Building A Volunteer Army

The Fort Ord Contribution 

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DEPARTMENT OF THE ARMY 

BUILDING 

A VOLUNTEER ARMY

THE FORT ORD 

CONTRIBUTION 

by 

Lieutenant General Harold G. Moore 

and 

Lieutenant Colonel Je.ff M. Tuten 

DEPARTMENT OF THE ARMY 

WASHINGTON, D.C., 1975 
Library of Congress Cataloging in Publication Data 

Moore, Harold G 

Building a volunteer Army. 

(Modern volunteer Army) 

Includes index. 

Supt. of Docs.: D 101.2: V88/3 

1. VOLAR Project. 2. Military education-United States. 

3. Fort Ord, Calif. I. Tuten, Jeff M., joint author. II. United 

States. Dept. of the Army. III. Title. IV. Series. 

UB323.M6 355.2'236 75-28237 

First Printing 

For sale by the Superintendent of Documents, U .S. Government Printing O

Washington, D.C. 20402 - Price $2.20 (paper cover) 

Stock No. 008-020-0566-5 
Foreword 

The expiration of authority to draft young men for milita

in mid-1973 placed the United States Army on a volunteer fo

the first time since 1948. In preparation for this challenge, t

had initiated the Modem Volunteer Army Program two and a 

earlier to attract and increase the enlistment of able men and 

raise the quality of Army life, and improve professionalism th

the rank and file. An important part of the program was Project 

a field experiment conducted at selected Army installations fr

to 1972 to develop methods and procedures for achieving the p

objectives. The methods and procedures that survived this 

testing and critical evaluation are now being applied Army-w

significant benefit a the Army makes its transition to a volunt

In the continuing task of maintaining and improving a th

professional, highly motivated volunteer force, the Army stand

from knowledge of the VOLAR experiment, its failures as w

successes. To record the exeprience, the Army has prepared a 

monographs, each an objective and comprehensive account of 

ular phase of the experiment, and each prepared by a senior o

played an important VOLAR role. These studies should contrib

historical record of the Army and provide the American publ

performance report on an institution it has so long and so well s

Lieutenant General Harold G. Moore was commissioned 

United States Military Academy into the Infantry in June 

fought in the Korean War with the 7th Infantry Divisio

Vietnam with the 1 st Cavalry Division. General Moore has serv

Army Staff; at the Military Academy at West Point; in the 

the Assistant Secretary of Defense for International Security A

the Northern Headquarters of the North Atlantic Treaty Orga

in airborne units in Japan and the United States; in Eighth Ar

quarters; and as commander of the 7th Infantry Division, the 

Personnel Center, and Fort Ord. He is a graduate of the Infan

Advanced Course; the Army Command and General Staff Co

Armed Forces Staff College; and the Naval War College. Gene

is presently the Deputy Chief of Staff for Personnel, United Sta

Lieutenant Colonel Jeff M. Tuten entered the Army in 

graduating from the University of Florida as a Reserve Officers

111 
cepts Analysis Agency, Colonel Tuten was assigned to the Office 

Deputy Chief of Staff for Personnel, United States Army. 

Washington, D.C. 

1 September 1975 

lV 

PAUL T . SMIT

Major General, 

The Adjutant G
have before his eyes a true picture of the events which ha

happened, and of the like events which may be expected 

happen hereafter in the order of human things, shall p

nounce what I have written to be useful, then I shall 

satisfied. 

THUCYDID

In late June 1971 I received a letter from General William 

moreland, then Army Chief of Staff, asking me to undertake th

of this monograph. General Westmoreland was concerned ove

of a comprehensive account of the Army's efforts in the dev

and support of the volunteer Army concept. In his words, "W

thorough study of the Army's response to the decisions made c

the volunteer Army, as well as of the plans and programs that 

initiated during the last three years to revitalize the Army and 

concept a reality. The successes attained and the obstacles 

remain should be fully covered for the benefit of not only t

must carry the task forward, but also the general public." I 

to cover the role of the training center in developing and prom

concept. More specifically, the proposed monograph was to 

Modern Volunteer Army guidance emanating from Washin

its practical application at Fort Ord. Programs, innovations, a

tives developed and employed were to be covered together 

analysis of the results. 

Because the monograph was intended as a historical rec

essential that it be based on meticulous research, using origin

Lieutenant Colonel Jeff M. Tuten, Infantry, newly arrived at 

was selected to head the research effort and co-author the 

had been sent t(!) command a training battalion and could d

time to the project during the five months preceding his assu

command. 

Fortunately, extensive records had been maintained on 

of the Modern Volunteer Army Program at Fort Ord. More i

the men who had done the actual work were available to furni

reservoir of firsthand information. To tap this source, letters w

over a hundred men-generals, sergeants, soldiers, and civil

v 
many interviews that followed were of the greatest importance t

coverage of the subject. The generous assistance of all these men is 

fully acknowledged. 

This monograph is the product of team effort. Although the nam

those who made valuable contributions are too numerous to list her

volume owes much to the editorial work of Captain Arthur J. McGo

Second Lieutenant William A. Reynolds, and Mrs. Melinda Hayde

the manuscript progressed from brief outline to detailed outline and 

through eight drafts, it was reviewed at each stage by many indiv

who had been involved in Fort Ord's Volunteer Army activities. 

comments and suggestions were integrated into succeeding drafts. 

Since this manuscript was essentially completed shortly befo

departure from command at Fort Ord on 2 August 1973, it shou

understood that the period for which I speak ended on that date, alth

the process of change and improvement has continued. 

In reporting training improvements at Fort Ord during this p

there has been little space to devote to the many accomplishme

previous training programs, methods, or personnel at Ford Ord 

elsewhere. There is, and has been, a continuous and healthy que

improvement throughout the training establishment. As new techn

becomes available and new insights into the learning process are g

we can certainly expect additional improvements. 

Some background information for readers unfamiliar with 

organization and training procedures has been included. It wa

necessary to make some value judgments, particularly in attempt

assess results, but in all cases an earnest effort has been made to bas

judgments on an objective appraisal of the facts at hand. It shou

clearly undertood that the views expressed are those of the author

do not necessarily reflect those of the Department of the Army. 

Washington, D.C. 

1 September 1975 

VI 

HAROLD G. MOORE 

Lieutenant General, U.S. A
The Army Training Establishment . . . . . 

Fort Ord's Role in the Training Task . . . . 

Organization of Fort Ord Army Training Center 

II. THE QUEST FOR . IMPROVEMENT . . . 

Examining the Old System . . . . . . . . . 

Training Management Evaluation Committee Findings 

III. MORALE AND MOTIVATION 

Morale and Motivation Measurements 

The Merit Reward System .... 

Company Trainee Councils. . . . . 

Summary of Morale and Motivation Measurement Devices. 

IV. VOLAR AND TRAINING . . . . . . . . . 

Project VOLAR: The Army's Experimental Effort 

Fort Ord's Preparation for VOLAR . . . . . . 

The Experimental Volunteer Army Training Program. 

Conversion of the Advanced Individual Training, Irifa

Program . . . . . . . . . . . . . . . 

Measuring the Results oj Experimental Training 

Effects oj Mental Aptitude. . . . . . . . . 

Conclusions . . . . . . . . . . . . . . 

V. PROJECT VOLAR AND CHANGES IN ARMY LIFE 

Directions From the Chief oj Staff . . . . . . . . . . 

Changes in Army Life at Fort Ord .. . . . . . . . 

VI. PROJECT VOLAR: CONTINUATION AND ASSE

MENT. . . . . . . . . . . . . . . 

The Training Program . . . . . . . . 

Improvements in Combat Support Training . 

Fort Ord and the Army Reserves . . . . 

Army Life at Fort Ord . . . . . . . . 

Improving Public Understanding and Support . 

Human Relations at Fort Ord . 

Fort Ord's Role in the Army . . . . . . . 

Vll 
INDEX. 

Tables 

No. 

1. Size of the Training Task, 1967-1973 . . . . . . . . . . . 

2. Fort Ord Basic Combat Training Enrollment, 1967-1973 

3. Experimental Test of Trainees in Their First Week of Basic 

Combat Training . . . . . . . . . . . . . . . . . .. 

4. Performance Gain of Trainees in Experimental Volunteer 

Army Training Program, June 1971 . . . . . 

5. Army Re-enlistment Rate, Fiscal Years 1965-1970 

Charts 

I. Organization of Typical Basic Combat Training Company 

2. Systems Analysis of Army Training . . . . . . . . . 

3. Action Classification of Events Matrix . . . . . . . . 

4. Basic Combat Training Program of Instruction, July 1973 

Illustra tions 

New Recruits at Fort Ord Reception Center . . . . . . .' .. 

Recruits on Parade Seven Weeks After Their Arrival . . . . .. 

Some Aspects of the Army Basic Training Experience Changed 

Very Little . . . . . . . . . . . . . . . . . . . . 

Basic Training Company Prepares To Leave Company Area for 

Day's Training . . . . . 

The Main Gate at Fort Ord. . . . . . . . . . . . .. 

Post Chapel Center . . . . . . . . . . . . . . . .. 

Platoon Drill Sergeant Instructs His Men in Drill and Ceremonies. 

Reception Station Barracks and Quartermaster Laundry 

Overhead Ladder Integrated Into the Mess Line 

Mess Hall . . ...... 

Silas B. Hayes Army Hospital 

Merit Card . . . . . . 

Platoon Merit Log . . . . 

A Service Club Complex . 

Military Morale Inventory 

"Squeeze the Trigger" . . 

Vill 
Testing for Proficiency in Use of the Magnetic Compass 

Committee Instruction on M60 Machine Gun . . . . 

Basic Trainees Fire at Pop-up Targets on Rifle Range 

Trainee Masks a "Wounded" Companion 

Mechanized Infantry Driver Training 

Trainees Eat Lunch at the Rifle Range 

Trainees on Bivouac . . . . . . . . 

A Field Expedient River Crossing 

Hands-on Training in Wheeled Vehicle Mechanic Course 

New Soldiers Practice Their Cooking . 

Entrance to Fitch Park Housing Area. . . . . . 

Fort Ord Welcome Center . . . . . . . . . . 

World War II Mobilization Barracks at Fort Ord 

Soft Drink Dispensers in Mess Halls 

Clothing and Equipment Inspection 

Basic Trainees Taking Physical Fitness Test 

Professionalism . . . . . . . . . . . . 

Target Practice on the Machine Gun Range 

Climbing in the "Pole Orchard" . . . . . 

Trainee Prepares To Throw His First Live Hand Grenade 

Trainees Talk to Secretary of the Army Howard H. Callawa

The Confidence Course . . . . . . . . . . . 

A Typical Platoon Bay in Temporary Barracks. . . . . . 

Human Relations Policy Statement. . . . . . . . . . . 

New Soldiers Pass in Review at Basic Combat Training Gradu

Family and Friends Watch Graduation Ceremonies . . . 

Top Trainees and Drill Sergeants Are Honored. . . . . 

All illustrations are from Fort Ord files. 

IX 

BUILDING A VOLUNTEER AR

THE FORT ORD CONTRIBUT

The Army Basic Training System Befo

To lead an untrained people to war is to throw them 

CONFU

Many Americans think of soldiers as civilians dressed 

clothing, an image that perhaps goes back to the Minuteman 

Revolutionary War days. While there may have been a time i

past when a citizen untrained in military subjects could be

of soldier by donning a uniform and shouldering his muske

are gone forever. The business of soldiering has been overt

complexities of the modern world. Today's soldier operate

vironment which requires ever-increasing knowledge of tec

technology unknown to his forefathers. At the same time, he 

and develop those basic qualities that have characterized t

dier through the ages: strength, both mental and physica

confidence, and loyalty. 

The United States Army continually faces the task of tur

into soldiers. The conversion process, basic training, has bee

and improved over the years through research, experime

analysis. As the name suggests, the process consists of train

who enter the Army in the basics of soldiering. A man m

become an aviation machinist, a dental technician, or a supp

but he will first learn the basic skills of the infantryman. A 

made that the teaching of skills which may not subsequently 

is wasteful in time and money, but experience has proven 

basic infantry training. First, there can be no lasting guaran

aviation machinist or the supply clerk will not someday be o

aside his wrench or stock book in favor of a rifle and bayone

military history is full of such instances, which occur often 

wars where there is no rear area safe from attack. Second, th

of Army noncombatants that support, supply, and sustain 

troops, who constitute the cutting edge of the nation's mil

do their jobs better if they know firsthand the duties o

support. 

Basic training is frequently arduous, sometimes onerou

dangerous. At the same time the new soldier is learning t
NEW RECRUITS AT FORT ORO RECEPTION CENTER meet their drill serge

he is learning new attitudes toward people and ideas. The training 

phasizes disciplined, confident, individual responsibility but also tea

the importance of group effort. The recruit sees that a team of four 

accomplish more than four individuals working separately. Freque

he must modify habits and attitudes that he brought with him and rep

them with group-oriented behavior patterns. The American mil

tradition has always stressed the need for innovative individuals wh

the need for disciplined team effort. 

The past decade witnessed major changes in American attitu

"Do your own thing" has been the watchword of the "now generati

Increased freedom, permissiveness, and greater tolerance and accept

of liberal social behavior have been accompanied by a tide of antie

lishment feeling. Unfortunately, doing one's own thing, exclusive o

else, is the antithesis of the teamwork and self-discipline without w

no army can function. 

The task, then, of the Army's basic training system is to rec

civilians from the mainstream and the byways of America and 

them into soldiers in the space of approximately eight weeks, and t

it under relatively spartan circumstances. At the same time, the task 

be accomplished as efficiently as possible in terms of time, money, 

sonnel, and other resources. 
RECRUITS ON PARADE SEVEN WEEKS AFTER THEIR ARRIVAL A

The Army Training Establishment 

In the years between the two world wars the Army 

volunteer force of relatively small size. In 1938 it numbered 

cers and men. There were no specific training centers per 

diers received their training within the regiments they join

entering the military service were assigned to a garrison, w

plished the initial task of clothing, feeding, and training th

infantry skills. A recruit usually underwent six to sixteen we

ing with his regiment, in a "recruit school," after which he w

to normal company duties. If he was other than infantry, h

additional training in a secondary school; for example, an 

cruit was given two to four weeks of additional training in 

ship, basic gunnery, and other subjects he needed. After 19

advent of the Army buildup, this training concept was alte

training cycle usually began at a training center, a system th

continued ever since. 

Reacting to the ominous situations developing in both 

Asia, the United States began to increase its forces in 1939

of World War II and mobilization generated a massive tra

By the end of 1945 more than ten million men had unde

basic training in centers around the country. After the war, 
SOME ASPECTS OF THE ARMY BASIC TRAINING EXPERIENCE changed v

little. 

strength in 1948 fell to 552,000, which was 8,000 below budget auth

ization, the Selective Service Act of 1948 was passed to provide m

power to fill the ranks. Thus the nation, faced with the challenge of 

cold war, opted for an Army whose ranks were to be manned princip

by draftees. This system remained in effect until the early seventies. 

To provide training for new soldiers the Army set up training cen

at various posts around the country. The number of these centers 

varied over the years as the Army fluctuated in size. In 1973 there w

six U.S. Army training centers providing basic training: Fort Dix, N

Jersey; Fort J ackson, South Carolina; Fort Polk, Louisiana; Fort O

California; Fort Knox, Kentucky; Fort Leonard Wood, Missouri; 

Fort McClellan, Alabama. Most of these training centers provided b

combat training and advanced individual training, either in a spec

combat arm or in specialized combat support training courses. 

Women's Army Corps basic training was conducted at Fort McClell

Before joining a field operational unit each new soldier received b

combat training and, with a few exceptions, went on to advanced in

vidual training. 

When the new soldier arrives at his assigned Army training cen

from the armed forces examination and entrance station, he goes to 

United States Army reception station where he remains for appro

mately four days of administrative processing. Here, under the supe

sion of the drill sergeant, the recruit receives orientation, which inclu

instruction in the proper wearing of the uniform, saluting, and marchi

Identification cards and tags are issued and comprehensive med

examinations and aptitude tests are completed. The recruit receive

personal affairs orientation on allotments, savings programs, depend

care, and commercial life insurance, and is cautioned on credit p

chases. He also has an interview during which the Army classifica
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system is explained and question relatiye to future assig

career patterns are answered. The recruit's initial issue of 

fitted and certain medical processing is conducted. He is th

basic training company where he is a signed, along with f

others, to one of the company's four or five training platoons

For the next seven weeks the new soldier receives inten

training. He is instructed in a multitude of subjects, rangi

Geneva and Hague Conventions and Law of Land Warfare 

training in which he must master the use of five differe

Throughout as well as at the end of basic combat training

is tested on his ability to perform the various skills in which 

trained. If he can demonstrate competence he goes on to f

ing. If he fails, he is retrained in the particular subject un

before being allowed to go on to training in more specializ

Individuals who appear to be particularly slow learners or 

an inaptitude for military training are sent to the special tr

pany for intensive remedial training. 

After successfully completing basic combat training, t

may follow one of various paths. He may go directly to 

field unit for on-the-job training in a specified military 

specialty (MOS ). On the other hand, if he has a verifie

civilian skill he may be granted a rating in the correspond

578-730 0 - 76 - 2 
ing, provided the unit gives such training. The graduate may attend 

of the Army service schools for advanced individual or other train

before going on to his assignment with a Regular Army unit. Lastly

may remain at the training center and receive advanced individual tr

ing there before being assigned to a field unit. This advanced train

may be either the branch-oriented type, such as infantry, or the com

support type. 

Advanced individual training is more specialized than basic com

training. There are advanced courses for the infantry, field artill

armor, military police, engineer, air defense artillery, and med

branches as well as for combat support qualification. All training c

ters have an advanced individual training course of some kind. In a

tion, some posts which do not have training centers do provide advan

individual training. The most common branch course is the infa

course, which provides training in advanced infantry skills and tact

the graduate is awarded a military occupational specialty which refl

his training. Light weapons infantryman (MOS llB) is the most c

mon specialty, one that means that the man is a qualified infantrym

familiar with the tools, tactics, and techniques of the rifleman. 

Advanced individual training in combat support provides inst

tion and practice in common skills required in all types of units with

regard to branch. The courses train such specialists as clerks, c

typists, personnel specialists, supplymen, cooks, light vehicle driv

heavy vehicle drivers, wheeled vehicle mechanics, equipment mai

nance clerks, field wiremen, and key punch operators. Combat sup

courses are taught at most of the training centers and at many o

posts as well. 

The length of the training process is dictated by a number of fac

that include the content of the basic training course, the efficiency 

which the various subjects are taught, and the nature of the advan

training which a soldier is to receive after basic training. In any c

Public Law 51 forbids the overseas deployment of U.S. soldiers 

fewer than sixteen weeks of training. The total of basic and advan

training may well extend 'beyond sixteen weeks, but it may not be 

If the basic combat training spans eight weeks, then the advanced i

vidual training that follows must last an additional eight weeks be

the new soldier is qualified for overseas assignment. 

Which course a graduate of basic combat training will take 

when and where he will take it is subject to a host of variables. Som

cruits are guaranteed a specific military occupational specialty as an 
BASIC TRAINING COMPANY PREPARES To LEAVE COMPANY AR

training. 

listment inducement. If the Army fails to honor the enlistme

they have the right to demand immediate discharge. Others 

out an assigned specialty. In the case of the unassigned 

aptitude tests previously administered at the reception statio

ated and the results passed to Headquarters, Department o

where all trainee assignment decisions are made. Shortly 

soldier graduates from basic training he is informed as to w

and what the next phase of his training will be. 

The number of men involved in the basic training s

as trainees and trainers varies from year to year. Obviously

the Army is a major determining factor. (Table 1) In Dec

the Army's enlisted strength was 1,462,960, while in April 1

ure stood at 699,097. Major factors in determining the size 

ing task are the component and the term of enlistment of th

the Army. If all those entering are draftees or two-year volu

the Army must recruit and train replacements for them aft

years, as they reach the end of their service. Conversely, as the 

of men who enlist for longer terms increases, the number o

must be processed through the training system decreases. (Tab

any gain in the percentage of longer service Regulars can be 

produce substantial savings in total training costs. 
Fiscal Fort Ord Army Total Active Duty 

Year BCT Army Streng

AIT-INF A IT-CST BCT AIT-INF & CST (Off & EM

1967 ... .. .. 30 11 21 475 343 1,442 

1968 . . ... .. 33 16 22 539 361 1, 570 

1969 . ...... 38 20 21 450 350 1,512 

1970 . . ..... 33 15 18 371 247 1,322 

1971 . . . . ... 35 11 18 309 188 1,123 

1972 ... . . .. 30 6 10 177 141 811 

1973 . .. . . . . 46 1.4- 15 - - 803 

Sources: CONARC 919 Reports, Fiscal Years 1966-1972 ; Selected Manpower 

tistics, 1972, p. 21 ; Office of Director of Procurement Training; Department of 

Army; ATTS-49 Report, Fiscal Year 1973. 

TABLE 2-FoRT ORD BASIC COMBAT TRAINING ENROLLMENT, 1967-1

Fiscal Year Regular Army of the National Guar

Army United States and Army Rese

1967 ..... .. .. . . .. . ... 6,703 11,580 12, 189 

1968 ... . .. . .. . .... . .. 11, 026 18, 376 4. 009 

1969 . ... .... .. ....... 15, 192 18,990 3, 797 

1970 ... .. .. . . . .. . ... . 12,235 10, 912 9, 992 

1971 .. . . . .. . ....... . . 16, 268 11, 867 7, 035 

1972 ... ... ... . ....... 20, 740 3,259 5,630 

1973 .. . . . .... ........ 33,569 6, 074 3, 469 

Source: Office of Training Management, Adjutant General Division, Fort 

September 1973. 

Fort Ord's Role in the Training Task 

Because Fort Ord is both a U.S. Anny post and a training center, 

commanding general and his staff engage in a host of missions and act

ties at the post which are unrelated to their training role. The comma

ing general is responsible, for example, for security of the installat

operation of all post services, and financial management. At the same t

he is responsible for all aspects of the training center operation fr

personnel management to range-scheduling. 

In addition to the Fort Ord Anny training center, three subinsta

tions came under the Fort Ord commanding general- the Presidio 

Monterey, Hunter Liggett Military Reservation, and Camp Roberts. T

Presidio of Monterey, the earliest building on the Monterey Penins
THE MAIN GATE AT FORT GRD 

was begun by the Spanish in 1770. It was the site of the fir

military post in the area, constructed by members of Ba

Artillery, after Commodore John Drake Sloat took possession 

for the United States in 1846. Three Army lieutenants destine

generals in the Civil War, Edward O. C. Ord, Henry W. H

William Tecumseh Sherman, supervised the building. It is 

the Defense Language Institute, West Coast Branch, where 

foreign languages are taught. Hunter Liggett Military Rese

of the largest training areas in the west, is situated about 

southeast of Fort Ord. Its varied terrain served as a field exp

laboratory for the project teams of the Combat Developm

mentation Command, which had headquarters at Fort Or

Guard and Reserve units also use the reservation as a training 

the summer months. Camp Roberts was placed under lic

California National Guard in March 1971, but is still de

Fort Ord for certain logistical support. It is also the site o

Communications Command station. 

Until July 1973 the commander of Fort Ord reported 

manding General, Sixth United States Army. Sixth Army c

tored all Fort Ord activities. That headquarters, in turn, was 

to Continental Army Command (CONARC) at Fort Monr

whose mission it was to conduct Army training in the contin
uniformity in both individual and unit training. Continental Army C

mand co-ordinated closely with Combat Developments Command 

insure that the most current tactical and technical doctrine was follow

In actual practice, Continental Army Command delegated much of 

authority for developing and applying specific training doctrine to 

specialized schools. 

The U.S. Army Infantry School at Fort Benning, Georgia, was g

"proponency" for all basic combat training, advanced individual infa

training, and various other infantry related courses. The Infantry Sch

in co-ordination with the Combat Developments Command Infa

Agency, made recommendations to Continental Army Command on 

scope, doctrine, and all other aspects of basic combat and advan

individual infantry training. The CONARC staff reviewed the Infa

School recommendations, checked with Combat Developments C

mand, and then promulgated detailed training programs and direc

which were followed by all U.S. Army training centers. 

CONARC directives and programs were sent to the U.S. Army tr

ing centers through the numbered armies, which supervised and 

trolled the training centers located within their areas to insure standard

tion and compliance. On 1 July 1973 Continental Army Command b

to phase out as an active headquarters. The training functions were sh

in the month of July to a new headquarters, Training and Doc

Command (TRADOC), which by 1 August 1973 had assumed d

command of all Army training centers, including Fort Ord. The Trai

and Doctrine Command also assimilated the Combat Developm

Command, thus becoming the central authority for all Army trai

and the doctrine which shapes that training. Fort Ord and the 

training centers reported directly to Training and Doctrine Comm

and were no longer subordinated to the numbered army headqua

in whose areas the centers were located. 

Each of the various combat support training courses has a propo

agency that performs the same function as does the Infantry Schoo

basic training and advanced individual infantry training. The propo

for the combat support courses taught at Fort Ord were as follows: 

Agency 

The Adjutant General's School 

Fort Benjamin Harrison, Indiana 

Course 

Clerk 

Clerk typist 

Key punch operator 

Personnel specialist 
The Quartermaster School 

Fort Lee, Virginia 

The Southeastern Signal School 

Fort Gordon, Georgia 

The Transportation School 

Fort Eustis, Virginia 

Supplyman 

Cook 

Field wireman 

Light vehicle driv

Heavy vehicle dr

Because of the variety of courses taught, the combat supp

brigade faced challenges in course organization, instruction

and supervision much greater than those encountered by 

brigades. There are few common subjects that lend themse

committee type of instruction. 

Organization of Fort Ord Army Training Center 

To perform its various missions, the headquarters of the 

Training Center, Infantry, and Fort Ord was until 1970 org

four main groups: the command group, the general staff, 

staff, and major units. The command group consisted of the co

general, the deputy commanding general, the deputy post co

the chief of staff, and the command sergeant major. The gener

sisted of the assistant chiefs of staff, G- 1, G-2, G-3, G-

comptroller. Within their functional areas they served as th

staff assistants for the commanding general and also exerci

or supervision as designated over certain special staff section

activities. The special staff consisted of all staff officers of 

quarters not included in either the command group or the g

These officers functioned within specialized fields such as p

mation and provided staff support to the command group a

eral staff. The major units included the post headquarters com

four training brigades, the basic combat training committee 

U.S. Army Hospital, Fort Ord, and the U.S. Army Recepti

Fort Ord. 

In July of 1970 the staff organization was changed to the 

system. This change placed most of the special staff sectio

general staff sections in common area directorates. For ex

adjutant general, chaplain, and special service office were pl

the Directorate of Personnel and Community Activities, fin

the comptroller, and the aviation officer under the Directorate
POST CHAPEL CENTER. There are fourteen chapels at Fort Ord

Training. The engineer and signal functions previously assigned 

G-4 were elevated to the directorate level to become the Director

Facilities and Engineering and Directorate of Communication

Electronics. All medical, dental, and veterinary activities were gro

into the Directorate of Medical Activities. 

As its name suggests, the basic combat training committee grou

charged with the task of providing a committee type of instruct

basic combat subjects and remedial training for physically inep

slow-learning trainees. The committee group became the nucleus 

Instructor Group in December 1970. There were four training bri

each commanded by a colonel. The 1st Training Brigade and t

Training Brigade conducted basic combat training. At one time, 

experiment, they also conducted advanced individual infantry tra

The 2d Training Brigade was an advanced individual infantry 

although for a short time it provided basic combat training as well

4th Training Brigade was a combat support training brigade, condu

advanced individual training in eleven different skills. 

Each brigade was organized into a number of battalions, each 

manded by a lieutenant colonel. In turn, the battalion was organize

a number of companies, each commanded by a captain. At every ec

the commander was charged with the provision of training, as w

command, control, administration, security, supply, and discipli
pg

battalions of five companies each. The 2d Brigade consisted 

talions, each with four training companies. 

Until 1971 the 2d Brigade had its own advanced individ

committee group charged with controlling and co-ordinatin

ties of the various teaching committees that provided commi

tion for the advanced infantry training program. In earl

committee was absorbed by the Instructor Group, which w

with providing both basic combat and advanced infantry ins

April 1971 the Instructor Group, commanded by a colonel, 

Training Command (Provisional). In late 1972 infantry 

training was discontinued at Fort Ord and in February 1

Brigade was inactivated and its members were absorbed b

brigades. 

The 4th Brigade expanded from three to four battalions 

1973, and added a fifth provisional battalion the following 

1st Battalion taught basic administration; the 2d Battalion, 

subjects; the 3d Battalion, supply subjects; the 4th Battalion, f

and the 5th Battalion, food service subjects. 

The committee system of instruction used at Fort Ord an

training centers employed special teams of expert instructo

specific subjects. The basic combat trainees were rotated th

instructional committees, with the company drill sergeant

assistant instructors. Not all instruction, however, was giv

mittees; many subjects such as drill and ceremonies were ta

company cadre without committee participation. In additio

drill sergeants conducted remedial training. 

Considering the great importance of the training task t

as a whole, and the vital training role played by the men in 

brigades, particularly, at the company level, it is not surprisin

care was taken in selecting and training men for those posit

Department of the Army level, emphasis was placed on main

standards for training center cadre in terms of both quality a

As a result of an extensive study of recruit training conducte

Secretary of the Army Stephen Ailes in 1963, special drill ser

mies were estahlished at training centers around the cou

academies were designed to polish the leadership skills of 

sioned officer volunteers and prepare them for the challeng

portant role they would play in the basic training system. 
PLATOON DRILL SERGEANT 

INSTRUCTS HIS MEN in drill 

and ceremonies. 

The job of the training center cadreman has always been extrem

demanding-the hours are long and the responsibilities are great. 

not unusual for officers and men of the basic combat training battal

and companies to work fourteen hours a day. The following "Drill 

geant's Creed" was written by a soldier who appreciated the duties 

responsibilities of the company cadre. 

I am a Drill Sergeant, dedicated to training new soldiers and influen

the old. I am forever conscious of each soldier under my charge, and b

ample, will inspire him to the highest standards possible. 

I will strive to be patient, understanding, just, and firm. I will comm

the deserving and encourage the wayward. I will never forget that I am responsible to my commander, and tha

morale, discipline, and efficiency of my men will reflect an image of m

To help attract volunteers for drill sergeant training and duty, sp

incentives were instituted in the 1960s and at the same time prog

entrance requirements were tightened. 

In terms of training techniques, the methods of the sixties w

basically the tried and battle-proven ones of World War II and Ko

There was considera:ble reliance on lectures and frequent use of dem

strations. There was of course much training in which the men pract

the skills they had observed-particularly in weapons training. A d

ministic, three-point system was used. First, all training was manda

and all trainees had to receive all the instruction. Second, a test was 

ministered at the end of the cycle with a requirement that the tra

score at least 70 percent in order to graduate and pass on to further tr
behind his original unit. 

It is only against the background of Army training as it 

1969 that recent experiments and changes can be examined 

ated. 
The Quest for Improvement 

Neither a wise man nor a brave man lies down in the tracks of 

history to wait for the train of the future to run over him. 

DWIGHT D. EISENHOWER 

The Tet offensive of early 1968 in Vietnam was followed by grow

antiwar activism in the United States, and during the presidential elec

campaign pressure to end the draft intensified. Draft calls had risen f

158,000 in 1962 to 299,000 in 1968, placing a burden on the men 

facilities of the U.S. Army training centers. At Fort Ord in 1968 the ce

trained 71,500 men, who went on to perform well in Vietnam and 

where. As more military forces were committed to Southeast Asia, 

heavy training load continued into 1969, a year that also broug

searching examination of the system of training at Fort Ord as part 

quest for improvement. 

Examining the Old System 

In June of 1969 Major General Phillip B. Davidson, who had b

Assistant Chief of Staff, J-2 (intelligence), U.S. Military Assist

Command, Vietnam, assumed command of the U.S. Army Trai

Center, Infantry, and Fort Ord. General Davidson was an officer 

a strong interest in improving the training system and a willingne

experiment. 

Over the years he had developed his own system of organizati

analysis and management which he invariably applied to any new 

His method was first to determine the primary mission and then to s

to gain control of the situation relating to that mission rather than a

day-to-day events to gain control. He would then set up a group to s

the entire mission, analyzing as well the methods of other agencie

commands that were doing similar work. From the study and visi

these agencies he would develop concepts, make innovations, and 

other initiatives. These he tested, rejecting or revising on the basis o

tests and continuing to test until he was satisfied. Finally, it was his p

to keep command pressure constant on achieving excellence in carr

out the primary mission. General Davidson was fond of saying, apr
RECEPTION STATION BARRACKS (left) and Quartermaster Laun

of Gresham's Law, "In any bureaucracy, useless labor tends 

useful labor" -and he charged his study groups with root

useless labor. 

In the month following his assumption of command a

General Davidson created the Training Management Evalu

mittee (TMEC ). The mission assigned to this committe

study BCT and AIT, to determine the weaknesses and th

correcting these weaknesses, first within our own resources, 

beyond Fort Ord resources." The committee was to work 

a special duty basis until its study was completed and recom

were made, and it was authorized to use the staff and subor

for information and assistance. The specific objectives were 

performance at Ford Ord in every element of the training p

to reduce the costs of training without lowering the level of p

To chair the committee General Davidson chose the comm

1st Brigade, Colonel Martin J. Slominski, an infantryman w

experience in World War II and Vietnam, who brought t

large store of knowledge. Three other field grade officers w

to the committee-Lieutenant Colonel Nicholas S. Kotas, 

rence G. Mooring, and Major Billy R. Deramus. Like Colon

each had combat experience in Vietnam. The committee ele
Training facilities and support 

Trainer personnel 

Administrative requirements 

Phase 11 

Trainee personnel 

Training conducted in basic combat, advanced individual, and 

combat support training 

Ranges, classrooms, field training a

training aids, weapons and e

ment pool, central issue facility, 

cational television, ammunition, t

portation, and medical support. 

Number, qualifications, assignment

motivation, and morale. 

Type, frequency, time allocation, 

impact on training. 

Morale, motivation, aptitudes, and 

formance. 

Program, subject matter, policies, l

plans, supervision, and effectivene

As commandant of the Army Security Agency School, Ge

Davidson had worked closely on a similar project with the direct

instruction at the school, Dr. William R. Tracey, whose abilities 

impressed him. General Davidson now invited Dr. Tracey to visit 

Ord to observe the training operation. Dr. Tracey's comments and 

gestions were of considerable assistance throughout the work o

Training Management Evaluation Committee and the Experim

Training Program that followed. 

Early in the training study, liaison was established with Div

3 of the Human Resources Research Organization at the nearby Pre

of Monterey. The Human Resources Research Organization (kn

as HumRRO) was established as a nonprofit corporation in 196

conduct research in the field of training and education. A continu

of the George Washington University Human Resources Research O

the Human Resources Research Organization had as its purpos

improvement of human performance, particularly in organizationa

tings, through behavioral and social science research, development

consultation. In work performed under contract to the Department o

Army, the organization's mission was to conduct research in the 

of training, motivation, and leadership. This early liaison with Hu

Resources Division 3 was to grow into valuable co-operation in 

phases of the Fort Ord experiment. Under the direction of Dr. Ho

H. McFann, Division 3 was to play an important role in shaping tra

improvements at Fort Ord. 
gather new ideas and achieve a broader view of the training 

On their return in September 1969 they set to work and prod

of eighteen specific objectives for the improvement of training 

tion of costs at Ford Ord. A task force was appointed to pu

objective, and a, major unit commander or senior staff offic

each task force to insure that local resistance did not hinder 

A November deadline was set for all task forces to com

analysis and prepare recommendations for the achieveme

objectives. The following is a list of task forces and thei

objectives. 

Task Force 

P-l 

P-2 

P-3 

P-4 

P-5 

P-6 

C-l 

C-2 

C-3 

C-4 

C-5 

C-6 

Objective 

To improve the qualifications and performance 

and instructor personnel. 

To improve the qualifications and performanc

VIsors. 

To develop policies and procedures to improve tr

vation and morale. 

To improve and develop standards for range

training areas. 

To improve the training literature used for each 

type of training. 

To establish criteria for the selection or develo

use of training aids and devices. 

To reduce the requirements for trainer and supe

sonnel in major units. 

To reduce requirements and improve utilizatio

and field training areas. 

To develop standards for classroom and labora

to include general purpose instructional faciliti

aids, equipment, and special purpose instru

cilities. 

To determine the length of courses and the ord

presentation with the intention of reducing tr

To reduce cost by determining a more effectiv

tion sequence of subjects in basic combat tra

To reduce the impact on training of administrati

ments associated with guard, fatigue details

tails, the blood donor program, and medical 

appointments. 
C-8 

C-9 

C-lO 

C-lOA 

C-11 

pgy

facility, weapons and equipment pool, clothing 

store, and clothing issue branch) . 

To reduce the cost of training by developing policie

procedures that will accelerate identification of low 

tude trainees in advanced infantry training and c

support training. 

To develop policies and procedures that will reduce t

attrition in advanced infantry training and comba

port training. 

To reduce the cost of transportation and other trainin

port requirements. 

To develop a plan that will provide adequate medica

port to all units engaged in training and at the 

time reduce cost. 

To reduce the cost and increase the use of educa

television equipment. 

Training Management Evaluation Committee Findings 

Task Force C-8 concentrated on reducing costs by removing tr

from courses that they were not capable of passing. Early identifi

of potential dropouts would make it possible to funnel them in

demanding training courses sooner, thus saving training time and m

Company commanders in basic training would also be required to 

ate and report before graduation those trainees who appeared t

ability to complete their programed advanced training. The r

would be forwarded to the company commanders of infantry tr

who would then keep these men under close observation. It was 

that the period of time before reclassification could thus be reduced. 

Task Force C-9, working on the reduction of trainee attrition

centrated on requirements that caused high failure rates and which 

be dropped from the course without an adverse effect on Army

performance in the field. 

In the basic Army administration course, for instance, it was 

that some trainees could not achieve the twenty words per minute 

skill required. The task force, therefore, recommended that train

allowed to graduate with a typing ability of fifteen words a min

long as they possessed the other military occupational specialty 

which were more essential than typing to the job in the field. 
ing in methods of instruction. An officers orientation course 

nine hours was devised for instructors and commanders

started on the development of a more comprehensive cours

these and other measures, an intensive effort was made to u

qualifications of instructors and trainers at Fort Ord. 

Other task forces examined the content and sequence 

combat training and combat support advanced individu

courses. The basic combat course was considered adequate, 

areas improvements could be made. For example, it was in b

training that the idea of selective acceleration was first tried

pany was tested during its first week in order to determine if 

already possessed skills that were to be subsequently taught 

combat training course. The results were illuminating. (Tab

In the physical combat proficiency test, the troops saw a 

tion, had a practice test, and then were tested for record, e

l50-yard man-carry, which was eliminated on the advice 

surgeon. 

The performance of most trainees exceeded minimum 

The scores revealed that the average American entering m

ice was in good physical condition. The committee questione

sity for men who had passed the minimum standards of 

Army Command to spend twenty-four hours on schedul

training before they again took the regularly scheduled te

week trainees had much less success with the graded prof

In basic rifle marksmanship, the trainees were given onl

of training before firing the M 16 rifle for record. Emphasis 

on safety, sighting, loading, and immediate action and range 

The men then fired the standard course with the results s

Table 3.) Weeks later when the company again fired the 

marksmanship course, after the standard forty-two hours of 

rifle marksmanship instruction, the scores of the men impro

forty men qualified as experts, eighty-one as sharpshooters

five as marksmen. 

The results of the experimental test suggested to the tas

it might be possible, through early testing and identificatio

erate the training of certain men in the basic training com

thus move them through the course with greater speed or 

additional skills in the allotted time. This concept was to 

siderable attention in later phases of the Fort Ord experime

578 - 730 0 - 76 - 3 
Event 

Low crawl. ...... .. ... ... .. . 

Horizontal ladder ......... .. . 

Run, dodge, and jump .. ... .. . 

Mile run .. . ... ... . . .. ... .. . 

ISO-yard man-carry ......... . 

Total .. ............. .. . 

Event Minimums 

60 

60 

60 

60 

60 

300 of 500 points 

Graded Proficiency Test 

Trainee Averag

71. 85 

66. 20 

61. 45 

64. 27 

263. 77 of 400 po

Subject Number Passed Number F

Military courtesy & general subjects. . . . . . . . . . . . 49 

Military justice & code of conduct . . . . . . . . . . . . . 60 

Drill and ceremonies. . . . . . . . . . . . . . . . . . . . . . . . . 0 

First aid & CBR. . ... . . . .. . . . . . . . . . . .. . . . . . . . 2 

Guard duty & reporting . . . . . . . . . . . . . . . . . . . . . . 0 

Hand to hand combat. .. .. .. . . . . .. .. .. .. .. .. . 

Bayonet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 

Individual tactical training. . .. . .. .. .. .. .. .. .. . 0 

Basic Rifle Marksmanship Test 

Category Number 

Expert.. .. . . . .. . .. . . .... . 2 

Sharpshooter......... . .... 7 

Marksman. . . . . . . . . . . . . . . . 68 

Unqualified. . . . . . . . . . . . . . . 57 

• Not done. 

The task force which investigated course materials found in the 

tent a lack of conformity with doctrine, failure to include current 

mation, and poor format. Since there was no provision for regular r

of course materials, General Davidson directed the G-3 to set up s

review program to improve materials. 
distributed with a consequent savings of $16,750 per year 

nance costs. By combining ranges, four were reduced to two, 

$6,190 a year in maintenance and transportation costs. The 

which examined the use of educational television reported 

Ord's television operating costs were less than those of the o

ing centers contacted, while the number of program hours a

was second only to the number at Fort Dix. Only 50 percent o

able instructional time was being utilized, however, a percen

the 70 percent prescribed by Continental Army Command. 

Two task forces had the objective of reducing admini

quirements on training time, a critical element in the trainin

Although administrative requirements can interfere seriously 

ing, examination showed that guard, fatigue, burial, and o

were being performed efficiently, with negligible effect on 

combat and combat support trainees and little on enlisted tr

ministrative requirements occasionally created problems in tra

because of the small number of officers assigned, normally 

a company. In the matter of reports, it was found that alth

of those submitted by training companies were outdated an

either useless or repetitious, they were being continued bec

lack of administrative expertise and the absence of review a

Accordingly, heavy emphasis was now placed on upgrading b

istration, and control officers were designated in each ma

screen reports submitted by subordinate units and to elim

which were not needed. 

A survey of post consumer facilities and trainer activitie

conflict in operating hours. Since consumer facilities such a

post exchange and the quartermaster clothing sales store we

after duty hours, trainers had to use them during training h

at all. The hours of these facilities were therefore immediate

so that trainers and trainees could have access to them after 

Task Force C-10 discovered that because of various m

contingency plans more vehicles were maintained in the moto

the post needed. Forty-four trucks with a total acquisition co

000 fell into this category. Further, annual maintenance co

forty-four vehicles totaled $41,000. In the weapons and equi

materiel for which there had been little demand during th

year was valued at $393,665 and its annual maintenance cos

In the audio-visual section, it was discovered that excess proje
OVERHEAD LADDER INTEGRATED INTO THE MESS LINE 

$5,770 were on hand. As a result of these discoveries, immediate 

were taken to tum in all of the excess vehicles, equipment, and mat

Task Force P-3 investigated trainee motivation and morale

findings and subsequent activity of the P- 3 task force will be disc

in the following chapter. 

When the Training Management Evaluation Committee projec

completed and the dust had settled, the general consensus was t

had been extremely valuable to Fort Ord. First, it had been of great 

in educating and involving the entire post in training, the primary 

sion. Second, a myriad of small deficiencies which are not discussed 

were detected and immediately corrected. Third, considerable atte

was focused on the quality of trainer performance, trainee motiv

and equipment requirements were reviewed, and equipment ex

were isolated and corrective action was started. 

As the Training Management Evaluation Committee effort 

gressed it began to attract attention from higher commanders

10 November 1969, General Davidson was called to the Presidio o

Francisco to present a briefing to Lieutenant General Stanley R. L

Sixth Army commander, and General James K. Woolnough, 

mander of Continental Army Command. In the briefing, General D

son covered Training Management Evaluation Committee resu

Ford Ord and various areas that he felt warranted additional study

ideas and experiments in trainee motivation and morale were str
draftees. For this reason, the innovations and experiment

pendently organized at Fort Ord came at a time when insigh

by this type of work were in great demand. Fort Ord was to g

come a sort of field test training center where new ideas

generated and otherwise, were very carefully tried and evalua
Morale and Motivation 

A competent leader can get efficient service from poor troops, 

while on the contrary an incapable leader can demoralize the 

best of troops. JOHN J. PERSHING 

In the Training Management Evaluation Committee project, 

Force P-3 was given the mission to "develop policies and proce

to improve trainee motivation and morale." Morale is much t

about in the Army and commanders are frequently judged on the 

of its relative state in their units. Morale, in the Army context, is de

by Webster as ". . . a confident, aggressive, resolute, often buo

spirit of whole~earted co-operation in a common effort, often atte

by zeal, self-sacrifice, or indomitableness." Morale, a highly subje

concept, has traditionally resisted objective measurement. Over the 

Army leaders have tended to gauge morale intuitively or by exam

alleged "morale indicators" such as a unit's re-enlistment, absence 

out leave, and delinquency report incident rates, the assumption 

that units with high morale had more men in the first category and 

in the second two. 

The concern with motivation in military training and life is of 

recent origin. In earlier, more autocratic days, the word was not m

in use. However, as Major General Friedrich Wilhelm von Ste

noted while training Americans at Valley Forge, "I am obliged to 

'This is the reason why you ought to do that,' and then he does it

this sense, the need to motivate, to impel the American soldier, has a

been with us. Americans are highly independent by nature and per

best when a clear and logical need for a given action or attitude is 

vided. The problem has always been in selecting the most effective 

tivational stimulus for the particular task at hand. The complex

the motivational task is increased by the considerable range of intelli

levels among trainees and the shifting mix of draftees, volunteers

Reservists on active duty for training, each marching to his own d

mer. As with morale, direct measurement of motivational levels 

selection of motivational instruments have been more tradition-b

than scientific. Each commander, at each echelon, tends to choose 
motivation and morale naturally began to draw increasing 

particularly in terms of re-enlistments. As long as the Select

system provided an adequate flow of draftees, recognized def

service attractiveness, pay, job satisfaction, and related matte

relegated to the "nice to have" category. It was apparent, ho

if the Army was going to rely on volunteers more attention w

to be given to motivation and morale. Thus, Task Force P

complex but highly important task. 

The Training Management Evaluation Committee dir

Force P- 3 "to develop policies and procedures to improve t

tivation and morale." Colonel Llewellyn Legters, the post d

geon, was chosen to head the force. A graduate of the Un

Buffalo, Colonel Legters entered the Army as a volunteer in 

served with the 82d Airborne Division and the Special Forc

nam. He had thus added to his scientific training his experien

soldier in combat. Because he could express his views in a 

manner, he was to hecome a powerful and convincing advo

various innovations introduced by Task Force P-3. To provi

and expertise, officers representing the brigades and the ba

training committee group were assigned as members of the ta

As the force began to examine the scope of the mission 

became apparent that the advice of a professionally trained 

scientist would be helpful, if not absolutely necessary. For t

Colonel Legters turned to Lieutenant Colonel William E. D

assigned as Chief Psychologist, Mental Hygiene Consultati

Fort Ord, who became consultant to the task force. Colon

graduate in psychology at the University of Minnesota, e

Army's Medical Service Corps in 1952, and received his d

psychology from the University of California at Los Angeles i

had since held a series of posts at mental hygiene units in m

pitals in the United States and overseas, including that of a

of the Department of Clinical and Social Psychology at the W

Army Institute of Research. During the course of his work he h

deeply interested in the field of achievement motivation in t

establishment. Speaking of Dr. Datel late in 1972, Genera

said: "I unleashed him and sometimes I wondered what t

unleashed although he's a brilliant scientist, a brilliant psycho

I don't use that term often. He also had a hell of a lot of com

and wasn't swept away with these charts and things. He was 

give you broad interpretations and then to relate to the real life 
viduals state of feeling, or attitude, and was considered to reside wit

the individual. To place motivation and morale in the context of Ar

training, the task force designed a systems model that takes into acco

the existence of components that interact to produce mot

tion. (Chart 2) Within each component there is a range of values fr

very positive to very negative. Motivation is composed of incentives 

aversive (unpleasant) stimuli. Trainee response varies, according to 

attributes, capacities, and characteristics of the individual. For exam

a trainee with high intelligence will have a response that differs f

that of a trainee with low intelligence. Performance is determined by 

nature, the strength, and the manner of application of motivational fo

and by the morale of the individual, but his own performance may 

upon the trainee's morale. 

Morale and Motivation Measurements 

Having defined their terms and produced a useful systems model

committee me~bers then sought to develop a set of quantifiable meas

so that the model could be put to use. Measurements already ex

for the trainee component, including morale, and for the perform

component. The task force developed its own measurements for 

motivational forces acting on trainees. 

While stationed at the Walter Reed Army Institute of Rese

Colonel Datel had participated in a series of field research studies 

ducted at Fort Dix, New Jersey, to examine stress induced by A

basic training on recruits. The measurement device was the Mul

Affect Adjective Checklise Used weekly, this device required tra

to select from a list of 132 words all those that described their fee

during the previous week. Proce~sed by computer, the checklist prov

a view of the feeling state, or morale, of an individual or group. Upo

assignment to Fort Ord, Colonel Datel had continued his resear

stress and morale among recruits taking basic training and the r

were now available to Task Force P-3. 

Traditional performance measures were already built into the 

combat training program. They consisted of performance scores o

Physical Combat Proficiency Test, the Basic Rifle Marksmanship 

and the Basic Combat Training Test, formerly known as the G-3 T

ingTest. 

1 The Multiple Affect Adjective Checklist is a copyrighted product of the 

cational and Industrial Training Service. 
AMERICAN CULTURE 

t 

I 

I 

i I PHYS

ENVIRO

ORGANIZA TlOHAl 

PROPERTIES -----t ----- ~----------~ I ~-----

SUPERVISORY 

TECHNIQUES 

I 

I 

I 

I 

----t----- ~--------~ I 

I 

I 

I 

INfORMA

STRUC
recreation, harassment and abuse, and awards and promotions 

developed. At the end of the training cycle, a randomly selected gro

men in basic training from different companies were given the lis

told to indicate what they liked and what they disliked, using a s

point scale ranging from one-"dislike very much"-to seven-

very much." The men were asked to rate each event in the inven

They were also asked to rate each item on frequency of occurrenc

other words, to tell the task force how often these things occurred 

the men were in basic training. Again, this rating of frequency was 

seven-point scale ranging from one-"never happened" -to se

"always happened." This form of motivational survey was subsequ

refined and standardized under the name Company Evaluation In

tory. (See Appendix A.) 

As a result of data collected in the three primary areas of mo

performance, and motivation, the task force was able to draw ce

conclusions about the nature and strength of these forces in basic t

ing. First of all, the men in training gave most training tasks and 

events dealing with personal privacy neutral ratings on the motivat

scale. In other words, trainees accepted the responsibilty and legiti

of military service and training. They did not mind living in bar

nor did they strenuously quarrel with the deprivations that occur in 

training. More to the point, the men felt that there were not enough 

tive incentives at Fort Ord, such as time off from training and oppor

ties for recreation. On the basis of its motivational data, the task 

concluded that to the men themselves cadre control of trainees at 

Ord appeared to be based often on threats and punishments, an

approach of the training at Fort Ord was at times perceived as a 

tive one. The task force theorized that increased use of positive incen

and reduction in the employment of aversive techniques would a

improve both morale and performance. 

In developing recommendations for the commanding genera

task force took into account both the motivational and frequency v

of each item on the inventory, devising for the purpose a so-called A

Classification of Events Matrix. (Chart 3 ) Events that ranked hi

both frequency and positive motivational value were to be mainta

events with high motivation but low frequency value were to be 

moted; and averse events occurring with high or medium frequ

were to be eliminated. Aversive events with very low frequency ra

could be ignored since they occurred rarely, if at all. Events tha

into the neutral zone on the motivation scale could also be ignore

cause they had neither incentive nor aversive value. 
6.50 

6.49 

5.50 MAINTAIN 

5.49 

4.50 

>- 

~ 4.49 

z: ELIMINA TE 

WJ 

:::t 3.50 

- WJ WJ a: 

a: 3.49 c= 

.... z: 

c.:::I 

2.50 

2.49 PROMOTE 

1.50 

1.49 IGNORE 

1.00 

c:::»_ c:::» en c:::» en c:::» en c:::» en c:::» en c:::» c:::» 

~- ~~ ~- ~- ~c:::» 

-- c--.t~ 

~- -~ ~CQ CQ rMOTIVA TlONAL VALUE 

Using the action matrix as a guide, the task force then re

to General Davidson that he emphasize incentives, specific

stressing the mess management improvement program; (2

increased recreational opportunities; (3) providing inform

training to the trainees; and (4) relaxing locally stringen

controls. The force recommended that he also de-emphasi

by establishing trainee councils, and apply incentives on the 

formance, developing and testing for feasibility a merit rewa

A mess management improvement program had been ins

to the Training Management Evaluation Committee stud

force recommended continued command emphasis on the p

cause of the high incentive values placed by the trainees o

recommendations for increased recreational opportunities a

of more information to trainees about major training even

based on the high motivational value the trainees attached to 

The stringent meningitis control measures in effect at Fort O
MESS HALL. Since quality and quantity of food have a great impac

morale, food service receives much command emphasis. 
ventive medicine and that they severely restricted the ability 

to provide recreational opportunities. The recommendation f

lishment of company trainee councils was conceived as anoth

which the trainee could communicate with the company c

The above recommendations were made to General Da

in November of 1969. It should be added that they were ma

siderable trepidation by Colonel Legters, since he was well 

they constituted an abrupt, and in some cases revolutionary, c

standard Army policy. To the considerable surprise of both 

Datel, General Davidson accepted all of the task force recom

The recommendations concerning mess managemen

recreational facilities and opportunities, and increased info

the trainees concerning their training were fairly simple to 

and the first steps were taken quickly. Implementation o

Reward System and the Company Trainee Council Progr

greater and more careful preparation. To accomplish th

experimentation, and implementation of these and other 

grams, Task Force P-3 under Colonel Legters, with Co

as a full-time consultant, was continued as a semipermanent 

when the Training Management Evaluation Committee wa

Its mission was to plan for and supervise the establishment 

of the Merit Reward System and the Company Trainee C

gram and to further investigate cadre motivation and mora

The Merit Reward System 

Having conceived the Merit Reward System and convin

Davidson that it was worth a test, Drs. Legters and Datel 

flesh out the theory and transform it into a working progr

early research they had become convinced that the existing b

training system took draftees who, in the main, were posi

co-operative, interested recruits and in many cases blunted 

attitudes. An article published by the two men in the "Journ

cal Psychology" made the following points: 

Military traditionalists may argue that it is necessary to 

recruit to make him into a well disciplined soldier, fully obedi

and totally committed to the service. It is implicit in this vi

training is primarily an initiation rite. The new recruit must 

render, abjure, and sacrifice to become a full-fledged member. 

Ritualistic initiation rites ordinarily involve some kind 

relinquishment, or self abuse on the part of the initiate. In b

this requirement is apparently fulfilled by stripping the t
SILAS B. HAYES ARMY HOSPITAL with barracks in foreground. 

personal identity, and by constant reminders of his demeaning status. T

value or ethic seems to be that the initiation process (with its indigni

and devaluations of self) is absolutely necessary to bind the individua

his new reference group, as in the case of baptism, circumcision, frater

rites, admittance to Alcoholics Anonymous, or "status removal" in sensit

training, to pick a very contemporary example. If the initiation or "c

version" process is foregone, the argument runs that the soldier will be 

fully committed to the military subculture and may renege in the hea

battle. 

Our position is otherwise. Our findings suggest that the new rec

already accepts the necessities of military duty and the legitimacy of mili

service. He enters the Army willingly and in good faith. It is superftuo

but more important, it is psychologically destructive-to undertake a pro

of forced rededication and commitment. 

They found their alternative in the theories of the well-known 

havioral scientist, Dr. B. F. Skinner. Specifically, they turned to the "L

of Reinforcement": that "behavior is determined by its consequenc

They argued that performance could be improved by improving mo

and that both could be improved by modifying the motivational stim

in current use in the training environment. In addition, performa

gains would be accompanied by improved attitudes toward the A

on the part of the trainees and greater possibilities that soldiers wo

re-enlist. Simply stated, the technique modifies behavior (or attitudes

consistently rewarding "good" behavior and by withholding reward

punishing, "bad" behavior. The modified behavior patterns indu
, pyyyy

by the task force revealed that "good" behavior frequently 

warded, that rewards which were forthcoming tended to b

unpredictable, and not suited to the behavior, and that "avo

ditioning" (do this or else) was commonplace. While avoida

and punishment conditioning are unquestionably effectiv

shaping and maintaining desired behavior, their use was con

discarded by the task force in recognition of the goal of prom

able attitudes toward the Army. 

Having settled on the use of positive conditioning, the 

now set about identifying those incentives which could be 

havior reinforcers, or consequences (rewards), in the Me

System. Earlier surveys were reviewed and additional surveys 

to identify rewards that possessed a high motivational im

among these were items in the survey which had to do w

privileges, which received extremely high incentive ratings. F

"Being given a three day pass" received the highest incenti

all the events in the survey. Promotion was also rated as a stron

The item "Receiving a promotion to E-2" was rated 6.3 o

which a rating of 7 .00 was maximum. It was learned that m

ceremonies recognizing individual achievement, while defin

tive, were less powerful motivators than time off and promotio

allocated on a group basis were found to have less incentive 

rewards allocated on an individual basis. Because of the

time-off privileges and promotions were selected as the p

wards in the Merit Reward System. 

The task force now turned to the task of identifying th

that were to be reinforced. They inquired into exactly what 

of the soldier undergoing basic training in terms of behav

and learning. General objectives such as "skilled in the fu

of soldiering" had to be translated into specific behavioral re

These requirements, in tum, had to be assigned a priorit

were required in order to assign rewards logically and fairly. 

keeping habits as important as physical fitness?" "Is training 

ceremonies as essential as expertise with the rifle?" These are 

questions that arose in designing the behavioral portion o

Reward System. The problems of which behaviors to reinforce

reinforcement to allocate to each behavioral activity, and w

be the criteria for whether or not behaviors were actually 

were resolved by soliciting the judgments of a jury of ex
p, 

System as a motivational device would fail. Poor results could also 

expected if there was an overabundance of merits in circulation o

the price of the privileges was too cheap. This problem was resolved 

establishing different orders of privilege, with the less ex~nsive privile

granting less time off than the more expensive privileges. Further

become eligible for a privilege, a man had to accumulate a certain m

mum number of merits. The better performing trainees thus beca

eligible for privileges more quickly. 

Other essential matters that required attention were establishin

creditable bookkeeping and accounting procedure, communicating 

rules of the system to the participants, orienting and training 

operators in executing the system, and developing methods for qua

control monitoring of the system. All these matters were examined 

procedures for their operation devised. 

The committee now turned its efforts toward devising a work

arrangement which would bring the theories and principles into ac

and systematic use. In the original design of the Merit Reward Syst

an individual merit card, kept in the possession of each soldier at 

times, was the means used to record merits earned. Using a railr

conductor's punch with a unique die, the drill sergeant punched 

color-coded merits on the card as the soldier earned them. At the 

of each week, each soldier's merit earnings were tabulated from 

card and recorded in a master platoon log. Informal inventory of 

soldier's merit holdings was made weekly; at this time the soldier deci

whether to save his merits for a later, higher-order privilege or to sp

' them for an immediate privilege. 

Trainees could earn an absolute maximum of fifty merits a w

except in the eighth week when a maximum of eighty merits could 

earned. Used during basic training by the initial Merit Reward Sys

test companies, the punch card method of dispensing the secondary r

forcement merits was found to be unwieldy. Since there were fort

fifty trainees per drill sergeant, an excessive amount of time was spen

punching the cards; then, too, "punching someone's ticket" was no

keeping with the image of the drill sergeant. The merit card system 

therefore discarded in favor of a platoon roster. Each soldier's m

earnings, by activity performed, were entered on the roster and po

daily on the platoon bulletin board. The rules of the system were p

lished in considerable detail. A post regulation, dated 2 November 1

directed the implementation of the Merit Reward System and prov
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IIIIIIIIIIIIII II ~ 

ACTIVITIES 

MORNING TRAINING FORMATION 

(MON·FRI) 

DAILY DS EVALUATION (MON·FRI) 

DAILY INSPECTION (MON·FRI) 

SATURDAY INSPECTION AND 

WEEKLY PLATOON RATING 

WEEKEND TRAINEE LEADER 

EVALUATION · 

MISCELLANEOUS 

D PERFORMANCE TESTING 

PRIVILEGES 

A WEEKEND MOVIE 

B SATURDAY NIGHT ON·POST (1800·2300) 

C SUNDAY ON·POST (1000·2130) 

D SUNDAY OFF·POST (1000·2130) 

E OVERNIGHT WEEKEND PASS 

(SAT PM . SUN 2130) 

F CONSIDERATION FOR PROMOTION TO 

E·2 OR E·3 (TOP 35% OF MERIT EARNERS) 

S SUSPENSION OF CASH·IN 

M ERIT C ARD 
gp

ity, defined the privileges, listed the merits required to obtain each p

ilege, and provided specific guidance on how the system was to oper

The Soldier Handbook for the Merit Reward System was an abbrevia

version of the Drill Sergeant's Manual but contained sufficient deta

give each trainee a thorough description of how the system worked. T

key to the successful operation of the Merit Reward System was the m

who administered it-the drill sergeant. It was he who dispensed 

reinforcement according to the prescribed schedule and criteria, tau

the soldier how to increase his merit earning, and enlivened and in

preted the rules of the system. 

The task force had expected considerable resistance on the part of 

drill sergeants, and the expectation was realized. The Merit Rew

System called for a reordering of the priorities in the role of the d

sergeant and a fundamental change in the relationship between d

sergeant and trainee. Under the new system, the challenge to the d

sergeant would no longer be how best to motivate men by personal 

and take, but rather how to operate in a system wherein the motivatio

elements were already established. To the extent that leaders prefe

apply their own personal and sometimes arbitrary system of rewards 

punishments, according to the 'behavior of the men in their charge, 

cuting the leadership role within the confines of the Merit Reward 

tem could be unpalatable. In effect, the system shifted the locatio

power from the more personal reward and punishment decisions of 

drill sergeant and embodied this power in a formalized, institutionali

set of rules. The drill sergeant was, therefore, 'being ordered to exp

his position and become more of a coach, an instructor, and a technic

At first there was not only consideratble resistance to the Merit Rew

System on the part of drill sergeants and company cadre, but also c

fusion as to exactly how to apply the system. These problems were ev

tually overcome through hard work, good will, and day-to-day exp

ence; drill sergeants and company cadre who initially disliked the 

tem came to view it as a valuable tool. 

The prototype of the Merit Reward System was developed as a 

sult of engineering, re-engineering, and feasibility testing in three b

training companies, beginning in January of 1970. Since the sys

proved practical and early results in these companies were encourag

it was decided to test the system further, on a more extensive scale. 

mission to do this was sought from Continental Army Command, w
tL:_<.-3;; INt." \ 

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A PLATOON MERIT LOG was posted in the barracks and kept up 

each basic training platoon. 
battalion test was to determine the practicality of the Merit Rewa

System in large-scale application, and to examine its effects on p

formance and attitudes. The experimental design at Fort Ord consis

of thirteen companies using the Merit Reward System and twenty-o

control companies not using the system, selected on the basis of crite

specified by Continental Army Command. There were approximat

three thousand men in the Merit Reward System group and forty-f

hundred men in the control group. When the results of training in t

two groups were analyzed, it was discovered that the Merit Reward S

tem companies out-performed the control companies on all indicat

except basic rifle marksmanship, and there the scores were very clo

It was concluded therefore, that there had been measurable improv

ment resulting from use of the Merit Reward System in basic com

training. There were still, however, many bugs in the areas of desi

execution, operation, and cadre acceptance of the system as a train

method. Fort Ord therefore recommended to Continental Army Co

mand that the Merit Reward System not be implemented postwide un

the difficulties had been overcome and the system modified. By Nove

ber of 1970 the alterations had been made and the modified Merit R

ward System was instituted in all basic combat training companies 

Fort Ord. 

From its first application in the test companies, the Merit Rew

System was closely monitored to detect instances and areas of fau

operation and to indicate the over-all results and effectiveness of the p

gram. To assist in the analysis a number of measurement devices w

employed. These included repetitive surveys using the Multiple Aff

Adjective Checklist or the more recent Military Morale Inventory; at

tion indicators such as absent without leave and recycle rates; the Co

pany Evaluation Inventory; and the analysis of performance scores 

basic rifle marksmanship, physical combat proficiency, and the end

cycle performance tests. The above devices and tests indicated t

trainee morale at Fort Ord had risen substantially since measureme

started in early 1970, before the introduction of the Merit Reward S

tem. There was a recorded gain of more than eight points on the Mu

ple Affect Adjective Checklist scale. It is clear that, by and large, train

liked the system; Company Evaluation Inventory ratings between 6

and 7.00 on the seven-point scale were not uncommon for the i

"Trainees like the MRS. " In terms of attitude change, a gradual upw

climb in the inventory item that measures re-enlistment intentions t
A FORT ORD SERVICE CLUB COMPLEX 

place. Since there were many other programs at Fort Ord 

period, however, it is difficult to single out the Merit Rewar

the sole producer of the gains in morale and re-enlistment in

Company Trainee Councils 

One of the initial recommendations made to General D

Task Force P-3 was the establishment of trainee councils c

trainee leaders, who would record and report instances of ha

physical abuse to the inspector general or a board of officers 

tion of the training cycle. To this end, a post regulation establ

pany trainee councils (later renamed training improvemen

was published in February 1970, and the councils were fo

training companies at Fort Ord. 

In their actual form, the trainee councils went beyond 

tion of the task force. They became arenas for constructive 

exchange between the company commander and trainee 

tives. The normal procedure was to have a tni.inee lead

other representative from each platoon meet with the com

mander and a recorder periodically. The trainee leaders talke

platoons prior to the meeting and were charged with brin

attention of the company commander constructive comm

aspects of training. Most company commanders, who were h

cal, if not hostile, to the idea initially, came to realize that the 
activities. At one of the earliest company trainee council meeting

trainee representative asked if it might be possible to arrange some sy

which would allow the trainees to buy postage stamps more easily. In

tigation revealed that there were no stamp machines in any of the 

training brigades at Fort Ord, and that it was very difficult for a tra

to get stamps unless he had them sent to him by mail. Needless to 

the oversight was quickly corrected, but it might not have been ex

for the trainee representative at the company trainee council. 

At Fort Ord the current regulation setting forth policies and 

viding guidance for the establishment and conduct of training impro

ment seminars stated the objectives of the program: (1) to provid

formal means by which trainees can make known to the company c

mander trainee observations and suggestions concerning improvemen

training and unit operations and procedures; (2) to provide an a

tional means of communication between the company commander 

the trainees which will facilitate receipt of trainee observations and 

gestions; (3) to provide the company commander with the opportu

to correct possible misunderstandings of trainees as to the reasons 

particular training events, policies, and circumstances; (4) t() pro

a basis for action by the company commander and higher comman

to effect improvements in training and in unit operations based on 

structive observations and suggestions received from trainees; (5) to 

vide company commanders with an additional means to evaluate tra

morale and welfare within the company. 

Training improvement seminars were held in the first, second, fou

and sixth weeks of basic combat training. In the combat support trai

brigade, meetings were held at monthly intervals. Company comman

presided at all training improvement seminars. The discussion gener

focused on the identification of problem areas where improvemen

training and unit operations appeared desirable. The company c

manders also used the seminars to explain administrative and o

policies that were pertinent to the topics being discussed. 

Company commanders made full use of the normal company c

of command in investigating and correcting conditions that had gener

legitimate trainee complaints or suggestions. Battalion and brigade c

manders took prompt action on those legitimate complaints or suggest

which were beyond the scope of the company commander. Further, 

forwarded complaints beyond their ability to correct, or suggestions 

yond their power to implement, to higher headquarters. 
y , 

morale, employing the Multiple Affect Adjective Checklist. A

motivation and morale task force at Fort Ord continued i

additional means to measure motivation and morale were 

employed. In 1971 Dr. Datel devised the Military Morale I

replace the checklist. Operating on the same principle as th

the inventory was tailored to the military environment. After 

tested, the Military Morale Inventory supplanted the check

1971. To make morale data comparable over time, equiva

were constructed that enabled conversion of checklist scores in

scores and vice versa. The Company Evaluation Inventory w

to serve two purposes: first, it was to be a measurement of sold

and opinions; second, it was to monitor the implementation o

Reward System. The Company Evaluation Inventory was 

three parts. Part one was composed of items which monitored 

and judiciousness of Merit Reward System administration; p

tained items having to do with the soldier's living and training 

and part three measured soldier attitude toward the Army

pendix A.) 

Task Force P-3, subsequently renamed the Volunteer A

ation Group, became increasingly involved in the expandin

ment and evaluation effort, which grew out of both the need 

the impact and assess the value of the various volunteer Ar

innovations, as well as the continuing need to assess the Me

System and training improvement seminars. 

The final result of the measurement activity at Fort Ord 

form of the Unit Analysis Report. This report was first e

November 1970 and was designed to measure above avera

company performance through examination and quantifica

administration, morale, attrition, and performance. 

Although the multiplicity of tests and surveys required c

manpower to administer and supervise, the results provided th

command group and the Volunteer Army Evaluation Gr

"fever chart" which was constantly updated. The impact of 

novations could thus be quickly assessed, and reliance on sub

intuitive judgments of the impact of various changes could 

reduced. 

Thus, by early 1970 some of the new ideas and experim

General Davidson had suggested during the Presidio of Sa

briefing of November 1969 had not only been effected but 

to bear fruit. Through the systematic employment of new an
• 

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- -.1 .. ~ ........ _ ..... ...... , .. ,tM." 

WI ... t you to ........... _ 1nOf'" tot' .... 

...... .... ""1ft ....... 0ftIIIdt .... ___ 

..... ... ....... tfrte -v you h.t~ ... , W!L,....J!!! 

---"""-'" ...... of .. ..,. !NY ..... ......IIF 

........ .............. of .......... , "'fa 

........ ,..... you ..... ~ ~...!!.'!..~ 

-. n. ,.... 01 .. --.y ...... by 1nKfitt,.., --

. 

u.. .......... ..,......1.2.,..." 

- 1( ... __ ..... ..... 

- f'_""INIb_~~letv 

- 00...,. ... 01'_ .......... 

1. ACnVE 21 . CROSS 

2. ADVENTUROUS 22. DISAGREEABLE 

3. AGITATED 23. DISCONTENTED 

.. AGREEABLE 2 • . DISCOURAGED 

.. AGGRESSIVE 25. DISGUSTED 

.. ALIVE 26. DISPLEASED 

1. ALONE 27. DOWNCAST 

e. ANG{RY 26. EMBARRASSED 

.. ANNOYED 21. ENERGETIC 

10. ASHAMED 30. ENTHUSIASTIC 

11. AWFUL 31. EXCITED 

12. BITTER 32. FINE 

13. BLUE 33. FIT 

,.. _ED :W. FREE 

15. CAREFREE •.. FRIENDLY 

'" atEEIlFUL .. FURIOUS 

17. ~NlNG 37 . ... GAY 

Ie. CONI'IDENT .. GLAD 

18. COOL .. GlOOMY 

I • . COONIIA TIVE CO. QOOO 

41 GOOD- NATURED 

'2. HAPPY 

43. HEALTHY 

... HOPELESS 

45. IMPATIENT 

46. INSPIRED 

47. INTERESTED 

48. IRRtTATED 

49. JOVFUL 

SO. KINDLY 

. ,. LONELV 

52. LOST 

53. LOVING 

... LOW 

... LUCKY 

56. . MAD 

17. " MERRV 

... MISERABLE 

iii .• NERVOUS 

10. '-~ OFFENDED 

THE MILITARY MORALE INVE NTORY was a means 

motivation and morale. 

UNU 

61 . PEACEfUL 

62. PLEASED 

63. PLEASANT 

6'. RELAXED 

55 . RESENTFUL 

66. SAD 

67. SAFE 

68. SAT,SFIED 

89. ,... SECURE 

70. STRONG 

71 . SUFFERING 

72. TENSE 

73. TERRIBLE 

7 •. TORMENTED 

71. UNDERSTANDING 

7a. UNEASY 

n . UNHAI'PV 

78 .. IlI'SET 

78. )IfONDERFUL 

10. .,. _liVING 

of measurmg s
measurements, was now measurable. How valuable an ad

contribution to soldier management would be, only time would 

was certain, however, was that Fort Ord now had the tools 

an objective evaluation of motivation and morale in every tra
VOLAR and Training 

The best form of "welfare" for the troops is first-class training. 

ERWIN ROMMEL 

Following the President's establishment of volunteer armed f

as a national objective, the Secretary of Defense set a zero draft t

date of 1 July 1973. Many plans for improvement and change alr

formulated in the Army now received added impetus. To facilitat

earliest possible implementation of the plans and to encourage the w

spread undertaking of other needed improvements, the Army init

the Modern Volunteer Army Program. The program en

passed all Army actions directed toward strengthening professiona

generally improving Army life, and acquiring the necessary manpo

To support the program, the Army requested additional funds. T

were earmarked in the Project Volunteer proposal presented by the 

partment of Defense to the Congress, and provided limited augm

tions to basic Army program expenditures. 

Actually, the Modern Volunteer Army Program was not new, n

the truest sense modern. Rather, it was a planned re-emphasis o

values which had, to some extent, been weakened by the crisis yea

the draft and particularly by the Vietnam War. Greater attention 

to be given to professionalism and to the legitimate physical and psy

logical needs of the men and women who filled the ranks. 

One of the major considerations that influenced the Army's e

was the pressure of time. When the Modern Volunteer Army Pro

was established by the Chief of Staff in October 1970, the Army 

receiving some 20,000 men per month from the draft, most of 

intended to meet the needs of the combat arms. If the Army was to m

tain its fighting capability without the draft, it had to make the co

army more attractive to young men. Although the Secretary of De

had officially set 1 July 1973, the beginning of fiscal year 1974, a

date for ending draft calls, the date of 31 December 1972 

been established as the informal target date. It was believed tha

intervening six months would give the services an opportunity to d

mine whether manpower goals could 'be met before the authority 

duct men expired on 30 June 1973. Thus the Army had only twent
"SQUEEZE THE TRIGGER" is an admonition familiar to generation

can soldiers. 

months to formulate, test, justify, fund, and implement pr

signed to provide the required number of men for the peace

then envisioned. The Army budget for fiscal year 1971 was 

execution, and the 1972 budget was in formulation; the 19

was the operative budget to bring the volunteer force into 

The Army leadership decided that it would be risky to aw

sage of the budget for fiscal year 1972 before beginning a testin

to find those measures that would best increase recruiting an

at least cost. Facts were needed early in order to determine 

quests for the programs of fiscat years 1972 and 1973. It wa

decided to reprogram certain fiscal year 1971 funds and begin 

at once. It was clear that every dollar requested for the volu

would have to be fully justified before the Department of D

Office of Management and Budget, and the Congress. 

For some time before October 1970, the Army staff had be

measures that would increase the number of recruits and pro

retention. Under the guidance of the Deputy Chief of Staff, P

task force had assembled a list of literally hundreds of action

to attract volunteers to the Army. Some were actions that cou

at no cost, while others were relatively expensive. At the time t

Staff committed the Army to operating without the draft, only 
of life in the Army for the soldier and his family. These installation

which Fort Ord was one, subsequently became key centers of the 

effort. 

The need to improve the image of the Army among the young 

it sought to attract was apparent from opinion surveys taken by the A

the Department of Defense, and commercial firms. These surveys reve

that the Army was rated as the lowest of all the services in term

opportunity for meaningful work, development of skills, and job s

faction. They also indicated that the Army was thought to have such n

tive aspects as poor living conditions, make-work, harassment, and, 

ously enough, the lowest pay, although pay is the same for all serv

It was clear to the Army's leadership that the reputation of the Army 

to be improved and it was equally clear that this would take time. B

public commitment by the Army to improve working and living co

tions could be made at once and demonstrated almost immediately. It 

essential that the Army show itself willing and able to improve condi

so that its relative standing with the sister services could be improved

Under the system of a two-year draft and a one-year tour in Vietn

there had been little opportunity to weld combat units in the contine

United States and Europe into effective fighting teams. Field units 

large numbers of "short timers"; many squad leaders hardly got to k

their men before they or their men were reassigned, or their men e

their term of enlistment. The Army had to find a way to stabiliz

people and to provide conditions that would allow leaders at all level

time and resources needed to mold men into soldiering units with 

esprit de corps. 

The program included three types of measures: professional, life-

and so-called context measures. The professional measures were po

and procedures designed to improve the job proficiency and job sati

tion of the individual soldier and officer by ensuring better trained, 

responsive, and more capable units performing satisfying and meanin

missions. Life-style measures were policies, procedures, and chang

attitude within the Army designed to improve day-to-day life in 

Army; they included such benefits as better pay, housing, and educa

al opportunities for soldiers and dependents. Context measures 

actions concerning the Army's relationship with such problems of mo

society as drug abuse, racial conflict, and general permissiveness. 

In October 1970, the Department of the Army had establishe

Office of the Special Assistant for the Modern Volunteer Army an

pointed Lieutenant General George I. Forsythe to the post. The 
THE "SQUAT-BENDER" EXERCISE. Daily calisthenics gradually i

scope and duration. 

range plan developed by this office proposed that extensive i

be tested in depth over a broad front, beginning as soon as p

in the areas of recruiting, Army life-style, and professionalism. 

Soon after the creation of the Office of the Special A

the Modern Volunteer Army, General Forsythe gathered repr

from the military and from education and the behavioral s

a series of planning meetings held at the Pentagon in mid

1970. The purpose of these conferences was to develop 

components of the master plan for the Modern Volunteer Ar

mining the scope of changes to Army life-style and form

approach to large-scale alterations in the Army training cen

Project VOLAR: The Army's Experimental Effo

Project VOLAR was the central effort in the developm

Modern Volunteer Army Program. Its primary purpose was to 

test, and evaluate two kinds of actions to be taken at sele

installations: actions directed toward developing professional

fication with the Army, and greater job satisfaction among o

enlisted men alike; and actions directed toward improving 

of Army life and removing unnecessary sources of irrit

dissatisfaction. 
fiscal year 1971, therefore, the Army initiated Project VOLAR at 

Ord, Fort Benning, and Fort Carson. Each of the three test installa

was to concentrate its activity in a different, but complementary 

principally in the combat arms: Fort Ord to concentrate on re

training and management; Fort Benning on the development of 

commissioned officers and officers; Fort Carson on raising the 

of combat unit performance. In addition, certain measures woul

introduced at all three posts to evaluate the separate and cumul

effects of the experiments. Based on the results of fiscal year 1971 ex

ment, improvements that had merit were to be extended in fiscal 

1972 to all combat arms posts, training centers, and branch sc

(twelve additional installations) in the continental United State

further evaluation. Army-wide application of improvements thus t

would then be programed for fiscal year 1973. 

Fort Ord's primary contribution was to be the development of 

programs designed to improve substantially the quality of instructio

the incoming basic trainee. The program, as prescribed by Ge

Forsythe's office, would include such innovations in training as ind

ualized self-paced instruction, and performance-oriented assessmen

specific skills at various critical points in the instructional process. P

one of the Fort Ord VOLAR experiment would involve the develop

and implementation of an improved instructional program for th

vanced infantry training "infantry specialty area" -light we

infantryman, heavy weapons infantryman, and direct fire crew

(military occupational skill IlH). During the second phase plan

for the possible extension of infantry training innovations to the a

and field artillery specialities would be undertaken. 

Fort Ord's Preparation for VOLAR 

The efforts of the Training Management Evaluation Comm

and continued command emphasis on training had furnished 

insights into trainee motivation and morale that could be used i

new training programs. The carefully kept statistics would suppl

Army with a valid assessment of results of the earlier experimen

measure motivation, morale, and performance. Of equal impor

were the studies on trainers and other cadre. Such factors as the d

of satisfaction with medical support, the operating hours of post fac

and unit administrative requirements could be carefully reviewe

analyzed. Updating these data provided an excellent starting poi

the evolving VOLAR programs. These early studies had opened the 
for Project VOLAR. 

Expertise in the sphere of program development for th

mental Volunteer Army Training Program came from two ex

sources, the Human Resources Research Organization and 

task force of training professionals at Fort Ord. The task of th

Resources Research Organization during this phase of Projec

was to provide technical advice and assistance in support o

ception, development, and field testing of the Experimental 

Army Training Program. The military members of the task 

sisted of a small, carefully selected group from Fort Ord repres

leadership, cadre, and instructors who were actually to co

experiment. 

The Human Resources Organization's portion of the 

conducted by Division 3 of the Presidio of Monterey, Califor

the direction of Dr. Howard H. McFann. Dr. John E. Tay

as the project leader with the assistance of Colonel Mark F. 

U.S. Army (Retired), and Mr. Eugene Michaels. Military s

their work was provided by the U.S. Army Training Cente

Research Unit, commanded by Colonel Ullrich Hermann. 

Colonel Thomas L. Morgan, an armor officer with twenty-

experience ranging from World War II to Vietnam, then com

the 3d Bridgade, was selected by General Davidson to head th

side of an ad hoc program development team during the first d

Experimental Volunteer Army Training Program. The team w

both with originating an improved training program and 

practical implementation. Later as the actual experiment got u

Lieutenant Colonel F. A. ("Si") Nerone, of the Directorat

and Training, emerged as a primary military expediter and co

in the development of the program, and the directorate assum

sibility for military representation. 

The first priority was to determine a primary direction 

With guidance from the office of General Forsythe, the memb

team defined their respective areas of action. The mission of th

team was to emphasize professionalism in devising a reinvigor

ing program. The Human Resources Research Organizatio

provide advice and methodology and to evaluate the actions. 

After agreement on respective areas of responsibilty 

reached, it was determined that the approach should be that 

the instructional and testing structure of the conventional bas

training and advanced individual training in order to create a 
TRAINEES AFTER A "WATERPROOFING" CLASS. Water survival training 

local innovation of the 4th Brigade and has been adopted Army-w

advanced individual training, infantry. 

grated and progressive sixteen-week trammg operation. The pl

program consisted of a series of interdependent steps divided b

the Human Resources Organization and the military. First the m

performance specialists would define the absolute skill and prof

requirements for a specific area of training. Then, the Human Res

Organization would suggest and develop the specific instructional 

od. As the next step, the military members would define the exac

ing objectives of a particular period, or block of instruction, a

Human Resources Research Organization would develop the test 

odology. As the final step in the whole program, Army instructors 

teach the subjects and conduct the testing while the Human Res

Research Organization would provide quality control of the testi

evaulation for each successive period. 

The wide range of changes the military members considered 

tial in modifying the existing basic and advanced training program

aimed at making the training more individually responsive, and the 

process indicative of individual performance. To accomplish this p

the Human Resources Research Organization recommended the 

tion of a method of instruction that emphasized practical work

equally important, tests based on performance of skills actually req
GAS MASK DRILL. Trainees must be able to don the mask, clear i

for leaks in nine seconds. 

The individualization desired was to be achieved through th

called self-paced instruction. 

The Anny planners felt that by restructuring the period 

tion they could enhance individual comprehension and re

addition they wanted more flexibilty to deal with changes i

and other normal variations or conflicts that nonnally occu

training cycle. The team also wanted to streamline the rigid 

structure of the basic combat and advanced individual train

itself, in which each brigade taught only one or the other of the

courses. A new "single-track," incremented block training sy

sisting of eight weeks of basic combat training subjects follow

weeks of military occupational specialty lIB (light weapon

man ), 11 C (indirect fire crewman ), and mechanized infant

was therefore devised. 

The use of performance-oriented, self-paced instruction

sixteen-week, three-specialty, single-track system, constituted 

innovation of the Experimental Volunteer Army Training 

The Human Resources Research Organization introduced 

pedagogical principles employed in the instructional process, T

mental training program was not an atempt to introduce a s

related innovations into the structural matrix of basic comb

vanced individual training. It was, instead, an attempt to rev

578 - 730 0 - 76 - 5 
.; 

'. 

. , 

tional methods of lecture-demonstration-practice were to be altered 

an attempt to find more efficient methods of skill development in b

combat and advanced individual infantry training. The testing meth

previously employed did not guarantee that at the termination of train

all men would be proficient in all subjects taught. Moreover, the conv

tional concept of training made few concessions to the wide varia

in learning aptitiudes always found in a training center . 

To guide the development of instruction, the Human Resou

Research Organization recommended six learning principles, drawn f

such varied sources as psychological research on learning, applied rese

on military training problems, and the basic concepts of instructi

technology. They are enunciated in the Human Resources Rese

Organization's Technical Report 72- 7: 

(1) Performance-Based Instruction 

The premise of this method of instruction is that the most effe

learning occurs when the student becomes actively engaged in the pro

of learning. To bring the student to active participation, the purpos

instruction has to be thought of as equipping him with skills and capabili

The subject-matter curriculum is inappropriate in this context, becau

stresses what information and facts are to be presented to students to d

and memorize. Performance-based instruction translates the subject m

into the skills and capabilities that the student is to acquire as a resu

instruction. 

(2) Absolute Criterion 

When a student has learned to perform a skill, there must be some st

ard against which his performance is evaluated. For self-evident rea

partial success in performance of a skill is unacceptable. Either a .stu

knows how to perform a skill or he does not. Under performance-b

instruction, the standard is absolute. When a student is unable to per

a skill, he receives additional training until such time as he demonst

that he is proficient in that skill. 

(3) Functional Context 

If the conditions for learning are arranged so that the student see

usefulness of that instruction and can apply it in solving a problem an

relating technical information to application in a concrete settin&, 

instruction takes place when a student sees the effect of an ~b~tract prmC

in a specific and actual situation, and when a particular skill IS related 

utility in solving a real-life problem. Functional context refers to the app

tion of technical and abstract information in a situation where the stu

can see its importance and relation to the skill he is learning. 

(4) Individualization 

One of the main variables in learning is the amount of time allowed 

student to learn. Instruction that permits the student to learn at the 

necessary for him to acquire a skill is termed individualized instruction. 

methods of individualized instruction should offer the student the op
and prac tice with the instructional materials. Thi ' situation h

advantages to the instructor and student. Both know ho\\' the 

learning, because there is ready evidence in the nature of th

performance. Both can easily see where the student is having pr

where additional practice and instruction are necessary. This 

knO\dedge of the results of instruction is called feedback. 

(6) Quality Control 

A training system has to ha\"e empirical evidence that the stu

learned what was intended for them to learn. Through perform

instruction, a training system has a direc t means of verifying 

of its instruction. Because students have learned skills, what they 

do as a result of instruction is readily observable. Data on all stu

formance can be gathered so that the strengths and weaknesses o

training system can be identified. 

The first priority in designing a training system that woul

these six principles into a plan of action was to select the sp

that men would be required to learn. Once these skills were iden

had to be analyzed in terms of the steps of learning necessary 

tion of the skill. 

The second priority was to restate the course and subjec

in terms of performance, breaking down skills into a set of 

tasks for instruction, and to use these skills as the performance 

at the completion of training. 

Third was the development of specific tests to evaluate th

performance of the skills they had been taught. It was nec

these performance tests not only specify the sequence of step

must perform to show that they had acquired a skill, but also 

conditions under which the men would demonstrate profi

designate the standard of performance the men must attain. Th

ance test, in short, had to be geared to the course of instruction. 

Setting up a training system along these lines necessitate

the method of instruction. In general the change in instruct

r.urtaillong blocks of oral presentation, provide a succinct dem

of the skill by the instructor, and permit men to practice repe

they had acquired the skill. 

The final step in the process of translating theory into acti

establishment of quality control measures. Tests are impor

development, validation, and operation of any training system

formance-based program such as the Experimental Volun

Training Program they became critical. First of all tests w

to determine the degree of proficiency that the trainee alread

in a particular skill. Valid and reliable tests were required to 
TESTING FOR PROFICIENCY IN US

THE MAGNETIC COMPASS 

whether the instructional strategy was working as intended; to dia

individual trainee difficulties on required performance so that pin-

remediation could be provided; to validate the instructional syste

establish a soldier's mastery of the required skills; and to determin

readiness to progress to the next teaching area. The Human Reso

Research Organization determined that since the skills identifie

testing were all essential, the great majority of the tests should be 

performance tests, administered and graded on a "go/ no-go" basis

trainee would be required to demonstrate his mastery of the req

skills. In the event of failure he would be classed as a no-go and re

remedial instruction, followed by retesting. 

Even when other types of tests were used because actual perform

could only be simulated, absolute go/ no-go standards were estab

in the form of minimum passing or qualifying scores. With a few e

tions for mandatory skill performance, the actual tests administered 

randomly chosen just before a given testing session. The performance 

produced by the test were used at each echelon of training manage

to identify strengths and weaknesses in the training. 

With the exception of physical training, all instruction fea

integral, end-of-subject testing by the instructors of the training comm

But to monitor learning retention and quality of instruction, the D

torate of Plans and Training at various intervals in the training 

also administered to all companies comprehensive performance-

examinations that tested selected skills in the various subjects whic

trainee had mastered in earlier instruction. 
consisted of performance measures selected from the perfor

used for the individual subjects. From the results of these t

learned that periodic performance reviews increase the leve

proficiency. A diagnostic test, given midway in the course, 

quently introduced to let the trainee know how well he was d

performance tests, and to give the training center, training 

and training brigades an independent evaluation of their ins

It was considered essential that quality control checks be 

by an agency not involved in the day-to-day training proce

Ord's case the agency was the Directorate of Plans and T

order to secure unbiased diagnostic data on the training pr

process, and to insure that trainees received reinforcement 

help them retain earlier acquired skills. 

With goals and missions defined, new procedures devise

ministrative questions settled, Fort Ord was now ready to t

next challenge: conducting and evaluating the Experimenta

Army Training Program. 

The Experimental Volunteer Army Training Progra

The objective of the program was to create a combat a

who was well motivated toward the Army and his career field

fit, qualified in weapons, and capable of carrying out all duti

by his military occupational specialty. 

The training program was to be more focused on the indi

in the past. The soldier was to follow a single-track, increm

system, consisting of sixteen weeks of combat training. In p

old qualification of receiving no military occupational spe

completion of basic combat training and then either an 

weapons infantryman) or 11 C (indirect fire crewman) from 

individual infantry training, he would now be able to acquir

or three specialties during the sixteen weeks, depending up

ability and learning speed. 

The number of trainees entering basic combat training a

each week was to be lowered from 1,100 men to 800. Of th

320 of the men from each week's input would continue f

sixteen-week experimental infantry training program, wh

mainder would adhere to the traditional schedule. Compare

normal "fills" of 220 men per company under the standard ba

and advanced individual training program, 160-man comp

programed. 
COMMITTEE INSTRUCTION on assembly and disassembly of M60 machin

(above) is reinforced by practice in company area with assistance of 

sergeant (below). 
gpgg 

y 

called the Instructor Group, which was renamed Training 

(Provisional) in April 1971. 

In its initial conception, the Experimental Volunteer Arm

Program entailed both a controlled input of trainees and 

signment of graduates. Trainee input at Fort Ord was to co

diers earmarked for an infantry military occupational spe

programed for such post-training assignments as the nonco

officer education system or officer candidate school; or they 

assigned to Fort Carson for duty in a combat-ready unit, the 4

Division (Mechanized). At Forts Benning and Carson, the m

by the experimental program were to continue to be evalua

to nongraduates. To facilitate these comparison studies, grad

program were to be exempted from assignment to the R

Vietnam. 

Because of worldwide requirements for men, the dire

ment plan was never put into operation. The Commandi

Fort Ord, was informed by U.S. Continental Army Comman

ary 1971 that Fort Ord experimental program graduates w

for worldwide assignment, and that Fort Ord's part .of the E

Volunteer Army Training Program should be modified to in

nam orientation training. As a result of this directive, the 

flow of Fort Ord experimental training graduates into the F

and Fort Carson components of the VOLAR test was cut off

The demise of the directed assignment plan had a substa

on Fort Ord's conduct of the program. The training time 

accomplish the Vietnam orientation had to be provided an

firing ranges could not safely accommodate the weapons o

fire crewman's course. Graduates could therefore be qualified 

skills, 11 B and either 11 C or mechanized vehicle driver, rat

all three skills as originally planned. 

Under the new Experimental Volunteer Army Trainin

training and performance testing were to be conducted by 

tional committees strictly on an individual go/ no-go basis to 

soldier's capabilities for advancement to the next higher lev

factory completion of a specific subject or block of instructio

ance criteria were also to be applied to trainee advancem

Department of the Army authority was sought and received 

those men who demonstrated leadership potential and ac

proficiency scores. Beginning in April 1971 and extending u
iting the number to 100 and the percentage to 35 percent of eligible 

diers who could be promoted to E-4 during a given month. Prev

regulations remained in effect, allowing 35 percent of basic gradu

to be promoted from E- 1 to E- 2 upon completion of the twelfth wee

advanced individual training. Under the experimental program, h

ever, a soldier could be promoted from E-2 to E-3 upon qualifica

in lIB in either the twelfth or thirteenth week of advanced indivi

training. A soldier who had been promoted to E- 2 during the tw

week could be promoted to E- 3 the next day, if he achieved an lIB q

ification. Any soldier attaining a dual qualification however, coul

promoted to E- 3 without any number or percentage restriction. In 

sence, under the experimental training program company comman

could promote E- I to E-2 and E- 2 to E-3, 'but promotions to E-4 w

restricted by a quota established by the Fort Ord adjutant general, 

ally eight to ten soldiers per company. The E-4 promotion was a def

incentive for superior performance. 

Another feature of the program was that it was to be execute

a five-day week; more free time would thus be available in the for

longer weekends. W ~ekend formations were to be avoided or kept 

nllmmum. 

The Experimental Volunteer Army Training Program concep

cluded such changes to the conventional basic com bat and advanced 

vidual training program of instruction as the elimination of review 

refresher periods, with the consolidation of training into subject blo

The experiment differed most significantly from the conventional 

gram, however, in the method rather than the content of training. H

ily performance-oriented in both training and testing, one of the prim

objectives of the Experimental Volunteer Army Training Program 

to better adapt the training to the actual duties the men would be c

on to perform in field units. This new approach was further strength

by the application of the guidelines prepared by the Human Resou

Research Organization to complement the six teaching principles. 

Human Resources Research Organization recommended first a 

from familiarization and orientation training to training that w

ensure that the trainee acquired the high-priority skills that he would 

during subsequent military service. Instruction in such subjects as 

marksmanship and physical training that were already oriented tow

attainment of skills were left largely unaltered. Subjects that were ta

largely by the lecture method were to be drastically revised in fav
BASIC TRAINEES FIRE AT POP-UP TARGETS ON RIFLE RANGE. Sol

ground is scoring. 

"hands-on" training. The intent was to insure that the men ac

skills, not larger vocabularies. 

A shift was also recommended from alternate forms o

written and performance tests using a 70 percent passing gr

domized performance tests using absolute go/ no-go criteria. D

whether an individual has met a specific performance object

that he be tested to see whether he can perform to an establi

ard. If he performs to standard, he is rated go; if not, he is r

He either meets the standard or fails. The most complete 

evaluate a soldier on every skill that he had learned in th

training, but because of time limitations ~uch an evaluation 

sible. Midway and at the end of basic training and at vario

advanced training, soldiers were tested on the basis of a rando

of skills learned in each subject area. Skills that had the high

in training would not be randomized; the performance of e

was to be tested in each of these skills. 

The Human Resources Research Organization recomm

instruction throughout the experimental program be perform

that lectures be curtailed, and that the soldier be taught by 

tion and practice until he was able to perform without error

be permitted to put his hands on the equipment from the 

of instruction. Technical information was also no longer to b

in large lecture blocks, but only at the time the soldier co

relation of the information to the skill he was learning. 

It was not feasible, for administrative reasons, to permit 

move at his own learning pace throughout the sixteen weeks 
he had learned them. Soldiers who learned quickly were to be used 

assistant instructors to help others until the entire group had learned 

skills. 

The instructor was to receive new priorities. He was to demonstr

the skill the soldiers were to learn, so that they could follow his examp

present technical information at the time when soldiers could see 

utility, and tell the soldiers what mistakes they were making. Finally, 

was to check the soldiers' performance to see whether they were p

ficient. InsteaM of testing only at the end of basic combat train

a checkout was recommended immediately after instruction, a diagno

test midway through basic combat training, and a comprehensive p

ficiency test at the end of the course. 

Because the Experimental Volunteer Army Training Program w

composed of a series of different subjects taught sequentially during 

sixteen weeks of training, the quality control system had to verify 

only that soldiers had initially acquired the skills, but also that they h

retained them over time; quality control therefore, had to be exerci

at three levels. The soldiers would be checked on all the skills they h

learned during the initial block of training, and those who were not p

ficient in the skills at that time would be scheduled for remedial traini

During basic training, a randomized diagnostic test would be given 

all companies in the fourth week to show the company cadre how mu

review was necessary. Comprehensive performance tests would be giv

at the close of basic and advanced phases of training. Like the fou

week test, these tests were to be based upon a randomized selection 

skills taught throughout the phase. Men who demonstrated a lack 

proficiency at this time would get further practice, and would be retes

until they were proficient in all skills tested. 

These periodic tests would generate important information use

to instructors at all levels. The performances of large numbers of m

could be summarized to show where specific improvement was necess

in instruction, whether there was a lack of sufficient review time, a

whether the entire training system was producing proficient soldiers

The initial task was to plan a sequenced and integrated program 

instruction that would lead to the optimum qualification of the sold

in three basic skills: 11 B, 11 C, and 11 U (mechanized vehicle drive

Using conventional basic combat and individual training programs a

guide, a new program to meet the objectives of these skill areas was o

lined. The detailed structuring of the program had as its goal sequenc

instruction for a successive mastery of skills. The program started w
nated, providing time for skill practice and performance te

development work then began on the actual subjects to be ta

subject in the standard program of instruction was examined 

of its objective to determine the essential skills, in priority, to 

in the instruction, the time needed for instruction and pract

time needed for checkout of trainee skill acquisition on a go/ 

Conversion of the conventional eight-week basic com

program to a performance-based system required extensive 

instructional techniques in every skill area except those few s

were inherently performance-based in design, such as we

and physical training. These subjects were not changed exc

nate lectures and minimize demonstration time. Orientat

such as military justice and the code of conduct were change

The advanced part of the experimental program, the 

vanced individual training, consisted of four weeks of light 

fantryman training ( 11 B), three weeks of either indirect fi

( 11 C) or mechanized vehicle driver training, and one w

training exercise. 

In light weapons infantryman training all skill subjects e

weapons firing had to be converted to performance-based tr

niques. Indirect fire crewman and mechanized vehicle dri

subjects, high in skill content, were also converted where re

The following subjects were converted to perform

instruction techniques under the Experimental Volunteer Arm

Program: 

Basic 

First aid 

Chemical, biological, and radiological defense techniques 

Land navigation 

Guard duty 

Rifle functioning 

Drill and ceremonies 

Individual tactical training 

A general subjects test in the fourth 

week and a comprehensive performance test in the eighth week were 

included. 

Advanced 

Survival, escape, and eva

Techniques of fire and tac

Communications 

Land-mine warfare 

M79/ 203 grenade launch

M72 LAW (light antitan

Pistol, caliber .45 

Machine gun, M60 

Nigh t vision devices 

81-mm. mortar 

Mechanized vehicle train

Machine gun, caliber .50 

A comprehensive perform

the lIB was included. 
TRAINEE MASKS A " WOUNDED" COMPANION. Each man is trained to pr

himself against chemical, biological, and radiological agents and to aid 

soldiers. 

Since the Experimental Volunteer Anny Training Program 

perfonnance-oriented it had to be based upon precisely stated 

fonnance objectives. Since these objectives were not available 

to the development of the program, they had to be formulated. C

content, instructional strategy, time allocations, and criteria were d

oped from these objectives. Anny training programs, Army su

schedules, and supporting lesson plans were inappropriate since 

reflected the objectives of the conventional programs. The perfonn

tests associated with the conventional programs were likewise inap

priate and unable to support the new system. Additional work 

required to review those blocks of instruction where pretesting was 

to identify men for rapid advancement. New diagnostic mastery 

were developed for the entire sixteen-week training program. 

Within the realm of practicality, it was apparent that an imme

and complete change from the conventional training system wa

feasible. The time available, lack of appropriate materials and e

ment, the small number of men knowledgeable in the new training 

nology, and the long lead time required to train cadre precluded 

mediate employment of all the newly developed technology. Or

incremental change was required. 
well as all bayonet and hand-to-hand combat training. Othe

change in content or coverage was made. Extensive use of 

was deferred. 

In the development of a course of instruction it is helpfu

accurately the desired objective. The review method generall

is that of "job analysis." Normally, this is accomplished 

teams to the field, or working level, to determine the skills r

a particular military occupational specialty, the conditi

which the skills must be employed, and, finally, the standard of 

performance. Since the timetable of the Experimental Volu

Training Program did not allow the many months nece'iSary 

tive job analysis, an alternative course of action was med. T

entailed the definition of specific training objectives throug

jury of experts composed of highly qualified Fort Ord inst

trainers, as well as representatives of Human Resources 

Once the performance objectives and tests were developed 

ject, they were forwarded to the proponent agency, the 

Infantry School, Fort Benning, Georgia, for comment and 

The revision program was continuous throughout the Ex

Volunteer Army Training Program and cleared the path 

constructive changes even after the termination of Projec

Conversion of the Advanced Individual Training, Infantry, 

Immediate changes to the advanced individual training 

instruction were required to accommodate the development o

track training system. There were two primary goals. Th

to institute in basic combat and individual training an i

method which would be more individually challenging and pr

demanding. Its purpose was to teach more essential skills to 

These skills were arranged in an improved sequence so that 

be taught in a more appropriate functional context. The sec

the experimental advanced training program was to devel

future training programs for infantrymen. 

The initial approach taken in converting advanced traini

conventional program involved a new training philosophy. T

of the Experimental Volunteer Army Training Program re

through employment of the new performance-oriented teachi

considerably less time would be required to teach the requir

The time allotted, however, remained constant. At a conferen

staffs of Continental Army Command and the Special Assis
opted to teach more in the same time period rather than the same 

in a shorter time. It was decided to qualify advanced individual inf

training graduates for two infantry military occupational specia

All would receive light weapons infantryman (lIB) training or d

fire crewman (llH) training. 

A number of factors worked against a smooth conversion from 

old to the new training program. The Continental Army Comm

decision that graduates of the Experimental Volunteer Army T

ing Program would be subject to assignment to Vietnam made it n

sary to add forty-four hours of instruction to the program, at the 

of the second week of the scheduled eight-week experimental tra

program. 

Another factor that affected the new program was the decisi

substitute mechanized infantry drivers for specialty 11H training. T

was relatively little need, Army-wide, for 11 H and extensive fac

were required to conduct this type of training, which includes the 

of the 106-mm. recoilless rifle. After consultation with the Inf

Center and the Human Resources Research Organization, Fort 

therefore determined that performance-oriented training in driving 

maintenance of the M1l3A1 armored personnel carrier would re

the 11H training in the single-track system. This course, new to re

training in the Army, would award a skill qualification identifier

suffix "U," to the individual's specialty to indicate driver-qualified. 

the three military specialties feature of the original single-track s

was replaced by a more practical plan to train a man in two speci

plus a widely needed skill. 

Conversion to advanced individual training was also affected 

decision to continue a highly successful method of instruction in 

(indirect fire crewman) called "peer-instruction." Somewhat si

but less refined versions of this technique had been in use for many 

under various names, such as "coach and pupil," but it was now 

employed in a more ambitious manner. In peer-instruction, the st

is not permited to become an instructor until he has been checked o

the cadre instructor in the task or skill to be taught. In the coach 

pupil concept, both student and instructor are at the same stage of l

ing. Peer-instruction had been developed in the 2d Brigade by M

George R. Urcivoli under Colonel James H. Nix during 1970 to 

the so-called Eleven-Charlie skills (11 C ) to men of widely varying 

tudes, particularly men in Mental Category IV, who had become el

for service under the Department of Defense's Project 100,000
MECHANIZED INFANTRY DRIVER TRAINING was added under the Ex

tal Volunteer Army Training Program. 

peer-instruction program featured a one-week syllabus, repea

times during the training. Each student progressed through t

tinct learning phases, one each week: watching in the first we

in the second week, and testing and teaching another student, 

during the third week, all under the close and continuing super

cadre trainers. The fixed time requirement for conducting 11 C 

tion was three weeks, during which each student mastered gun

direction, and forward observer techniques. 

In effect, one week was allocated for Vietnam orientation a

weeks for military occupational specialty 11 C training, leav

weeks in which to conduct the lIB advanced training. In addit

had to be found to teach the mechanized infantry program. T

tors precluded the conduct of the three-specialty, single-track sy

they led to equally successful results in the ultimate developm

modified program which was more closely related to the actua

ture needs of the Army, the capabilities of Fort Ord, and the 

the training center. 

The Experimental Volunteer Army Training Program was 

formally in July 1971, making available some seven months of 

for planning, development of materials and techniques, and r

tion of instructors and cadre. The actual lead time allowed for 
TRAINEES EAT LUNCH AT RIFLE RANGE TO SAVE TIME 

tion was six weeks. In mid-December 1970 Colonel Morgan too

Fort Ord training plan to Washington and presented it for appro

the Department of the Army and Continental Army Command 

Both General Ralph E. Haines, Jr., and General Forsythe perso

approved the plan. Preparation time was cut, however, and 11 Jan

1971 was established as the date to begin. 

The actual planning and development time was thus reduced t

month, during which the entire organization for training had to 

structured in order to implement the main principles of the Experim

Volunteer Army Training Program in time. Representatives from 

Ord's training staff and the Human Resources Research Organiz

began an intensive program to convert instruction, testing materials

techniques from the conventional to the experimental system. Reor

tion of instructor and cadre was started with a high-saturation br

for the cadre, and a thorough information program was organized. 

of Fort Ord's experimental training graduates were expected to join 

in combat in Vietnam. For this reason elaborate and extensive test

to be devised to insure that every soldier was trained to the highes

sible standards before graduation. There could be no compromi

this requirement. 

The first training cycle under the Experimental Volunteer 

Training Program began, as directed, on 11 January, completed its 
two months before the original programed starting date. By 

this cycle included only those portions of the full Experimental 

Army Training Program that could be adequately prepared i

implementation, but the cycles that followed received successiv

and more comprehensively interrelated components of the pro

near the end of April, when men entering the program actua

under a fully developed version of the Experimental Volun

Training Program. 

In order to maintain the highest standards, the matter of qu

trol was critical. Such matters as development of performance 

performance testing, and the major change from an evaluati

using normative evaluation to one of skill mastery caused m

aches. The multiple requirements for the re-education and t

cadre and instructors, introduction of new management tech

the institutional level, and expansion of evaluation systems al

problems of great magnitude. By July these problems had been 

The progressive innovation program was instituted. 

The program required careful co-ordination among i

supervisors, and planners, and received extensive on-the-spot 

from the Human Resources Research Organization. A field co

consisting of Dr. Taylor, Colonel Brennan, and Mr. Eugene 

actually moved to Fort Ord to provide close guidance, explan

assistance to the instructors at the training sites during the fir

of the program. There were two immediate and far-reaching 

the use of the field contact team. First, it brought together th

experienced cadre and the behavioral scientists who had don

the conceptual work, allowing the two groups to talk to each 

to work out problems in actual practice. Each side saw the othe

and both began to understand each other better, thus reducing 

sistance to the new teaching methods. The second effect was 

empirical evaluation of the field program that was available t

man Resources Research Organization and the command gro

respect the members of the contact team acted as enlightened a

qualified training evaluators. The team provided an imme

performance data evaluation system, and allowed immediate 

ough review of each step of the training process. This close o

constituted a challenge to the cadre men and presented an 

and unique incentive for them to perform well. The Human 

Research Organization had the initiative in this field evaluat

dure and used it effectively in spot-checking for quality control 
Through the creation of the Training Command (Provision

central control point for the implementation of specific changes to 

vidual subjects, periods, and procedures was established. The fina

was for a testing system, supervised by the Human Resources Re

Organization and the training units, and further checked by th

rectorate, Plans and Training, Fort Ord. This system was q

developed. 

As each component of the training system was fabricated 

introduced on a test basis without changing the other elements 

system. In this way only one variable was changed at a time, an

effects of each innovation could be measured and evaluated. In add

administrative arrangements such as movement of men, record

documents, and statistical data relating to various aspects of the 

could be analyzed. 

The specific effect of these actions was to shift subjects, move co

and consolidate so as to provide better sequencing. Each pro

change was processed through the system's quality control appa

This was accomplished over a period of several cycles, and the 

conversion process was considered complete after seven cycles of tr

under the Experimental Volunteer Army Training Program. 

From its inception, the experimental program had include

concept of self-paced instruction, which challenged the faster learn

earn additional specialties and the associated early promotions. 

men, the fastest learners and best qualified in the unit, were kno

the "forward scatter" group. "Backward scatter" referred to thos

behind the pace of the main body of the training unit. At the org

tional level, the plan called for instruction by committee and the 

the training company as a "carrier" unit. The term self-paced instr

was shortly changed to individually paced instruction because self-

could imply misplaced responsibility and an improper pace selec

the trainee himself. Individually paced instruction was interpre

instruction that allows a well-qualified individual to supervise a 

and assist him in establishing and maintaining his best pace. In th

of training there is still scatter, but it is under proper instructional c

Although the experimental program was implemented at Fort 

early January, it was not until March 1971 that a workable met

accommodating the fast learner was devised. During this period 

stabilization of the training system was achieved and the parame

individual pacing were studied in greater detail. The plan final

ployed was devised and tested by the 3d Brigade and Training Com
TRAINEES ON BIVOUAC IN SIXTH WEEK OF BASIC TRAI

before being extended to all basic training companies. Called t

ated training program, it challenged men capable of more rap

through the training sequence by allowing them to forge ahe

fellow trainees. Those identified as having the necessary drive 

gence were urged to complete the normal eight-week course in 

This accelerated group then received special instruction in the 

preparatory course during the "saved" seventh and eighth week

those selected for acceleration were chosen very carefully an

very top men were allowed to participate. Gradually, experi

the acceleration of training for larger numbers of men. From 

start, the leaders preparatory course was a success. Accelerat

scored as well in the various performance tests as the men wh

two weeks more training. Moreover, their morale, attitude, an

ment intention scores surged ahead. At the same time, the fear

impact on nonaccelerated men did not materialize. Of those e

program, 94.1 percent successfully completed it. 

As an added innovation, an alternative accelerated pro

tactical training course, was carried out with 3d Brigade 

August and September 1971 to develop leadership through fie

under stress conditions. Fort Ord conducted the program on 

mental basis in the fall of 1971, using U.S. Special Forces 

from Fort Bragg, North Carolina, at the Hunter Liggett Mi

ervation. This two-week field course terminated in a seventy-h
A FIELD EXPEDIENT RIVER CROSSING 

mission field training exercise. The results were also highly satisfac

with 91.4 percent of the men successfully completing the course. 

subjects selected by the students attending this course as most valu

rewarding, and helpful in the development of self-confidence were 

pel ling, raids and ambushes, and patrolling. As a result of the succe

these subjects and the interest they aroused, all three were added t

1972 Experimental Volunteer Army Training Program for all trai

The accelerated programs challenged and gave incentive to tra

who might otherwise have been bored with the normal pace of ins

tion by providing realistic and demanding training, leadership ins

tion, and advancement ahead of peers. At the same time, the proble

the slow learner was being dealt with by the performance-orientati

the instruction and improved remedial methods using feedback. 

Scatter in a training program is a result of the difficulty of the 

or knowledge taught, the diversity of the trainees in terms of apti

intelligence, and attitude, and the type of testing applied. If the diff

level is relatively low (as in the case of subjects taught in the experim

program), the amount of scatter is sharply reduced. If the skills ta

involve less verbal instruction, more coaching and demonstration b

structors, and more practical work by trainees, the scatter is reduce

further. In addition, the forward impetus or advantage of the mo

telligent trainee is lessened. If absolute mastery tests rather than no
possible to control scatter in the Experimental Volunteer Arm

so that it was forward rather than backward. 

Measuring the Results of Experimental Training 

The original evaluation plan for Project VOLAR includ

jective of determining whether the actions implemented woul

professionalism, enhance career attractiveness, and increase enl

re-enlistments. This evaluation was part of the large-scale, 

full VOLAR program as initially conceived by the Special A

the Modern Volunteer Army. The elements of evaluation we

fectiveness, military performance measures, attitude surveys, 

parison with basic data developed before and after the ex

program. Fort Knox, Fort Dix, and Fort Riley were designa

control posts for comparison purposes. 

The Human Resources Research Organization had bee

with both developing the program of instruction used at For

evaluating its effectiveness. Although there were eventually 

the whole Project VOLAR evaluation procedure, the research 

tion was able to continue its initial plan for the experiment

evaluation throughout the program. The actual method of eva

program was by analyzing the incrementally blocked subjects 

been performance-oriented. This analysis was done in sequen

ing in turn each of the thirty-nine subjects taught during the 

week periods. Each subject was examined to evaluate its lesson 

method of training, results of instruction, and comments a

mendations of the cadre. 

Fort Ord's evaluation of the effectiveness of the Experim

unteer Army Training Program was favorable. The Specia

for the Modern Volunteer Army ordered a comparative eva

training performance of men who had been trained in convent

combat and advanced individual infantry training programs 

with Fort Ord trainees who had undergone the experimental t

During June 1971 the Infantry School administered pe

comparison tests at Fort Ord and Fort Jackson in selected sub

school evaluation team prepared the tests, conducted them, an

the test data. The basic tests compared trainees' performance 

skills from seven basic combat training subjects. In five of 

subjects, Experimental Volunteer Army Training Program 

showed significantly higher performance. Advanced tests 

trainees' performances on selected skills from nine advanced 
TABLE 4--PERFORMANCE GAIN OF TRAINEES IN EXPERIMENTAL VOLUNT

ARMY TRAINING PROGRAM, JUNE 1971 

Basic Combat Training 

Selected Skill Percentage of Performance Ga

First aid ................ ........ ... ...... . 46 

Chemical, biological, and radiological tech- {46 (on using protective mask) 

niques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 54 (on treating nerve agent cas

Land navigation .... .... ...... . ............ 34 

Ml6 weapon maintenance .... .. .... . .. . . ... 20 

Guard duty ........... . ......... ........ . . 12 

Individual tactical training ................. . 

Drill and ceremonies .. . ................... . 

Advanced Individual Training 

Selected Skill 

M72 LAW ........ ... .. ... .. ...... ... .. . . 82 

Land navigation. . . . . . . . . . . . . . . . . . . . . . . . . .. 50 

M79 grenade launcher. . . . . . . . . . . . . . . . . . . . .. 36 

Communications . ... ... . . .................. 31 

Land-mine warfare . . . . . . . . . . . . . . . . . . . . . . . .. 30 

M60 machine gun. . . . . . . . . . . . . . . . . . . . . . . . . 22 

NVD (starlight scope) . ........... .... .. .... II 

Pistol, caliber .45 .... . .. : . ..... .. ..... ... . . 

M203 grenade launcher . ...... .. ......... . . . 

a No change. 

Percentage of Performance Ga

The test samples for basic combat training consisted of men 

from the midwest to both training centers in order to prevent an

gional differences from influencing the comparison. The number of 

taking the various tests at each post varied, but generally ranged from 

to 222 with Fort Jackson fielding the larger numbers. From the s

point of distribution by mental category, the samples were al

identical. Men in each mental category who were trained under th

perimental training program performed in a superior fashion to m

the same mental category who were conventionally trained. 

In comparing advanced individual training, graduates of Fort 

son's eight-week military occupational specialty 11B program were 
cated that the reduction of l1B training to a four-week period 

perimental Volunteer Army Training Program had no advers

the level of proficiency reached. In general, the experimenta

gram produced soldiers with a higher degree of proficiency i

jects tested within a shorter period of instruction time. 

The samples of men used for the advanced l1B tests at bo

centers were not controlled as to mental category or geograp

bution. In regard to the Armed Forces Qualificati.on Test, di

were examined and findings revealed that more men from 

mental categories were tested at Fort Ord and more men from 

mental categories were tested at Fort Jackson. The better ov

formance of men at Fort Ord, however, could not be attribu

influence of the disproportionate number of men in the upp

categories since inspection of the data showed that performa

ences among men in each mental category were in line wi

performance differences between training centers. Men of all fo

categories trained at Fort Ord generally performed in a super

compared with men trained at Fort Jackson. 

Effects of Mental Aptitude 

In order to resolve the important question of the effects 

perimental Volunteer Army Training Program on men of vario

aptitudes, the Human Resources Research Organization colle

mation on the performances of the graduates of ten compa

1,200 men, on the experimental program's comprehensive pe

test administered at the completion of the first eight weeks of 

Fort Ord. The Armed Forces Qualification Test scores of 

were collected and the men assigned to one of the five mental 

By comparing the number of men by mental category who 

test the first time, a significant difference was found. Men in 

mental categories attained a higher level of performance th

the lower categories. When the cumulative number and per

men passing the comprehensive test on the first or second 

measured, the statistics again demonstrated that the higher t

category the higher the instances of successful performance. 

ation of the number of men by mental category who passed th

the third trial also showed that of the 5,749 men tested, onl

(less than .04 percent) were unable to pass after their third t

Though not included in the Experimental Volunteer Army 

Program, the combat support training program was influenc
Ord were related instruction ally by certain common factors. The

generally taught at equally advanced skill levels, they received m

their trainees from 'basic combat training at Fort Ord, and they 

common post facilities and support sections. Although course c

was naturally different, general instructional methods and facilitie

similar. 

In advanced individual infantry training, changes were mai

result of actual combat experience in Vietnam. In combat s

training, on the other hand, Vietnam-related skill demands played 

in the development of each of the courses, but the major reas

change was normally the result of a desire to test an instructiona

nique or new methodology which offered a chance of improvem

good example of this in combat support training was the long-term 

ect called APSTRA T -aptitude strategy-on which the combat s

training brigade and the Human Resources Research Organizati

worked with proponent approval since 1968. Aptitude strategy 

teaching concept used initially in the field wireman course and d

toward overcoming the problems associated with wide variations 

dent aptitudes. 

With the introduction of the experimental program, the r

organization assumed the role of direct pedagogical leader fo

combat and advanced individual infantry training. The primar

cational and psychological techniques and the learning principl

in the Experimental Volunteer Army Training Program were, to 

extent, an outgrowth of the ideas developed and employed in th

tude strategy experiment. The pedagogical changes which were t

of the experimental training program had, in many cases, been te

actual practice before their large-scale employment. Further, the c

had proved highly successful as applied t.o combat support trainin

experience the research organization had gained with combat 

training was applied to basic combat and advanced infantry tr

The additional experience generated by the experimental progr

subsequently employed as the basis for further experimentation 

various Fort Ord combat support training courses. 

Conclusions 

There are, of course, many problems inherent in makin

institutional changes in an Army training center. Perhaps the 

difficulty encountered in such an undertaking is the problem 
HANDS-ON TRAINING IN WHEELED VEHICLE MECHANIC COURSE. 

the white coat is a trainee peer instructor. 

vincing trainers and cadre of the need for the changes and th

merit of the new system. 

The conversion from the standard to the experimental s

recruit training entailed institutional changes of considerable m

Not surprisingly, the numerous adjustments and alterations wh

inherent in the experimental system at first generated some unc

and doubts among many of the leaders, instructors, and unit 

Fort Ord. The experimental training system also required 

changes in instructional methods on fairly short notice. The m

were responsible for training the new soldiers had themselves bee

under the old system, which they understood and trusted. Som

men quite naturally doubted the new system and made the 

changes in their instructional methods and roles with reluct

were conscious, however, that the Vietnam War made it vitally 

to provide the very best training possible. 

Comparative evaluation of the conventional training progra

the experimental, however, revealed that graduates of the Expe

Volunteer Army Program had achieved better performances 

areas of training, and that there was a steady, gradual improv

both trainee and cadre attitudes toward the Army and toward 

during the experimental period. Establishing a system of evalua

578-730 0 - 76 - 6 
NEW SOLDIERS PRACTICE THEIR COOKING 

verified the mastery and retention of skills contributed to this 

Performance tests, structured in such a way as to permit men of d

mental categories additional chances to acquire and practice sk

lowed men in the lower mental categories eventually to achie

performance standards. The same could be said for performance-o

instruction, which allowed high achievement by men of high a

mental abilities. Although not all the men were able to meet the 

criterion, results conclusively proved that the absolute criterion 

go) could be met by the overwhelming majority. The con

to a performance-oriented training system was also found to be 

within the normal operating resources of an Army training cente

Another important contribution of the experimental progr

the accurate statistical data made available. The continuous flow 

for~ation was useful to commanders in evaluating the progress 

troops, and at the same time provided an opportunity to judge th

all quality of training. 

Fort Ord, because it was the only training center in the Unite

to put into action an Experimental Volunteer Army Training P

became a training test center for the Special Assistant to the Vo

Army, the Continental Army Command, the U.S. Infantry Scho

other agencies. There was a continuous flow of visiting staff m

from training directorates and other training posts in the con
duced by Fort Ord has been put to use Army

wide. Thus th

the Experimental Volunteer Army Training Program at Fort 

borne fruit in the training programs the Army uses today. 
Project VOLAR and Changes In Army L

When one treats people with benevolence, justice, and 

righteousness, and reposes confidence in them, the army will 

be united in mind and all will be happy to serve their leaders. 

CHANG Yu 

"The Army takes care of its own" is an old expression whi

many years has characterized the traditional attitude of the 

toward the men and women who fill its ranks. It recognizes a respon

on the part of the Army as an organization to look after the need

welfare of the members of the organization. It speaks of loyalty 

ward. At the same time, one of the paramount dictums of the 

Army is that mission accomplishment always comes first. Ever

else, including life-style, takes second place. The precedence of m

accomplishment is clearly understood by all soldiers. Througho

last two decades the demands made on the Army were extensiv

sustained. World War II was followed by the cold war and th

war was interrupted by the Korean War and the Vietnam conflic

Army faced heavy and far-flung overseas commitments. Shifting na

and international requirements had the effect of causing soldie

their families to be constantly on the move. For most of the period, 

pay failed to keep pace with pay increases in the civil sector. T

care of its own under these circumstances was necessarily difficult 

Army. 

During the fifties and sixties, the Army's leadership did n

sight of the needs of its personnel; it met them wherever possible. R

in most cases, some of those needs had to give way to the needs 

nation. The desire to improve the quality of Army life was always p

Lacking were the opportunity and the funds. 

In 1970 the situation began to improve. The phased withdra

V.S. forces from Vietnam began to ease the Army's problem with 

rotation of troops. At the same time, decisions made in the civil p

sector pointing toward a volunteer Army carried the implied p

of the funding necessary to build a volunteer Army. Here, two imp

points should be emphasized. First, the desire for basic and subs

improvements in the quality of Army life was not solely motivate

desire to create an Army which would be more attractive to the pr
pqy p 

professionalism within the Army in order to be truly effective. 

Given the desire and increased funding to improve the q

Army life, the next step was to translate the desire into specific 

policies and to apportion the funds in the best manner possible 

about maximum favorable results. In order to do this, it was 

to identify existing sources of dissatisfaction which were ame

correction, and then to devise specific corrective measures. 

An important area which was considered in implementing 

improvements was that of gearing the improvements to the ben

That there has been a great shift in American culture patterns i

twenty or so years seems fully apparent. Particularly among th

there have been sweeping changes in values, aspirations, and g

problem was to identify the direction and end result of these 

cultural patterns as they related to the young people entering t

and, where appropriate, take these new factors into considerat

devising life-style improvements. Otherwise, all efforts would be 

misdirection, and could, in the long run, be counterproductive. 

words, it was necessary to establish a dialogue, to find out "w

were at." At the same time, the attitudes and values of the olde

and their families who had perhaps been less affected by shifting 

currents had to be considered. 

The Army's desire to make improvements in life-style was no

altruistic; re-enlistment rates had shown an alarming drop. W

downtrend could not be totally attributed to dissatisfaction w

life, Army leaders reasoned that this factor played a major 

extent of the problem is reflected in the Army re-enlistment fi

1965 to 1970. (Table 5) 

TABLE 5-ARMY RE-ENLISTMENT RATE, FISCAL YEARS 196

(Percentage of Re-enlistments for Enlisted Men Eligible for Separati

Fiscal Year Draftees 1st Term Career a 

Regulars Regulars R

1965 .. .. . ... . ... ... 8.4 25.7 84. I 

1966 ... .. ...... .... 10. 2 28.0 83. 4 

1967 .. . ..... .... ... 20. 8 23. 7 74.2 

1968 ... . . . . ... . .... ll.5 28.0 67.6 

1969 ..... . .. ...... . 9.4 17.4 64. 5 

1970 ............... 6.9 18.3 62. 6 

• Career Regulars have served two or more terms of active duty. 
ENTRANCE TO FITCH PARK HOUSING AREA 

Many of the basic sources of local dissatisfaction with Army li

been singled out by Coloney Slominski and the Training Manag

Evaluation Committee in 1969. The committee task forces had i

gated the attitudes and opinions of trainees and cadre, officers a

listed men, and the statistics collected formed a useful beginning

original mission of the committee had been to improve training a

duce costs. The actual effort had gone well beyond these goals, ho

and had extended into the improvement of Army life. Without fin

cost, various actions had been taken to remove or reduce service irr

to increase personal responsibility, and to improve services and co

nications among military men. When the Modern Volunteer Arm

gram was still over a year away. Fort Ord was already gaining e

ence in the development of programs and measures to improve 

attractiveness. Much of this early experience at Fort Ord was use

basis for subsequent programs promulgated by the Special Assis

the Modern Volunteer Army and the Department of the Army. 

Since the Fort Ord attitudinal studies were not funded, most 

areas investigated were limited to those in which local improve

could be made at little or no cost. Such early efforts, aimed at cad

tlainee, alike, were naturally not as comprehensive as the later M

Volunteer Army funded programs. 

Although the Merit Reward System had been designed an

ployed to improve trainee performance, its very nature led to c
THE WELCOME CENTER houses a variety of community ser

improvements in Army life. The use of positive incentives an

privileges opened the door to a comprehensive re-examinatio

manner in which soldiers were treated. Similarly, the training 

ment seminar, which had been developed to police the Merit 

System, was expanded and became a valuable means of commu

The Training Management Evaluation Committee incre

service and facilities. Night clinics at the hospital were insti

trainees, cadre, and dependents, and field sick calls were made 

for units on bivouac or field training exercises. Complaints of po

cal care subsided. The operating hours of many post facilities, 

the post exchange and clothing sales store, were readjusted to 

users better. Other efforts were directed toward providing m

phones, post exchange mobile vending trucks, better bachelo

quarters, and increased privacy for cadre living in the barracks

As a result of information collected by the Training Man

Evaluation Committee and the Merit Reward System, several 

potentially far-reaching efforts were made to improve commu

among soldiers and within the chain of command. By directi

post commander, leaders and staff officers on the post met frequ

informal discussions. These were useful in the exploration of 

and opinions, and served as a sounding board for the introductio

procedures and techniques. 
their commanders, but also to anyone who sought information o

In cases of infraction of rules in which it was determined that a ma

earlier sought advice and conscientiously worked to solve his pro

a limited amnesty program was put into effect. 

Cadre attitudes were measured and evaluated and work was 

on a pilot program to survey the opinions of Army wives on Arm

The purpose of these studies was to examine the attitudes of the 

family group toward Army life and to assess their impact on the 

member. How did concern over dependents and the attitudes of h

affect the way a man thought about staying in the Army? Was t

correlation between marital status and re-enlistment? If so what w

How did it work? 

Gradually the trainers and other cadre and support personn

justed to changes, and resistance began to fade as various innov

proved their merit. Slowly, a climate conducive to change was c

These efforts at Fort Ord were not taking place in a vacuum. 

same time, the Army was considering and evaluating relevant 

mation from other training centers in order to establish a ba

comparison. 

Visitors to Fort Ord were briefed on the full range of the 

self-improvement efforts. Among the many distinguished visitor

came to observe the efforts at Fort Ord in this period before the M

Volunteer Army Program was developed were General Ralph E. H

Jr., the commander at Continental Army Command, and G

Forsythe, later named Special Assistant to the Modern Volunteer 

Another visitor who was to have considerable influence was Majo

eral Robert G. Fergusson, then Special Assistant to the Chief o

of the Army for Training Center Activities. General Fergusson 

several visits to the post to analyze the Merit Reward System a

effects. Because he was impressed with the system, briefings wer

sented in Washington explaining the new management techniques 

tested. As a result, the various Fort Ord programs began to attrac

siderable attention throughout the Army. 

Directions From the Chief of Staff 

In the closing months of 1970, the effort to improve 

life gathered momentum as the Department of the Army began to 

to grips with the volunteer Army concept. The Army staff, in co

tion with the Office of the Secretary of Defense, developed ma

proaches to achieve its volunteer force goals. The essentials of th
is in combat arms enlistment and retention. 

On 23 November 1970, the Experimental Program for a 

Army was designated Project VOLAR. The requirement 

clear: in order to maintain the Army's combat arms strength o

teer basis, enlistment for the combat branches would have t

greatly over current rates. Later in November General William 

moreland, the Chief of Staff, dispatched a special message to se

commanders providing information and guidance on the 

Army. The message was then forwarded to lower commander

General Westmoreland's detailed guidance. The following ex

from that message. 

1. In view of current public and press interest in the progr

services to achieve volunteer status this message is for your gu

this matter prior to our more detailed disc.ussions at the Army Co

Conference. 

2. On 13 October 1970 at the annual meeting of the Associa

United States Army I firmly committed the Army to an all-o

work toward a zero draft and a volunteer force. I said at this ti

would bend every effort to achieve this goal. Extracts from that 

in paragraphs 3 and 4 below. 

3. Those of us in positions of high responsibility must attack 

lem with all the vigor and imagination and enthusiasm we can m

must apply ourselves intensively to that task. We must eliminat

sary elements and unattractive features of Army life wherever th

all levels throughout the Army senior officials will be charged pers

the responsibility for increasing retention of good people, both by 

the living standards of their men and families and by an intensiv

capitalize on the many attractive features of Army service. 

4. We will leave no stone unturned. We are willing to part 

practices where such practices no longer serve a productive and 

We are reviewing all of our policies and administrative procedure

is considered sacrosanct except where military order and disc

soul of the Army that assures success on the battlefield-are je

In this we cannot and will not yield. We will continue to hold t

ciples that have traditionally guaranteed this country a loyal ar

5. During the past few months there has been a lot of talk 

approaches to many aspects of Army life. As you know I intend t

discussions during the Army Commanders Conference on this su

purpose of this message is to give you my current thinking on this 

aid you in your preparation for the conference and to serve as g

the Army position until we have had a chance to discuss it more 

meeting together. 

6. I applaud and support changes that clearly eliminate unnec

tating and unreasonable demands on the time and effort of ou

clearly contribute to better understanding and motivation; and c

on increasing the challenge and the rewards of true professiona
want to build units around the qualities of competence, confidenc

teamwork. Good discipline is essential. We must insure that leaders try

be "in tune with the times" do not walk a razor's edge between a disci

and an undisciplined unit by moving blindly off the deep end. This req

the best officers and non-commissioned officers in leadership positions. I 

asked Dutch Kerwin to insure that we bring this about. 

7. Today our society is in the throes of change and there are real pre

for immediate and drastic changes to the Army. In some areas w

prepared to meet this new environment. These are areas which in

creating conditions where every man can serve with dignity, where w

our individuals a keen sense of job challenge and satisfaction, and whe

put our trust in those people who have clearly demonstrated their abi

merit our trust. These are the areas in which we will make changes. O

other hand, we will not make changes by reducing our proper profes

standards. We will not tolerate slovenly appearance. We will not co

disrespect or lack of discipline and we will not accept lowered standa

performance. We must always keep in mind that the Army must be pre

to fight, that fighting is tough; and that it takes strong, disciplined and h

motivated men to fight and live. We must build on both. This is the 

of the Army and on this we cannot compromise. I expect all memb

the Army to understand this dual goal and support its attainment. 

With this guidance to Army commanders, General Westmoreland 

cated the wide scope of future Army efforts at improving Army li

In his address at the Army Commanders' Conference on 30 No

ber 1970, General Westmoreland directed a series of immediate a

designed to enhance service attractiveness and eliminate service irri

By these measures, the first to be taken Army-wide, mandatory re

formations were abolished except for special occasions; pass policies 

liberalized to eliminate travel restrictions; and the use of pass f

signing in and out, and bed check were abolished, except as discip

measures. An Information Bulletin System for rapid announcem

Volunteer Army information and activities was announced. Regul

concerning beer in noncombat areas were greatly relaxed. A fiv

work week was authorized. The Army staff was ordered to revi

command maintenance management system to focus on assistan

units, and the inspector general inspection system was revitalized. 

lations were to be reviewed and simplified. All mandatory traini

quirements were to be reviewed, and those that were repetitive and 

essential were to be eliminated. 

In addition to these specific directions, General Westmoreland w

basic training upgraded to enhance the soldier's first impression of 

service. He emphasized that noncommissioned officers were to be 

aware of their key role in the success of the Modern Volunteer A
As the Chief of Staff's message became public, efforts at F

improve Army life gained impetus. In addition to the genera

being discussed in the Modern Volunteer Army Program, t

planners and staff agencies now had specific guidance on whic

their programs. On 4 December 1970 General Davidson e

seven goals that he particularly wanted Fort Ord to work tow

higher standards of professionalism; (2) increased job satisfa

increased service attractiveness; (4) elimination of "makew

blind adherence to training schedules; (5) elimination of the o

veneration of statistics; (6) reduction of overemphasis on in

and (7) better working conditions. The specific actions fell 

categories: measures currently in effect at Ford Ord; projecte

and actions requiring authority or funds from higher headqua

to implementation. 

By 4 December 1970 a plan designed to raise the standa

service at the post had been developed. In this plan eighteen ac

already in effect, seven actions were being considered for fut

mentation, and twenty-four actions required Department of 

approval and support-a total of forty-nine major actions 

either in effect or under consideration. These actions, altho

"actions designed to raise the standards of the service," include

applicable to one or more of all seven improvement areas stud

Fort Ord staff. With further refinements resulting from specifi

received from the Continental Army Command and the Speci

to the Modern Volunteer Army, this plan became the origina

Project VOLAR plan. 

On 21 December 1970, the commanding general of the C

Army Command, General Haines, published a letter annou

mediate actions to be taken by major subordinate command

development of the Modern Volunteer Army. General Hain

the efforts of all members on the Continental Army Comma

earliest possible achievement of the goals identified with th

Volunteer Army." He ordered sixteen measures to be put 

immediately. 

1. Eliminate daily scheduled reveille. 

2. Plan and prepare for required formations, avoid wasting 

time. 

3. Institute the routine five-day week. 

4. Eliminate regular passes and bed check requirements. 

5. Answer personnel questions within twenty-four hours. 
9. Raise CONARC re-enlistment objective from 1 percent to 2 pe

of enlisted operating strength. 

10. Permit 3.2 beer in barracks and messes on a test basis. 

11. Assist recruiting 'Command whenever possible. 

12. Revitalize the Army Community Service Program. 

13. Increase use of seminars and councils in dealing with problem 

to keep communication channels open. 

14. Reduce selected units to zero strength. 

15. Orient and acquaint civilian employees with their role in the Mo

Volunteer Army. 

16. Establish a new type of progress-oriented Modern Volunteer 

information program. 

In the conclusion of his letter General Haines stated: 

In summary, a maximum effort by all personnel of the comma

required to move toward the goal of obtaining our manpower requirem

by voluntary enlistments and retention. Professionalism and servic

tractiveness will be achieved in a mutually supporting manner. Incre

service attractiveness will be sought without pampering of the indiv

or catering to whims of the irresponsible. Those traditions and proce

that have been proven valid in the test of time as important to the A

strength, discipline, and operational effectiveness will not be alter

abandoned. However, as social customs change, institutions must also c

to keep pace, and we now find ourselves at the point where the Army 

adjust to keep pace with the times. Simply stated, this means the Army 

take prompt and bold actions to enhance its professionalism, servi

tractiveness, and public esteem if it is to attract and retain quality pers

The objectives are both realistic and feasible. I shall expect personnel 

levels within CONARC to give the Modern Volunteer Army program 

immediate and complete support. 

To monitor progress, General Haines also established a special repo

procedure for Modem Volunteer Army actions. Army commanders 

to report progress, measures taken, and future plans, personally, in 

statical letters to the commanding general. 

Sixth Army published its letter of instruction on 15 January 

Sixth Army's program stressed retention, better living conditions, eli

tion of unnecessary irritants, professionalism, efficiency in operation

improved communication among personnel. The over-all Sixth 

plan contained 159 actions in the areas of professionalism, servi

tractiveness, and public esteem. 

The Modem Volunteer Army Program focused its efforts on 

broad areas in which needless irritants were to be removed and s
y g

1. Hire civilian personnel and purchase the necessary equipm

prove the preventive maintenance programs for barracks, quarters

related facilities. 

2. Provide partitions in troop barracks. 

3. Establish a welcome and processing center. 

4. Provide free quarters and cleaning service for departing fam

5. Extend the operating hours of the commissary and quarterm

store. 

6. Provide improved laundry service. 

7. Provide reimbursements for use of privately owned vehic

meet military transportation requirements. 

8. Develop a tuition assistance program. 

9. Provide quarters allowance rebates to officers and NCO

inadequate quarters. 

10. Contract charter bus service, free of charge, for enlisted m

from surrounding civilian communities. 

11. Improve lounge areas in company level dayrooms. 

12. Improve local transportation services. 

13. Purchase sports supplies and equipment. 

14. Improve the Army food program. 

15. Develop a dependent youth program. 

16. Establish a general educational development center. 

17. Develop project transition to prepare those leaving the 

civilian employment. 

18. Provide free first haircuts for recruits. 

In addition to the eighteen actions specifically ordered for For

post developed other measures designed to accomplish the sam

The Sixth Army letter of instruction contained three ca

actions: 81 that were directed; 104 planned, but requiring fur

or higher approval; and 5 not applicable at Fort Ord or 

dropped from the Continental Army Command list. By 11 Febr

Fort Ord was able to report that 52 of the directed actions 

completed and 25 were under way; four actions were still unres

applicable at Fort Ord, or not funded. Two of the actions u

dealt with medical requirements which were already in effect 

different forms-a drug center and a local immunization po

in the year, the requirement was rewritten to accommodate F

local innovations. One action concerned the wearing of the fa

form off the post. Since it was felt that it would degrade the A
The Modern Volunteer Army goal of improving barracks life 

not restricted to structural changes in the buildings, but applied as 

to the development of new attitudes toward the individual soldie

the Army he was to be treated as a mature adult and his privacy an

duty time were to be respected. When possible and appropriate

individual preferences were to be recognized. 

The condition of ·the barracks themselves did, however, receive 

siderable attention. The 293 World War II buildings at Fort Ord 

been constructed in the early 1940s with an estimated life span of 

years. Having been in constant use and not always adequately mainta

for lack of funds, by 1970 they had reached a point where stan

maintenance procedures could no longer cope with their increasing 

repair. The barracks were of clapboard construction, usually wi

interior finish. Most were of two stories, with the standard interio

rangement of large open dormitory bays on both floors and comm

shower and latrine facilities on the ground floor. 

In line with Modern Volunteer Army goals, it was decided to u

take a major renovation program to repair and refurbish many of 

so-called temporary barracks. In response to comments by trainees 

permanent party soldiers--men assigned to the post-it was furthe

cided to spend a portion of the allocated funds to increase privacy 

comfort in the barracks both by installing partitions, fluorescent 

fixtures, and electrical outlets, and by giving each man a small roo

his own. The program started in 1970 and by early 1973 some $3,159

had been spent on, or obligated to, nine major projects. One hun

and twenty-four temporary barracks, including associated mess hall

dayrooms, had been renovated by the end of 1972. Various typ

partitioning systems were used at an average cost of $3,000 per buil

Sanitary facilities were improved and expanded and finish was ap

to the interior of the barracks walls. 

Project VOLAR funds totaling approximately $1,000,000 wer

pended to improve barracks furnishings. Chairs, desks, lamps, and 

vidual rugs were provided. Wider bunks with innerspring mattresse

improved double door wall lockers of a wardrobe type, which had 

procured prior to Project VOLAR, were also issued. 

The Army's mess improvement program, supported by Pr

VOLAR funding, led to further changes in the mess halls thems

and better quality and more variety in Army food. Such items as 

mercial dishwashers, coffee urns, gas ranges, vegetable peelers, and 
MOBILIZATION BARRACKS OF WORLD WAR II TYPE housed 60 

troops at Fort Ord in early 1970s. 

tric meat slicers were purchased with VOLAR funds and 

trainee and permanent party mess halls. In addition to the 

Army daily menu, short order food items were offered. For e

a soldier did not like liver and onions he could get a hamburg

Breakfast service hours were extended and brunch meals were 

on weekends and holidays. Soft dririk dispensers were installe

mess hall and met with immediate popularity. Previous pr

against the consumption of 3.2 beer in the barracks were resc

commercial beer-vending machines were placed in many unit 

Traditional rules against the use of decorations were rel

test basis in some units to give trainees more freedom to ar

decorate their barracks. Drapes were hung at windows an

bedspreads in some cases supplanted olive drab blankets. In 

stances mod posters, imaginative lighting arrangements, and 

terior decorations reflected the individual tastes of soldiers. In 

nection, it was said that it was always easy to spot the drill ser

was the man who was gritting his teeth. 

Pursuant to directives from Washington, bed checks, si

sign out rosters, and the use of pass forms were eliminated. W

changes were welcomed for permanent party soldiers, conside

culty was anticipated in the administration of basic combat tra

the control of trainees. Time proved that the results of the open p
SOFT DRINK DISPENSERS IN MESS HALLS proved popular but did no

place milk dispensers. 

were good except in the training brigades, where pass restrictions su

quently were reapplied. 

Early in 1970 the operating hours of all post facilities were a

reviewed to insure their compatibility with soldier free time. The 

exchange hours were extended to Sunday, and night shopping h

were instituted two nights a week. The quartermaster clothing sales 

went to Saturday full-day operation. A new post exchange and new 

main movie theater, started before Project VOLAR, were comp

and opened adjacent to the construction site of a modern new com

sary. To get soldiers back to their military duties, almost $70

in Project VOLAR funds were allocated in fiscal year 1971 to hire 

ians to replace military personnel employed in the ration breakd

facilty, the central meat plant, and the storage and issue section o

commIssary . 

In the area of transportation improvements, four services 

funded. First, commercial 'buses were hired on a contract basis to rep

military buses and trucks to transport troops to and from distant t

ing areas. Second, intrapost bus service, consisting of shuttle buses 

ating on established routes, was initiated. Third, bus service to Hu

Liggett Military Reservation and the Letterman General Hospital in 

Francisco, already in effect, became a contracted service. Finally, f

were allocated and free civilian bus service established to nearby civ
Special services activities were expanded by the increase

of sports equipment, free tickets to local sporting events, an

chase of new equipment for post gymnasiums. Post athletic fa

refurbished, but the emphasis was on traditional sports equ

games rather than on individual items. 

Educational assistance at Fort Ord was greatly increas

ment in classes rose until more than 500 soldiers were taking 

of opportunities to continue their civilian education while in 

On post education opportunities included offerings from fo

and universities in addition to a full range of high school su

the first time, four-year college and graduate programs were 

post. At the same time, it was made possible for trainees an

attend education center classes during duty as well as off duty 

enrollment procedures were simplified. 

The whole range of reception activities was reviewed a

nized in an effort to personalize reception procedures. Bed

pared for inductees before their arrival at the reception statio

found appetizing hot meals awaiting them. Replacements 

picked for reception station duties, and every effort was ma

the reception experience as pleasant as possible for the inc

soldier. 

New post services were opened and old ones were expand

proved. New auto and handcrafts hobby shops were opened 

services opened an entertainment workshop. Active job place

ance was begun for the military dependents. A new post 

completed in March 1970 and $50,000 in Project VOLAR 

used to purchase books and equipment during fiscal year 197

ing referral service was activated in the Army Community Ser

to assist newly arriving married men in finding quarters for th

ents. The Army Community Service itself was reinvigorated 

new services were added. Post hospital facilities were exp

eighty-eight professional and administrative members were ad

hospital staff to improve support and laboratory functions. 

At Fort Ord efforts have been made continually to take i

eration the attitudes of contemporary American society and 

and to adjust programs and policies to changing cultural re

cause the Army is manned by a fairly representative cross 

American society-an important source of its strength-it 

ject to the same social problems that plague civilian society. 

578 -7 30 0 - 76 - 7 
around education and communication in order to modify interraci

titudes and antipathies. Basic to the total effort was the Army's 

standing policy of fair and impartial treatment for all persons regar

of race, religion, color, or origin. At Fort Ord the effort to imp

human relations continues. 
Project VOLAR: Continuation and Ass

Discipline is the soul of an army. It makes small number

midable; procures success to the weak, and esteem t

GEORGE WASHIN

The Project VOLAR period, November 1970- June 19

of change and controlled experimentation at Fort Ord. It w

to all that the Department of the Army considered the Mode

Army Program of great importance to the Army and the nat

of urgency permeated the post. Rush programs were com

programs and projects, policies and procedures were form

implemented. Rapid improvement was sought not only in 

also in Army life. By spring 1971 when Major General Harol

assumed command at Fort Ord, it was possible to begin 

assessment of what had been achieved and what still needed 

Comprehensive efforts had been made to eliminate needl

in service life. There is little doubt that, judged individually

sound; however, such measures as the elimination of reveille 

permitting beer in the barracks, a more liberal policy toward 

relaxed regulations in the matter of hair style and saluting h

cases been construed by officers and noncommissioned office

toward permissiveness. A number of noncommissioned office

traditional role- the enforcement of unit discipline-threat

dering which of the old customs and practices would fall 

became lax in the enforcement of existing rules and regulatio

Davidson had observed this trend and had begun action to 

When General Moore assumed command, he too sensed 

tainties that had been created by the rapid changes at Fort 

analyzing the situation he instituted a number of programs 

it. First, great emphasis was placed on noncommissioned offic

responsibility, and performance. In line with this, training 

operational and administrative authority were decentralized 

mum extent possible. Since soldiers work directly for nonco

officers and are led by them, both on the battlefield and in g

responsibilities and the authority of Fort Ord's noncommissi

were greatly increased. Second, more attention was given to 
CLOTHING AND EQUIPMENT INSPECTION in a basic combat training plato

and improving the professional qualifications of commissioned as we

noncommissioned officers. Intensive training courses and refresher sch

ing were instituted, both to improve leadership skills and to develop te

nical and administrative abilities. Third, strong emphasis was placed 

physical and mental discipline and upon offering a challenge to c

and trainee alike. Rigorous physical demands were made on all, 

traditional Army discipline such as saluting, precision marching, c

order drill, proper wearing of the uniform, and related military cust

and courtesies were stressed. 

The programs were interlocking. Company grade officers, nonc

missioned officers, and other small unit and staff leaders received m

authority while concurrent action was taken to improve their pro

sionalism through schooling. Accordingly, the education program in 

eral became the subject of heightened interest and received consider

attention. The Fort Ord Leadership Academy became the nucleus of 

Training Command's Leadership and Professionalism Training Gro

In addition to the Drill Sergeant School and the Sixth Army Nonc

missioned Officer School, this group was responsible for the special le

preparation course, the instructor training course, and the basic lead

course prescribed by the Department of the Army. Other s

courses were taught as required. Leadership schools were also 

tablished for field grade officers and Department of the Army civili
Throughout the education program, exacting standards of p

were set. 

The Training Program 

Early studies had shown that most trainees enter the Ar

tively good physical condition and that they could meet mini

cal fitness standards established by the Continental Army 

without great difficulty. Experimental Volunteer Army Tra

gram planners searching for training hours in the program of 

which could be used for other subjects and for hands-on tra

had somewhat reduced the number of hours devoted to physi

and subjects of a physical training type. Hand-to-hand comb

the confidence and obstacle courses, and speed marches 

dropped. In addition, bayonet training had been taken from t

of instruction. Training results, observations, and command e

sulted in reinstitution of these subjects in mid-1971 and renew

sis was placed on physical exercise and double-timing to 

instruction. The goal was for every man leaving basic comba

be in the best physical condition of his life and to know it. Th

was to challenge the soldier physically and mentally-to stret

and his muscles and to assist him thereby in gaining more prid

more self-confidence, and above all more self-discipline. 

Along these same lines, new blocks of instruction designed 

size discipline, military courtesy, and military appearance 

tuted, and concurrently, increased emphasis was given to th

by a wide variety of other means. Among these was the a

discipline annex to the lessons plan of almost every period of 

presented at Ford Ord. 

The concept of discipline at Fort Ord is illustrated by the 

"Professionalism," which has been reproduced in great num

to be found not only at Fort Ord and its sub installations b

installations of the Army. The message is simple. The philos

a man who is self-disciplined will have more confidence in h

do a job. A unit which has unit discipline will have more team 

more confidence in itself as a smooth-functioning team. Th

unit which has disciplined competent leaders will have more 

in those leaders. A soldier who is knowledgeable in the han

equipment which he works with is better disciplined in the 

equipment and, therefore, has more confidence in the equi

sum of all of these types of discipline and confidence can 

better mission accomplishment and improved welfare of t
BASIC TRAINEES TAKING PHYSICAL FITNESS TEST. Bent-leg sit-ups is 

of five events. 

In most of the instruction at Fort Ord, the instructing cadre is dire

to associate the specific type of discipline which is being achieved by 

soldier as he masters the instruction, whatever it may be. For exam

in the firing of a rifle at night it is explained to the soldier that if he 

ciplines his mind and his muscles, his fingers and his brain to handle 

weapon in all conditions of field usage- night and day, good and 

weather-and to maintain it properly and keep it clean, he will 

disciplined himself in these matters along with the disciplining o

muscles and his eyes in firing accurately. The net result will be more 

fidence in the rifle. 

Trainers avoid associating discipline with punishment. Rather, 

emphasize the positive aspects of self-discipline, unit discipline, 

teamwork. 

Fort Ord's analysis of the results of the Experimental Volunteer A

Training Program and its recommendations as to content for the 

Continental Army Command training program for basic combat 

advanced individual training were forwarded to the command an

Fort Benning, the proponent agency, on 15 June 1971. The cha
SELF DISCIPLINE ---------+11: SELF CONFIDENCE 

WEAPONS DISCIPLINE -------.. WEAPONS CONFIDENCE 

EQUIPMENT DISCIPLINE ------~~ EQUI'MENT CONFIDENC

LEADER DISCIPLINE -------.... ~ LEADER CONFIDENCE 

IDISCIPLINED LEADERSI (CONFIDENCE IN LEA

UNIT DISCIPLINE -. UNIT CONFIDENCE 

/ 

MISSION ACCOMPLISHMENT 

WELF ARE OF THE MEN 

in the experimental program, stressing challenge in training, a

sizing discipline, military courtesy, and personal appearance 

after that date. Fort Ord's last revisions, however, were give

in early August of 1971 when training center representatives c

Fort Jackson to review the Army training program for ba

and advanced individual training which had been prepared f

ental Army Command approval. Fort Ord's views were fav

ceived and the revised Army training programs and Army sub

ules published by the Department of the Army and Contine

Command early in 1972 made provision for increased tr

physical fitness, discipline, and confidence. The new training 

embodied all the primary learning principles that had been dev

tested during the course of the Experimental Volunteer Arm

Program. Performance-oriented instruction, hands-on trai

involvement in the training, and mastery (go/ no-go ) testing 

gral to the Army training program. Though there have been s

evolutionary changes in subject matter, this ·new training pro

operation at all U.S. Army training centers. (Chart 4 ) 

A comparison of the above program of instruction with 

subjects converted to performance-based instruction under t

mental Volunteer Army Training Program reveals some of th

made possible by the experimental program methods. (See 

In the older basic combat training program of instruction, e

were devoted to a course of instruction that taught only two w
Drill & ceremony 

Responsibilities of the Soldier 

Discipline, morality, & traditions 

Chaplain's orientation 

Code of conduct 

Geneva conventions 

Military justice 

Human Relations Instruction 

Human relations 

Alcohol & drug abuse 

Venereal disease 

Tactical Training & Combat Skills 

Close combat course 

Individual tactical training 

Bayonet & pugil stick training 

Security & Protective Training 

Chemical, biological, & nuclear warfare 

Guard duty 

Survival, escape, & evasion techniques 

Landmine warfare 

First Aid 

Tactical Movement 

Land navigation 

Marches & bivouacs 

Ml8Allight antitank weapon 

Hand grenades 

M203 grenade launcher 

Weapons (crew served) 

M60 Machine gun 

Physical Training 

Physical readiness training 

Confidence course 

Obstacle course 

Skill Practice & Testing 

Remedial training & review 

Diagnostic test 

Comprehensive performance test 

Comprehensive performance test 

retest 

Basic physical proficiency test 

Administrative Subjects 

Uniform fitting 

Commander's orientation 

Immunizations 

Equipment turn-in 

Adjutant General records check 

National holiday guard detail 

Military morale inventory & 

company evaluation inventory 

Finance orientation 

Graduation parade 

Commander's time 

rifle and the hand grenade, and did not teach the tactics of surv

escape and evasion, or land-mine warfare. Because performance-orie

methods taught more in less time, it was possible to add new sub

to the basic combat training and still stay within the allotted eight-

training period without lowering performance standards. Thus, th

lowing subjects were shifted from the advanced individual training 

bat arms course to the basic combat training course: M203 gre

launcher; M72A2 light antitank weapon; M60 machine gun; M

claymore mine; survival, escape and evasion; and land mine war

The transfer of these subjects produced both immediate and "d

stream" advantages. First, all graduates of basic combat training lea

these skills rather than only those who went on to combat arms adva

individual training-an important advantage since the subject

compass skills needed by other than combat arms troops. Second

inclusion of the new subjects added challenge, variety, and interest t

basic combat training course. Last, the shift of these subjects all
TARGET PRACTICE ON THE MAC HI NE GUN RANGE 

the ad\'anced individual training course to use the freed time 

instruction in the remaining subjects and to add new subjec

stay within the allotted training period. 

Impro vements in Combat Support Training 

Many of the main teaching principles employed in the Ex

Volunteer Army Training Program were developed in th

strategy experiment in the combat support tra ining fi eld wirem

The experimental program however, concentrated on basic c

advanced individual infantry cour es and the combat suppo

brigade was not directly im·olved. In Februa ry 1973 Colonel 

Walby assumed command of the brigade. Shortly thereaft

H aines visited Fort Ord and was hriefed by Colonel Walby o

of combat support training and the possibility of integrating 

perimental Volunteer Army Training Progra!ll methods. Gen

approved the concept on the spOi. and authorized the Fort O

support training brigade, in co-ordination with the combat sup

ing proponent agencies, to revise and test the combat supp

With this mandate, Colonel Walby built on Colonel Louis A

earlier programs to improve combat support training courses. 

principles and methods, tested and proven in the experimenta

were refined and integrated in combat support instruction. Ch
elimination of certain course requirements. Classroom training of the 

tening and watching type was reduced, or eliminated wherever poss

in favor of actual cooking, and students started using recipes the 

day of the course. 

The trainees learned to cook under both garrison and field conditi

In the latter case, they moved out to the field and prepared meals 

themselves and trainees in other courses who were undergoing 

training. Each trainee cook was assigned during his final three week

a garrison dining facility, where he further improved his cooking s

under the supervision of experienced mess personnel. 

When this was written, in July 1973, representatives of the qua

master school, the Human Resources Research Organization, and 

Ord's 4th Brigade were co-operating to revise food service training 

Army-wide implementation. The intention was to combine the Fort 

course with a similar course developed at the quartermaster sch

The primary Fort Ord innovations, including peer instruction, 

pacing, and hands-on training, were featured in the new course. 

The basic Army administration courses (clerk and clerk-typist) w

individually paced so that a student could progress as fast as his 

motivation and skill would permit. 

The peer instruction format was integrated into the wheeled veh

mechanic course. Under the watchful eyes of warrant officer and 

commissioned officer supervisors, a one-to-one instructor-student r

was achieved. When a student mastered a skill and passed the perfo

ance test before a cadre examiner, he became a peer instructor him

His newly acquired skill was then reinforced through teaching a 

student to perform the task. 

Another change was the concentration on the Yt-ton truck (jeep

early training. Other engines were eliminated in the live-engine c

room, and the numbers and types of vehicles used as training aids 

reduced, with savings estimated to approach $500,000. Where there w

differences in size or location of parts or assembles on other vehicles, t

differences were demonstrated and explained on specifically desi

training aids and mock-ups. During the latter part of the course all tra

mechanics did actual work on the full range of tactical vehicles. 

In the drivers course, local modifications were made to con

much classroom instruction to integrated hands-on training. One exam

of this was the requirement for trainee drivers to perform a numb

serviceability inspections during the course rather than learn the pr
review appropriate reactions to ambush. Students acquire

practical experience in driving common tactical vehicles over 

terrain. Included was driving in a convoy to Hunter Ligg

Reservation over approximately eighty miles of ,civilian highw

Some military occupational specialties require considera

reading and writing. For these specialties, of which supply is o

room is often the best environment for learning. One step th

useful in the supplyman course, however, is having the stud

perform tasks in a simulated environment. Provided with a tra

ity that resembles a warehouse, the students have been able to 

lationship between requesting and issuing supplies and method

and stock control as they perform each task. 

Additional changes were made in the field wireman co

panding the map and compass training into a meaningful exe

to the military occupational specialty. Previously taught in ga

training was moved to the field, where students conducted 

reconnaissance on foot and by vehicle over a 2Y2-mile course

course, students noted obstacles and listed materials that woul

to construct ",,rire on the route. The exercise is a challenge th

students in many specialty related tasks. 

In all field training, stress was placed on the performance 

occupational specialty tasks in a tactical situation. An exam

training was the combined field wireman, cook, and supplym

course field training exercise. Supplymen established a logist

each week, giving many men their first opportunity to erect a 

than a shelter tent. The men were trained in unit supply ope

ammunition and fuel storage procedures. Field wiremen ran 

approximately five miles to the supply complex, where they 

a switchboard and local field phones. Student cooks supported 

by establishing a tactical field kitchen. 

The systematic application of the proven principles of 

mental Volunteer Army Training Program produced the sa

results in combat support training as in basic combat and adv

vidual infantry training. All indicators revealed that men sh

motivation, discipline, and morale under this training progra

less of the instructional vehicle, individually paced or peer, s

tion to performance-orientation and go j no-go testing was pos

of the training improvements of the combat support training b

consequently being considered by the proponent agencies 

mentation Army-wide. 
CLIMBING IN THE "POLE ORCHA

part of the 4th Brigade fi eld wire

course. 

Some promising new training concepts were tried with less suc

chief among them the so-called single-track plan. The present A

training program contains no provisions for the sixteen-week single-

system, although the basic concept, with its emphasis on maxi

acceleration, is excellent. The problems encountered, which were 

marily the result of administrative realities and constraints inhere

the Army's manpower management system, may yet be overcome. 

Infantry School and Fort Polk are continuing this work with a 

bined "thru-put" concept which embodies the single-track system. 

The Continental Army Command tested the Merit Reward Sy

briefly at other training centers but did not make it part of the re

Army-wide training program. Apparently other training centers 

less success with the system, but it is still valued at Fort Ord and is 

ployed in all basic combat training companies. The Merit Reward 

tem does have the drawback of involving the drill sergeant in exte

paperwork that takes some time from his personal leadership and ins

tional duties. The system also requires close, continuing supervisi

insure uniformity of application, that is, common standards under

by the trainee and his leaders. Unquestionably, the Merit Reward Sy

with its use of positive incentives and common standards, has mu
have been introduced throughout the Army training establish

basic combat training, modified basic training, Women's A

basic training, advanced individual training, and combat sup

ing companies at all U.S. Army training centers. Training im

seminars meet during each training cycle at approximately tw

tervals. Each meeting is conducted by the company comm

strives to create an atmosphere that encourages the free exch

formation and discussion of problem areas where improveme

ing or unit operations appears desirable. Minutes of the m

recorded and posted in each platoon area. 

Fort Ord's special leader preparation program was also 

the Continental Army Command for use at all training center

gram identifies those basic combat trainees who give evidence 

ing high leadership potential and gives them considerable 

leadership training during the basic combat training course. A

trainees are not pulled from their companies the seventh and 

but are sent to the leadership course early in the training cy

way they gain the leadership skills earlier, and then employ t

edge in leadership positions during the remainder of basic co

ing. Usually twenty-five men from a basic combat trainin

are chosen, and these men must accomplish their normal 

well. Results at Fort Ord have been excellent. Young men 

special leadership training have responded well and there has b

of morale among those not selected for the program. 

Precise performance comparisons are difficult to make 

numerous changes in the administration and content of the v

grams and tests. All indications, however, point to the conc

trainee performance has held up very 'well under the new C

Army Command training program subject schedules, whi

the meat of the Experimental Volunteer Army Training Prog

The Army now employs a somewhat tougher test of phy

called the basic fitness proficiency test. The difficulty level of m

items on the comprehensive proficiency tests has been increa

and testing standards have been made somewhat more stringe

of all this, there has been no decline in successful completion 

in basic combat or advanced individual combat support trai

Close observation of trainee morale, motivation, and hea

particularly with respect to the return to a tougher physical re

continued. There has been improvement in basic combat tra
TRAINEE PREPARES To THROW HIS FIRST LIVE HAND GRENADE u

supervision of training command instructor. 

ciation of the need for quality in training and adequacy of physical 

ing, and the importance of military courtesy and discipline. Rates 

enlistment intentions of basic combat trainees have also risen. Correl

studies of data compiled from 1970 to 1973 show clearly that the 

ables most closely associated with positive trainee attitudes are better 

ership, improved professionalism, and good training. These finding

plain the sustained good attitude of Fort Ord trainees, even in the fa

greater austerity in training. 

The five-day work week, one of the major goals of the Modem 

unteer Army Program, was instituted in November of 1970 at Fort 

and scheduled Saturday training was eliminated. Later, after the re

tution of the challenge type of training, it was no longer possible to 

training to five days. The current Army training program require

the mornings of the first four Saturdays of basic combat training be 

but the final three weeks in the basic cycle are five-day weeks. In co

support training the five-day week is the rule. 

Starting with the summer of 1971, efforts to improve profession

and polish leadership skills were redoubled. Many courses of instru

were developed and cadre of all ranks began to rotate through the va

courses. Noncommissioned officers were expected to attend one or 

the following during a normal tour at Fort Ord: noncommissione
TRAINEES FROM COMPANY B, 20 BATTALION, 3D BRIGADE, talk 

of the Army Howard H. Callaway, July 1973. 

ficer leadership and professionalism course, drill sergeant refre

and drill sergeant recertification course. In addition, the br

talions, and companies organized and ran a variety of short c

as refresher courses for mess sergeants, cooks, and supply se

course in rifle marksmanship coaching, and refresher courses 

occupational specialties. A basic leadership course on the post, 

build leadership skills among junior noncomInissioned office

E5) was instituted by direction of the Department of the 

continued until mid-1973. 

Junior officers attended the company grade officers' lea

professionalism course, and various seminars and specialized s

were run for them by the battalions and brigades. Senior 

tended such courses as the field grade officers' leadership and 

alism course, as well as certain courses at the Department o

level, among them the Army management school course a

Virginia, and the senior officers' legal orientation course at 

ville, Virginia. 

In addition to making use of the military-oriented scho

above, soldiers took full advantage of the various educationa

ties provided by the Army education center and on-duty a

college classes on the post. It was not unusual to find a battali
y 

p

excellent and the results were highly favorable. 

Although Project VOLAR and the Experimental Volunteer A

Training Program have been concluded, the scientific measurement 

evaluation functions formerly conducted by the Training Evalua

Group have been continued by the Quality Control Group of the D

torate of Plans and Training. Administration of the military m

inventory and company evaluation inventory has been placed unde

Organization Development Directorate. The information gained by 

evaluation effort is expected to continue to form a valuable managem

tool. 

The military morale inventory is filled out by each trainee at biwe

intervals. In this way commanders are able to keep track of morale 

attitude trends and to spot problem areas early. The company evalu

inventory, which is filled out by each trainee at the end of the fo

week and again at tHe end of the seventh week of training, provides 

specific information and is another useful indicator of training perf

ance. While the unit analysis report is still employed, its dissemin

has been restricted somewhat. Current policy is to compile and an

the data, but to use it only when specific insights are needed, and 

only at the higher command levels. 

Fort Ord and the Army Reserves 

Fort Ord has for many years provided various training and logi

support services to National Guard and Army Reserve units of the W

ern states. The advent of the Modern Volunteer Army Program stren

ened these ties. 

The U.S. Army Reserve has a number of training divisions ar

the country. Since their mission is to staff and operate additional A

training centers in the event of mobilization, these divisions are organ

along the lines of the Army training center. Each has two basic co

training brigades, one advanced individual training individual co

support training brigade. The Reservists who man these units mai

and improve their trainer skills in weekly or monthly drills and du

two-week training periods each summer. The 91st Division (Train

U.S. Army Reserve, is such a division. Commanded by Major Ge

Constant C. Delwiche, the 91st has its headquarters at Fort Baker, 

fornia, a subpost of the Presidio of San Francisco. The men of the 

sion's seventy-one subordinate units are drawn from California. 
y

91st Division to sharpen their training skill in actual work w

With the advent of the Experimental Volunteer Army Trainin

there were some misgivings about using this system because of 

ing changes which were under way in the training process, 

finally decided to continue the counterpart arrangement durin

summer training period. Drill sergeant teams were sent to v

Division units to describe new training methods. In the sprin

ence was held at Fort Ord to acquaint key members of the d

the principles of the experimental training program. 

During the summer training, the Reservist,> first observed 

Army counterparts and received instruction in the new m

they mastered the new techniques, they were certified by th

instructors and allowed to take over. Similar programs were 

in the various staffs. All in all, the program was successful, 

the anticipated difficulties were actually experienced. During 

1971 and spring of 1972, the 91st Division improved its grasp 

methods by sending staff officers and drill sergeant teams to 

experimental program and the subsequent revised Army tr

gram in operation. By the summer of 1972 these men wer

for full participation in the training process. 

In 1972, in addition to having the 91st Division, Fort O

ignated host for annual training of the 104th Division (Trai

Army Reserve. This division, commanded by Brigadier Gen

K. Fletcher, U.S. Army Reserve, has its headquarters in 

Washington, and draws its men from Washington and O

division combat support training brigade had trained annua

Ord for several years, but 1972 was the first year the entire d

been scheduled. As with the 91st Division, staff visits were 

and Fort Ord drill sergeant teams were dispatched to prepa

of the 104th. Assessing his division's experience at Fort Or

Fletcher wrote 

The contrast in attitude and interest generally demonstrated 

toward the training program was markedly different in 1972 c

the previous year. The new techniques of performance-orien

produced enthusiasm, morale and esprit not heretofore observed 

ventional methods of lecture, demonstration and conference. T

nities for participation as peer instructors and the challenge of 

schedule not only provided dramatic motivational factors, but 

of a distinct shift in the psychology of training young soldiers. . . 

our observations were limited in duration, there were numerous 

578 - 730 0 - 76 - 8 
THE CONFIDENCE COURSE, requiring strength, stamina, and agility, is 

lar in basic combat training. 
conducted by our G3 test section. . . . 

Through the annual training counterpart system, the Anny

and the divisions all benefited, and ties between the active 

Reserve were strengthened. 

Army Life at Fort Ord 

It is now generally recognized that many improvements in 

that are applicable throughout most of the Army are not suita

Fort Ord Training Center, which, after all, deals with the 

only the first few weeks of his career. All surveys and invent

strongly to the fact that the trainees themselves understand t

cumstances governing the basic training period are quite diff

those they can expect to find in the units to which they are late

They are not particularly interested in more privacy or beer 

racks because they know that their stay at Fort Ord is s

would be happy to have more privileges and extra creatur

but do not consider them essential. Judging by the surveys, wh

want most is good training under good leaders. Their primary e

is challenge, discipline, and "tough" training. This is supplie

fessional manner and a disciplined environment. 

Here it should perhaps be noted that expectation and re

playa role. If, for instance, the recruit completes his initial tr

never perfonns kitchen police (KP ) duty, then he will not k

he missed. If subsequently he is called on for this duty, it will 

new and not particularly pleasant experience. Conversely, if h

during his early training and finds that in his unit of assignm

not have to, then he perceives this as a gratifying relief. 

General Haines had allowed Fort Ord somewhat wider 

experiment during basic combat training than was allowed 

training centers. After a time, as test results came in, this au

withdrawn and General Haines placed more emphasis on cha

discipline. The position of the Continental Anny Command 

stated in General Haines' opening remarks at the annual 

Training Center Commanders' Conference for 1971 held 28- 

ber at Fort Jackson, South Carolina: 

Since the introduction of the modem volunteer Army pr

the institution of VOLAR experiments, there has been a gr

talk regarding the implications of these activities on the train

I consider that modem volunteer Army benefits, especially tho

to lifestyle measures, should become available progressively to t

dier. In my view, he should lead a relatively spartan 'existence d
!I 

Basic training is designed to be an intensive training phase which 

to the development of disciplined, physically conditioned, and highly m

vated soldiers who are skilled in military fundamentals. Basic training 

continue to be tough, demanding and austere in nature; our objective 

assure that basic training, in fact, meets these criteria. Thus, MV A h

impact actions should be applied only sparingly during basic tra

programs. 

Inadvertently, the impression had been created that most VOL

efforts were in the interest of trainees only. In July 1971 in resp

to a request that they evaluate the various changes made in Arm

under Project VOLAR, the four brigade commanders then assi

agreed that more emphasis should be placed on the needs and desir

permanent party and retired personnel. With this in mind, a reassess

of earlier changes was begun with a view toward achieving better bal

Actually, the problem was more in the impression of what had been 

than in the reality. Changes in Army life for trainees had received m

wider publicity than other improvements. More balanced reportin

achievements went far to rectify the public impression of these cha

General Haines had never been in favor of making beer availab

basic combat training barracks and mess halls but, as an exception

granted this authority to Fort Ord. The Continental Army Comm

message which had authorized beer in barracks and mess halls ha

ferred only to basic combat training units at Fort Ord, and Fort Ord 

authorized to experiment only under carefully controlled condition

though General Davidson also had serious reservations on the advisa

of the move, commercial beer dispensers were placed in some, no

basic combat training day rooms as an experiment. There were a 

instances of abuse of the beer privilege, but there were no major prob

Neither was the beer privilege a great success; it turned out that 

a hard day's work the average trainee much preferred a soft drink 

he could get free in the mess hall. The beer dispensers were removed 

both basic combat and advanced individual training dayrooms begi

in the faIl of 1971. 

Pass forms and sign-out rosters for men in basic combat training 

reinstituted. Trainees are restricted to the company area for the firs

weeks. At the end of the third week those men who have accrued 

cient merits may elect to spend them for an on-post pass. At th

of the fourth week an off-post pass is available to men with suff

merits. The advanced combat support trainees en joy a more libera

policy. The return to more stringent regulations of off-duty time 
A TYPICAL PLATOON BAY IN TEMPORARY BARRACKS 

not appear to have greatly affected trainee morale, and it has 

appearance standards and decreased rates of absence without le

The experiment that allowed trainees to arrange and dec

barracks was terminated in October 1971. Like beer in the 

this privilege was never a great point of contention. In most c

the men were allowed to arrange the furniture in any way th

they experimented for a while and then returned of their own 

the military system. Asked why, platoon members almost alwa

that "it's easier to clean this way and everyone gets his fair share 

As to mod-type posters and pictures on the walls, one m

another man's graffiti. They have not been allowed in training 

since October 1971. 

Other innovations were tried and discarded. Prohibitio

the wearing of civilian clothes during basic training off-duty h

relaxed then reimposed on a reduced scale. Hair lengths and 

as set forth in Army regulations. Many men, getting their first A

cut, request the barber to cut it extremely short. 

Troop housing improvements have been given first prio

employment of Military Construction, Army, funds, and 

progress is being made. Plans for permanent buildings initi

years ago are now reaching the construction stage. Contract n

were in progress in 1973 on a permanent barracks complex wit

ity of 1,170 men. A 280-man complex intended for use a
py 

g

stabilization which characterized this period, there was little evid

of the close knit camaraderie and friendliness typical of Army' post

warm the atmosphere and foster community spirit among membe

the permanent party, added emphasis was given to selected older 

grams and new projects were started. In 1971 Fort Ord opened a 

come Center which houses under one roof all possible facilities 

services relating to the arrival or departure of people at the Fort 

complex. One of these is a single stop service for processing finance 

personnel records. Another is an information and registration offic

post youth activities, which include a variety of year-round sports 

recreational and educational programs designed to appeal to young

of all ages. The office of Army Emergency Relief provides financia

other assistance to soldiers and their families, using funds contrib

by Fort Ord personnel. The post housing office at the Welcome C

allocates and maintains the 3,370 family dwellings and the many bac

officer and bachelor noncommissioned officer quarters. Eligibility cr

are scrupulously applied and position on the waiting list is respect

insure fair and impartial allotment of housing. For those who ele

live off-post, a housing referral service is provided to assist in the loc

of quarters. 

Volunteer Army wives staff the Army community services offi

the Welcome Center and provide advice and assistance to newly ar

families. One of their helpful services is lending such useful items as 

and pans and playpens to new families who are waiting for hous

goods to arrive. The center also offers comfortable waiting r

equipped with television and toys for young children, and pro

refreshments as well. 

To further ease the problems inherent in the moving process, a s

sponsor program is in effect. Each man on orders to Fort Ord ha

pointed for him a local sponsor of equivalent grade, normally a me

of the unit or staff section which the new arrival is slated to join

sponsor is responsible for writing or telephoning the new man to 

advance information and assistance, and for introducing him to the 

and the Army community. Newly arrived wives are given cond

tours by bus during which they visit various agencies on the post. 

phasis is placed on the attendance of wives of junior officers and en

men. 

To build and maintain community spirit each housing area 

neighborhood council, which represents the interests of the neig
staffed and operated by the Monterey Peninsula Unified Scho

Most post high school students attend Seaside High School, 

the edge of the reservation. Effective co-operation has produce

relations between parents, teachers, school officials, and post 

and staff officers. The past few years have seen a dramatic 

vandalism and other undisciplined acts. 

A matter seriously affecting the lives of all residents at 

is the discipline of the post. No other improvements in Army 

truly effective if a safe, disciplined environment is not provi

soldiers and their families. The era of the Vietnam War had 

by 1970 a post crime rate of considerable proportions. Actio

crime at Fort Ord had begun under General Davidson an

tinued and expanded under General Moore in a variety 

security measur~s that produced a drop in the crime rate. 

Ecological and environmental activities have been give

able emphasis. Several thousand trees have been planted a

and the Presidio of Monterey, and approximately 28,000 

Liggett Military Reservation. Part of this effort has been 

Legacy of Trees program started in 1973. Officers and sol

ranks and their dependents have the opportunity to purchase 

trees and mark them with name tags. In future assignments 

Fort Ord they will be able to see their contributions to the 

the post. 

Improving Public Unders"tanding and Support 

On his arrival at Fort Ord, General Moore had been str

lack of understanding or misinterpretation of the Arm

VOLAR programs by the local civilians and the retired milit

tion of the area. It was apparent that the more sensational 

successful) test programs had received most of the publicity

real accomplishments and efforts to improve professionalism 

life had been largely ignored. As a result, many in the local 

tioned whether the bedrock Army virtues of discipline and 

were being sacrificed to permissiveness. General Moore there

to put the record straight through a comprehensive inform

designed to tell and show what was really happening at Fort 

Since the summer of 1971, several thousand visitors from 

and some from neighboring states have come to Fort Ord to s

what is being accomplished. So-called activity days have bee
made for them to join the trainees for lunch or dinner in the mess h

so that they can talk to the troops and sample Army food at the 

time. Some visitors represent local and regional civic, educational, v

ans, and religious groups, others come as individuals. For those who 

not come to Fort Ord, there are military guest speakers who go to 

by invitation. The requests have been gratifying, and the speakers 

been well received wherever they have gone. The information pro

has worked so well that it is being continued. 

Human Relations at Fort Ord 

Fort Ord is vitally concerned with fostering harmonious hu

relations among the constantly changing population of some 40

military men, dependents, and civilian employees representing va

age groups, races, and religions. To realize the magnitude of this 

one must consider the transient nature of the Fort Ord military po

tion. The average tenure for permanent party enlisted men is app

mately twenty-four months. The stay for trainees is normally eig

sixteen weeks. Almost 100,000 military men a year, the majori

whom are undergoing their initial Army experience, make up the p

lation of the post. 

The human relations leadership task is further complicated by m

interrelated problems such as drug and alcohol abuse and the so-c

generation gap. While there appear to be no simple solutions to 

drug and alcohol problem, the rehabilitative and preventive work st

by General Davidson has been continued. Considerable empha

given to offering military and dependents a wide choice of positiv

ternatives to the use of drugs or alcohol. 

Fort Ord is a cosmopolitan community. Some 12 percent o

military population is black and 3 percent is of Oriental or Ame

Indian origin. The percentage of Mexican-American and Spanish 

named troops at Fort Ord is estimated at 12 percent, which is a

three times the percentage throughout the Army. 

The training population of Fort Ord is made up of America

dians, Caucasians, Negroes, and Orientals. These young men come 

highly disparate cultural and ethnic backgrounds- Eskimo, Fili

Guamanian, Hawaiian, Puerto Rican, Latin American, Mexican, S

ish, Caribbean, Samoan-and are thrust into a totally new environm

Under the circumstances it would be strange if they did not move to

informal, self-imposed racial isolation in order to re-establish k
among the military at Fort Ord. For example, post exchange 

services catering to minority groups have been increased. As 

common complaints and misunderstandings of the promotion 

members of minority groups, The Adjutant General has di

widely the criteria and procedures governing promotions of en

An initial orientation on the Department of the Army policy 

opportunity and treatment of military personnel is now provid

arriving at the reception station. Special attention has been g

activities of the noncommissioned officer club, service club, 

center to insure that entertainment and programs are well b

respect to the needs of the various ethnic members. Post lib

unit funds have made available more publications relating t

groups. Since January 1971, a four-hour block of instruction 

ject of race relations has been provided all basic trainees. L

ducted schools for officers and noncommissioned officers inco

study of human relations in their curriculums. 

Fort Ord adopted the term human relations to refer to rac

and the fair and equal treatment of all. On 24 November 19

was undertaken of all functioning race relations programs i

formulate a revitalized program that would fit unique needs 

In January 1972 Fort Ord's Human Relations Handbook 

lished and distributed to all units and staff sections. It is a gu

achievement of understanding and fairness through productiv

relationships and is required reading for all cadre leaders. In 

every major unit commander and all senior noncommission

received briefings on human relations concepts at Fort Ord 

assured of General Moore's strong support of the program

Ord Human Relations Office was opened on 23 May 1972. It 

with both military and civilian equal opportunity programs, 

central co-ordinating office for all human relations matters and 

educational discussions. The office provides an information and 

service and conducts discussion groups for military dependents a

employees. It shows ethnic educational films, and stocks a va

library. In August 1972 a three-week course opened for the 

training the human relations teams designated by command

gade-size units and personnel assigned to the Human Relati

These teams, which became operational in September 1972, 

by their individual commanders. A full schedule of seminars 

discussion meetings involving more than 5,500 military and c

ployees has been conducted. 
, 

AND 

FORT OR:> 

OrnCE OF 1'11& COMMANDING GENCIlAl. 

Foorr 0111), CAUroaNlA 83941 

COl'J'.ANDING GENERAL'S HLY.A.'1 RELATIONS 

POLICY STJ..TD'.<loI"T 

~'air and 1IIIpartial treatment or all persons is a basic princip

positive human relations. I not only fUlly support this principl

will do everything with1n III,Y power to see that it is applied at 

levels of cOUl8nd and 1n all statt agencies. 

I 811 convinced that the men wr.o COM 1nto the Army want to learn h

live, work and play together 1n an env'..rorMn3nt f:-ee of tension. I c

every cOJIIIIandor and statt otficer to individually and collectively 

vide dynamic and inspiring guidance, sincere 1r.tarest and the ~the

understanding necessary to l11111ntain and pro;1'.Ote raci"l harmony and 

treatment. We can only accOilIpli3h this by wuring the tull 1lIIplel

t10n of positive huaan relations principles at Fort Ord. 

All avaUable lIIIIanll 1llU8t. be used to insure that each individual's r

are recognised and that each pereo:l is treated 1n a ma.nner that a

him to realize tully his self-reapect a."ld innate worth and, with1

?ropriate regulations, to rise as high as his talenta and energy 

take 1Wn. 

Every cOlllr.ander, leader and starf chief w!thin this comm.md will 

this matter his full and ccntim.!l'lg attentio:l, ho.,ost interest an

operation. Ho will create with1n his area of operation an environ

01' equal opportunity, fair treatment ;,r.d ""'lderstanding and rein

that environment with iMaginative leadership. 

Finally, let every pe:.rson at Fort Ord recognhe that I will not tol

~ proven instance of disc~~~tion or ~.rair treatment, either 

tant or subtle, which COlll811 to 1Ti¥ attention. 
Every Commissioned Troop Leader 

Every Noncommissioned Troop Leader 

Every Commissioned Staff Leader 

Every Noncommissioned Staff Leader 

Every Warrant Officer Leader 

Every Civilian Leader 

Every Person 

must personally, demonstrate that he is honestl

and continuously, dedicated to carrying out the five action princ

below: 

1. Professional Accomplishment of Missions and Tasks, with G

tion to Improving Interpersonal Relationships and Comm

Between People. 

2. Equal Opportunity-Fair, Decent, Honest Treatment of On

Especially by Leaders Toward Subordinates. 

3. Better Care of People, to Include Provision of Their Different 

Minority Group Needs. 

4. Better Understanding Between Different "Generations" an

Grades of the Outlooks and Viewpoints of all. 

5. Better Understanding Between the Different Ethnic and Mino

of the Outlooks and Viewpoints, Histories, and Cultures of all. 

The struggle of minorities for social and economic equali

vailing problem in the nation's society. The measures taken a

to improve human relations in the Army will, it is hoped, 

contribution to the nation's effort toward better understand

its people. 

Fort Ord's Role in the Army 

Fort Ord's primary role within the Army's scheme of thi

many years been tl.at of training Army recruits. While a host 

ary functions and missions are assigned to the post, the prim

is that of the training center. The thousands of young men wh

pass through the training process at Fort Ord join line A

throughout the world. 

Fort Ord was given an important role in the over-all M

unteer Army Program. The principal task assigned was that 

tially improving all aspects of the training center process. Th

first to examine thoroughly the center's training course conten

methodology, administrative operation, staffing, and sequen

then to employ its own local expertise together with that of ag

as the Human Resources Research Organization to devise, 

and evaluate substantive improvements in all areas of dle sy
NEW SOLDIERS PASS IN REVIEW AT BASIC COMBAT TRAINING GRADU

(above). Family and friends watch graduation ceremonies (below). 

methods, techniques, and systems that proved to be of real value 

experimental phase would then be considered for extension to the 

training centers of the Army. In addition, Fort Ord was called 

devise, test, and evaluate a number of plans to improve the qual

Army life. 

It is too early to measure accurately the value of the contribu

made by Fort Ord to the over-all Army effort. This assessment sh

in any case, be made by other, more detached, observers. In fairness, 

ever, to the many professional soldiers at Fort Ord of all ranks 

worked hard on the program, some account must be given of inst

in which success was clearly achieved. 

Reports from independent and unbiased observers indicate str

that efforts in the sphere of training improvement were successful. 
Top TRAINEES AND DRILL SERGEANTS ARE HONORED at gradu

montes. 

of the educational methods and training principles employed 

have been approved by the Army for use throughout th

establishment. 

There have been related gains in morale and motivation a

undergoing the improved training. This higher morale an

motivation carryover and reinforce the training process it

this has been achieved without sacrificing either the discip

physical and mental toughness so necessary in the soldier. 

One of the unexpected, but nevertheless very importan

tions resulting from the Fort Ord training improvement eff

advancement in measurement and evaluation techniques. O

posts are making increasing use of the insights and informatio

by measurement tools and devices pioneered at Ford Or

employed, the various inventories and other instruments provid

and valuable means of communication between the leader

men. 

While value judgments in this area must, of necessity, be p

on intuition, indications are that professionalism has improve

to be expected in view of various Army personnel assignment 

the least of which was increased stabilization, or stay tim

on station. 

Army dependents and members of the local retired milita

nity share the improvements in Army life. The key role played 

ment of the Army civilian members of the Fort Ord team is 
pg

work on the part of military and civilian professionals in all grade

ranks. 
COMPANY EVALUATION INVENTORY 

As a soldier in Army training, you are requested to rate you

on how well it managed and conducted your training. In pro

evaluation of your company, it is not necessary for you to ident

by name. However, you are requested to do an accurate and co

job in making your ratings, since the information you provide is u

unit and by the Directorate of Plans and Training in monitorin

training here. 

The Inventory is divided into three parts: 

Part I: Merit Reward System Administration 

Part II: General Administration and Policy 

Part III: Soldier Att;tude 

There are a total of 50 statements in the Inventory. With eac

you may agree, disagree, or be undecided. If you agree with th

you are to indicate whether you agree strongly, ~ately, or 

you disagree with the statement, you are to indicate whether y

strongly, moderately, or slightly. Use the following scale of n

making your agree-disagree ratings. 

1 Disagree strongly 

2 Disagree moderately 

3-Disagree slightly 

4=Undecided (neither agree nor disagree) 

5 Agree slightly 

6=Agree moderately 

7=Agree strongly 

You are to indicate your agreement or disagreement with eac

by choosing one numeral for each item. Use your answer sheet to 

ratings. MAKE NO MARKS ON THIS INVENTORY BOO

~ore you begin, record today's date, your unit, your plato

and your week of training on the answer sheet in the designated 

certain that the item you are rating on the answer sheet corres

the item you are reading in the Inventory. Be sure to read 

carefully so that the rating you assign is what you intend. 

There is no time limit. Do not omit any items. Try to do the m

job possible in rating your company (Parts I and II) and in 

attitude (Part III). BEGIN. 
py

2. The "rules" and "agreements" of the Merit Reward System 

observed by the cadre. 

3. The soldiers did not understand what was required of them to 

merits. 

4. Each soldier's merit earnings were accurately recorded and 

known to the soldier on a day-by-day basis. 

5. Privileges did become available as promised. 

6. How well the soldier performed, and how good his conduct 

appearance were, did in fact determine how many merits the so

received. 

7. The weekly merit-earning schedule made clear to the soldie

exactly what training activities merits could be earned. 

8. Detail rosters for weekend duties were published in advance, 

permitting the soldier to plan a week ahead. 

9. The soldiers never had a very good idea of how many merits 

had. 

10. The cadre worked hard at trying to follow common, uniform s

ards in assigning merits. 

11. Whenever there was a change in the week's merit-earning sch

or in the week's privilege availability, the soldiers were inform

advance. 

12. Merits were recorded soon after they were earned. 

13. When a soldier failed to receive a merit on the Morning Inspe

or on the Daily DI Evaluation, he was told what was wrong 

how he must improve. 

14. Weekend privileges were in fact based upon merit-earnings. 

15. Merits awarded for platoon barracks inspections caused soldi

help each other, thus developing teamwork. 

16. It was quite clear that the cadre had respect for the Merit Re

System as a means of rewarding proper behavior and good per

ance in the soldier. 

17. When a soldier with sufficient merits had his weekend priv

withheld, the Drill Sergeant had a good reason for doing so. 

18. Weekend privileges were frequently given to soldiers without re

to their merit-earnings. 

19. Frequently the Drill Sergeant would tell the soldier when he 

soldier) did an exceptionally good job at something. 

20. Soldiers were selected for promotion according to the "upper

rule" of merit earners. (Or, if you are in the 9th to 16th we
21. There was a lot of harassment of the soldiers in this comp

22. The Training Improvement Seminar was an effective 

communication between the Company Commander and 

23. The soldiers always received a complete meal. 

24. The dayroom was not regularly available to the soldiers 

tion and relaxation. 

25. The training and instruction received were good. 

26. The cadre were generally understanding of the needs and 

of the men. 

27. It was usually possible to get eight hours of sleep a night

28. The soldiers were unnecessarily rushed through chow. 

29. The Drill Sergeants seemed to really care about how 

soldiers learned and how well the soldiers performed. 

30. Military courtesy and discipline met high standards in this 

31. The plumbing and heating equipment in the barracks w

good working order. 

32. The food was well prepared and was appetizing. 

33. Orderly room personnel readily assisted soldiers with 

problems. 

34. There was not enough physical training and physical co

35. The Company Commander really looked after the wel

men. 

36. The soldiers were treated as men. 

37. The soldiers were teased and harassed about going on sic

38. The soldiers were able to select their choice of the autho

cut styles. 

39. The company encouraged participation in informal ath

recreation. 

40. Company officers and cadre did a good job of keeping t

informed about training events and policies. 

Part III : Soldier Attitude 

41. To me, the training has been a worthwhile experience. 

42. My morale was high during most of the cycle. 

43. I have a better opinion of the Army now than when I first 

Ford Ord. 

44. I wish now that I were in one of the other Armed Servic

of the Army. 

578 - 730 0 - 76 - 9 
47. The training has caused me to feel discouraged about our na

Army and the people in it. 

48. I have learned lots of new things from the training that will 

help to me later on. 

49. I feel lucky to have been assigned to this particular compan

training. 

50. The training has taken more away from me than it has given t
NATIONAL GUARD, RESERVE, AND OTHER ORGANIZATIONS TR

FORT ORD, 1971-1973 

Unit State 

National Guard 

53d Military Police Company Arizona 

72d Military Police Company Nevada 

270th Military Police Company California 

854th Military Police Company Arizona 

855th Military Police Company Arizona 

856th Military Police Company Arizona 

146th Evacuation Hospital California 

Reserve 

199th Military Police Platoon Idaho 

306th Military Police Company California 

308th Military Police Company California 

380th Military Police Detachment California 

381st Military Police Detachment California 

382d Military Police Detachment California 

496th Military Police Battalion California 

742d Military Police Detachment Arizona 

5th Judge Advocate General Detachment California 

6th Judge Advocate General Detachment California 

71stJudge Advocate General Detachment California 

72d Judge Advocate General Detachment California 

73d Judge Advocate General Detachment California 

74th Judge Advocate General Detachment California 

76th Judge Advocate General Detachment California 

77th Judge Advocate General Detachment California 

78th Judge Advocate General Detachment California 

82d Judge Advocate General Detachment California 

89th Judge Advocate General Detachment Washington 

90th Judge Advocate General Detachment Washington 

221stJudge Advocate General Detachment California 

222d Judge Advocate General Detachment Oregon 

223d Judge Advocate General Detachment Oregon 

226thJudge Advocate General Detachment Washington 
Station 

6218th U.S. Army Reception Station 

6219th U.S. Army Reception Station 

45th Station Hospital 

49th Medical Battalion 

50th General Hospital Washington 

112th Medical Detachment 

113th Medical Detachment 

I 14th Medical Detachment 

143d Medical Detachment 

144th Medical Detachment 

181st Medical Detachment 

238th Medical Detachment 

272d Medical Detachment 

313th Convalescent Center 

313th Reconditioning Battalion 

328th General Hospital 

410th Medical Detachment 

447th Medical Company 

607th Medical Detachment 

807th Hospital Center 

829th Medical Detachment 

830th Medical Detachment 

83lst Medical Detachment 

5502d U.S. Army Hospital 

6253d U.S. Army Hospital 

78th Division (Training) Supply 

Committee 

84th Division (Training) Supply 

Committee 

89th Division (Training) Supply 

Committee 

9lst Division (Training) Headquarters Company 

1st Brigade 

2d Brigade 

3d Brigade 

4th Brigade 

Support Battalion 

Committee Group 

New Jersey 

California 

California 

Washington 

California 

Washington 

California 

California 

California 

Utah 

California 

Colorado 

Idaho 

California 

Washington 

Oregon 

Utah 

Colorado 

North Dakota 

Washington 

Texas 

Utah 

Utah 

Texas 

Colorado 

California 

New Jersey 

Wisconsin 

Kansas and 

Colorado 

California 

California 

California 

California 

California 

California 

California 

1971 

197

1971

1973 

197

1972

1971 

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197

197
(g) 

quarters Company 

1st Brigade 

2d Brigade 

3d Marine Brigade 

625th U.S. Army Garrison 

300th Army Band 

3l2th Personnel Services Company 

3l3th Military Intelligence Detachment 

359th Engineer Detachment 

4th Marine Division, Fleet Marine Force 

(USMCR) 

Headquarters Battalion 

Supply Battalion 

Headquarters Company, Headquarters 

Battalion 

3d Battalion, 23d Marine Regiment 

Headquarters Company, Supply Battalion 

3d Field Artillery Group (USMCR) 

Naval Reserve Surface Division 12-23 

M, USNR 

Naval Reserve Surface Division 12-34 M, 

USNR 

Naval Reserve Surface Division 12-38 

M, USNR 

Seabee Subunit 12-17, USNR 

Naval Reserve Inshore Underwater Demolition Unit 

Senior Reserve Officers' Training Corps 

University of Santa Clara 

Stanford University 

University of Nevada 

University of California, Santa Barbara 

University of San Francisco 

San Jose State College 

University of California, Davis 

University of California, Berkeley 

California Poly technical 

California State University, San Jose 

Washington 

Washington 

Washington 

Washington 

California 

California 

California 

California 

California 

California 

California 

Nevada 

California 

California 

California 

California 

California 

California 

California 
Tenays Junior High School California 197

San Diego City Schools California 197

Oakland Public Schools California 197

Campbell (U.S. Marine Corps) California 197

California Cadet Corps California 197

San Francisco High Schools California 197

Reno Consolidated High Schools Nevada 197
Absence without leave: 42, 115 

Abuse, reporting: 43 

Accelerated training program: 73-75 

Action Classification of Events Matrix: 

32-33 

Adjutant General of the Army, The: 

119 

Adjutant general, Fort Ord: 13, 62 

Adjutant General's School, The: 12 

Administration, and training in: 14-15, 

20, 22, 25, 38, 44-45, 52, 72, 98, 

102,104,127 

Advanced training : 6, 8-10, 12, 14-15, 

19-20, 22, 52-56, 59-75, 78, 100-

03,107 

Ailes, Stephen: 15 

Alcohol abuse: 86, 102, 118 

Allotments: 6 

Ambushes, training in: 74, 105 

Ammunition supply, training in: 105 

Amnesty program: 86 

Analysis reports. See Research and 

analysis. 

Antiwar movement: 18 

Aptitude strategy (APSTRAT): 78,103 

Aptitude tests: 6, 9. See also Mental 

aptitude; Tests and surveys. 

Armed Forces Qualification Test: 77 

Armor training: 52 

Army, Department of: 9, 27, 50, 61-62, 

70,84, 89,97-98,101,109 

Army Commanders' Conference: 87-88 

Army Emergency Relief: 116 

Army life, changes in: 48,50-51, 82-89, 

92-97, 113-17. See also Barracks, 

privacy in. 

Army Reserve, training: 10-11, 110-13, 

130-31 

Army of the United States. See United 

States Army. 

Artillery, 3d: 11 

Artillery training: 52 

Assignment, after training: 61, 68, 70. 

See also Vietnam, training for. 

Association of the United 

87 

Athletics: 95. See also Ph

training. 

Attrition. See Dropouts. 

Automobile repair facilities

Barracks, privacy in: 85,9

Army life, changes in. 

Basic training: 3-10,12,1

23,25,30,32,35-37,4

59-64, 67, 71, 75-76

103,106-08,113 

Bayonet training: 67,99,1

Bed check, eliminated: 88-

Beer in quarters: 88, 90, 93

Bivouacs. See Marches an

Brennan, Colonel Mark F.

Budget, Army: 48-49,82-

Burial details: 25 

Bus service: 91, 94 

California National Guard

Camp Roberts, Calif.: 10-

Caraplis, Colonel Louis A.

Career intentions and deci

Ceremonies. See Drill an

Chaplains, orientation of: 

Charlottesville, Va.: 99, 1

Chemical, biological, an

defense training: 65, 

Chief of Staff, United St

Westmoreland, Gene

Civilian employees: 90-9

123-24 

Clerks and typists, traini

104 

Clubs: 119 

"Coach and pupil" instruc

Code of conduct, instruct

Combat Developments Co

Combat Developments E

Command: 11 

Combat support training

23,25,44,77-78,10
Command and staff structure: 13-15, 

50-51 

Commissary services: 91 , 94 

Committee training system: 14-15, 19, 

29,61,72 

Communications, training in : 8, 13, 15, 

65,76, 78, 103, 105 

Community services: 90,95, 116-17 

Company, typical basic training: 7 

Company Evaluation Inventory: 32,42, 

45 

Compass and map training: 105 

Complaints, investigating : 43-44 

Consumer facili ties: 25 

Continental Army Command : 11-12, 

23, 25-26, 40-42, 61, 67-68, 70, 

80,89,91,99-101, 106-07, 113-14. 

See also Haines, General Ralph E., 

Jr. 

Control. See Command and control. 

Cooks, training: 8, 13,103, 105, 109 

Costs, lowering : 19, 21 , 25,84 

Credit, cautions on: 6 

Crime rate, Fort Ord : 117 

Datel, Lieutenant Colonel William E.: 

29-30, 35,45 

Davidson, Major General Phillip B.: 

18-20, 24, 26, 29, 33, 35, 43, 45, 

52,89, 97, 114,117- 18 

Dayrooms: 91 

Decentralization of training: 97-98 

Decorations in quarters: 93, 11 5 

Defense, Department of: 48,50,52, 86 

Defense Language Institute: 11 

Deficiencies in training: 26,58 

Delwiche, Major General Constant C.: 

110 

Dental care. See Medical and dental 

care. 

Dependents, care of: 6, 50, 86, 91, 116-

17,119,123 

Deputy Chief of Staff, Personnel : 49. 

See Kerwin, Lieutenant General 

Walter T ., Jr. 

Deramus, Major Billy R. : 19 

Organization Development: 110 

Personnel and Community Activ

13 

Plans and Training: 13- 14,58-5

110 

Discipline, stress on: 14,88,98-102

108,117,123 

Discrimination, racial. See Racial 

tions. 

Doctrine and principles, training

57,62-63,70,103 

Draft, reliance on : 6, 18, 27, 29, 

Drill and ceremonies: 15, 65,76,10

Drill sergeants: 15-16, 38-40, 10

109,111 

Drivers, training : 8, 13, 15, 61, 6

67-68, 104-05 

Dropouts: 22,45 

Drug abuse: 50, 86,91,102,118 

Educational and Industrial Tra

Service : 30 

Education programs: 50, 91, 95, 9

109-10,116- 17 

Enlistments and re-en1istments: 29

43, 50, 73, 75, 83, 86-87, 90

See also Manpower procure

Recruiting programs. 

Entertainment facilities, Fort Ord

95 

Escape tactics, training in : 65, 102 

Esprit de corps. See Morale, Army

Evaluation of training: 22, 25, 32

47, 59-61, 63, 71- 72, 75, 79

123,125- 28 

Evasion tactics, training in: 65, 102 

Experimental Volunteer Army Tr

Program: 53- 57, 59- 72, 74-8

103, 105, 107, 110-11. See 

VOLAR Project. 

Fatigue details: 25 

Fergusson, Major General Rober

86 

Field training: 65. See also Ta

training courses. 
III 

Food service. See Mess management, 

training in. 

Forsythe, Lieutenant General George I.: 

50-53,67-68,70, 75,80,84,86,89 

Fort Benning, Ga.: 21, 52, 61, 100. See 

also Infantry School and Center. 

~ort Bragg, N.C. : 73 

Fort Carson, Colo.: 52,61 

Fort Dix, N.].: 6,21,25,30,75 

Fort Jackson, S.C.: 6, 21, 75-76, 101, 

113 

Fort Knox, Ky.: 6, 75 

Fort Lee, Va. : 109 

Fort Leonard Wood, Mo.: 6 

Fort McClellan, Ala.: 6 

Fort Ord Training Center 

Army, contribution to: 121-24 

command and staff structure: 13-15 

established: 6 

ethnic composition of trainees : 118 

numbers trained at: 10, 18, 59 

Reserve components, training: 110-13 

Role in training program: 10-17,27, 

80-81 

role in VOLAR: 52-59,91-95 

Fort Polk, La.: 6,21,76,106 

Fuel storage, instruction in: 105 

Funding, Army. See Budget, Army. 

Geneva Conventions: 6, 102 

George Washington University: 20 

Graduation parade: 102 

Gresham's Law: 19 

Guard duty, training in: 25, 65, 76, 102 

Hague Conventions: 6 

Haines, General Ralph E., Jr.: 70, 86, 

89-90, 103, 113-14. See also Continental Army Command. 

Hair style : 97, 115 

Halleck, Major General Henry W.: 11 

Hand-to-hand combat training: 67, 99 

Help Center: 86 

Hermann, Colonel Ullrich: 53 

Hobby shops: 95 

tion (HumRRO ): 20, 

62-63, 67- 68, 70-72, 

103, 121 

Hunter Liggett Military R

10- 11, 73-74, 94, 105, 

Identification cards and tags

Immunization programs: 102 

Incentives program. See R

grams. 

Infantry Divisions 

4th: 61 

91st (Training): 110-11 

104th (Training): 111,11

Infantry School and Center

75, 80, 106. See also F

Ga. 

Infantry training, revised: 67

Information programs: 33-

88,90,117, 119 

Inspection programs: 88-89

05 

Inspector general: 43 

Instructor Group: 14-15,61 

Instructors and instruction m

20, 23, 25-26, 52, 54, 

71,79,98, 100 

Intelligence, categories of. 

aptitude. 

Job satisfaction. See Caree

and decisions. 

Kerwin, Lieutenant Genera

Jr. (Deputy Chief of S

nel ) : 49,88 

Key punch operators, trainin

Kitchen facilities and utensil

Ki tchen police: 113 

Korean War experience: 16 

Kotas, Lieutenant Colonel 

19 

Land navigation, training 

102 

Larsen, Lieutenant General 

26. See also Sixth Army

Laundry service: 91 
Legacy of Trees program: 117 

Legal orientation course: 99, 109 

Legters, Colonel Llewellyn: 29,35 

Letterman General Hospital: 94 

Library services: 95,119 

Life insurance: 6 

McFann, Howard H . : 20, 53 

Maintenance and repair: 25,91 

Make-work, eliminating: 88-90 

Management, training in: 18, 47, 71, 

86,99,109 

Manpower procurement: 5-6, 9, 48-50, 

90. See also Draft, reliance on ; Enlistments and re-enlistments. 

Map reading, instruction in: 105 

Marches and bivouacs: 99,102 

Marksmanship training: 23-24, 30, 42, 

62, 109. See also Weapons training. 

Mechanics, training: 8,13,104 

Mechanized infantry training: 69 

Medical and dental care: 6, 14, 52, 85, 

91,95 

Meningitis, control of: 33-35 

Mental aptitude: 6, 9, 30, 56, 68, 74, 

76-78,80 

Merit Reward System. See Reward programs. 

Mess management, training in: 15, 33-

35,91-92,103,109 

Michaels, Eugene: 53,71 

Military courtesy: 65, 99, 101-02, 108 

Military justice, instruction in: 65, 102 

Military Morale Inventory: 42, 45 

Military occupational specialties: 7-8, 

22, 55, 59-62, 69, 72, 76-77, 105, 

109. See also Skills, developing. 

Mine warfare, training in: 65,76, 102 

Minorities. See Racial relations. 

Modern Volunteer Army Program : 48, 

51 

Monterey Peninsula Unified School District: 117 

Moore, Major General Harold G.: 97 

117,119 

Mooring, Major Laurence G.: 19 

Morale, Army: 26,28-37,44-47,50,52, 

73, 102, 105, 107, 110, 115, 123 

National Guard, training: 10-1

129 

Navy and Marine Corps units: 13

Nerone, Lieutenant Colonel F. A.

Night combat, training in: 65,76, 

Nix, Colonel James H.: 68 

Noncommissioned officers: 52, 

97-98,108-09,116 

Obstacle courses: 99,102 

Off-duty time. See Pass privileges. 

Office of Management and Budge

Officers, training: 52,61,98,109 

On-the-job training: 7,63,99,10

04 

Open Door policy: 90 

Ordnance School: 13 

Organization, experiments in: 18 

Orientation courses: 6, 23, 61-6

70,99, 102, 109 

Overseas assignments. See Assig

after training; Vietnam, t

for. 

Pass privileges: 32, 37, 39, 62, 

93-94,97,114 

Patrolling, training in: 74 

Pay and allowances: 50,82,91, 10

Peer instruction: 68-69, 103-04 

Permissiveness, trends toward: 

117 

Personal affairs policies: 6, 44, 9

Personnel management : 6, 8, 

116, 123 

Personnel specialists, training: 8, 

Physical fitness training: 23-24, 

62,65,98-99, 101-02, 107-0

Post exchange services: 25,85,9

Post facilities and services: 52, 

91,94 

Postal facilities: 44 

Presidio of Monterey: 10, 20, 

117 

Presidio of San Francisco: 45 

Preventive maintenance. See M

nance and repair. 

Preventive medicine: 33-35 
Promotion policies: 37,62,72, 119 

Punishment, threats of: 32, 100 

Quality control of training: 57-59, 64, 

71-72,75,80,108 

Quartermaster clothing store: 25, 85, 

91,94 

Quartermas~er School, The: 13, 103 

Questionnaire surveys. See Tests and 

surveys. 

Racial relations: 50, 96, 118-21 

Raids, training in: 74 

Rappelling courses: 74 

Reading courses and facilities: 105, 119 

Reclassification procedures: 22 

Reconnaissance, training in: 105 

Recreation facilities: 32-35 

Recruiting programs: 48-49, 51. See 

also Draft, reliance on j Enlistments 

and re-enlistments j Manpower procurement. 

Recruits, processing and assignment: 6, 

8-9,52,91,95 

Re-enlistments. See Enlistments and reenlistments; Manpower procurement. 

Refresher courses. See Review and refresher courses. 

Regular Army. See United States Army. 

Regulations, review and revision: 88 

Remedial training: 6-7, 15, 17,22,42, 

58, 74, 102 

Research and analysis: 20-21, 31, 35-

37,42 

Reserve Officers' Training Corps 

(ROTC) : 131-32 

Reserve units, training: 10-11, 110-13, 

129- 32 

Retired personnel, benefits to: 123 

Retraining. See Remedial training. 

Reveille, eliminating: 88-89,97 

Review and refresher courses: 24-25,59, 

62, 64, 66-67, 75, 98, 102, 109 

Reward programs: 33-43, 62, 74, 84-

86,106-07,126-27 

Rifle ranges: 25 

Seaside High School: 117 

Secretary of Defense. See D

nartment of. 

Security measures, training 

117 

Selective Service System: 6

Draft, reliance on. 

Self-paced instruction : 72-7

Seminars. See Trainee counc

Service life. See Army life, ch

Sherman, General William T

Sick calls. See Medical and 

Signing in and out: 88.93.1

Single-track training plan: 1

Sixth Army: 11,26,90-91,

Larsen, Lieutenant Gen

R. 

Skills, developing: 23, 55-

80, 102 

Skinner, B. F.: 36 

Sloat, Commodore John Dra

Slominski, Colonel Martin J

Social activities. See Com

lces. 

Society, changes in: 4,83,88

Soft drinks, availability: 93, 

Soldier Handbook: 40 

Soldiers' welfare, stress on : 4

Sou theastern Signal School, 

Special Assistant to the C

of the Army for Trai

Activities. See Fergu

General Robert G. 

Special Assistant to the Mo

teer Army. See Forsythe

General George I. 

Special Forces instructors: 7

Special services activities: 1

Sponsor program: 116 

Sports programs: 91,95,116 

Staff structure. See Comma

structure; Directorates. 

Standards required in train

63,66,70-71 

Statistics, compiling: 72,80

Steuben, Major General Fr

helm von: 28 
Supply, training in: 8, 13, 15, 105, 109 

Surveys. See Tests and surveys. 

Survival training: 65,102 

Tactical training courses: 73-74, 76, 

102, 105 

Task forces: 21-30, 32-35, 37, 43, 45, 

49,84 

Taylor, John E.: 53, 71 

Television, use in training: 25 

Tests and surveys: 6, 9, 17-18, 22-24, 

30, 32, 40-42, 47, 50, 54, 56-61, 

63-67, 70-72, 74-75, 80, 101-02, 

104-05, 107 

Tet offensive, 1968: 18 

Tour of duty, average length : 118 

Tracey, William R.: 20 

Trainee councils: 35,43-44,107 

Training, advanced: See Advanced 

training. 

Training aids: 25,104 

Training areas, Fort Ord: 20,25 

Training brigades 

1st: 14-15 

2d: 14-15,68 

3d: 14-15,72-73 

4th: 14- 15, 103 

command and organization: 14-15 

Training Center Commanders' Conference, 1971 (U.S. Army): 113 

Training centers: 6,8,12,113-14 

Training Command (Provisional): 15, 

61,72- 73 

Training and Doctrine Command 

(TRADOC): 12 

Training facilities. See Training areas, 

Fort Ord ; Training centers. 

Training Management Evaluation Committee (TMEC): 19-29,33-35,52, 

84-85 

Training programs and policies: 10, 12, 

16-20, 45, 53, 73-75, 99-110 

Transportation facilities: 25, 91, 94 

Transportation School: 13 

Tree-planting program: 117 

Tuition assistance: 91 

Typists, training. See Clerks and typists, 

training. 

attracting volunteers: 27, 48-5

83,87-90,97 

career intentions and decisions: 

image, popular: 3,50, 117-18 

integration of experimental tr

into: 101-02,105-07,123 

mission, precedence of: 3-4,82,

numbers trained: 10 

soldiers' attitudes toward: 35-3

79,83. See also Morale, Army

strength: 5-6,9-10 

United States Army Training 

Human Research Unit: 53 

United States Marine Corps: 131 

United States Navy : 131 

Urcivoli, Major George R.: 68 

Vandalism, decline in: 117 

Vehicles, privately owned: 91 

Venereal disease: 102 

Veterinary activities: 14 

Vietnam, training for: 8, 18,48,5

68-70, 78-79, 116 

VOLAR Project 

actions proposed: 50, 86-87 

command and staff: 50-51 

evaluation plans and procedures

funds expended: 92, 94-95 

implementation and reaction t

52-53,97 

manning. See Manpower pr

ment. 

mission and objectives: 49-5

87- 89 

preparations for: 52-59 

progress and results: 90, 97 

public attitude toward: 90, 117

training program, development 

transition to: 48 

Volunteer Army Evaluation Group

Walby, Colonel William G.: 103 

Walter Reed Army Institute o

search: 45 

Weapons training: 6,16,52,55,6

68, 76, 100-102 
, gS, 

training in. 

Women's Army Corps: 6,107 

Writing courses: 105 

Youth programs: 91,116,1

U.S. GOVERNMENT PRINTlNG OFFICE , 19