wxong in not

suggesting that he get it. Others felt that once a troop gets "short*, there

is nothing that can be done to change his attitude.

23
,--

Two discussion techniques were tried to make this scenario more

realistic. The firat was to change the disc and show the group the "chronic

insubordination" scenario so that they could appreciate boy this troop .

differed from one who could not be salwvged. Varticipants who saw the second •

scenario were quite enthusiastic. They enjoyed patting the hemmr 6own on the

Chronic case and seemed to know what was needed. The second technique w"a to

invite the group to try to devise a better method of handling the moderate

insubordination case. This worked in some groups but not in others.

Salvaging wayward soldiers does not sees to Lm as easy as pnuishing them

ead/or discharging thea.

?erhapa the best met-hod of fixing this scenario would be to reshoot it to

show how WCOs might handle the case before It is raised to higher levels.

Inclusion of additional motivational techniques might also strengthen it.

Tha Pas formance Counseling scenario again shows a squad leader being S

counseled by his lieutenant. The problem here seams to be a lack of

consistency in the squad leader's behavior. Me is technically competent and

handles his troops well but hea (1) grabbed the wrong map on an 7TX and got

the troops lost, (2) failed to supervise his troops in motor pool and thus

tealed a roadside inspection, and (3) was an hour and a half late getting his

troops to a work detail because he forgot to arrange transportation. The S

scenario reveals that the squad loader is not good At planning and organizing

- t!,-te and resources. The lieutenant gives him lessons in time management

and planning and so=e follow-up -rcies to insure that ha can put these new

techniques into practice.

This scenario evoked many comments about the acting skill of the players.

It was also harder to follow thit rs*nario because the choice points were

often poorly written. Furthermor*, there was a tandency for the participants

to assume that the NCO had a personal probles (e.g., drugs, booze, or family)

which was causing his Lnconsistent behavior. This assumption on the part of

malty of the participants made theo go off the track and thus find the scenario

frustrating,

This scenario would b& i'provsd byy switching actors and rewriting the

choice points. Bowever, it was also helped by having tht -raup withhold

judgment about causes of behavior and by simply giving them the answers on

*one of the more obscure choice points. This film was a nice counterbalance

to the other two scenarios, which waret more interpersonal and less technical P

in nAture.

Yocus on the platoon leader's job. All three scenarios were written from

the standpoint of the lieutenant's job. Participants' reactions to this

feature of VUTk' were related to other reactions to the program and whether

they felt that they and their units had benefitted from it. Dowever, 9

leadership position was rvt relevant (i.e., higher ranking individuals were

not any more likely to fid d this a positive or negative feature of the program

than were lower raraii.; iiui.iuale). most groupt chose to handle this

24
feature by having all participant. role play as if each were the lieutenant in

the scnario. This sememed to work. But there ware comments from time to time

from the participants which suggauted that they also identified with the NCO,

being counseled in the werbal abuse and performance counseling aituations.

The dnamic of identifying with the MCOm could probably be exploited along

with the theme of mutual respect-to open up the discussions to be more

parsaxal in nature. However, there is a danger that the sessions would then

got too personal and turn into 'bitch* sessions (e.g. 'my officers certainly

do't treat me with the respect that that WCO is getting'). We tried to

disoourage this type of reaction whenever it occurred because VUTP is not

sensitivity training. Rather it is to teach skills which can be used by the

unit to improve its working relations without directly otnfronting

personalitiea.

Nature of the discussion. The discussion rules outlined in Appendix B

were generally followed. The group discussion leaders learned fairly quickly

how to get group members to participate. However, they tended to poll the

mambe.-s about their choices and not to spend much time trying to resolve

differences of opinion. Some leaders, particularly the captains, tried to get

the participants to give the right answers by giving broad hints. As a whole,

the leaders were most comfortable when the sessions were structured as a

skills-acquiring session. They were less comfortable pulling solutions from

the groups; letting groups make mistakes and learn from then; and getting j membets to telk about timiz Qzpcrie'es in handling similar situations.

Contrary to our expectations, leaders also avoided talking about how tv

implement VUTP lessons in their units. None of the group leaders went out of

their way to align themselves with the computer solutions. Rather they

offered the computer as a useful teaching tool they felt free to disagree

with.

Company commandert proved to be the best group leaders. They were

confident and had good control over the interactions. Lieutenants seemed to

have the verbal skills necessary to lead groups but generally seemed to lack

confidence in themselves as trainers. COrs, as a rule, were less able to lead

the discussions. W-3 1WsNC, in payticular, was a silent machine operator, which

* produced such a chaotic situati~n that the group hae to bet *uud by the

trainer. However, there were two NCO% who did an outstanding job. One

was a highly articulate first sergeant. The other was a recent UNOC

instructor, this suggests that VUCOs can lead the saisions but they must be

carefully picked or trained.

* The nature of the discussions could be ieproved in a number of ways. The

first way wor.id be to improvt tte V2,aininq materials, V3i1.y the information

gathered in this pilot off':'.. A second improv•-r.t wouid be to insure that

potential discussion leadirb act-%I ly read the materials. Our observation

during the pilot evaluation whs that most leadeis used information that they

gained from going through the tzaiainfn but did not specifically oonsult the

pr.nrnted maLai&l:. .• hire •.Dd roveseiet would be to spend more time iti

training the leaders. Alt .vih they vere famillarize6 wh --h= --,_-rpa-nt and

25
given the materials, they were not specifically rehearsed on what they wae to

*ay or given any =le playing exercise to help them handle specific areas of

the VUTP. A fourth way would be to make the tntro6uction of the ycogram

longer and more standardized, Topics whiich should be systematically covered

in th• introduction includei the nature and objectives of tke training, the

types of situations participantA will be seeing, and an expectatiun that the

groupa are to try to incorporate the lessons that they learn into their units.

& fifth improvement would be to try to get the leaders to "buy intou the

content of the lessons. Xf the leaders were more trticulate in their support S - -

of the VUTP lessons, the mambers •ight be less resistant to the&. A sixth

suggestion would be to keep the discussion groups to 6 to 8 individuals so

that each member has a greater chance to fully participate. Participation

might also be enhanced by ins-aring that all participants have had prior

training and that the groups are mcre homogeneous (e.g., restricted to

individuals who work with one another an a daily basis).

The fact that unit leaders liked VUTP and felt that it would benefit their

units encourages us to make the changes suggested hers and then subject it to

a larger, more controlled study.

2-1

26
R-EFRNCES

p~ye4• G. C., Salter, 3. A., and Dyer, F. N. (1983). Videodisc Interpersonal

#kill* Training arnd Assessment (VISTI) with an Enlisted Population. Draft

Reassrch Repurt, US Army Reseaich Institute - Ft. Berming Field Unit, Ft.

ea nining, GA.

It-sioni, A. (1975). A• com.para.tive ana~lysis of comklex organizations: on

pmera, involvement, and their correlations (revised edition). blev York:

The Free Press.

Perkins, M. S, Slatr, J. A., Cerkins, X. N.i and Cook., W. A. (1983). I!pleenta~tion of Videodisc Interinraml Skills Training and Assessment

(VISTA). Draft Rrsearch and Renorgs Drf eport, US Army Res.Benning

Field unit, Ft. Denning, Ua.

Schroeder, J. Z., KernF.o . 31 e, S., end P., G .D. (t83 P., Rsd Yountling, E. W. 01982). Videodisc Interperso~nal SkillsTraining and Assessment

(VISTA): Overvien and Findinsr. Draft research report, US Army Research

-pnstitute Ft. UennAn Field r Unit, Ft. ietnnng, GA.

Týemble, T. R., Jr., Kernsr-Hoe , and Bell, D. B. (198Z). Results of the

New Manning System Evaluation Survey: eixdt Smi-Annual Report. L&iMTA

Working Paper 83-3. US Army Research Institute, Alexandria, VA.

Trmrble, T. R., Jr., ¥oest, E. E., and Bell, D. B. (1984). Results of the

New Mtannint, System Evaluation Survey: Second Semi-Artnual Report. L&HTA

Working Paper 84-1. US Army Research Institute, Alexandria, VA.

US Army Research Institute. (1O82). ARI Focus on the New Manning System (NMS)

Field Evaluation. (Available from the US Army Research Institute, PdI-RL,

5001 Eisenhower Avenue, Alexandria, VA 22333.1)

Walter Reed Army Institute oi kess&Jch. 01983)3 NKS Evaluation. (Available

fiom Dr. David Marlowe, Chief, Department of Military Psychiatry, Walter

Reed Army Institute of Research, Walter Reed Army Medical Center,

Washington, D.C. 20012)

27
AppENDIX A

INSTRUCTIONS FM VISTA

amB
pI

INSTRUCTIONS FOR VISTA

"rNOTEt AT THIS TIME IN THE INSTRUCTIONS. ALL MACHINES

- SHOULD BE TURNED OFF. S.,

BEFORE EXPLAINING HUW TO RUN VISTA, WE WILL COVER SOME

BASIC TERMS TO AVOID CONFUSION LATER.

"CURSOR"z THIS IS THE SMALL BLOCK WHICH APPEARS ON THE

SCREEN WHICH CAN BE MOVED BY ROTATING THE

SDIAL ON THE HANDCONTROLLER.

"•HAND-CONTROLLER": THE HAND-CONTROLLER IS THE SMALL

DEVICE BY WHICH YOU OPERATE VISTA. THIS

DEVICE ALLOWS YOU TO MOVE THE "CURSOR" TO

APPROPRIATE COMMAND LINES ON THE SCREEN.

* PRESSING THE BUTTON ON THE SIDE OF THE

HAND-CONTROLLER IS THE MEANS BY WHICH YOU

SELECT CHOICES AND HOVE THROUGH THE LESSON.

"CHOICE POINT": POINTS DURING EACH LESSON AT WHICH

VISTA WILL PRESENT YOU WITH SEVERAL

SLTERNAT!v-. kiSW•,• ?FRO•.. WHICH YOU MUST

SELECT THE BEST ANSWER. (EXCEPT WHE•'N

"THESE INSTRUCTIONS ASK FOR PREDETERMINED

ANSWERS.)

BE SURE THAT YOU HAVE THE FOLLOWING MATERIALS:

APPLE COMPUTER WITH TWO DISK DRIVES

T.V. MONITOR VI DEODISK PLAYER

APPROPRIATE DISKETTES AND VIDEODIR.KS

TRAINING MATERIALS

BE SURE THAT THE SYSTEM HAS BEEN PROPERLY SET UP WITH ALL

CONNECTIONS BEING SECURE INCLUDING A GROUNDED (3-PRONG)

SOURCE OF POWER.

STEP It

CHOOSE THE APPROPRIATE VIDEODISK AND LESSON DISKETTE,

STEP 2:

PUT THE "SYSTI.:M" DISKETTE INTO DISK DRIVE #1. THIS DISK

IS CLEARLY LP.BELED "SYSTEM DISKETTE".

A-I
PUT THE APPROPRIATE *LESSON" DISKETTS INTO DISK DRIVE

#2. THE LESSONS ARE CLEARLY LABELED BY NAME. THE NAME

SHOULD BE FACING UPWARDS BEFORE THE DISK IS INSERTED.

PUT THE VIDEODISK INTO THE VIDEO PLAYER. THE 6SHINYo

SIDE SHOULD BE FACING UPWARDS. PLACE THE VIDEODISK

OVER THE PLASTIC SPINDLE. ONCE THE VIDEODISK IS SECURE

AGAINST THE PLAYING SURFACE, SNAP THE LOCK HATCH ON THE

SPINDLE SO THAT IT FIRMLY HOLDS THE VIDEODISK IN PLACE.

CLOSE THE LID.

TURN THE POWER SWITCH TO "ON" ON THE VIDEO PLAYER.

TURN THE T.V. MONITOR ON -- ALLOW FIVE MINUTES FOR

THE MONITOR TO WARM-UP.

STEP 3:

TURN ON THE APPLE. THE POWER SWITCH SHOULD BE LOCATED

IN THE LOWER-REAR CORNER OF THE MACHINE. TURNING ON

THE MACHINE WILL AUTOMATICALLY "BOOT" THE SYSTEM.

WITHIN 10-20 SECONDS, THE SCREEN WILL SHOW:

WELCOME TO VISTA

PLEASE WAIT, PROCESSING

DURING THIS TIME -- DO NOTHINGI! THE MACHINE IS

PREPARING TO START A VISTA LESSON.

STEP 4:

THE SCREEN WILL CHANGE TO:

THE SYSTEM STATUS IS SET TO:

1) THE PEDAGOGICAL

INSTRUCTIONAL MODE

2) NOT KEEP STUDENT RECORDS

IS THIS WHAT YOU WANT?

Y*YES**

eeNO~

A- 2
THIS IS THE SETUP THAT YOU WANT. 14OVE THE 'CURSOR-, BY

ROTATING THE DIAL. ON TRE HAND CONTROLLER TO THE OYZS".

PRESS THE BUTTON ON THE SIDE OF THE HAND CONTROLLER.

--. THIS WILL TELL THE MACHiNE THAT YOU WANT THIS SETUP

IF THE SCREEN DOES NOT SHOW THIS EXACT "MENU-, THEN

TURN TO APPENDIX A FOR INSTRUCTIONS FOP. HOW TO RESET

THE "MENU".

STEP 5:

THE SCREEN WILL CHANGE TO ASK YOU IF YOU WOULD LIKE TO

RECEIVE INSTRUCTIONS ABOUT HOW TO RUN VISTA. IF THIS

IS THE FIRST TIME YOU HAVE RUN THE SYSTEM, IT IS

STRONGLY ENCOURAGED THAT YOU WATCH THE REVIEW. IF YOU

ARE FAaILIAR WITH VISTA, YOU KAY BYPASS THE REVIEW AND

START THE LESSON.

IF YOU WANT TO REVIEW THE OPERATING PROCEDURES, TdEN

MOVE THE "CURSOR" TO THE

"a*Y*-****

i

AND PRESS THE BUTTON ON THE HAND-CONTROLLER. THE MACHINE

WILL THEN RUN YOU THROUGH SEVERAL SCREENS WORTH OF

OPERATING PROCEDURES. MOVING TO THE NEXT SCREEN IS

ACCOMPLISHED BY MOVING THE "CURSOR" TO THE LAST LINE

AT THE BOTTOM OF THE SCREEN AND PRESSING THE BUTTON

ON THE HAND-CONTROLLER.

IF YOU WANT TO BYPASS THE REVIEW, THE1 MOVE THE "CURSOR"

TO THE

* et*

AND BEGIN THE LESSON.

STEP 6:

AFTER EITHER WATCHING OR BYPASSING THE REVIErW YOU

WILL BE READY TO BEGIN THE LESSON. TO DO THIS, THE

MACHINE WILL ASK YOU TO MOVE THE "CURSOR" TO THE BOTTOM

LINE Of THE SCREEN AND TO PRESS THE BUTTON ON 'IHE

HAND-CONTROLLER. THE SCREEN WILL THEN CHANGE TO:

S PLEASE WAIT...

VIDEODISK POSITIONING

WhIT FOR 10-30 SECONDS FOR THE MACHINE TO BECOME

OPERATIONAL.

S-
STEP 7 1

.. VISTA WILL PRESENT YOU WITH ONE TO FIVE SCREENS WORTH

",OF INFORMATION WHICH WILL PREPARE YOU AND 'SET THE

STAGE" FOR THE LESSON YOU WILL SHORTLY REVIEW. WHEN

ARE FINISHED READING SYOU A SCREEN OF INFORMATION,

MOVE THE "CURSOR" TO THE BOTTOM OF THE SCREEN AND PRESS

THE BUTTON ON THE HAND-CONTROLLER. WHEN THE

INFORMATION IS FINISHIED, YOU WILL BE READY TO VIEW THE

BEGINNING SEGMENT OF THE LESSON.

-

I

@E

p.-
BE(g.INNING YOUR VISTA UNIT TRAINING

*• ""**BB**VERBA1 ABUSE LESSON'"**'""

ST"P'IZs

PUT THE DISKETTL LABLL1'D "VERBAL ABUSE" INTO DISK

DRIVE 

*2.

PUT THE VIDEODISK LABELED "VERBAL ABUSE" INTO THE

VIDEODISK PLAYER.

PRESS ORESET" RUTTON ON APPLE.

STEP 2:

THE SCREEN WILL CHANGE TO:

PLEASE WAIT, PROCESSING

W FOR T " U N K . ,"VTlALo MODE AND STUDENT

WHEN THE "ME.NU" A..-1N(3 r'uz t ......

RECORD KEEPING APPEARS ON THE SCREEN. IT HtiOULD STATE:

;S TA TUSIS SET TO:

1) EXPERIENTIAL

INSTRUCTIONAL 

MODE

2) DO NOT KEEP STUDENT RECORDS

IS THIS WHAT YOU WANT;

"**YES**

"*NO**

MOVE THE "CURSOR" TO

""*YES**

AND HIT THE ENTER BUTTON.

IF THE "M4ENU" DOES tSOT MEET THIS REQUIREME'ý GO TO APPENDIX

A WHICH PROVIDES INSTRUCTION AS TO HOW TO CIWA1GE THE MENU.

ONCETHE REQU L..I.... . AND YOU ARE IN THE

EXPERIENTIAL/NOT KEEPING RECORDS MCDE, YOU ARE RE.ADY TO

START VISTA. YOU CAN EITHER REVIEW THE OPERATING PROCEDURES

OR GO DIRECTLY TO THE LESSO1N.

A-5
ONCE YOU HAVE GOTTEN TO TE YOU WILL BE PRESENTCD WITH

RALý'GROUND INFORMATIOI: AND THE F1ŽýST SEGMIENT OF THE LESSON.

YOU WILL THEN BE ASYX') TO AKE A DLCISION KNOWN AS A

"COidCE POINT0.

4T 'CHOICE POINT" #1, YOU WILL, BE PPESENTED WITH SEVERAL

ALTERnATIVE ANSWERS. YOU WILL CHOOS6

ANSWER #1

MOVE THE "CURSOR" TO ANSWER #i AND PRESS THE BUTTON ON THE

BAND-CONTROLLER.

"*Sit***$l'OP FOR DISCUSSION*******Q*

AFTER DISCUSSION HAS ENDED, GO TO THE APPLE COMPUTER,. ON THE

UP!?EP LEFT-HAND SIDD OF THE KEYBOARD 15 THE BUTTON MARKED:

WrESET

THIS WILL STOP THE LESSON WHILE RETURNING YOU TO THE BEGINNING

"Vi THE PRi....M.- HERE THE SCREEN WILL TELL YOU THAT YOU ARE

STILL IN THE EXPERILNTIAL/NOT KEEPINU RECORD MODE -- AND DO YOU

WANT TO CHANGE MODES. MOVE THE "CURSOR" TO THE LINE MARKED:

**yES**

AND PRESS THE BUTTON ON THE HA ND-CONTROLL.R. YOU WILL THEN

BE JLSKED IF YOU WANT TO REVIE. THE OPZRATING PROCEDURES. MOVE

THE CURSOR TO THE LINE MARKED:

*,NO)**

MgD PRESS THE EIDTTON ON THE HA•i-CONTROLL R. THIS WILL

BEGIN THE `VERBAL ABUSE" LESSON AGAIN. THIS TIME THERE

WILL BE A SPECIEIC SET OF STEPS FOR YOU TO FOLLOW.

THESE ARE THES STEPS TO BE FOLLOWED AT DIFFERENT "CHOICE POINTS:

CHOICE POINT ANSWER

1 3

2 3 -

3 2

4 2

A-6
AFTER ANSWERING THE FOURTH CHOICE POINT, THE PROGRAM WILL.

TERMINATE. YOU WILL BE ASKED IF YOU WANT TO RERUN THE PROGRAM_

OR START A NEW LESSON. YOU WILL MOVE THE CURSOR TO THE LINE 5

MARKED%

RERU&-, SAME LESSON

AND HIT THE RETURN BUTTON ON THE HAND-CONTROLLER.

THE LAST PRESS OF THE BUTTON ON THE HAND-CONTROLLER RETURNED

YOU TO THE MENU CONCERNING INSTRUCTIONAL MODE/RECORD KEEPING.

YOU SHOULD STILL BE IN THE PEDAGOGICAL/NOT KEEPING RECORDS

MODE. (IF YOU ARE NOT, THEN GO TO APPENDIX A AND CHANGE THE

MODE TO MEET THIS REOUIREMENT).

THE "MENU" WILL ASX YOU IF YOU WANT TO BE IN THE PEDAGOGICAL/

NOT KEEPING RECORDS MODE. MOVE THE CURSOR TO THE LINE

MARKED "YES" AND PRESS THE BUTTON ON THE HAND-CONTROLLER.

YOU WILL THEN BE ASKED IF IOU WANT TO REVIEW THE OPERkTING

PROCEDURES. MOVE THE CURSOR TO THE LINE MARKED "NO" AND

PRESS THE BUTTON ON THE HhND-CONTROLLER. YOU AR[e NOW READY

TO REVIEW THE LESSON.

AGAIN, THE CHOICES BELOW ARE "THE SCHOOL SOLU'TION". THESE ARE

INCLUDED FOR YOUR INFORMATION ONLY. DO NOT GIVE THESE

TO YOUR GROUP. LET THEM DECIDE WHAT SOLUTION THEY WANT TO TRY.

THEY WILL LEARN MORE IF THLY MAKE MISTAKES AND LET THE COMPUTER

PROVIDE THL FEEDBACK.

CHOICE POINT ANSWER

1 3

2 2

3 1

4 3

5 3

6 1

7 3

8 3

A 9

THIS CONCLUDES THE "VERBAL ABUSE" LESSON.

A-7
THEN, REMOVE THE "VERBAL ABUSE" DISKETTE FPOM DISK DRIVE 42

AND THE "VERBAL kBUSE" VIDEODISK FRC*4 THE VIDEO PLAYER. PUT

THEW" DAISKS BACK INTO THEIR• SHEATHS.

*i YOU ARE NOW READY TO RUN THE NEXT LESSON•.

4b

U

A- 8-
S

" " PERP•ORPCE COUNSELING LESSON"*"*

STEPit:

"PUT THE OPERFORMANCE COUNSELING" DISKETTE INTO DISK

DRIVE #2. PUT THE VIDEODISK LABELED "PERFORMANCE COUNSELING"

INTO THE VIDEO PLAYER. HIT THE *RESET" BUTTON. THIS WILL

START THE LESSON.

THE SCREEN WILL BE PROGRAMMED TO ASK IF YOU WANT TO REMAIN IN THE PEDAGOGiCAL/NOT KEEPING RECORDS MODE. YOU DO.

MOVE THE CURSOR TO THE LINE MARKED "YES" AND PRESS THE BUTTON

ON THE HAND-CONTROLLER. YOU WILL THEN BE ASKED IF YOU WANT

TO REVIEW THE OPERATING PROCEDURES. MOVE THE CURSOR TO THE 0

LINE MARKED "NO" AND PRESS THE BUTTON ON THE HAND-CONTROLLER.

YOU WILL NOW BE PROVIDED WITH BACKGROUND INFORMATION ON THIS

LESSON. AXTER THE INFORMATION, YOU WILL BEGIN THE LESSON.

AGAIN, THE CHOICES BELOW ARE OTHE SCHOOL SOLUTION". THESE

ARE INCLUDED FOR YOUR INFORMATIO.A ONLY. DO NOT GIVE THESE

TO YOUR GROUP. LET THEM DECIDE WHAT SOLUTION THEY WANT TO

TRY. THEY WILL LEARN MORE IF THEY MAKE MISTAKES AND LET THE

COMPUTER PROVIDE Tht FEEDBAC'.,.

CHOICE POINT ANSWER

1 3

2 1

3 .

4 1

6 2

7 3

8 2

9 3

10 2

11 4

1:2 3

THIS WILL TERMINATE THIS LESSON

A-9
I

REMOVE THE "PERFOPIMANCE COUNSELINGO DISKS FROM DISK DRIVE 02

AND FROM THE VIDEO PLAYER. PLhCE BOTH DISKS BNCK XWTO THEIR

SHEATHS.

I

r

S

d

@q

A-I-
""""MODERATE INSUBORDINATION LESSON"'""""

PLACE THE DISKS LABELED "MODERATE INSUBORDINATION" INTO DISK

DRiVE #2 AND INTO THE VIDEO PLAYER. THE SCREEN SHOULD STILL

STATEt

RERUN THIS LESSON

RUN ANOTHER ILESSON

MOVE THE CURSOR TO THE LINE NARKED:

RUN ANOTHER LESSON

AND PRESS THE BUTTON ON THE HAND-CONTROLLER. THIS WILL

RESET VISTA FOR ANOTHER LESSON. (IF THIS FAILS, PRESS

THE RESET BUTTON ON THE APPLE KEYBOARD.)

AS ALWAYS, YOU WILL BE QUERRIED AS TO INSTRUCTIONAL MODE/

NOT RECORD KEEPING FORMAT. THE FORMAT SHOULD STILL STATE

PEDaGOGICAL/NOT KEEPING RECORDS. IF THIS IS TRUE, MOVE

THE CURSOk TO TNAL LINE MARKCED "YES" AND PRESS THE ENTER

BUTTON. (IF NOT, THEN GO TO APPENDIX A FOP INSTRUCTIONS

F'OR CHANGING THE MENU.)

AGAIN, YOU WILL BE ASKED IF YOU WANT TO REVIEW THE

OPERATING PROCEDURES. MOVE THE CURSOR TO THE LINE MARKED

"NO" AND PRESS THE BUTTON ON THE HAND-CONT'ROLLER.

YOU WILL THEN BE PRESENTED WITH BACKGROUND INFORMATION ABOUT

THE FORTHCOMING LESSON. AS ALWAYS, MOVE THE CURSOR TO THE

BOTTOM OF THE SCREEN TO THE LAST LINE AND PRESS THE BUTTON

TO CONTINUE.

AGAIN, THE CHOICES BELOW ARE "THE SCHOOL SOLUTLION". THESE

ARE INCLUDED FOR YOUR INFORMATION ONLY. DO NOT GIVE THESE

TO YOUR GROUP. LET THEM DECIDE WHAT SOLUTION THEY WANT TO

TRY. THEY WILL LEARN MORE IF THEY MAKE MISTAKES AND LET THE

COMPUTER PROVIDE THE FEEDBACK.

CHOICE POINTS ANSWERS

1 2

2 2

4 1

THIS WILL TERMINATE THX LESSON

REMOVE THE "MODERATE INSUBORDINATION" DISKS FROM DISK DRIVE 42

AND FROM THE VIDEO PLAYER. REPLACE BOTH DISKS INTO THEIR

PROTECTIVE SHEATHS.

A-11
1"

"APPENDIX A

"WHXT TO DO IF THE "MENUK IS INCORREvCT

SIF THE "ME)JU DOES NOT STATE:

THE SYSTEM STATUS IS SET TO:

1) THE PEDAGOGICAL

INSTRUCTIONAL MODE

2) DO NOT KEEP STUDENT RECORDS

IS THIS WHAT YOU WANT

S**YES**

THEN YOU iJOST TAKE CORRECT!VE ACT ION.

MOVE THE CURSOR TO THE LINE MARKED "NO" AND PRESS THE BUTTON

ON THE HAND-CONTROLLER. THIS WILL CHANGE THE SCREEN AND

PRESENT YOU WITH THE TWO FOLLOKING SCREENS.

OBVIOUSLY, WHATEVER YOU DO TO CHANGE MODES CAN BE USED TO

CHANGE THEM BACK TO THEIR ORIGINhL STATUS. THIS IS h

PROCEDURE YOU'LL WANT TO SPEND SOME TIME WITH.

-

FIRST GOAhL; SELECT THE INSTRUCTIONAL MODE. THIS "MENU" WILL APPEAR

"4CHOOSE INSTRUCTIONAL MODE" _

I WISH TO USE THE:

* PEDAGOGICAL INSTRUCTIONAL MODE

EXPERIENTIAL INSTRUCTIONAL MODE 4

MOVE THE OCURSOR" TO THE LINE STATING:

PEDAGOGICAL INSTRUCTIONAL MODE

AND PRESS THE BUTTON ON THE HAND-CONTROLLER.

A-12
i .

SECOND GOAt. SELECT THE APPROPRIATE RECORD KEEPING MODE

THE SCREEN WILL SHOWtI

-*-CHOOSE TO KEEP. NOT KEEP STUDENT RECORDS

I F'ISH TO:

COLLECT DATA ON STUDENTS

NOT COLLECT DATA ON STUDENTS

MOVE THE "CURSOR" TO:

NOT COLLECT DATA ON STUDENTS

AND PRESS THE BUTTON ON THE HAND-CONTROLLER.

THE SCREEN WILL CHANGE TO STATE:

YOU HAVE SELECTED THE:

1) THE PEDAGOGICAL

INSTRUCTIONAL MODE

2) NOT KEEP STUDENT RECORDS

IS THIS W-iAT YOU WAT,: "*YESV*

b'NOt*

MOVE THE CURSOR TO THE LINE STATING:

**YES**

AND PRESS THE ENTER BUTTON ON THE HAND-CONTROLLER

VISTA WILL ThL¶N ASK 7"'OU lf' Wk.NT ,OU TO REVIEW THE

OPERATING PROCEDURES OR GO DIRECTLY TO THL LESSON.

A-13
S

ppflDIX B

S

o!IavIW OF '13AINfl4G SESSIONS

S

S

S

S

'1

0

I
OVERVIEW OF TFAINING SESSIONS

1. Each new group which sees VISTA will start with a brief m

orientation to VISTA.

a. What are the training objectives7

b. What kind of feedback does the Army want from you?

c. How are the seesions to be conducted?

d. What are the discussion rules?

2. We -dill be seeing three VISTA Scenarios.

a. Verbal Abuse (Scenario 1, Disc 1)

b. Moderate Insubordination (Scenario 5. Disc 5)

c. Performance Counseling (Scenario 4, Disc 4).

3. The format for seeing 6ach of the three .nu--arioz -.-ill be the

same.

a. The leader turns on the machine and shows the opening scenes.

b. The group will discuss what they think "the problem" is and

how they mtight resolve it.

c. The leader will then choose what action the leader in the

scenario will take (e.g., ignore the problem, get into an

trrjiment. with hiv subordinate, etmc.) in the Example he has been

provided.

d. The group will then discuss the strengths and weaknesses of

the approach used in the p.

e. Once the group has seen and discusmed two leader-chosen

exaMles_, they will see each scenario againand be free to

choose which option they feel will be best.

f. The examples are to familiarize the group with VISTA

before they begin to work in earnest. The examples are not good

solutions. They are intended to make teaching points and to

apark discussions.

s-i

* 4
4. Procedure for seeing Scenario I (Verbal Abuse).

a. Setting the Scene:

r 1. Leader turns on the machine and shows the opening scene.

.2. The group discusses the "problem," und how they would

suggast handling it.

b. jtl es.

1. Example 1 _n~oring the Problem).

a. Leader selects choices outlined in Example 1 (on

attached sh:eet).

b. Group discusses what happened and why Example I iu a

good or bad way to handle verbal abuse.

2. Example 2 (GettIn into an au ent),

a. Leader cycles the machine back to the opening scene.

(Procedures are in the Operator's Manual.)

b. At the first choice point, the leader seiecti t-. c

options outlined for Example 2 (which is also attached

here).

c. The group then discusses what happened in Example 2,

why, and whether they think that is a good or bad

outcome.

c. Computer assisted training.

1. Leader c'-ge the computer to the tutorial/pedagogical

mode.

2. The group discusses actions to be taken at each choice

point and gets feedback from the computer on bow "good" _

their choices were.

5. Procedures for seeing Scenario 5 (Moderate Insubordination).

a. Same format as for Verbal Abuse.

b. Leader sets the scene, discusses, and follows the outline of

Example 3.

B-2
c. Leader switches to the tutorial mode and chooses on the basis

of the group's opinions. Again, feedback is givan by the -

computer.

6. frocedures for seeing Scenario 4 (Performance Counseling).

a. Same format as for Verbal Abuse.

b. Leader sets the scene, discusses, and follows the outline for

Example 4.

c. Leader switches to the tutorial mode and chooses on the basis

of the group's opinions. Again, feedback is given by the

computer.

7. VISTA Training endn.

8. Training materials are handed out and questions are answered con

how to conduct the next session.

9. A short questionnaire is administered to provide feedback on the

VISTA/group discussion prograr,.

B -

5 4

3-3
J TRAINING OBJECTIVES

Incre~me in Leader Knowledge of and Skill with;

Leadership principles for hrndling common leadership problems.

* Diversity of views held/experiences in handling these problems.

* How to conduct discussion groups which )ead to sharin9 of views

and increases in group consensus.

Expected By-Products are:

. Increase of Unit Cohesion

. Improved working relations among leaders.

. Improved unit functioning (fewer problems because problems are

handled better).

. Increase in Member Satisfaction

S•* Leaders meu Emore caring and coherent:

". The unit seems to run more smoothly.

Rationale for Expecting Chanjes in Unit Cohesion

. Discussion of leadership problems with members of the

Chain-Of-Zommand should lead to better working relationships

(Horizontal Bonding among the leaders).

* Ap!lication of good ieadeiniip principles should improve unit

fun.ctioning and thus pride in being a member of the unit (Unit

LMa ty/Satisfaction).

. Member perceptions that the leaders are more competent and caring

should lead to greater member satisfaction with the leaders

(Vertical Bonding of members to leaders).

B

1-4
Feedback Needed from Participating Units

"* What benefits did your unit get from going thru VUTP?

"* Which kinds of units should see VUTP?

"* Is the content of VUTP equally relevant to all unit leaders?

"* How can the program be improved?

"* Can units run this program without outside resources?

About COHORT units started from scratch.

• Is VUTP suitable for this kind of unit?

* Should they see it like you did or in schools prior to

starting the unit?

a

I

B-5
rjRPOSE OF THE DWSCUSSIONS

They are designed to.

. Inctease leadez skills in handling common leadership/counseling t haiien~ges.

. Provide an opportunity to exchange views and experiences in

handling th:-se challenges. .

They are not designed to be:

. Bitch sessions focusicd on past unit mistakes.

* Debates about the inadequacies of current leaders.

RULES FOR DISCUSSION

Be respectful of all individuals in y.ourgrou

. Encourage everyone to participate.

. Lizten to the ideas of all members even if you don't agrec with them.

. Restate what a member has said if you don't understand his point

of view.

. If you must challenge what is being said, be sure that it is the

idea you are rejecting, not the indivitaul.

Try to understand bnth sides of an issue:

* Bring out all the ideas and facta 6upporting both sides.

Try to pull the ideas together so that they make sense.

Do riot tty to force the qroup to-adopt any set solution.

". Do not mention the school solut-ion to the group--let them discover

the solution they prefer.

"* Get the group to spell out why they make the choices they do.

B-6
force corsensus when none exists.

--T i 0, four the group to Aisag;ee if they understand why they

are diesageeing.)

H -aKe the group focus on what is the best solution rather than

trying to win argumentc -monq themselves.

. If they cannot reach a consensus, a majority vote will do to let

the group move on the rest of the scenario(s).
TOPICS TO BE DISCUSSED

When the background has beer.presented:

. Do •11 the members of your group agree about what the leader in

thi scenario is faced with?

. What is the nature of the problem?

". What are the pospible outcomes?

" Which of the outcomes is desirable?

"* What actions can he take?

". Does the group have an agreed-upon way to solve the problem faced

by the leader in the scenario?

When the group is free to choose solutions:

"* Do the group members see how the choices differ from one another?

"• Do they agrea ar "h-t qight happen following each choice listed?

"* Do they agree on which choice to make?

(If they disagree do they understand each others' views?)

"* Do they want to try more than one choice? If so, which one do

they want to try first?

When the scenario is over:

" How satijficd were the qroup members with the way the s=enario

came out?

"* Can they think of a better way to handle it?

"* Did they learn anything they want to try in the unit?

"* How did they like the discussion?

"* Would the group like to change the wa% the discussions are going?

If so, how?

B-8

I
!

Draft Kesssrch Report

VIDEODISC IIITERPER.SOMAL "3ILL$ TRM1iING AND ASESS•0ST (VISTA):

TopICS ANALYSIS AND SCEDARIO DEVELOWP10

james Z. Schroeder, Ph.D. and rrederick 1. Dyer. Ph.D.

U.S. Army Research Institute jjr the behavioral and $oc1&1 Sciences

Paul Czerny. Ph.D.. Daniel P. Gllotti and Edvard U. Yo"gllg, Ph.D. I

1ellonics Systaus Devalopmut Diviienl, Litton Systems. Inc.

POIT SMNING FIE;.uL VKT

This vorking draft is an %moffic•ail doctment and should be

treated as such. It is intended fcr limited dib:tibution

to obtain comsets. It does not reflect the official

position of ARI or Littoni and thus whiulv not be ,", for

purposes other than comentS to ARI.

U.S. Army

Research Institute tor rhe ia r---l .. .A ci.enC

3oVebftr 1952
VIS7A I Objectives

Verbal Abuse

1. Dont' allow vezal abuse of the troops. Evryone should treat each other

with mutual respect.

2. Give imdiate fe.dback, but dn't correct a NM in fxont o0 his iwn.

3. Don't be too hard or too soft.

4. L*an ho-o to pr•ze for a counseling session.

5. StAte your policies and enforc them.

6. AcIdress performmnce problem firat, then look for cuses (e.g. , personal

a

problems).

7. Assess the severity of a personal problem and refer to expert if it is

too d•fficult or too tiw* consuming for you to address.

8. Know the appropriate ard &vailable , ci9. Be willing to listen, but don't be surprised or offended if your men are

2uct2ant to open up to you.

* 10. Always follcw Up a cuUnaeling session and a referral.

B

1-10
Table 25

SVISTA Objectivwes

Insubo>rdinat•ion

1. On the basis of past history, MOD input, attitude, eIO., be able to

discrimirnate betbeen the =slwgeble" individual and the individual who

dserves atincIer punishment.

S2. If insutbordinstion is &cute and orzate, try to determine the cause

of the problem and provide corrective action.

3. e sure to ramind the counselee about the cons*quences of continued

in subor din at ion.

4. If insubordination is severe and/o~r chronic, take whatp.ver action is

necessary.

5. It iegal .... Ucn is li•lied, know the MIX, especially:

have a witness present,

got statements and accounts from all parties,

read the individual his/her rights,

state the offenses in a clear and concise manner,

realize that the Conpany Conandar is the one whio

will. he-no4 e the formal paperwork.

6. Support your NCO's and vlue their advice.

7. Keep clear records of all counseling sessions.

3-1A
Table 24

VISTA 4 Objectivs

Performance Counseling

1. Get relevant background information on an individual before counsclir.3

session (e.g., talk with the Platoon Sergeant, other NCO's, look at record,

etc.).

2. Look fcr trends in performance and counsml accordingly.

3. Try to encourage and mvtivate the individual. *n in a negative feedback

counseling setting.

4. Comliusnt good performance whenever possible.

5. Do not let poor perforamance go by, you mast take corrective action.

6. Plan the counseling session before the ind•ividual even arrives.

7. Be fi.rm, prompt, onfrontiv, and specific in giving both 1Px.itivc a-nd

negative feeback. ln't be too hard or too soft.

S. Don't criticize someone for something that is completely, beyc-nd his./her

i control.

9. Vat and have your wen use. time management techniques (e.g., calendar,

10. Gi.ve assignments to insure that performance problems have been restdied.

11. Look for dasper reasons ior performance proble", but only if strong)'.

a uggeated.

12. Follow up counseling sessions.

13. Uep written records of all ccurLnrlinq sessions.

B-12
r PPENIX C

VISTA UNIT TRAINING P1RDGP.M4 (V'JTP) QUESTICOINAIR
VISTA Unit Training Pregram (VUTP) Questionn._aire •

The f6,ilowing questions are aimed at finaing out your reactions to

the VISTA Unit Training Program (VUTP) you have just experienced.

Your feedback on the program is critical and we appreciate your honesty.

Please circle the answer that most closely describes your feelings.

1. How much did you like VUTP?

a

-3 -2 -1 0 +1 +2 +3

disliked neither liked

a lot liked rkor a lot

disliked

2. What percent of the time did you agree with the computer's choice

for the best response?

0-20% 20-40% 40-60% 60-80% 80-100%

3. To what extent did you agree with the solutions of your fellow

group members for each of the following scenarios?

a. Verbal Abuse

-3 -2 -1 0 +1 +2 +3 N/A

strongly neither strongly Didn't see

disagreed agreed nor agreed this film

disagreed

b. Moderate Insubordination

-3 -2 -1 0 +1 +2 +3 N/A

strongly neither strongly Didn't see

disagreed agreed nor agreed this film

disagreed

c. Performance Counseling

-3 -2 -1 0 +1 +2 +3 N/A

F r-n-!- neither strongly Didnt see

disagreed agreed nox ajreed this film

disagreed

C-I PTS564
Sr

4. Given the investment of time you've made hers how would you

characterize the outcome for you personally? a

•;3 -2 -1 0 +1 42 +3

n~ative ~neutral positive

5. What effect do you think VUTP will have on your unit as a whole?

-3 -2 -1 , +1 +2 *3

very no 4rfect very

negative positive

6. How helpful. has VUTP been in developing good work relationships

among the leaders in this unit?

-3 -2 -1 0 +1 +2 +3

very no effect very

detrimental helpful

7. How has VUTP made you !eel abou -your -abi1ty to deal with

ettuations like those discussed?

-3 -2 -1 0 +1 +2 +3 a

much less no effect much more

comfortable comfortable

S. Would you recommend that the Army have all units go through this

program in its current form? 7

-3 -2 -i C +1 +2 +3

definitely no definite'y

not opinion yes4Y

I

9. Do you feel that your knowledge of leadership principles for

handling common problems has increased or decreased since you took

part in VUTP?

-3 -2 -1 0 +1 +2 +3

greatly no effect greatly

decrease i increased

C-2

I I iiiII III II I I I I I I I i
10. Please list up to 5 leadership principles that you learned

during VUTP that you did not know before:

1.

2.

3.

4.

5.

11. Do you feel that you now know more about the different views

and experiences of others in handling these leadership problems?

-3 -2 -1 0 +1 +2 +3

I know I knV.i;-t h - I know

much less more nor less much more

12. Do you feel that you now know more about conducting discussion

groups which lead to sharing of views and consensus thtn you did

before?

-3 -2 -1 0 +1 +2 +3

I know I know neither 1 know

much less more nor less much more

13. Please list three (3) things you know about leading a group

discussion that you did not know before:

1.

2.

3.

C-3
14. Please indicate ho useful or detrimental participation in VUTP

is for each of the followings

, wvery

detri- no very

mental impact useful

a) Yourself personally -3 -2 -1 0 +1 +2 +3

b) Company commanders -3 -2 -1 0 +1 +2 +3

c) Pirst sergeants -3 -2 -1 0 +1 +2 +3

d) Platoon Leaders -3 -2 -1 0 +1 +2 +3

a) Platoon Sergeants -3 -2 -1 0 +1 +2 +3

fV Squad Leaders -3 -2 -1 0 +1 +2 +3

9) Team Leaders -3 -2 -1 0 +1 +2 +3

15. flow do you think WJTP will affect the ability of your unit

maembers to uo each uf the folloiing in the future:

will will

greatly no greatly

hinder impact help

a) deal with problemb -3 -2 -i 0 +1 +2 +3

similar to those we have

discussed

b) come up with a concmn -3 -2 -l 0 +1 +2 +3

approach to solving

problems

c) honestly discuss or air -3 -2 -1 0 +1 +2 +3 4

different opinions about ' +- -solve problems

d) come up with effective -3 -2 -1 0 +1 +2 +3

solutions for problems

e) work togeth'r ini a -3 -2 -1 0 41 +2 +3

coordinated fashion

C-4
16. How did each of the following impact on the effectiveness of

training in the module "Verbal Abuse"?

greatly greatly L detracted added

from effec- no to effectiveness impact tiveness

Film content -3 -2 -1 0 +1 +2 +3

Feedback provided on film, -3 -2 -1 0 +1 +2 +3

Group discussion leader -3 -2 -1 0 +1 42 +3

Discussion by peers -3 -2 -1 0 +1 +2 +3

Focus on platoon leader jobs -3 -2 -1 C +1 +2 +3

17. How did each of the following impact on the effectiveness of

training in the module 'Moderate Insubordination"?

greatly greatly

detracted added

from effec- no to effectiveness impact tiveness

Film content -3 -2 -1 0 +1 +2 +3 4

Feedback provided on film -3 -2 -1 0 +1 +2 +3

Group discussion leader -3 -2 -1 0 +1 +2 +3

Discussion by peers -3 -2 -1 0 +1 +2 +3

Focus on platoon leader jobs -3 -2 -1 0 +1 +2 +3

18. How did each of the following impact on the effectiveness of

trii-ing in the module "Performance Counseling"?

greatly greatly

detracted added

from effec- no to effectiveness impact tivene~s

Film content -3 -2 -1 0 +1 +2 +3

Feedback provided on film -3 -2 -l 0 +1 +2 +3

Group discussion leader -3 -2 -i 0 +1 +2 +3

Discussion by peers -3 -2 -1 0 +1 +2 +3

Fc•um on platoon leader jobs -3 -2 -1 0 +1 +2 +3

F.-.
19. Please indicate those ureas where VUTP should be altered to

improve its effectiveness.

a. -The pace-tow quickly you go through it.

YES ___NO

If yes, how?

b. Number of participants.

YES NO

If yes, how?

0

c. Who is invludid a= e tr,£inee in a session.

YES NO

If yes, how?

d. Topics covered in a training session.

YES NO

If yes, bw? P

*. Manner that group leader conducts discussions.

YES -- NO

C-6 *
j. Amount of time spent iBt training.

YES --- O

If yes, hcw?

9. The presence Of an *outsider" (civiliar. trainer) to work with

the company.

YES 

-NO

If yes, how?

h. A,-y other muggeations/Con~uents? I4

a]

20. To what extent were discussions in your group led so that,

not to to a

at SOMA _ reat

all extent extent

I

a. You felt free to offer 1 2 3 45

your own opinion?

b. Your opinion was considered 2 3 4 5

by the group?

c. The group discussion focused 2 3 4 5

on the problem at hand (not_

personalities)?

You n. understood the opinions 1 2 3 4 5

f -0vele who differed from you?

(;-7

C-
not to to a

at some great

all extent extent

e. Group solutions represented 1 2 3 4 5

the majority opinion?

f. All we.be:s shared their views? 1 2 3 4 5

21. What lo you think are the four most likely outcomes of

participat.cn in VUTP? (Please check the 4 most likely outcomes.)

more cohesion in unit

less cohesion in unit

no impact on cohesion

more empathy for leaders

more critical of leaders

no impact on feelings toward leaders

better unit leadership

worse unit leadership

no impact on quality of unit leade:rhip

more effectivei fu.-ntioninq

less effective unit functioning

no impact oii unit functioning

22. What is your company?

a. B - 3/60 IN

b. C - 2/4 Attack Helicopter

c. C - 2/23 IN

d. B - 4/23 IN

23. What is your position in the company?

coirpany commander

first sergeant

-___platoon leader

___yltoon sergeant

team leadar

sr*iuc leader

24. How 1oig have you oeen with this company? months

25. How" ono have you bec.i in your current poLiU-n7r ... -nonths

26. Have you ,nad any other courses which cover topics similar to

this one? YES NO

If so, bow many?

a
"APPENDIX D

SCALE£ CovHS'ftom''oNI

4
Sm

The VUTP questionnaire wat designed to support the obje.tives of the

pilot evaluation: (1) is VUTP needed b:' Army lesaders at the company level?;

(2) do those who par'Icipate in VUTP consider it good training?, (3) do they

derive personal banwfits and do they feel that their units will benefit?; and

(4) V6 they have suggettiors fox how to improve VUTP7

The 64 questions in 'Use questionnaire addressed these four areas.

Nowever, we were not sure how many dimensions we had tapped within each of

them. This type of exploration is best done via a factor analysis of the

questions within each of the four areas plus the questions about the

characteristics of the participants themselves.

The need for VUTP traaninq. There were nine questions about the

need/appropriateness of VUTP training. Two questions--how many similar course

participants had taken previously and whether they would recoumend VUTP for

all Army units--were kept separated. The remaining seven questions dealt with

whether The respondents' felt that VUTP training was relevant for various

types of leaders in a unit (i.e., the respondent himself, company commanders,

first sergeant, platoon leaders, platoon sergeants, squad leaders and team

leaders). These seven questions were subjected to a factor analysis to

determine w)ether they formed more than cne scale. The results of that

analysis (i.e., the questions which loaded on the factors and the size of the

--.. obtained) can be seen in Table DI, below.

Table DI

Relevance of VMIT Training for Company Leaders

Question

SNumber Description .. .looai•in2

14e VUIP is a)propriate for PL Sgts .92

14c VUTe is appropriate for 1Sqts .88

i 4d VV i• . appropriate for PI Ldrs .88

14f VIJTP is appropxlsta f.tr S_ LMrs .87

1 ¶4b VUTP is appropriate for Co Cmdrs .e1

VUTP V4a is appropriate for yru-peraonally .74

'14g VUTP is appropriate for Team ldrs .73

The factor analysis of the seven Oappropriateness" questions yielded one

b factor4 eappropriatenesa of WITP training for unit leaders." All seven of

the questio-" had at least a .70 loading on this factor indicating that they

are all good meaLures of this concept.

The VLrrP experience. The questions about the VUTP experience wert

61ý!Ied Ante% t-o groups which were then subjected to factor analyses. The

first group of 19 questions y'eldeO Z.tr:: 0our (', verbal abuse/moderate

insubordination film and discus%-on, (2) performarce counseling film and

discussion, (3) focus on the platoon leader's job, and (4) degree of agreement
aong participants on how to handle the OproblemsW presented in the films.

Only one Itemn, *extent of agreement with the computer" failed to show a strong

loading or a single factor. Since It loaded two factors at the .50 level i.

was judged to be ambiguous and was eliminated. The item3 which loaded these

four •factors and the size of thoae loadings can be seen in Table D2. below.

Table D2 a

Factor Loadings for the *Verbal Abuse/Noderate Insubordination

Scenario and Discussion" Scale

Question

Number Description Loading

17d Hod Insubordination Peer Discussion .80

17b Hod Insubordination Scenario Feedback .76

16b Verbal Abuse Scenario Feedback .75

17a Hod Insubordination Film Content .75

16o Verbal Abuse Scenario Content .74

17c Hod Insubordination Group Discussion Ldr .73

16c Verbal Abuse Group Discussion Leader .70

16d Verbal &buse Peer Discussion .64

Table D3

Factor Lasdings for the "Performance Counseling Scenario and

Discussion" Scale

OQestion

Number Description Loading

180 Performance Counseling :Scenerip 0,ntnt .A5

18d Performance Counseling Peer Discussion .83

18b Performance Counseling Film Feedback .82

19c Performance Counseling Gr.up Disc. Ldr .78

D-2
Table D4-

Factor Loading for the *Platoon Leader's Job" scale

_•estion

Number Description Loadina

ITe Focus on P1 Ldrs' Job - Mod Insubordii•a-.on .87 6

18e Focus on P1 Ldru' Job - Performance Cc.;iseling .80

16e Focus on P1 Ldra' Job - Verbal Abuse .75

Table D5 "

Factor Loadings for the "Agreement with Peers" scale

Question

Number Descript.ion Loadin&

3a Agreement with Peers' Solutions - Verbal Abuse .80

3c AJgreeuent with Peers' Solutions - Peer Counseling .75

3b Agreement with Peers' :olutions - Moderate .59

Six questions were asked about the general nature of the discussions.

They were: (1) the extent participants felt Ifree to give their opinions, (2)

the extent they felt their opinions were considered, (3) the exttnt they felt

the group focused on the task at hand, (4) the ext~ent members shared their

views, (5) the extent they felt the group solutions represented the majority

view, and (6) the extent to which members understood different opirnions.

Factor analysis of these six questions yielded one factor: "the nature of the

-•auz--°lo." I nad- n _ of eaeh of these questions on the nature of the

discussion factor can be seen in Table D6 below.

Table D6

Factor Loadings for the *Nature of the Discussion" Scale

Question

Number Description Loading

20c The group remains focused on the task .91

20d Members understood different opinions .86

_•t Free to give their opinions .85

20b Their opinions were oonsidereo .8S -

20e Solutions represented the majority views .7-

20f Members shared their views .60

D-3
Individual and unit benefits from VUTP. The sixteen Vjestions which

dealt with individual and unit benefits were divided into three groups:

(1) personal benefits, (2) VUTP Impact on the units' working relations, and

(3) ILeneral unit benefits from VUTP. Each of these three groups was then

aubj•eoted to separate factor analyses.

The six *individual benefitm questions yielded a single factor:

Opersonal benefits from VUTP.f The loadings for each of the six questions on

this factor are shown In Table D7 below.

Table D7

Factor Loading for *Personal Benefits from Participation In VUTP

Scales

Question

Number Description Loading

7 VUTP helps participants handle similar situatIbne .87

9 VUIP increases knowledge of leadership principles .85

12 VUTP increases participant's ability to lead discussions .84

i EýLarit rticp•ents liked VUTP .84

E Extent VLJTP was a good invea~bent of p•rtic!pants, me .,m

11 Extent VUTP Ir.creased knowledge of diffe-ent viewpoints .73 C

Since all six questions showed substantial. loadings on this factor, they were

all considered good measures of the oonce.)t and retained in the resulting scale.

Seven questions were asked about how VUTP would improve the working

relations among compatiy leaders. The factor analysis of these questions Yleldoed : -.!n4 ae rfactor: *unit vorking relations.' The size of the loadings

for each of these questions can be seen In Table D[ bcluw.

Table D8

Factor Loadings for OUnit Working Ielationa" scale

Question

Number Description Loading

15d VUTP will help unit find good solutions to problems .89

15e VUTP will help unit coordinate actions .88

15' V•JTP will help unit deal with similar problems .88

1I VUTP will help unit generate oommon appcr~chz= ._6

"VUTP will help unit air differences of opinions .85

VVUTP will have a positive impact on the unit .82

VUTP will help working relations among unit leaders .63

4