Research Note 85-61

ENHANCEMENTS TO MOTIVATIONAL SKILLS TRAINING

FOR MILITARY TECHNICAL TRAINING STUDENTS:

PHASE I EVALUATION

Barbara L. McCombs, Kathy L. Bruce

and Kathleen A. Lockhart

Denver Research Institute

University of Denver

for

-Z 0 Contracting Officer's Representative

Richard P. Kern

Instructional Technology Systems Technical Area (.0 Zita M. Simutis, Chief

I TRAINING RESEARCH LABORATORY

Harold F. O'Neil, Jr., Director

ii DTW

ELEC,

* DEC 2 6 M8

J6. U.S. Army

Research Institute for the Behavioral and Social Sciences

June 1985

ASorovea for public release: distribut,or' uni-mited.

85 12 Q o ------------------------

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U. S. ARMY RESEARCH INSTITUTE

FOR THE BEHAVIORAL AND SOCIAL SCIENCES

A Field Operating Agency under the Jurisdiction of the

Deputy Chief of Staff for Personnel

L. NEALE COSBY

EDGAR M. JOHNSON Colonel. IN

Technical Director Commander

This report, as submitted by the contractor, has been cleared fer release to Defense Technical Information Center

(DTIC) to comply with regulatory requirements. It has been given no primary distribution other than to DTIC

and will be available only through DTIC or other reference services such as the National Technical Information

Service (NTIS). The vicws. opinions, and/or findings contained in this report are those of the author(s) and

should not be construe as an officia' CIepaitmerit of the Army position, policy, or decision, unless so designated

by other official documentation.

- a m u i m%
UNCLASSIFIED

SECURITY CLASSIFICATION OF THIS PAGE (When Data Entered)

REPORT DOCUMENTATION PAGE BEFORE COMPLETING FORM

BEFRED CNO TIN

I. REPORT NUMBER 2. GOVTCESSION NO 3 RECIPIENTS CATALOG NUMBER

ARI Research Note 85-61 4

4. TITLE (and Subtitle) . TYPE OF REPORT & PERIOD COVERED

ENHANCEMENTS TO MOTIVATIONAL SKILLS TRAINING Interim Report

FOR MILITARY TECHNICAL TRAINING STUDENTS: Feb. 1982 - Dec. 1984

PHASE I EVALUATION 6. PERFORMING ORG. REPORT NUMBER

7. AUTHOR(*) 9. CONTRACT OR GRANT NUMBERt'.)

Barbara L. McCombs, Kathy L. Bruce, and MDA 903-82-C-0169

Kathleen A. Lockhart

9. PERFORMING ORGANIZATION NAME AND ADDRESS S0. PROGRAM ELEMENT. PROJECT. TASK

Social Systems Research and Evaluation Division, AREA& &WORK UNIT NUMBERS

Denver Research Institute - University of Denver, 2Q162722A791

Denver, Colorado 80208

11. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE

U.S. Army Research Institute for the Behavioral June 1985

and Social Sciences, 5001 Eisenhower Avenue, 13. NUMBER OF PAGES

Alexandria. Virginia 22333-5600 65 * 14. MONITORING AGENCY NAME & ADDRESS(It different from Controlling Office) IS. SECURITY CLASS. (of thie report)

Unclassified

15. OECLASSI FICATION/ DOWNGRADING

SCHEDULE

IS. DISTRIBUTION STATEMENT (of thile Report)

Approved for public release; distribution unlimited.

17. DISTRIBUTION STATEMENT (of the abstract entered In Block 20, If different from Report)

IS. SUPPLEMENTARY NOTES

Dr. Richard P. Kern, contracting officer's representative and technical

monitor for this project. This research, reported in two volumes, is one of

five learning strategy research projects performed under the research component

of the Basic Skills Resource Center contract.

19. KEY WORDS (Continue on roeree side If necoeerm and identify by block number)

Learning Strategies

Motivational Skills Training

Basic Skills Education

20. A SrRACT rcmtkaem Z inwerteb nee md Idenity by block ntumber)

§ This research note is part of the Basic Skills Resource Center research

component, and was undertaken to design and evaluate the effectiveness of

Computer Assisted Instruction (CAI) enhanced versions of the Motivational

Skills Training Program. This report describes the technology-based CAI

enhancements, and the results.of an experimental examination of the skills

training program. Recommendations for implementation in Army technical programs are also discussed.(See also Phase II Evaluation, RN 85-62.)

DID JN 1473 EDITION OfNOV S IS OBSOLETE UNCLASSIFIED

i SECURITY CLASSIFICATION OF THIS PA.-E (When Date Entered)

**"
FOREWORD

The Instructional Technology Systems Technical Area of the U.S. Army Research

Institute'for the Behavioral and Social Sciences directs research in learning

strategies applications with a special focus on educational technology and

links to military education and training. These research and development

efforts are aimed at the overall improvement of the Army's Basic Skills

Education Program.

This research effort included the design and development of CAI enhancements

for the Motivational Skills Training Program. This report describes the

results of an evaluation of the effectiveness of the technology-based instruction and identifies recommendations for implementation of the training program

within Army technical training efforts. Overall, this effort was undertaken

to explore procedures to remedy motivational deficiencies related to unsatisfactory performance in military technical training and to determine if microcomputer-based instruction might be used to offset or reduce instructor

requirements associated with motivational training.

Accesion For

NTIS CRA&I

DTIC TA B

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iiii

,.'4. .. . .. . .. . .: . . .. .. .
TABLE OF CONTENTS

Executive Summary ........ .............. 0 a.. ..... £

Problem ....... ........ ............................... i Purpose ..... o:::::* * :::::: * * 0.... .... .... a::&::&: 0.. :*:* ...

Approach -...... o ............. o........o.....oo...........o... ii

Findings ....................................................... iv

Introduction ................... . .................... 0.......... I

Background o... o.................... ... .......o ..... I

Nature of this Research ........................................... 2

Relevant Literature .......... o...... ........*.................. 2

Motivational Skills Training Program ..................... .... a

Phase I Evaluation Study Method ............ .. ..... o ......... .. 12

Research Questions ......... .....................-......... 12

Phase I Experimental Study. ................................... ... 12

Phase I Contractor Analysis ........... ........ ..... ....... .... 18

Phase I Evaluation Results . o... ........... . ................ ...... 20

Phase I Experimental Study. .. ....... ...... . ....... . .... ...... ...... 20

Phase I Contractor Analysis ........ o......... ..... ........... 25

General Roles and Functions of the Instructor and

4) Group Experiences ................ *.. ......... ... 25

Specific CAI Guidelines for Instructor and Group Functions .oo..........o.......o....o..o.... 27

Discussion and Conclusions .......... ................................ 30

Summary of Evaluation Findings ... o. ........... ......... . ... o. 30

Implications for Detailed Design of CAISegments ............. 32 Ref Segmen...ts00 ....... .....

Appendix A: Measures in Phase I Experimental Study

Appendix B: Instructor Training Outline

V

-. o . ... ... . . . . . . . . . ..
Executive Summary

ProlemInadequate student performance in military technical training is a

continuing problem for all branches of the service, despite the many recent

improvements that have been made in technical training curricula and training

methods. Such submaximal performance inevitably results in increased training

costs because of increased training time and delays in student progress through

the training pipeline. One factor that has been found to contribute to students'

poor academic performance is skill deficiencies of an attitudinal or motivational

*nature.. These skill deficiencies can be characterized as consisting of negative

orientations toward learning as well as inadequate self-management and selfcontrol skills which are required if students are to take responsibility for their

own learning process. 'A skill training program for remedying these deficiencies,

the Motivational Skills Training Program, has been developed and evaluated with

Air Force trainees. Evaluation findings indicated that trainees liked the program

and found it helpful in both their course work and personal lives$ and trainees

participating in the program had significantly higher block test scores and lower

block test failure rates than control group trainees. These findings were thus seen

as suggestive of the possible impact of this type of motivational skills training on

trainee performance and attrition in technical training.

The existing Motivational Skills Training Program includes seven selfinstructional, printed modules which were originally implemented in an instructorled, small group format that provided trainees with the opportunity to practice

new strategies and skills, share experiences, and develop feelings of rapport with

their instructors and fellow trainees. Given this implementation format, it was

vii .4. *-*4i~*~ ..4 4' * ... - . ~4I * ,-4~~4 • . .. . . . . . . . .
not possible to determine If part of the success of the program-in addition to the

instructional materials themselves-was due to the group experiences or to the

presence of trained instructors who facilitated trainee acquisition and

maintenance of strategies and skills. The present research was, therefore,

undertaken by the Army Research Institute to address these issues and explore

whether the cost effectiveness of the program could be enhanced by reducing

instructor and/or group interaction requirements through the use of computerassisted instruction (CAI) for selected portions of the training.

Purpose

This is the first of two technical reports describing activities in the two

phases of this project, respectively. The goals of Phase I were to determine the

separate contribution of instructor augmentation and group experiences to

program effectiveness and to identify specific CAI enhancements for those skill

training components which benefited from instructor augmentation and group

experiences. This report describes the results of an experimental study and

conceptual analysis directed at accomplishing these goals, and discusses

implications for the design of CAI enhancements to the Motivational Skills

Training Program to be developed and evaluated in Phase 11 of this project.

Approach

It was originally intended that the goals of Phase I be accomplished

through results obtained in an experimental study which explored the relative

effectiveness of the printed modules under conditions of varying instructor and

group augmentation. A number of difficulties with data collection, however,

necessitated that the selection and design of CAI enhancements be based on a

viii
contractor analysis of the Motivational Skills Training Program. Since the

experimental study did result in some implications regarding the importance of

the instructor and group experiences for this type of skill training, the approach

and results from this study as well as the conceptual analysis are described in this

report.

The design for the experimental study consisted of four conditions: a

printed modules only (MO) condition, a modules plus instructor introductions (MI)

condition, a modules plus instructor introductions and group discussions (MID)

condition, and a no training control (C) condition. Participants in the study were

male and female students scheduled to begin the Weapons and Armament School

at Lowry Air Force Base during the period of 21 3anuary through I July 1983.

Students were assigned to one of the four experimental conditions by designated

student squadron personnel following their arrival on base. Although it was

originally planned to collect data on at least 50 students per condition, reductions

in the number of students entering the Weapons and Armament School during the

period of the study and problems in scheduling students for the skill training

necessitated both a longer time period for the study and a reduction in the number

of students able to participate. When the study was concluded, data were

,S available on 28 students in the MO condition, 17 students in the MI condition, 23

students in the MID condition, and 52 students in the C condition. Data available

for analysis at the conclusion of the experimental study included (a) pretreatment

student differences by condition in ASVAB scores, education level, self-efficacy

scores, and stress profile scores on eight subscales; and (b) posttreatment student

differences by condition in block test scores for Blocks I through 6, percentage of

students eliminated from the Weapons and Armament course, and percentage of

ix

4,x 444I- - - .. - , . ***. ~ '*~ - , -4 . 4 .-. 4~*4 * 4 , 4
students who had failed and been retested at the end of Blocks 2 and 6 of the

course.

The goals of the conceptual analysis were to (a) identify general roles

and functions of the instructor and group experiences in facilitating student

acquisition of concepts and skills in the motivational program, (b) select those

roles and functions which lent themselves to a CAI format or could be easily

simulated in this format, and (c) extend the general roles and functions identified

into specific design guidelines for each of the seven modules in the motivational

program. Procedures used to accomplish these goals were to (1) interview the two

graduate research assistants reponsible for the conduct of the training, (2)

synthesize interview results and identify areas of agreement, and (3) produce

design guidelines for CAI introduction and practice segments which included

general descriptions of content and strategies to be used and estimates of lengths

for each of the CA! segments.

Findings

Primary findings in the experimental study were that students in the

control group did not differ from students in the experimental groups on

pretreatment measures and on end-of-block test scores for the first six blocks of

the Weapons and Armament course. The number of students eliminated from the

course, however, was highest for the control and MO conditions, with no students

eliminated in the MI and MID conditions. In addition, the test failure rates by the

end of Block 6 were lowest for students in the MID condition. These findings

suggest that instructor and group experiences enhance the subsequent

effectiveness of the Motivational Skills Training Program, with implications for

student performance and attrition in technical trairng.

-p7L
The conceptual analysis of instructor roles in the motivational training

led to the definition of three primary roles that could be provided by the

computer: modeler, motivator, and facilitator. A character named "PC" was

defined to personalize and enact these roles. The analysis of the roles and

functions of the group experiences indicated that facilitative functions included

peer identification, opportunities for shared problem solving, and peer modeling

and feedback. A set of military characters was defined to personalize these group

functions and represent specific personal responsibility/self-control problems

related to each module's content area. The CAI guidelines that were developed

specified the use of PC and the set of group characters in CAI introductions to

the program and each module and in CAI practice sessions at the end of each

module. It was determined that introductc, y segments would be approximately 10

minutes each and the practice segments would be approximately 15 minutes each,

for a total of about 2Y hours of CAI.

Findings from both the experimental &tuoy and contractor analysis

suggest the importance of personalization and the need for simulation of

instructor and group functions within a "rich" training medium. For students to

identify with and sense the human qualities of the defined instructor and group

'" characters, both interactive visual and audio capabilities appear necessary. To

provide these capabilities within the cost constraints and practicalities of this

project, a simple computer-controlled audio capability is believed to be adequate

for providing the personalization and human simulation of the instructor and group

functions. Initial tasks in the second phase of this project are, therefore, to

- locate or develop an audio interface for the selected Apple Ie computer system

that can provide the desired interactive audio capability as well as to detail the

design of specific strategies for the CAI segments to be developed.

xi
Introduction

Background

Inadequate student performance in military technical training is a

*, continuing problem for all branches of the service, despite the many recent

improvements that have been made in technical training curricula and training

methods. Such submaximal performance inevitably results in increased training

costs because of increased training time and delays in student progress through

, the training pipeline. One factor that has been found to contribute to students'

poor academic performance is skill deficiencies of an attitudinal or motivational

nature (McCombs, 1982; McCombs & Dobrovolny, 1980, 1982). These skill

deficiencies can be characterized as consisting of negative orientations toward

learning as well as inadequate self-management and self-control skills which are

required if students are to take responsibility for their own learning process. A

skill training program for remedying these deficiencies, the Motivational Skills

Training Program, was developed by McCombs and Dobrovolny (1992) and has been

implemented with Air Force trainees in the Precision Measuring Equipment course

at Lowry Air Force Base. Evaluation findings indicated that trainees liked the

S4.program and found it helpful in both their course-work and personal lives, and

trainees participating in the program had significantly higher block test scores

and lower block test failure rates than control group trainees. These findings

were thus seen as suggestive of the possible impact of this type of motivational

skills training on trainee performance and attrition in technical training.

The existing Motivational Skills Training Program includes seven selfinstructional, printed modules which were originally implemented in an instructorled, small group format that provided trainees with the opportunity to practice

... ......... %......... .... ........... .. .
new strategies and skills, share experiences, and develop feelings of rapport with

their instructors and fellow trainees. Given this implementation format, it was

not possible to determine if part of the success of the program-in addition to the

instructional materials themselves-was due to the group experiences or to the

presence of trained instructors who facilitated trainee acquisition and

maintenance of strategies and skills. The present research was, therefore,

undertaken by the Army Research Institute to address these issues and explore

whether the cost effectiveness of the program could be enhanced by reducing

instructor and/or group interaction requirements through the use of computerassisted instruction (CAI) for selected portions of the training.

Nature of this Research

To address the questions of (1) the contribution of instructor

augumentation and group experiences to the effectiveness of the Motivational

Skills Training Program and (2) the design of CAI enhancements that could reduce

instructor and group process requirements for selected portions of the program, a

two phase research project was undertaken. The goals of Phase I were to

determine the separate contribution of instructor augmentation and group

experiences to program effectiveness and to identify specific motivational skills

training components which could be enhanced by the use of a CAI format. The

goals of Phase II were to design and evaluate the effectiveness of CAI enhanced

versions of the program and to make recommendations for future implementations

of the Motivational Skills Training Program within Army technical training. This

report describes the results of Phase I activities.

Relevant Literature

In order to better identify components of the motivational skills training

for CAI enhancements, literature relevant to the role of instructors and group

2
q

proces in this type of self-development training was selectively reviewed.

Particular focus was given to research in the area of self-development programs

because they generally have the goal of helping students understand themselves

and develop the strategies and skills necessary to exercise personal self-control in

learning and personal situations. By their nature, these self-development and

motivational skills training programs involve, at least to some degree, changing

both attitudes and behaviors.

With respect to the instructor's role in such training, Catterall and

Gazda (1978) point out that a critical initial role of the teacher in selfdevelopment programs is to establish or build a good relationship with the student,

to respond to the student with empathy, warmth and respect, and to generally

provide positive human qualities that can inrease the student's ability for selfexploration and self-change. Additional components which Catterall and Gazda

think teachers add to such programs are (a) to serve as a model of personal

responsibility, (b) to establish a positive classroom or group climate, (c) to help

students understand what is expected of them, (d) to foster self-control and

independent problem solving, and (e) to reinforce success experiences through

positive personal interactions with students. Similarly, Roueche and Snow (1978)

argue that instructors are a necessary augmentation to individualized methods of

developmental training in that they can assist the students to accept themselves

and develop positive attitudes about themselves. They further argue that

sophisticated instructional "gadgetry" can hinder the teaching-learning process in

such training programs when used without skillful human resources, particularly in

programs dealing with high-risk students who have had histories of academic

failures. Brophy (1982) makes the additional point that even when students begin

3

IA7.

4 V' A.*' *-
to assume responsibility for their own learning, the teacher remains Important as

an external guide to learning and model of self-management skills.

Additional enhancements provided by trained instructors in the

implementation of the McCombs and Dobrovolny (1982) Motivational Skills

Training Program were (a) to make the training content more personally relevant

and meaningful by relating personal military experiences, (b) to reduce students'

feelings of insecurity, fear, or anxiety toward military instructors by displaying

genuine personal interest in the students, and (c) to reinforce the value of the skill

training for positive self-development by explaining its application and benefits in

military experiences. As Stanford and Roark (1974) have pointed out, the

instructor is seen as a participant in the learning process, with the same basic

goals as the student. By being a participant, the instructor lowers the barrier

between teacher and student and increases the probability of cooperative effort.

Furthermore, in group learning situations where students have primary

responsibility for their own learning through individual study, essential instructor

roles include listening to students, providing feedback to clear up

misunderstandings, allowing opportunities for peer teaching, supporting students,

defining and structuring group tasks, and building group cohesiveness (Finkel &

Monk, 1983; Michaelson, 1983).

Not only does the instructor play a key role in one-on-one

student/instructor interactions during self-development or motivational skill

training, but he or she can also provide a critical element to the fostering of a

positive learning climate and a feeling of group. For the late adolescent/young

adult, this feeling of group and the opportunity to be closely associated with his or

her peer group has been cited as a strong developmental need (Erikson, 1968;

4
McDlI & Coleman, 1965; Sears & Feldman, 1973). For this reason, a number of

psychologists and educators have argued that group experiences be part of selfdevelopment programs for students at this stage of development (e.g., Catterall &

Gazda, 1978; Philip & Dunphy, 1959; Schmuck, 1966, 1971; Schmuck & Schmuck,

1975; Tuckman, 1965; Watson, 1969), and that performance in academic curricula

can be strengthened through group experiences (McKeachie, 1963; Minuchin, 1965;

Schmuck, 1971; Schmuck & Schmuck, 1975; Webb, 1982; Webb & Cullian, 1981).

The instructor's role in this type of group, according to Stanford and Roark (1974),

is to ensure that activities are at least attempting to meet the life-cycle needs of

students, to serve as a model, to provide structure and organization, and to

establish the safety for self-disclosure and sharing.

. In extending the instructor's role to that of facilitator of group

interactions, the position has been taken by Stanford and Roark (1974) that human

interaction is the single most important ingredient in education. Their position is

based upon three principles: education is a social process; significant learning

occurs through interaction; and education must include self-knowledge and selfunderstanding. More specifically, Rose (1977) spells out those components in

groups dealing with self-management training that facilitate skill acquisition and

skill maintenance. These include modeling, coaching, rehearsal, group feedback,

the buddy system, behavioral assignments, and contracts.

Bouton and Garth (1993) have argued that effective learning groups are

those in which (a) peer interactions promote active learning processes through

student conversations and (b) structured tasks allow instructors to demonstrate

their expertise while guiding students in their exploration and discovery of new

knowledge. They go on to state that such groups promote learning by enhancing

cognitive skills such as problem solving and reasoning, by developing interpersonal

r 5
skills such as leadership and communication, by nurturing learning-to-learn skills,

and by meeting social needs for friendship and sharing. Groups thus foster active

involvement both in the construction of knowledge and in the opportunity to

engage in dialogue essential to learning. As Bouton and Garth (1983, p. 77) state,

"An optimum context for learning provides learners with frequent opportunities to

create thoughts, to share thoughts with others, and to hear others' reactions."

They further argue that practice and feedback in groups is essential to acquiring

skills and abilities, and state (pp. 79-80), "Group interaction is a process of

questioning, discovery, assertion, and critique. It exercises all the critical

",

faculties and problem solving skills and the process produces knowledge that the

student is prepared to use."

If learning groups are permanent and heterogeneous, Michaelson (1983)

argues that they can become cohesive enough to provide major sources of

motivation and social support, as well as provide a variety of student viewpoints

and approaches that are useful in the development of problem solving skills.

Benefits which Michaelson (1983) attributes to such groups are the expansion of

student experiences and appreciation for other viewpoints, development of

experience of working in groups which can lead to better adaptation to later

situations where teamwork or group problem solving is important, promotion of

active involvement in the learning process, fostering of friendships and social

support, and the development of interpersonal and group skills.

Schmuck and Schmuck (1973) discuss the importance of instructors in

establishing a positive group climate and the development of group process, as

well as the role group process can play in learning. In addition to enhancing the

development of relationships that meet student needs for warmth and security,

6

,. . . . , '. . •~ V., . . .~ .. - .. ,.... * .. . . . * *.,... .. " , .. ,. - - ,, ..
interactions within groups can aid students in the learning of new concepts and

skills. The research of Webb (1932; Webb & Cullian, 1981) also indicates that

group process is a strong predictor of achievement, primarily because of the

interaction that takes place in groups, i.e., group helping, giving help, receiving

help. Ames (1981) and Neale (1983) suggest that the facilitative effects of group

process are in large part dependent on whether their structure is cooperative and

£i can positively affect self and interpersonal evaluations. Within this cooperative

structure, the group process components which CatteralI and Gazda (1978) list as

facilitative of learning include promoting feelings of inclusion and membership,

providing opportunities for shared decision making and friendships, helping

students reinforce each other in the pursuit of learning goals, and providing

opportunities to maintain a supportive group after the training is over.

In summary, this selective review of enhancements to skill training that

could be attributed to the use of trained instructors and group process indicates

that these enhancements are both affective and cognitive. On the affective side,

these enhancements include increasing students' trust toward their instructor,

self-worth and self-regard, motivation to use new skills, and inclusion and

membership in their peer group. On the cognitive side, these enhancements

include opportunities to observe personally relevant models, receive

reinforcement from both instructors and peers, and rehearse new strategies and

skills in interpersonal situations. Ways in which the instructor and group process

were incorporated in the overall design of the Motivational Skills Training

Program are described in the following section, along with a description of the

content and strategies in the program.

7
. . .7i . . . . . . 7. 7 W

Motivational Skils Training Proitram

The content and structure of the motivational program was defined as a

result of an in-depth experimental analysis of specific conative (will to learn),

affective, and cognitive skill deficiencies of Air Force trainees in four technical

training courses at Lowry Air Force Base (McCombs & Dobrovolny, 1980). This

analysis indicated that the primary deficiencies (i.e., characteristics that

differentiated effective from ineffective learners) in the conative domain were

that poorer students consistently had low motivation to learn, had few military or

personal goals, and could be classified as being low in maturity, with little selfdiscipline, or the ability to take responsibility for their own learning. In the

affective domain, poorer students were generally those with high levels of anxiety

toward learning and taking tests, and who lacked effective skills for taking

personal control and coping with the demands of technical training. In the

cognitive domain, the poorer students were generally those with poor reasoning

and comprehension skills, and/or those who lacked effective decision making and

problem solving skills in technical or personal areas.

Based on this analysis which integrated relevant literature, student

performance data, student and instructor interview results, and individual

difference data, seven skill training modules w re defined (McCombs, 1982a,

1 982b).

The Introduction Module introduces students to the concepts

of personal responsibility and positive self-control, the role

of these concepts in generating positive feelings of 4- competency, presents rudimentary techniques for controlling

negative attitudes (e.g., use of positive self-talk and

imagination), and explains the purpose of the skills training

package.

The Values Clarification or Self-Knowledge Module explains

the role of values and beliefs in helping us define ourselves

and what's important to us, stresses each person's responsibility in defining his or her own value system, and

8

"~~.... . .. ..- ................
helps students explore and resolve conflicts in their values and beliefs in a number of areas.

The Career Development Module builds on students' newly

acquired self-knowledge and helps them acquire the

necessary decision making skills to explore their career

interests and make some career goals and plans.

The Goal Setting Module formalizes the previously learned

goal setting process by first describing the purpose of goals

as directing and motivating human behavior, describing a

general model for systematically thinking about and setting

personal goals, and helping students work through exercises

for setting specific long-term and short-term goals.

The Stress Management Module describes the role of

perceptions, negative self-talk, and mistaken beliefs in

producing stress and presents a number of generalizeable

strategies for managing stress.

The Effective Communication Module describes techniques

and strategies for identifying personal communication styles,

effectively communicating feelings, wants, and needs, and

for dealing with stressful interpersonal situations that may

impede goal attainment.

Finally, the Problem Solving Module provides a summary of

the skill training package by pointing out that students have

been using a problem solving approach throughout the

training and by providing a general model for systematically

working through and solving problems.

The choice of format for the motivational skills training materials was

based on both practical and theoretical considerations. From the practical

standpoint, there was a need for the format to be compatible with the

requirements of a self-paced technical training environment in which students

have primary responsibility for their own learning, proceeding through

modularized instructional materials at their individual paces with limited

instructor and group interactions. This set of considerations led to the choice of a

printed, self-instructional format, incorporating an easy to read, low density style

conducive to students' reading the materials on their own or in small groups prior

'4. 9
conducive to students' reading the materials on their own or in small groups prior

to beginning their self-paced technical training course. To enhance students' selfdirected learning and understanding of the concepts and strategies in the

materials, visuals were included wherever appropriate, as well as periodic

embedded questions and practice exercises.

From the theoretical standpoint, format issues of particular importance

concerned identifying effective methods and approaches for facilitating students'

skills maintenance and generalization following initial training. A review of

cognitive behavior modification approaches to skill maintenance indicated that

techniques which have been successfully used include various combinations of

self-monitoring/self-assessment with self-reinforcement (McCombs, 1983). The

techniques used in self-monitoring include personal diaries, journals, logs, note

cards, graphs, progress charts, and other record keeping procedures that require

individuals to frequently evaluate and record positive and negative instances of

skills and behaviors in question. Self-reinforcement techniques include engaging

in positive self-talk when desired outcomes are attained, recording self-ratings on

the effectiveness of new skills, and identifying and applying extrinsic rewards

when certain skills and behaviors have been successfully implemented.

In addition to the preceding techniques for skill maintenance, our own

research has indicated that the instructor can play a critical role in skill

acquisition, maintenance, and generalization (Dobrovolny, 1982; McCombs, 1992;

McCombs & Dobrovolny, 1980). We found that training instructors in the role of

learning strategies expert/learning facilitator and using them to augment the selfinstructional format, further enhanced the effectiveness of this training in other

important ways. First, the instructors were able to make the training content

10

-a , - o . , . ' . . !1 .4 ..--
more personally relevant and meaningful by relating personal experiences.

Second, by displaying genuine personal interest in the students, instructors were

able to reduce students' feelings of insecurity, fear, or anxiety toward

interactions with higher ranking instructor personnel. Finally, instructors were

able to reinforce the value of the skill training for positive self-development by

explaining its application and benefits in military situations and experiences, as

well as by providing a positive role model.

Through the use of a blend of cognitive and behavioral approaches, the

modules are designed to be used in a self-paced mode, so that from the beginning

students become responsible for their own learning. Through this extensive

behavioral rehearsal, they practice and increase their own self-management skills.

Further, throughout the modules, students are asked to commit themselves to a

low, moderate, or high level of effort, underscoring in yet another way that they

must accept responsibility for the progress in the training program. Likewise,

since the role of the instructor is primarily that of model and motivator, he or she

cannot be blamed for lack of student progress, nor take credit when students do

well. The exercises within each module are practical, graded in difficulty, and

fun to do, so that students will learn because they are active in the learning

process. Finally, group discussions at the end of each module promote peer

modeling and peer pressure to change. Students are encouraged by each other to

practice their new skills. In these three ways-behavioral rehearsal, personal

commitment, and modeling-the method of instruction matches the content being

taught.

11
V. Phase I Evaluation Study Method

Research Questions

The primary questions being addressed in this Phase I evaluation study

*i were: (1) What are the independent contributions of instructor augmentation and

group experiences to the effectiveness of the Motivational Skills Training

-.~'-, Program and (2) What CAT enhancements are suggested for those skill training

components identified as benefitting from instructor augmentation and group

experiences?

It was originally intended that answers to the preceding questions be

derived from data collected in an experimental study which explored the relative

effectiveness of the printed modules under conditions of varying instructor and

group augmentation. A number of difficulties with data collection, however,

necessitated that the selection and design of CAI enhancements be based on a

contractor analysis of the Motivational Skills Training Program. The following

sections, therefore, separately describe procedures used in the experimental study

and in the contractor analysis. Results of these two sets of procedures are

presented in the next major section of this report, followed by a discussion of

their implications for the design of CAI enhancements.

Phase I Experimental Study

Experimental design. The experimental design for this study consisted of

four conditions: a printed modules only (MO) condition, a modules plus instructor

introductions (MI) condition, a modules plus instructor introductions and group

discussions (MID) condition, and a no training control (C) condition. Originally

'06,

defined independent variables of interest were students' scores on the General,

12
--

Mechanical, and Eletrical subscales of the Armed Services Vocational Aptitude

Battery (ASVAB) educational level; initial judgments of self-efficacy; and initial

indices of anxiety and ability to cope with stress. Originally defined dependent

variables of interest were a variety of individual difference and performance

measures collected after students were in their technical training course (i.e.,

subsequent indices of anxiety and ability to cope with stress, instructor ratings of

students' self-management skills, block test scores, test failure rates, and

eliminations).

Measures. To assess student judgments of self-efficacy, a 20-item selfreport measure titled How I Feel About Myself was developed. Students respond

to each item by circling one of six responses: Not At All Like Me, Quite Unlike

Me, Slightly Unlike Me, Slightly Like Me, Quite Like Me, Very Much Like Me.

Items in this measure are based on Bandura's (1982) definition of self-efficacy and

assessed students' judgments of their capabilities for self-management and coping,

their feelings of competency, their perceptions of their ability to plan, expend

effort and persevere, and engage in self-control and self-regulation.

To assess students' anxiety and ability to cope with stress, eight of the

nine scales of the Personal Stress Profile published by Girdana and Everly (1979)

were used. The eight scales assess adaptation, frustration, overload, deprivation,

nutrition, self-perception, Type A behavior, and anxiety via a self-report, selfscoring format that gives students the opportunity to chart their own stress

profile and determine if their scores indicated low, medium, or high vulnerability

to stress. Response formats on the eight scales vary from checking relevant

items to scalar alternatives of almost always true, often true, seldom true, and

almost never true.

13

-'.4 .. . .: ...-.. . . . .- . ,. . ... .. .. . . . . . .. . . . . . . .
An Instructor Questionnaire was developed to assess instructor ratings of

students' self-management skills. The questionnaire consists of 26 items that

describe a variety of student behaviors for which instructors are asked to indicate

how descriptive each item is of each student. Reponses range from not at all,

somewhat, moderately so, to very much so. (Copies of the self-efficacy, stress,

and instructor measures are included in Appendix A of this report.)

Student ASVAB scores, educational level, block test scores, test failure

rates, and eliminations were obtained from individual student records maintained

by personnel in the Weapons and Armament School at Lowry Air Force Base.

Subjects. Participants in the Phase I evaluation study were male and

female students scheduled to begin the Weapons and Armament School at Lowry

Air Force Base during the period of 21 January through 1 July 1993. Students

were assigned to one of the four experimental conditions by designated student

squadron personnel following student arrival on base. Assignment to conditions

was based on the number of days students were on base prior to course entry.

Students with less than three days available were assigned to the control

condition. Students with three days available were assigned to the MO condition,

students with four days available were assiged to the MI condition, and students

with five or more days available were assigned to the MID condition. Although it

was originally planned to collect data on at least 50 students per condition,

reductions in the number of students entering that Weapons and Armament School

during the period of the study and problems in scheduling students for the skill

training necessitated both a longer time period for the study and a reduction in

the number of students able to participate. When the study was concluded on

I 3uly 1983, data were available on 28 students in the MO condition,, 17 students

14

• , ,.,..,., , , ,, . ., ,- . . . .. . .

, . .,, .,'.. . L . ..L.... :-... . :.:..: . , . . ." ."'.. . . . . . . .. . .. . .. . . . . . .''.. . . ."."."."". .".. .". ."
i

in the MI condition, 23 students in the MID condition, and 52 students in the

control condition. The number of students available for data analysis varied due

to missing data on some of the independent and dependent variables of interest.

Procedures. A 10-hour instructor training program was designed to

familiarize instructors with concepts and skills presented in the Motivational

Skills Training Program, as well as to provide guidelines for introducing each

module and conducting small group discussions/practice sessions at the end of

each module. In addition, the training included specific procedures instructors

were to follow in each experimental condition. A workshop format was used for

this training, wherein contractor personnel guided instructor participants through

a training outline and provided models of the instructors' role in introducing the

modules and leading group discussions/practice sessions. Instructors were also

given opportunities to generate their own examples to be included in the

introductions and their own practice exercises, thereby arriving at personalized

plans for conducting the skill training. (A copy of the instructor training outline

is included in Appendix B.)

It was originally arranged with the Head of Student Squadrons at Lowry

Air Force Base to train Student Training Advisors (STAs) in the role of instructor

for the evaluation study and to have the STAs conduct the training per a

designated schedule with students in the squadrons prior to their entering the

Weapons and Armament School. Five STAs began the training on 13 December

1982, but after two days of training it was determined that the STAs would not be

able to conduct the student training for the duration of the study due to other

time commitments. They did, however, agree to coordinate the scheduling of

students to experimental conditions, to administer pretest measures to control

15 I

:;:.........................................................................................
students, and to ensure that experimental students reported to their designated

classrooms for the training.

The unavailability of STAs for student training necessitated the use of

University of Denver graduate research assistants and contractor staff as

instructors for the training. Four contractor staff personnel and two graduate

research assistants from the clinical psychology program were trained in the role

of instructor the week of 10 January 1983. The two graduate research assistants

were given primary responsibility for the student skill training, with contractor

personnel serving as backups when scheduling conflicts arose.

The self-efficacy and stress profile pretest measures were administered

to control condition students by STAs in the squadron prior to their entry into the

Weapons and Armament School. These pretest measures were administered to

experimental group students at the beginning of their skill training by the

graduate research assistants. Training in the three experimental conditions was

conducted in a designated classroom at Lowry Air Force Base. Experimental

conditions and the number of students participating in a given condition varied

from week to week depending on (a) the number of days entering students had

available prior to beginning their technical training course and (b) whether they

could be released from squadron duties. In general, however, at least three to

seven students comprised any one experimental condition during a given week.

In the Modules Only condition, students were instructed that they were

to read each of the modules on their own, complete the practice exercises, and

use their instructors to clarify confusing points or answer questions. In the

Modules plus Instructor Introductions condition, students were given an

introduction to the important concepts and skills in each module, and were told to

'.1

,-" 16

. .
read through the modules on their own and complete the practice exercises. In

the Modules plus Instructor Introductions and Group Discussions condition,

students were given an introduction to the important concepts and skills in each

module, were told to read through the modules on their own and complete the

practice exercises, and were asked to participate in group discussions/practice

sessions at the end of each module. Because student reading times varied in each

condition, students who finished were told to reread sections of the module they

were working on so that introductions and group sessions could be conducted when

all students had finished reading each module. At the end of the training in each

of the experimental conditions, students were reminded to refer to their modules

as needed during their technical training and to actively use the strategies and

skills they had learned to solve problems that might arise in both their technical

training and personal lives.

Once students entered the Weapons and Armament School, procedures

A were coordinated with school personnel to administer the post stress profile and

to fill out the instructor questionnaires for all students finishing the second block

of the course (approximately 4 weeks after the beginning of the course). Despite

frequent monitoring, however, it was learned that for sizeable numbers of control

and experimental students, the post-stress profile was not administered and

instructor questionnaire was not filled out, necessitating the deletion of these

measures from the data analysis. Course performance data were collected on the

first two blocks of the course for all students and on the first six blocks of the

course (approximately 12 weeks after the beginning of the course) for as many

students as feasible within the evaluation time period.

in summary, then, the following problems with data collection

necessitated the use of a contractor analysis for the identification of motivational

17

,,,,~~~ ~~~~ ,. -.,,IZ,,.. .,. .. .., . . . •. . .. . .. . . .
skills training components likely to be enhanced through CAI

presentation/simulation of selected instructor and group functions. First, the

change in plans regarding the use of STAs (i.e., their subsequent unavailability) for

conducting the motivational training led to costly delays in the initiation of the

study and the necessity to train contractor staff for this purpose. Second, the

cooperation of student squadron personnel in identifying and scheduling students

for training was less than ideal, leading to fewer numbers of students

participating in the study than originally planned. Third, incomplete and missing

data on subsequent student measures collected in the technical training school

environment seriously reduced the amount of information available on which to

make the CAI selection decisions. Finally, the drop in number of students

participating necessitated extending the time period for the study for several

months past the time when the identification of CAI segments was scheduled to

begin, resulting in the need for an alternative procedure.

Phase I Contractor Analysis

Data source. Contractor personnel who contributed to the conceptual

analysis of the Motivational Skills Training Program and the identification of

program components (i.e., instructor and group functions) that would lend

themselves to a CAI format included the principal investigator, the project

consultant, a CAI design specialist, and the two graduate research assistants who

served as trainers in the evaluation study. These personnel participated in the

conceptual analysis in May through 3une 1983.

Analysis procedures. The goals of the conceptual analysis were to (a)

identify general roles and functions of the instructor and group experiences in

facilitating student acquisition of concepts and skills in the motivational training

18

* --.- . .. - . . . . . . ...... 
program; (b) select those roles and functions which lent themselves to a CAI

format or which could be easily simulated in this format; and (c) extend the

general roles and functions identified into specific design guidelines for each of

the seven modules in the motivational program.

In accomplishing these goals, the following procedures were used:

1. The two graduate research assistants responsible for the

conduct of training during the experimental study

separately participated in group discussions with

contractor staff during which they were asked to (a)

generally discuss what they thought were their most

important functions in introducing the program and each

module (i.e., what concepts and methods of presentation

seemed to work best); (b) generally describe what they

thought were their most important roles in facilitating

group discussions as well as the roles and functions most

facilitative in the group interchange; and (c) specifically

identify instructor and group roles and functions that

were most successful for each individual module.

2. Results of the preceding interviews were synthesized and

areas of agreement identified. Contractor staff

participated in a group process during this synthesis,

using such techniques as brainstorming to expand upon

and refine interview results.

3. Design guidelines for CAI introductions and practice

segments were produced, including general descriptions

of content and strategies to be used and estimates of

lengths for each of the CAI segments. Relevant

research was consulted in the production of specific

guidelines.

19
Phase I Evaluation Results

Phase I Experimental Study

Following the completion of Phase I data collection, the following

measures were available for analysis: (1) pretreatment student differences by

condition in ASVAB scores (General, Mechanical, Electrical), education level,

self-efficacy scores, and stress profile scores on the eight subscales; and (2)

posttreatment student differences by condition in block test scores for Blocks I

through 6, percentage of students eliminated from the Weapons and Armament

course, and percentage of students who had failed and been retested at the end of

Blocks 2 and 6 of the Weapons and Armament course.

Data analysis procedures. Individual student data on the independent and

dependent variables of interest were input into the University of Denver's VAX

780 system for analysis by selected programs from the Statistical Package for the

'5 Social Sciences (SPSS-X version; Nie et al., 1983). Actual student scores were

input for the ASVAB, self-efficacy, stress profile, and block test measures and

special values were assigned to indicate missing data. For education level, the

value "I" was used to indicate no GED or high school diploma; "2" was used to

indicated GED; "3" was used to indicate high school diploma; "4" was used to

indicate some post high school education; and "5" was used to indicate two or

more years of college. Elimination data was coded such that "I" indicated "not

eliminated" and "2" indicated "eliminated." Retest data was simply coded from 0

to n to indicate number of retests in each block. A significance level of p < .05

was set for all comparisons.

The CONDESCRIPTIVE program of SPSS was calculated on all variables

by condition in order to obtain descriptive statistics (e.g., means, standard

20

Al
deviations, ranges, etc.). The BREAKDOWN PROGRAM OF SPSS was calculated

to obtain one-way analysis of variance results between conditions for all

independent and dependent variables except eliminations and retests. For these

latter variables, simple percentages were calculated.

Pretreatment results. Means and standard deviations for all

pretreatment measures are presented by experimental condition in Tables la and

lb. One-way analysis of variance results for these data indicated no significant

differences between conditions for any of the pretreatment measures. Students

were, therefore, considered not to differ in these variables of interest prior to

experimental manipulations.

Posttreatment results. Means and standard deviations for block test

scores, Blocks I through 6, are presented by experimental condition in Table 2.

Separate one-way analyses of variance on each block test score indicated no

significant differences between conditions.

Percentages of students eliminated from the Weapons and Armament

course and percentage of students retesting at the ends of Blocks 2 and 6 are

presented in Table 3. Examination of these data indicates that (1) although 10 and

S1.5 percent of the students were eliminated from the control and modules only

conditions, respectively, no students were eliminated from the modules plus

instructor and modules plus instructor and groups conditions; (2) fewer students

had failed and been retested at the end of Block 2 in the modules only and

modules plus instructor conditions than in the control and modules plus instructor

and groups condition; and (3) more control condition students had failed and been

retested at the end of Block 6 than experimental students, with the fewest

number of students failing in the modules plus instructor and groups condition.

21
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* 23
Table 3

Percentage of Students Eliminated

and Retested by Condition

Condition Eliminations Retests

Block 2 Block 6

Control 5/50 - 10.01 15/49 - 30.61 14/46 - 30.4%

Nodules Only 3/26 - 11.5% 5/25 20.0% 1/15 - 6.7%

Nodules Plus

Instructor 0/17 - 0.0% 2/17 - 11.8% 3/15 w 20.0%

Nodules Plus Instructor

and Groups 0/21 - 0.0% 8/21 - 38.1% 0/20 - 0.0%

24

,

--.
Thus, there appears to be some benefit in terms of instructor and group

augmentation with regard to course eliminations and test failures.

Phase I Contractor Analysis

The results of the contractor analysis included (a) the identification of

general roles and functions of the instructor and group experiences in facilitating

student acquisition of concepts and skills in the motivational skills program and

(b) the selection of those roles and functions that lent themselves to a CAI format

or could be easily simulated in this format. In addition, this analysis resulted in

* the development of specific design guidelines for each of the seven modules in the

motivational skills program. The following sections describe these results.

General Roles and Functions of the Instructor and Group Experiences

The synthesis and expansion of trainer interview results led to the

definition of general instructor roles and functions both in introducing the skill

training program and individual modules and in leading group discussions and

practice sessions at the end of each module. Three primary instructor roles were

identified: Modeler, motivator, and facilitator. Instructor functions within these

roles were defined as follows.

Modeler In the modeler role, the instructor explains and

demonstrates the application of new concepts, skills, and

strategies. In the introduction segments, this role is

enacted by the instructor presenting case study examples

of how new concepts, skills, and strategies can be applied

in particular problem areas. In the practice segments, this

role is enacted by demonstrations of particular skills and

strategies in specific problem situations. As a modeler,

the instructor presents him or herself as a friend, as

someone who understands students' problems and cares, and

who models how the application of new concepts and skills

can enhance feelings of self-worth and self-efficacy.

25
-' ,q' - -- -

Motivator In the motivator role, the Instructor coaches and .. encourages students to apply the new concepts, skills, and

strategies In difficult situations. In the introduction

segments, instructors emphasize what students will get out

of the skill training program in general and each module in

particular;, they discuss the particular tools that students

will acquire in each skill training area. In the practice

segments, instructors establish a positive group climate,

encourage student sharing of experiences, summarize how

new skills and strategies are useful in solving problems, reinforce student performance, and generally act as a

positive coach in keeping students "fired up" and applying

positive self-control strategies.

Facilitator In the facilitator role, instructors are helpers in the sense

of being guides in both the acquisition and practice of new

concepts, skills, and strategies. In the introduction - segments, this role takes the form of breaking down new

concepts, skills, and strategies into easily understandable

and personally relevant and meaningful pieces; the

instructor provides advance organizers and emphasizes how

these new concepts and skills relate to student

experiences. In the practice segments, this role takes the

form of interactively guiding students through specific

practice exercises, encouraging participation, and helping

students apply and rehearse new skills in a variety of

situations.

General group roles and functions were also defined as a result of

synthesizing and expanding the results of trainer interviews. Functionally, it was

identified that the group experiences encourage identification and sharing with

others, appreciation of others' viewpoints, and the development of problem solving

skills. Through the sharing of experiences, students gain the Ikowlege that others

have problems similar to their own, and they receive encouragement as friends to

work on problems together. Group experiences also provide opportunities for peer

teaching (e.g., assisting each other in behavioral assignments and contracts) and

reinforcement, and contribute to the development of teamwork and a feeling of

group membership.

26

L ill

-- ,C '' ... '',, ..... ,"." ,. . ."-"." .' . . . ,'. -. ..-. ' " ., 4 '' " ,:, "., " - . " . " . " , " . -

4...- - : - - i " i "- - ' '"" " l , ' . - v . ' ' , ". '

i-
Specific CAI Guidelines for Instructor and Group Functions

In operationalizing the selected instructor and group functions in the CAI

K:.: format, it was decided that a high degree of personalization was desirable both

for making the instructor and group seem more "real" and for promoting student

identification with the functional roles of the instructor and group. For this

reason, it was decided that a main character should be created to represent the

instructor and that a cast of characters be created to represent other students

with problems in the areas dealt with in the program modules.

To provide the instructor roles of modeler, motivator, and facilitator, a

character named 'PC" was created to serve as an instructor/guide and to

interactively perform each role by demonstrating the use of new strategies and

skills, providing introductory concepts in a meaningful context, and coaching

students in the application of new concepts and skills via personalized feedback

and encouragement. In the area of group process functions, a set of military

trainee characters was created to represent specific personal responsibility/selfcontrol problems related to each module's content area. That is, a male or female

character and accompanying problem scenario was defined to exemplify typical

student problems with personal responsibility in general, with knowing who they

are and what's important to them, with knowing their career interests and goals,

with knowing how to set goals, with knowing how to mange -stress, with knowing

how to communicate effectively, and with knowing how to solve problems. These

characters were designed to "grow" as a result of their skill training from their

initial inability to solve particular problems to competent problem solvers and

self-managers. This transition was designed to occur between PC's guided CAI

introductions and CAI practice sessions for each module. CAI segments were,

27

...-........................... .... . .. .
therefore, designed to incorporate the instructor and group process roles and

functions by providing introductions to each printed module as well as practice

sessions following student reading of each module.

The characterisitics defined for PC included being principled and strong,

yet easy for students to identify with. Thus PC was designed to be a military

person who had already been through the motivational training and was at the

stage of his Army career where he was working in an operational field unit. By

not being that much older than the typical Army trainee in resident training, PC

could easily remember and relate to his earlier experiences.

The characteristics defined for the set of military trainees that would

simulate the group in CAI differed from module to module. For Module 1, a

character named Rudy was defined who was basically an irresponsible student and

one who wasn't sure why he was in the Army or how he was going to adjust to this

new life. For Module 2, a character named Eric was created to represent students

who tend to rebel against authority and have a hard time understanding rules and

regulations. For Module 3, a character named Larry was created who was

confused about what he wanted to do with his life and hadn't thought about his

long range career interests and plans. For Module 4, a character named Lucy was

defined to represent students who have let themselves drift though life with no

defined long range goals and plans. For Module 5, a character named David was

created to typify students who let worry and anxiety interfere with their

performance and interpersonal relationships. For Module 6, two characters were

defined, Chris (female) and Scott (male), to represent students who had

difficulties communicating effectively with their peers and authority figures

because of being too aggressive and too nonassertive, respectively. Finally, for

Module 7, all prior characters were reintroduced to exemplify how each of their

problems could be solved by a systematic problem solving approach.

28
In addition to defining the characters and their functional roles, case

studies were defined and, at this stage of the CAI design process, general level

outlines of what each introduction and practice section would cover were laid out.

- It was decided that the eight introductory segments would be approximately 10

"-" minutes each, and that the seven practice segments would be about 15 minutes

each, for a total of about 23 hours of CAL

V.

29

'_ . ,' ...,,. - , . , , ., , . , . • .' • . . - , . , . , . . .. . , ,. , . .. . - , ... . . .
Discussion and Conclusions

Summary of Evaluation Findings

The Phase I experimental study was designed to explore the independent

contribution of instructor and group experiences to the effectiveness of the

Motivational Skills Training Program, and thereby gain insight into the most

important instructor and group functions and how these might be simulated in a

CAT format. Although difficulties with data collection precluded the use of

experimental findings in the selection of components for CAI, the study did result

in some implications regarding the importance of the instructor and group

experiences for this type of skill training. The primary findings in this study were

that students in the control group did not differ from students in the experimental

groups (Modules Only, Modules plus Instructor Introductions, Modules plus

Instructor Introductions and Group Practice) in scores they received on end-ofblock tests for the first six blocks of the Weapons and Armament course.

However, the number of students eliminated from the course was highest for the

control and Modules Only conditions, with no students eliminated in the remaining

two experimental conditions that were supported by instructor introductions and

group experiences. In addition, the test failure rates by the end of Block 6 were

lowest for students in the condition with both instructor introductions and group

practices. These latter findings, then, suggest that instructor and group

experiences enhance the subsequent effectiveness of the Motivational Skills

Training Program, with implications for student performance and attrition in

technical training--findings which replicate those found earlier by McCombs and

Dobrovolny (1982).

Difficulties with data collection in the experimental study necessitated

the use of an alternative approach to identifying the roles and functions of the

30

U:
instructor and group experiences in facilitating student acquisition of concepts

and skills in the Motivational Skills Training Program. A contractor analysis of

these roles and functions was thus undertaken which indicated that the instructor

was instrumental in establishing a good relationship or personal rapport with the

student, in serving as a model of personal responsibility and positive self-control,

in helping students understand what is expected of them in the training program,

in introducing important concepts in each module in order to provide an advance

organizer or meaningful structure for acquiring new concepts and skills, and in

reinforcing the value of the skill training for positive self-development by

explaining its application and benefits in military experiences. These functions

were divided into three primary instructor roles that could be provided by the

compute. modeler, motivator, and facilitator. A character named 'PC" was

defined to personalize and enact these roles.

Contractor analysis of the roles and functions of the group experiences

in enhancing program effectiveness indicated that facilitative functions included

helping students identify with peers and open up to sharing personal feelings and

experiences, providing opportunities for shared problem solving and friendships,

helping students reinforce mastery of new skills by group rehearsal and feedback,

and assisting students in behavioral assignments and contracts that promote skill

maintenance after the training is over. A set of military characters was defined

to personalize these group functions and represent specific personal

responsibility/self-control problems related to each module's content area. The

general CAI design guidelines, then, specified the use of PC and the set of

characters in CAI introductions to the program and each module, and in CAI

practice sessions at the end of each module.

31

;: ~~~~~~.....r4..................... . .. .. ,.. .....
The end product of the Phase I evaluation study was the general

definition of instructor and group functions to be incorporated into CAI

introductions and practices. It was also determined that the introductory

segments would be approximately 10 minutes each and the practice segments

would be approximately 1 minutes each, for a total of about 2% hours of CAL.

Implications for Detailed Design of CAI Segments

The findings from the experimental study and the contractor analysis

generally point to the importance of the instructor and group functions in

enhancing the effectiveness of the Motivational Skills Training Program. More

specifically, the findings from the contractor analysis suggest the importance of

personalization and the need for simulation of the instructor and group functions

within a "rich" training medium. That is, it may not be sufficient to merely

personalize the instructor and group by the creation of a graphic representation of

the instructor (i., by creating "PC") or various group characters. For students to

.- identify with and sense the human qualities of these instructor and group

characters, both interactive visual and audio capabilities appear necessary if one

is to maximally simulate these human components of the program.

To provide this interactive visual and auditory capability within the cost

constraints and practicalities of this project, an alternative to currently available

buy expensive videodisc technology needs to be sought. In addition, the need for

this more elaborate technology can be questioned in a skills training program of

this nature. In a motivational skills training program where the realistic detail of

actual video is not required, and CAI graphics are sufficient, a simple computercontrolled audio capability was believed to be adecquate for providing the

personalization and human simulation of the instructor and group functions. For

32
S=

these reasons, then, the goals of the second phase of this project were to locate or

develop an audio interface for the selected Apple lie computer system that would

provide the desired interactive audio capability.

In addition to the selection of an interactive audio/CAI format for the

CA! introductory and practice segments, the results of the Phase I activities also

have implications for the incorporation of a number of other strategies into the

detailed design. These include the development of realistic case study scenarios

for the group characters that will allow students to see the growth in selfmanagement and self-control skills between introduction and practice segments,

the inclusion of practice exercises that provide students with the opportunity to

generate their own solutions to specific problems and receive feedback as to their

adequacy, the specification of how audio can best be used in conjunction with CAI

presentations to both motivate students and help them expand their existing and

developing skills, and the use of special highlighting and cuing strategies that can

enhance the teaching/learning process. The definition and detailed specification

of these and other strategies for the CAI segments will be part of the Phase II

report for this project.

33

_IL"
REFERENCES

Ames, C. Competitive vs. cooperative reward structures: The influence of

individual and group performance factors on achievement attributions and

affect. American Educational Research 3ournal, 1981, L8.3), 273-287.

Bouton, C., & Garth, R. Y. Students in learning groups: Active learning through conversation. In C. Bouton and R. Y. Garth (Eds.), Learning in groups. San

Francisco: 3osey-Bass Inc., Publishers, 1993. Pp. 7342.

Brophy, 3. E. Fostering student learning and motivation in the elementary school

classroom. (Occasional Paper No. 51). East Lansing, MI: The Institute for Research on Teaching, April 1982.

Catterall, C. D, & Gazda, G. M. Strategies for helping students. Springfield, IL:

Charles C. Thomas, Publisher, 197&

Dobrovolny, 3. L. Transitioning learning strategies research into practice: Focus 4on the technical training instructor as learning strategies expert. Journal of

Instructional Development, 1982, 5(2), 17-23.

Erikson, E. H. Identity, youth and crisis. New York, NY: Norton, 1968.

Finkel, D. L, & Monk, G. S. Teachers and learning groups: Dissolution of the

Atlas complex. In C. Bouton and R. Y. Garth (Eds.), Learning in groups. San Francisco: Josey-Bass Inc., Publishers, 1983. Pp. 13-22.

Girdana, D.A., & Everly, G. S., Jr. Controlling stress and tension. Englewood

Cliffs, NJ: Prentice-Hall, Inc., 1979.

McCombs, B. L. Motivational skills training: Helping students adapt by taking personal responsibility and positive self-control. Paper presented at the

annual meeting of the American Educational Research Association, Montreal,

April 1983.

McCombs, B. L. Learner satisfaction and motivation: Capitalizing on strategies . for positive self-control. Performance and Instruction, 1982, 2I(4), 3-6.

McCombs, B. L., & Dobrovolny, J. L. Rationale for the design of specific types of

student skill training in the conative, affective, and cognitive skill domains. ,, (Iterim Technical Report). Lowry AFB, CO: Air Force Human Resources

Laboratory. Submitted June 1980.

McCombs, B. L., & Dobrovolny, J. L Student motivational skill training package: Evaluation for Air Force technical training. (AFHRL-TP-82-3I). Lowry AFB,

CO: Air Force Human Resources Laboratory, December 1982.

McCombs, B. L, Lockhart, K. A., & Bruce K. L Enhancements to motivational

skill training for military technical training students: Phase II evaluation

study report. Alexandria, VA: Army Research Institute for the Behavioral and

Social Sciences. May 1984. (In preparation).

34

P, .c :- ,i ... .... .-., . , . , . . . . . . .
41 - % - -- ,- ,n 

McDII, E. L., & Coleman, 3. S. Family and peer influence in college plans of high

school students. Sociology of Education, 1%3, 38, 112-116.

McKeache, W. 3. Research on teaching at the college and university level. In N.

L. Gage (Ed.), Handbook of research on teaching. Chicago, IL: Rand McNally,

1963. 1118-1172.

Michaelson, L. K. Team learning in large classes. In C. Bouton and R. Y. Garth

(Eds.), Pp. 13-22.- Learning in zoups. San Franciso: 3osey-Bass Inc., Publishers, 1983.

Minuchin, P. P. Solving problems cooperatively: A comparison of three classroom

groups. Childhood Education, 1965, 41, 480-484.

Neale, D. C. Specifications for small group activities in instructional designs.

Paper presented at the annual meeting of the American Educational Research

Association, Montreal, April 1983.

Philip, H., & Dunphy, D. Developmental trends in small groups. Sociometry,

1959, 22, 162-174.

Rose, S. D. Group therapy: A behavioral approach. Englewood Cliffs, N3:

Prentice-Hall, Inc., 1977.

Roueche, 3. E., & Snow, 3. 3. Overcoming learning problems. San Francisco, CA:

3osey-Bass Publishers, 1978.

Schmuck, R. A. Influence of the peer group. In G. Lesser (Ed.), Psychology and

educational practice. Glenview, IL: Scott, Foresman, 1971. 502-529.

Schmuck, R. A., & Schmuck, P. A. Group processes in the classroom. Dubuque, IA: William C. Brown, 1975.

Sears, R. R., & Feldman, S. S. (Eds.) The seven ages of man. Los Altos, CA:

William Kaufmann, 1973.

Stanford, G., & Roark, A. E. Human interaction in education. Boston, MA: Allyn

and Bacon, 1974.

Tuckman, B. W. Developmental sequence in small groups. Psychological Bulletin,

1965, 63, 384-399.

Watson E. R. Group communications and developmental processes. High School :Journal, 1969, -2, 431-440.

Webb, N. M. Student interaction and learning in small groups. Review of

Education Research 1982, 52(3), 421-445.

Webb, N. M., & Cullian, L K. Group process as the mediator between aptitudes

and achievement: Stability over time. Paper presented at the annual meeting

of the American Psychological Association, Los Angeles, August 1981.

35

,. . _.p. - . . .. . . . . . ..
APPENDIX A

Measures in Phase I Experimental Study

S.2

-4."

: , X:',, *-- , ' ' , ", .'." " ','.' . s'-. "." . -"%. , ""--''-, .- -" ,-:"'''..:-. .,X ,
LC.,^.4 HOW I FEEL ABOUT MYSELF

Directions: Below are a list Of statements which may or may W4 %.i 4

not describe how you feel about yourself. Indicate r, 4, V4 6

how much like you each statement is by circling one 10% "4

number for each statement. a, a V C C

______ _____DATE*

1. I am able to do things as well as most other people. 1 2 3 4 5 6

, 2. I can do just about anything I set my mind to do. 1 2 3 4 5 6

3. I take a positive attitude toward myself. 1 2 3 4 5 6

4. When things don't go the way I want them to, I don't give 1 2 3 4 5 6

up because I know I can reach my goal eventually.

5 I feel good about myself. 1 2 3 4 5 6

6 When an unpleasant thought is bothering me, I either try 1 2 3 4 5 6

to resolve the problem or think about something pleasant.

7. Most of the good things that happen to me are because I 1 2 3 4 5 6

tried hard and used my abilities.

B I do a lot of things without much planning. 1 2 3 4 5 6

9 When I am faced with a difficult problem, I try to 1 2 3 4 5 6

Solve it step-by-step.

10. I feel like I am in control of my life. 1 2 3 4 5 6

11. When I am in a low mood, it's of little use for me 1 2 3 4 5 6

to try thinking of happy thoughts.

-2" 12. I am not confident in my ability to succeed at things 1 2 3 1 5 6

I try to do.

13. I often have trouble organizing my work so that I can 1 2 3 4 5 6

get everything done.

1 4i. When I rea2ize that I cannot help but be late for an 1 2 3 4 5 6

important meeting, I tell myself to keep calm.

15. Luck may have something to do with my ability to succeed, 1 2 3 4 5 6

but most of my successes are due to my efforts.

- 16. I find it difficult to overcome my feelings of 1 2 3 4 5 6

nervousness and tension all by myself.

17. I feel competent. 1 2 3 5 6

18. I don't plan ahead very much. 1 2 3 4 5 6

19. When I am feeling worriec, there is little I can do or 1 2 3 4 5 6

think to change my feelings.

20. When I find it difficult to settle down and do a 1 2 3 4 5 6

.-. etain Job, I look for ways to help me settle down.

S. ,A-2
- - - -_ " i." ,-- 

.9. NAME DATE

PERSONAL STRESS PROFILE

This booklet contains eight self-scoring exercises that you can use to

figure out your own stress profile. This profile will show you areas in your

life where you are especially vulnerable to stress. Knowing what these areas

are can help you pick areas where you want to improve your ability to manage

stress. Complete each of the eight exercises and then plot your total scores

for each exercise on the summary profile sheet at the end of this booklet. We

would also like you to record your total scores for each of the eight

exercises on a special answer sheet that is provided. Your scores are

confidential and will be used for research purposes only.

Exercise I

Below are listed events which occur in the life of a college student.

Place a check in the left-hand column for each of those events that have

happended to you during the last 12 months. After checking the items above,

add up the point values for all of the items checked.

Life Event Point Values

- Death of a close family member 100

Jail term 80 - Final year or first year in college 63 - Pregnancy (to you or caused by you) 60

Severe personal illness or injury 53 - Marriage 50 - Any interpersonal problems 45

-. Financial difficulties 40

Death of a close friend 40

Arguments with your roommate (more than every other day) 40

Major disagreements with your family 40

Major change in personal habits 30 - Change in living environment 30

Beginning or ending a job 30 - Problems with your boss or professor 25

Outstanding personal achievement 25

Failure in some course 25

Final exams 20

Increased or decreased dating 20

Change in working conditions 20

Change in your major 20

Change in your sleeping habits 18 -- Several-day vacation 15

Change in eating habits 15

Family reunion 15 - Change in recreational activities 15

Minor illness or injury 15

Minor violations of the law 11

Score:

A-3

. , .. - _ " -' -,. .-..- '.-. .. , .,- . - . *****. . ** * .. **
Exercise 2

Choose the most appropriate answer for each of the 10 statements below

as it usually pertains to you. Place the letter of your response in the space

to the left of the question. Then add up your score using the key at the end

of this exercise.

- 1. When I can't do something "my way,0 I simply adjust to do it the

easiest way.

(a) Almost always true (b) Often true

+ (a) Seldom true .(d) Almost never true

- 2. I get "upsetw when someone in front of me drives slowly.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

- 3. It bothers me when my plans are dependent upon the actions of

others.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

4. Whenever possible, I tend to avoid large crowds.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

5. I am uncomfortable having to stand in long lines.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

6. Arguments upset me.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

7. When my plans don't "flow smoothly," 1 become anxious.

(a) Almost always true (b) Often true

(C) Seldom true (d) Almost never true

8. I require a lot of room (space) to live and work in.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

9. When I am busy at some task, I hate to be disturbed.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

10. I believe that "all good things are worth waiting for."

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

Scoring Key: I and 10: azl, b22, c3, dz4 Score:

2-9: au4, bz3, 0.2, da1

A-4

;++,, " .+', _'. ",+, .,.,.+ ,. ..,. , .,t,/,, .. ,,, -..,,+ ',,, pj,,.+,. " . --,j.• ...- ,,,,,,, ,, m ,lI. +"',".. ..+" ."....," ,+ .'+ " ''..'" " . .+ . . . . ..,, . .. ,
, , _ , , ,

,, , 

_ 

r%

,. ..- -

N*

.. Exerc136e3

Choose the most appropriate answer for each of the 10 statements below

and place the letter of your response in the space to the left of the

question. When finished, add up your score using the key at the end of this

exercise.

Bwoften do you . . .

1. Find yourself with insufficient time to complete your work?

(a) Almost always (b) Very often

(c) 'Seldom (d) Never

2. Find yourself becoming confused and unable to think clearly because

too many things are happening at once.

(a) Almost always (b) Very often

(c) Seldom (d) Never

3. Wish you had help to get everything done?

(a) Almost always (b) Very often

(c) Seldom (d) Never

- . Feel that people around you simply expect too much from you?

(a) Almost always (b) Very often

(c) Seldom (d) Never

5. Feel overwhelmed by the demands placed upon you?

(a) Almost always (b) Very often

(c) Seldom (d) Never

6. Find your work infringing upon your leisure hours?

(a) Almost always (b) Very often

(c) Seldom (d) Never

7. Get depressed when you consider all of the tasks that need your

attention?

(a) Almost always (b) Very often

(c) Seldom (d) Never

8. See no end to the excessive demands placed upon you?

(a) Almost always (b) Very often

(c) Seldom (d) Never

9. Have to skip a meal so that you can get work completed?

(a) Almost always (b) Very often

(a) Seldom (d) Never

10. Feel that you have too much responsibility?

(a) Almost always (b) Very often

(C) Seldom (d) Never

Scoring Key: a24, bz3, cz2, dzl Score:

A-51
Exercise 4

Indicate the most appropriate response to the following 10 statements

in the space provided. Then add up your score using the key at the end of

this exercise.

1. I have trouble paying attention during lectures that last over 20

minutes.

(a) Almost always true (b) Often true

(a) Seldom true (d) Almost never true

-"2. When I know I will have to wait for someone, I usually bring

something to keep me busy.

(a) Almost always true (b) Often true

(a) Seldom true (d) Almost never true

3. I dislike repetitive tasks; I would rather work on something

different every time.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

- .1 get anxious when I don't have anything to keep me busy.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

5. I relax best by keeping busy.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

6. Moving away from family and friends is very undesirable for me.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

7. I find it difficult to throw away old clothes, furniture, and other

mementos.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

8. I get homesick when I'm in a new place for even a short time. - (a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

9. I hate to be alone.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

10. I make a point of belonging to some social group.

(a) Almost always true (b) Often true

() Seldom true (d) Almost never true

Scoring Key: az4, bz3, cz2, d*1 Score:_ _

A-6
-' Exercise

Choose the most appropriate answer for each of the statements below

and place the letter of your response in the space to the left. When you've

finished, add up your score using the key at the end of this exercise.

1. I usually eat pastries or other foods high in quick energy as my

only lunch:

(a) 2 times/week or less (b) 3-4

(a) 5-6 (d) Every day

- 2. I drink cola beverages (12 oz. portion) per day.

(a) 2 or less (b) 3-4

(c) 5-6 d) 7 or more

- 3. I drink at least cups of coffee or tea per day (excluding

herbal tea).

(a) 2 or less (b) 3-4

() 5-6 d) 7 or more

- . I use teaspoons of refined sugar per day.

(a) 4 or less (b) 5-8

(a) 9-15 (d) 16 or more

5. I add salt to my food at meals (total shakes of a table salt

shaker):

(a) 10 or less (b) 11-20

(c) 21-30 (d) 31 or more

- 6. I eat chocolate (average sized bar, 1 oz.):

(a) 1 bar or less/day (b) 2-3 bars/day S.(c) 4-5 bars/day Cd) 6 or more bars/day

- , 7. I eat a doughnut or pastry as my only breakfast food other than a

beverage?

(a) 2 times/week or less Cb) 3-4

(c) 5-6 (d) Every day

, - 8. I smoke tobacco.

(a) Never (b) Less than 1 pack/day

(c) 1-2 packs/day Cd) More than 2

9. I am exposed to the sidestream of smoke of others around me:

(a) Not at all (b) Less than 1 hr./day

(c) 2-4 hrs./day Cd) More

10. When I am around even minimal cigarette or cigar smoking my eyes or

nose become irritated.

(a) Never true (b) Seldom true

(c) Often true (d) Always true

Scoring Key: ami, b:2, Ca3, dz4 Score:

A-7

, .•.... .. .-...... ...-... ,,. ...... ... .. ," -, ... . --. ,. ,- , -..- ,. -., *-., * -,.. .... . . .. . .
- ' . . . . .- -'---.VL: . . - - - - -i -. . 2 

 ! -*

Exercise 6

Choose the alternative that best sumnmarizes how you generally behave,

and place your answer in the space provided. Then add your score using the

key at the end of this exercise.

1. When I face a difficult task, I try my best and will usually

succeed.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

- 2. I am at ease when around members of the opposite sex.

(a) Almost always true (b) Often true

( ac) Seldom true (d) Almost never true

3. 1 Ifeel that I have a lot going for me.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

- . I have a very high degree of confidence in my own abilities.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

5. I prefer to be in control of my own life as opposed to having

someone else make decisions for me.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

6. I am comfortable and at ease around my superiors.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

7. I am often overly self-conscious or shy when among strangers.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

8. Whenever something goes wrong, I tend to blame myself.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

9. When I don't succeed, I tend to let it depress me more than I

should.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

10. 1 often feel that I am beyond helping.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

Scoring Key: 1-6: azI, bz2, cz3, da4 Score:

7-10: az4, bz3, c:2, dz1

A-8

2- --- °I.
Exercise 7

Place your answer to each of the following questions in the space

provided before each number. Remember to add your score, using the key at the

end of this exercise.

1. 1 hate to wait in lines.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

2. I often find myself "racing" against the clock to save time.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

3. I become upset if I think something is taking too long.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

4. When under pressure I tend to lose my temper.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

- 5. My friends tell me that I tend to get irritated easily.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

6. I seldom like to do anything unless I can make it competitive.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

7. When something needs to be done, I'm the first to begin even though

the details may still need to be worked out.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

8. When I make a mistake it is usually because I've rushed into

something without giving it enough thought and planning.

(a) Almost always true (b) Often true

(C) Seldom true (d) Almost never true

9. Whenever possible I will try to do two things at once, like eating

while working, or planning while driving or bathing.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

10. I find myself feeling guilty when I am not actively working on

something.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

Scoring Key: a=4, bz3, cz2, dal Score:

A-9

-W %%%% S . . .---. , . ."' ..... ... . . . . .
Exercise 8

Choose the alternative that best summarizes how you usually react

during anxious moments and place your response in the space provided. Then

add up your score using the key at the end of this exercise.

When I'm anxious I . . .

1. Tend to imagine all of the worst possible things happening to me as

a result of whatever "crisis" made me anxious to begin with.

(a) Almost always true (b) Often true

% (a) Seldom true (d) Almost never true

2. Do everything I can to resolve the problem immediately; if I don't

it will drive me crazy worrying about it later.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

- 3. Will relive in my mind the crisis over and over again even though

the crisis may be over and resolved.

(a) Almost always true (b) Often true

(a) Seldom true (d) Almost never true

- J . Will be able to picture the crisis clearly in my mind as long as a

week after it's over.

(a) Almost always true (b) Often true

(Ca) Seldom true (d) Almost never true

5. Can feel my heart pounding in my chest.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

6. Feel my stomach sinking and my mouth getting dry.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

7. Notice that I sweat profusely.

(a) Almost always true (b) Often true

(c) Seldom true (4) Almost never true

8. Notice my hands and fingers trembling.

(a) Almost always true (b) Often true

(a) Seldom true (4) Almost never true

9. Have difficulty in speaking.

(a) Almost always true (M) Often true

(a) Seldom true (d) Almost never true

10. Can feel my muscles tensing up.

(a) Almost always true (b) Often true

(c) Seldom true (d) Almost never true

Scoring Key: ax4, bs3, ca2, dal Score:

A-10

% %
INSTRUCTOR QUESTIONNAIRE

% 0

J4STRUCTIONS: Below is a list of statements about people. Please -" indicate how descriptive each statement is of your no

students. Please rate each each student separately.

>1. This student sets up a regular study schedule and sticks to it. 1 2 3 4

This student requires frequent discipline. 1 2 3 4

This student maintains a positive self-image and does not

"cut him/herself down" in conversations with others. 1 2 3 4

4i. This student recognizes when a decision has to be made, and

is systematic in his/her approach to the decision-making process

(he/she knows what is important to him/her, gathers information as

necessary, and evaluates the risks and benefits of the available

options). 1 2 3 4

1.5. This student displays realistic plans for reaching goals. 1 2 3 4

-N6. In stressful situations, this student becomes discouraged

and tense. 1 2 3 4

7. When needing help or advice, this student approaches and

talks to superiors confidently. 1 2 3 4

8. This student uses "I messages" to communicate feelings. 1 2 3 4

9. This student displays confidence in his/her ability to do most

of what he/she has to do, or to be able to learn to do what

he/she currently cannot do. 1 2 3 4

'10. In solving problems, this student develops steps to be

accomplished and plans how long each step will take. 1 2 3 4

-.A1. This student attempts to listen actively to what others are

7. saying in a discussion. 1 2 3 4

12. This student makes efforts to relax when in a stressful

situation. 1 2 3 4

13. This student is not able to evaluate his/her skills, talents,

and abilities realistically. 1 2 3 4

14 This student is able to identify and use when necessary

outside help and resources in achieving his/her goals. 1 2 3 4

_ 15. This student attempts to use humor to reduce stress. 1 2 3 4

" 16. This student's values are inconsistent: there are obvious

contradictions in his/her value system. 1 2 3 4

17. This student sets reasonable, reachable goals, both short-term

and long-term. 1 2 3

, STM'ENT NAM ........ . INSTRUCTOR NAME

DATE • : . -A-11

o~. .. ................ .. .

, .. , i - ,~~~~~~.. . . . .. ,... ...... .. . . . ... ,... . ,, ... ,., -. .,
APPENDIX 5

Instructor Training outline

A~-12
STUDENT TRAINING ADVISOR (STA) TRAINING

Introduction/Orientation - Session #1

A. Purpose of Motivational Skil Training Package

1. Helping students make transition from adolescence to adulthood

(Maturity)

2. Giving students concepts and sils for defining themselves, their

values and career goals; and for learning to be independent,

:. responsible, and in control through specific skill training in goal

setting, stress management, effective communication, problem

solving

B. Background of Package '1

I. Our experience with technical training students in four courses at

Lowry led to finding that students who perform poorly lack skills for

taking personal responsibility and for motivating themselves

2. Development and evaluation of a package to address these skill

- deficiencies led to the findings that students receiving the training in the PME course, compared to students not receiving the training,

had higher block test scores and lower test failure rates; also higher

motivation and involvement in doing well in technical training

3. Current effort is to further explore the effectiveness of this type of

training when presented in different formats and with different

types of technical training students (in 462 course area)

C. Description of Package

1. Format - consists of seven printed, self-instructional modules of low

density with lots of visuals; consumable

2. Length - each module takes about 2 hours to complete

3. Special Features - purpose and use of levels of effort, rationale, key

words, and objectives

4. Module topics include:

a. Introduction - to the concepts of personal responsibility and

positive self-control

b. Values Clarification - exploring values and beliefs that define

what is important to each student

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c. Career Exploration - exploring career interests and goals as

they relate to military specialty

d. Goal Setng - learning a systematic approach to setting and

pursuing goals

e. Stress Management - learning a variety of do, think, and say strategies for managing stress

* -f. Effective Communication - learning to define one's typical communication style and how to use effective "I" messages and

active listening

g. Problem Solving - learning to apply a systematic approach to

identifying and solving problems

D. STA Role in Training

I. Assisting students in the learning application of skills and concepts

taught in package

2. Monitoring student learning under one of three training methods

(Modules only, Modules plus STA, Modules plus STA and small

groups)

3. Administering student measures pre- and postskifl training; and

measures 1 month after training to students in three training groups

and in control group (50 students in each group)

4. Filling out evaluations of how well each student is applying skills 1

month after training

5. Keeping lists of students available for training in 462 course and

scheduling students to appropriate conditions based on number of

days awaiting course entry

a. 1-2 days : Control condition

b. 3 days Modules Only condition

c. 4 days Modules plus STA condition

d. 5 days or more = Modules plus STA and Groups condition

E. STA Training Procedures

1. Read seven modules on own

2. Practice skills in group sessions

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3. Learn procedures for introducing each module and conducting

individual and group training sessions

Questions and Discussion

Homework: Read Student Modules I and 2

U. Concepts and Skills in Introduction and Values Modules - Session 02

A. Important Concepts from Introduction Module

1. Maslow's Hierarchy (p. 25-35) - concept of taking responsibility for

all our needs

2. Self-Fulfilling Prophecy (p. 40-42) - concept of how positive or

negative attitudes influence positive or negative outcomes; role of

self-talk and imagination in changing self-image and selfexpectancies

3. Being Your Own Coach (p. 43-49) - using the technique of positive

self-talk to motivate yourself, to dispel negative attitudes and

feelings, and to take positive self-control in potentially negative

situations

4. Imagination Exercises (p. 30-51) - power of this technique for

developing positive self-image and positive self-fulfilling prophecy

5. Controlling/Changing Bad Attitudes and Beliefs (p. 54-63) - importance of students applying a systematic process in changing negative attitudes and irrational beliefs about themselves and their

abilities to take positive self-control

Questions and Discussion

1. STA Role in Modules Only condition - briefly explain purpose of

package to students; explain how they are to read package on their

own and that STA will be available to answer questions or explain

concepts as necessary; monitor student reading of module; when

completed, hand out module posttest

2. STA Role in Modules Plus Instructor condition - introduce package; explain what students will get out of it, how the concepts and skills

they will learn will help them in the future, and how they are to use

the package; introduce important concepts in Introduction Module;

monitor student reading of module; when completed, hand out

module posttest

3. STA Role in Modules Plus Instructor and Groups condition - conduct

activities above (in 02) plus, at end of module, have group discussion

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in which students share their sell-talk practice exercises and

practice imagination skills; monitor student reading of module; when

completed, hand out module posttest

B. Important Concepts in Values Module

1. Purpose of Module - concept of the role of values in self-awareness,

self-identity, and keeping one's life in balance; emphasize that

students' answers are personal and confidential

2. Concept of Values Clarification (p. 6-8) - the idea that we choose

what we believe in and think is important; becoming aware of what

we value and believe in in various areas helps us exercise control . over a fundamental part of our life

3. Values Exercises (p. 9-1 1) - importance of these exercises in helping

students make choices and in integrating and identifying potential

values conflicts

4. Self-Contracting (p. 74-77) - power of this technique for helping one

to change values and beliefs that are no longer consistent with what

the individual wants to become; concept of making a commitment to

change

3. Use of Imagination (p. 78) - usefulness of this technique in

conjunction with self-contracting, for helping students ret~earsing

success and developing positive self-fulfilling prophecy

Questions and Discussion

1. STA Role in Modules Only condition - hand out module to students;

-* again explain that STA will be available to answer questions or

explain concepts as necessary; monitor student reading of module;

when completed, hand out module posttest

2. STA Role in Modules Plus Instructor and Groups condition -introduce

important concepts in Values Module prior to handing out; at end of

module, have group discussion in which students discuss the "Sharing Your Values" portion (p. 60-63) and share what they wish to in

"Values as Goals" portion (p. 64-68); monitor student reading of

module; when completed, hand out module posttest

3. STA Role in Modules Plus Instructor and Groups condition -introduce

important concepts in Values Module prior to handing out; at end of

module, have group discussion in which students discuss the "Sharing Your Values" portion (p. 60-63) and share what they wish to in

"Values as Goals" portion (p. 64-68); monitor student reading of

module; when completed, hand out module posttest

Homework: Read Student Modules 3 and#

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III Concepts and Skills in Career and Goal Modules - Session #3

A. Important Concept, from Career Exploration Module

1. Decision Making Skils (p. 7-13) - importance of these skills for

making career choices and for taking control over your life; the

value of using a systematic decision making process

2. Difference between a Good Decision and a Good Outcome (p. 14) - helping students differentiate between decisions and outcomes in

terms of the control that one has over each

3. Influence of Parents on Career Choices (p. 27) - helping students

examine how much influence their parents had on their opinions of

work, education, and success

4. Self-Directed Search and Occupational Clusters (p. 41-50) - using the SDS to find career clusters that match personality types and

interests; identify educational level required by careers of interest

35. Guide for Occupational Exploration (p. 47) identifying work

characteristics, skills, education and training required for

occupational clusters of interest

6. Evaluating Risks and Costs (p. 60-61) - value of rating how careers

of interest match up with career values as part of making good

career decisions

7. Determining how the Military Fits into Overall Career Goals (p.

66) - helping students evaluate how skills learned in their military

career field relate to selected careers of interest and how to

realistically plan to reach career goals

2. Using Imagination and Self-Talk to Make Critical Decisions (p. 72-

73) - importance of imagining success in selected career and of

using self-talk to resolve career conflicts

Questions and Discussion

1. STA Role in Modules Only condition - hand out module to students;

explain that STA will be available to answer questions or explain

concepts as necessary; monitor student reading of module; when

completed, hand out module posttest

2. STA Role in Modules Plus Instructor condition - introduce important

concepts (01-8 on preceding page) in Career Exploration module;

monitor student reading of module; when completed, hand out

module posttest

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,-. . . - _ . C r 

.3. STA Role in Modules Plus Instructor and Groups condition - conduct

activities in /2 above, plus at end of module and posttest, have

group break into smaller groups and practice decision making skills

share information from exercises on pages 13 through 40), results of

SDS (pages 41 through 51), results of evaluating risks and costs

(pages 60 through 63), planning skills (pages 67 through 70), resolving

conflicts through self-talk (exercise on page 74)

B. Important Concepts from Goal Setting Module

1. Importance of Goals (p. 9-13) - function of goals in motivating

individuals to make changes outlined in Values and Career Modules;

importance of using a systematic planning process to goal setting;

relationship between goal setting, positive self-expectations, being

in control, and feelings of self-efficacy; problems some people have

in setting goals

2. Goal Setting Process and Skills Involved (p. 13-17) - use of

questioning, imagination, positive self-talk, and brainstorming in the

goal setting process

3. Writing Goal Statement (p. 21) - importance of positive, definite

statements and the use of a baseline

4. Evaluating Costs and Benefits (p. 27) - helping students evaluate

costs and benefits associated with each alternative approach to

achieving goal selected

3. Preliminary Activities (p. 31) - helping students lay out preliminary

activities and dates to be accomplished as a way of insuring progress

toward goals

6. Making Contracts and Rewarding Yourself (p. 33-34) - role of

rewards in helping to stay motivated to achieve goals; choosing most

motivating rewards; making contracts

7. Evaluating Progress (p. 40-42) - helping students identify corrective

actions and apply techniques of questioning, imagination, and

positive self-talk for positive and negative progress

Questions and Discussion

1. STA Role in Modules Only condition - hand out module to students;

explain that STA will be available to answer questions or explain

concepts as necessary; monitor student reading of module; when

completed, hand out module posttest

2. STA Role in Modules Plus Instructor condition - introduce important

concepts (1-7 on preceding page) in Goal Setting module; monitor

student reading of module; when completed, hand out module

posttet

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3. STA Role in Modules Plus Instructor and Groups condition - conduct

activities above, plus when all students have finished the module and

posttest, have group practice of brainstorming skills used in Step 2

exercises (p. 26), have them share responses to exercieses on pages

27, 32, and 34, and have discussion of corrective actions that can be

taken if they are not making progress toward their goals

Homework: Read Student Modules 5 and

IV. Concepts and Skills in Stress and Communication Modules - Session #4

A. Important Concepts from Stress Management Module

1. Definition of.Stress (p. 5) - concept that our feelings of stress come

from our perception of situations as dangerous or threatening; the

individual nature of stress feelings due to different perceptions of

situations; emphasize to students that concepts learned in this

module can help them more effectively deal with problems they

encounter when trying to achieve their goals

2. Signs of Stress and Events Causing Stress (p. 6-11) - helping students

learn when they are feeling stressed and to identify whether the

stress producing events are inside or outside their control; helping

students understand the four factors that determine how much

stress a person feels

3. Distinguishing Between Good and Bad Stress (p. 12) - helping

students understand how stress can work positively for them

4. Mistaken Beliefs and Stress (p. 18-33) - the role mistaken beliefs

play in distorting perceptions of situations and causing feelings of

anger or anxiety

3. Managing Stress (p. 38-60) - the use of "do," "think" and "say"

strategies for stress management; importance of each student

deciding which strategies work best under what kind of situations

6. How Not to Handle Stress (p. 63) - negative effects of techniques

which avoid the problem (procrastination, alcohol or drugs)

7. Maintaining Stress Management Skills (p. 64-71) - emphasize that

stress management is a process that takes time and practice to

perfect; use of worksheets can help students keep in touch with

stressful stiuations and practice appropriate stress management

strategies

Questions and Discussions

1. STA Role in Modules Only condition - hand out module to students;

explain that STA will be available to answer questions or explain

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concepts as necessary; monitor student reading of module; when

completed, hand out module posttest

2. STA Role in Modules Plus Instructor condition - introduce important

concepts (1-7 above) in Stress Management module; monitor

student reading of module; when completed, hand out module

posttest

3. STA Role in Modules Plus Instructor and Groups condition - conduct

activities in condition #2, plus when all students have finished

module and module posttest; have group sharing of Stress Profile

and stressful experiences; play relaxation tape and have students

practice as a group; share examples from experiences of

inappropriate ways to manage stress that students have observed in

others - emphasize being constructive and emphathetic; emphasize

using worksheets

B. Important Concepts from Effective Communication Module

1. Definition of Effective Communication (p. 2) - concept that this is a

skill composed of four parts that can be learned; learning this skill

builds self-confidence and helps students take control and provides a

technique for them to use in achieving goals and managing stress

2. Exercise 1: How Do I Usually Act? (p. 5-8) - helping students

evaluate their typical communication style and identifying areas to

work on

3. Distinguishing Among Three Styles of Communication (p. 10-18) -

importance of recognizing the differences between assertive, nonassertive, and aggressive styles and the likely outcomes of each

style

4. Reasons for Acting Nonassertively and Aggressively (p. 19-22) -

helping students understand underlying reasons for these two styles

of communicating

5. Benefits of Assertive Communication (p. 23-24) - helping students

understand what can be gained by this style

r: 6. Ten Common Rights (p. 27-29) - concept that understanding these

rights assists students in being assertive

7. Mistaken Beliefs Preventing Assertive Communication (p. 29-31) - helping students understand that there are mistaken beliefs that

prevent them from standing up for their own rights or from

respecting the rights of others

2. Effective Talking Skills (p. 37-42) - helping students understand the

differences between "you" messages and "I" messages in terms of

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their positive versus negative effects; understanding and using the

four parts of an effective "r' message and how to use in different

situations

9. Effective Listening Skills (p. 47-52) - understanding the role

reflection plays in avoiding communication problems; helping

students understand how to combine effective talking and effective

listening skills

10. Process for Changing Ineffective to Effective Communication Skills

(p. 57-64) - importance of applying a systematic process to the

problem of changing communication skills; emphasize that changing

communication skills is a process that takes time and practice to

perfect; use of worksheets can help students track problem

situations and identify what to do about them

Questions and Discussion

1. STA Role in Modules Only condition - hand out module to students;

explain that STA will be available to answer questions or explain

concepts as necessary; monitor student reading of module; when

completed, hand out module posttest

2. STA Role in Modules Plus Instructor condition - introduce important

concepts (i-10 on preceding page) in Effective Communication

module; monitor student reading of module; when completed, hand

out module posttest

3. STA Role in Modules Plus Instructor and Groups condition - conduct

activities in condition f/2 above, plus when all students have finished

module and module posttest, have group sharing of Exercise i (p. 5-

8), 2 (p. 32-33), 3 (p. 45), and 4 (p. 55-56); have students do role

playing of three communication styles, using a situation of your

choice; have students practice effective talking and listening skills,

using four parts of effective I messages (p. 40)

Homework: Read Student Module 7

V. Concepts and Skills in Problem Solving Module - Session 05S

A. Role of this Module as a Summary to the Package

1. Use of a systematic process in identifying values, career interests,

goals, sources of stress, communication problems; general

importance of this type of process for taking responsibility and

being in control

2. How students can use the general approach in this module as a cue

to problems and as a cue to go back to particular modules in the

package

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B. Important Concepts from Problem Solving Module

I. Definition of Problem Solving and the Problem Solving Process (p. 5-

6) - the importance of a systematic approach combined with a

positive attitude

2. Underlying Skis Involved in Problem Solving (p. 7-8) -helping

students understand the use of questioning, imagination, positive

self-talk, and brainstorming in the problem solving process; the role

of these skills in producing a positive expectancy for success

3. Barriers to Problem Solving (p. 30) - understanding the negative

effects of retreating or denying problems

4. Incubation (p. 36) - the value of stepping away from the problem for

a while and letting our mind work on the problem

3. Tasks of Adolescence Helped by This Program (p. 39-41) - helping

students understand how skills used in this program can help them

develop independence, establish personal identity, and achieve

sexual maturity; the general value of the skills.in the package for

taking positive self-control

Questions and Discussion

I. STA Role in Modules Only condition - hand out module to students;

explain that STA will be available to answer questions or explain

concepts as necessary; monitor student reading of module; when

completed, hand out module postiest and other end of training

measures

2. STA Role in Modules Plus Instructor condition - introduce important

concepts in A and B above; monitor student reading of module; when

completed, hand out module posttest and other end of training

measures

3. STA Role in Modules Plus Instructor and Groups condition - conduct

activities in condition #2 above, but before giving other end of

training measures, have group sharing of exercises and techniques

they can use to maintain skills learned

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