Research Note 85-80

VIDEODISC INTERPERSONAL SKILLS TRAINING AND ASSESSMENT (VISTA):

-. INSTRUCTOR' S GUIDE

*Mike S. Perkins and W. Alfred Cook, Jr.

Mellonics Systems Development Division, Litton Systems, Inc.

ARI Field Unit at Fort Benning, Georgia

Seward Smith, Chief

TRAINING RESEARCH LABORATORY

Harold F. O'Neil, Jr., Director

IELECTE DT[CI

OCT 2 4 1985

-U. S. Army

Research Institute for the Behavioral and Social Sciences

August 1985

Approved for public release; distribution uniimited.

85 10 24 019
* 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

WM. DARRYL HENDERSON

EDGAR M. JOHNSON COL, IN

Technical Dircctor Co nd5ingI2
Unclassified

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REPORT DOCUMENTATION PAGE READ INSTRUCTIONS

BEFORE COMPLETING FORM 1. REPORT NUMBER 2. GOVT ACCESSION NO. 3. RECIPiENT'S CATALOG NUMBER

ARI Research Note 85-80

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

VIDEODISC INTERPERSONAL SKILLS TRAINING AND Final

ASSESSMENT (VISTA): INSTRUCTOR'S GUIDE May 1982 - May 1983

6. PERFORMING ORG. REPORT NUMBCR

7. AUTHOR(a) B. CONTRACT OR GRANT NUMBER(*)

Mike S. Perkins and W. Alfred Cook, Jr.

MDA903-80-C-0545

9. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASK AREA & WORK UNIT NUMBERS Mellonics Systems Development Division, Litton

Systems, Inc., P.O. Box 2498 2Q263743A794

Fort Benning, GA 31905-1098 33 47 59 5714

11. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE

US Army Research Institute Fort Benning Field August 1985

Unit, P.O. Box 2086 13. NUMBER OF PAGES

Fort Benning, CA 31905-0686 72 14. MONITORING AGENCY NAME & ADDRESS(if different from Controlling Office) 15. SECURITY CLASS. (of this report)

US Army Research Institute for the Behavioral

and Social Sciences, 5001 Eisenhower Avenue

Alexandria, VA 22333-5600 Is. DECLASSIFICATION/DOWNGRADING SCHEDULE

16. DISTRIBUTION STATEMENT (of this Report)

Approved for public release; distribution unlimited.

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18. SUPPLEMENTARY NOTES

Contracting Officer's Representative, Seward Smith.

19. KEY WORDS (Continue on reverse side If neceeeary and Identify by block number)

Videodisc

Leadership

VISTA

Counseling

20. ABSTRACT (cmutmue a o ,"era eita necoeeary sod identiff by block number)

This guide was part of a work effort entitled Implementation of Videodisc Interpersonal Skills Training and Assessment (VISTA). This guide was targeted for

the Army trainer using the original VISTA equipment (i.e., Apple II+, Poineer

LDP-1000 videodisc player, etc.). However, the contents should also be useful

to more recent hardware adaptations (e.g., the interim EIDS--Sony System). This manual provides an overview of the equipment components of the VISTA System

and relates those components to the operation of a lesson by the student. The

two instructional modes (Experimental and Pedagogical) are described along with

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SECURITY CLASSIFICATION OF THIS PAGE (When Deta Entered)

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SECURITY CLASSIFICATION OF THIS PAGE(Whan Data Rftefed)

20. ABSTRACT (con't)

how VISTA can be used by individuals, small groups, and large groups. Interaction of the student with VISTA is also described. A summary of all VISTA

scenarios or lessons is also included.

iiUn lssifie

-- 41r LSSFC TC FTHSP G(hn aeEtrd
TABLE OF CONTENTS

SECTION Page

1 INTRODUCTION ........ ........................ . 1

2 DESCRIPTION OF THE SYSTEM ...... ................... 6

2.0 Introduction ... .................... . . . 6

2.1 Student Interaction.... .. . . . . . . . . . 6 6

2.2 Role of the Videodisc System ..... ............. . . 7

2.3 System Control ....... .................... . . 7

2.4 Copy of Student Performance . . . .......... . 8

3 INSTRUCTIONAL MODES ............................ 9

3.0 Introduction ......... ..................... .. 9

3.1 Experiential Mode . . . . . ............... 9

3.2 Pedagogical Mode ..................... 12

3.3 Training Effectiveness: Pedagogical vs. Experiential . . . 14

4 TRAINING ENVIRONMENT ..................... . ....... 16

4.0 Introduction ......... ....................... ... 16

4.1 Individual Use ........ ...................... ... 16

4.2 Small Group Use ............................ 16

4.3 Large Group Use ......... ...................... 18

4.4 Training Effectiveness .................. 19

5 INSTRUCTOR PREP: TURNING ON THE SYSTEM .... ............ . 20

5.0 Introduction ..... ....................... ..... 20

5.1 Description of Tasks ....... ................... ... 21

5.1.1 Task 1: Insert SYSTEM and LESSON Diskettes

Into Appropriate Drives .. ......... . 21

5.1.2 Task 2: Turn On Monitor or TV Set .. ........ . 22

5.1.3 Task 3: Turn On the Apple II Computer ...... 22

5.1.4 Task 4: Turn On Videodisc Player and Put In

Videodisc ...... ................ . 22

6 INSTRUCTOR PREP: INTERACTIVE DEVICE-RELATED TASKS . ...... . 24

6.0 Introduction.24 . . .... ...... 24

6.1 Choose Between Hand Controller and Light Pen If Both

Are Connected .......................... 24

6.2 Check Light Pen Adjustment .. .............. 25

6.3 Adjust Light Pen If Out of Alignment ... ........... ... 26

7 INSTRUCTOR PREP: SETTING SYSTEM STATUS ........... . . 29

7.0 Introduction ..................... . . ........ 29

7.1 Decision To Keep Or Change System Status .. ......... . 29

~iii
TABLE OF CONTENTS

(Continued)

SECTION Page

7.1.1 Keep System Status ..................... 29

7.1.2 Change System Status ...... .............. . 30

7.2 Record Keeping Related Tasks ..... ............... . 31

7.2.1 Set Time and Date ...................... 33

7.2.2 Clear Student Files ....... ................. 34

7.2.3 Display Student Files ..... ............... ... 35

7.2.4 Other Options .................................. 35

8 THE STUDENT USES VISTA ...... ..................... .. 37

8.0 Introduction ......... ....................... .. 37

8.1 Preliminary Steps Using the Hand Controller .. ........ . 38

8.1.1 Activate the System ............................. 38

8.1.2 Instructions For Use of Hand Controller o....... 39

8.1.3 Enter Service Number If Records Are Being Kept . o o 39

8.1.4 Decision to Receive Lesson Instructions . . . . 40

8.2 Preliminary Steps Using the Light Pen ............ 41

8.2.1 Activate the System ..... . ............... 41

8.2.2 Instructions for Use of Light Pen .. ......... . 42

8.2.3 Enter Service Number If Records Are Being Kept . 43

8.2.4 Decision to Receive Lesson Instructions . . . . 44

8.3 Student Takes the Lesson . . . . ... 44

8.4 Retake Lesson (New Lesson Option) . . . .......... 44

9 STUDENT RECORDS ......... ........................ . 46

9.1 Setting the System To Keep Student Records ........... . 46

9.2 Accessing Student Records Using Instructor Setup Menu . . . 46

9.3 Record Content ....... . ......................... 48

9.3.1 "Header" Information ................ 48

9.3.2 Pedagogical Mode Records ................... . . 49

9.3.3 Experiential Mode Records ..... ............ . . 50

10 EDITING FEEDBACK AND BACKGROUND INFORMATION . ......... . 52

11 APPENDICES

A. Background and Situational Information for VISTA Lessons . 57

B. Securing and Loosening the Videodisc Drive Spindle . . . .. 68

C. Turning on the Videodisc Player and Inserting the Videodisc 69

D. Bibliography ............................ . 70

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L .

1 INTRODUCTION

Quality training of leadership is of major importance to the U.S. Army.

Strong and effective leadership skills are required at all levels of command,

especially among junior officers. Interpersonal counseling is a critical

leadership skill. The principles and problems of counseling are often presented in both manuals (e.g. doctrine) and classroom instruction. Application

of leadership and counseling principles can be practiced in role playing

sessions where the student takes the role of a leader who must counsel a

subordinate. Role playing, when performed effectively, can create a training

environment that closely simulates counseling in the unit. However, there can

be a big difference between textbook and classroom instruction and role

playing. A student may be able to recite a list of principles but may be

-totally ineffective in applying these in a role playing or real situation.

The Videodisc Interpersonal Skills Training and Assessment (VISTA)

SI

.project provides a transition between knowing the principles of leadership or

counseling, and applying the principles in a particular situation. VISTA

combines the training advantages of the microcomputer and the videodisc player

used to store an enacted scenario that creates a simulated platoon or company

counseling session.,..In the VISTA scenarios, problem or situation within

the platoon requires counseling of a subordinate by a platoon leader. The

officer/student "interacts" with the videodisc/microcomputer system by

deciding what the platoon leader should do at critical points during the

counseling session. The choice is picked up by the computer through an

interactive device and the probable consequences of the chosen action are

shown. Thus, the student is only a step away from real counseling. However,

unlike role playing or in the unit, the session can be viewed objectively

without being confounded by the emotion and irrationality that can often

accompany person to person encounters.

.. .. .. .... .. . ..... *.*N......... ... . . ...... . ... .... "- p "...°." "% °%
VISTA was developed for counseling training as conducted by the Infantry

Officers Basic Course (IOBC) and should serve as a supplement to current

leadership training by the IOBC. The Counseling Laboratory is currently

taught in two periods. It is recommended that VISTA be used during the early

portion of the laboratory and role playing conducted during the latter phase

of the laboratory. Viewing VISTA first should provide standardized training

and feedback before the more challenging task of applying counseling principles in the role playing situation.

Personnel appearing in VISTA scenarios are infantry and many of the

scenarios are infantry-related. Branch specific details of the problem or

situation are not as important as the manner in which the platoon leader deals

with the problem. As a result, other branches of the Army can probably

benefit greatly from VISTA.

VISTA counseling scenarios are based on problems that confront infantry

officers, that occur frequently, that are most difficult to handle, and that

deal with important issues. These problems were identified after an extensive

survey of officers with recent experience as platoon leaders. Solutions to

these problems are consistent with existing Army leadership doctrine (FM

22-100 on Military Leadership and FM 22-101 on Leadership Counseling).

Subject Matter Experts (SME's) with counseling experience in the U.S. Army

developed both "correct" solutions as well as feasible alternative solutions

which were considered "incorrect". It is recognized that there is no single

correct solution in counseling a particular problem, but consultation with

subject matter experts and military doctrine provided optimal ways to handle

the problems. Military doctrine and SME's were not the only source of

guidance. When appropriate, theoretical approaches from counseling, leadership, management, and other areas were integrated into the instructional

2

-J,-- -. -"...... -,., ...-.,... ,:. - " " ," " " " " :" " . " ' -" " " , " ,2,-,
material. There are a total of 12 scenarios; the titles of these are listed

in Appendix A along with background and situational information for each

scenario.

There are five major hardware components for VISTA; the microcomputer

system, the videodisc system, a TV set or monitor, and an interactive device

to allow student responses. The fifth possible component is the printer; it

is only required if printed copies of student performance are desired or

required. The functional role of each component in VISTA operation is

briefly discussed in Section 2, DESCRIPTION OF THE SYSTEM. A more technical

description of the equipment is provided in the manual entitled VISTA:

EQUIPMENT SETUP AND TROUBLESHOOTING.

While the hardware is the most conspicuous aspect of VISTA, the heart and

brain of this system is the computer programming. VISTA has been programmed

to operate in two modes of instruction: Experiential and Pedagogical. Of the

two modes, the Experiential Mode more closely approximates role playing. The

session alternates between motion sequences of the session and decision

points. The choice made at a given decision point determines how the session

will be continued. The Pedagogical Mode is more highly structured while

relying heavily on textual feedback. A more complete description of these

modes is given in Section 3, INSTRUCTIONAL MODES.

VISTA was designed as a self-paced, self-explanatory, and self-contained

training delivery system. The self-paced aspect suggests that the system was

designed for individual use; however, field evaluations of VISTA indicates

1-h-t it Is - a highly effective traiinng sys, - when used by Cther sal

groups or a large class conducted by an instructor. Section 4, TRAINING

ENVIRONMENT, focuses on: (1) use of VISTA by individuals and groups and (2)

the role of the instructor.

~3

- o.
VISTA can be used in a number of combinations: (a) the student can use

one of two devices to interact with the system, (b) the system can either keep

or not keep records of student performance, and (c) the lesson can be run in

two different modes of instruction. The instructor must set the system to

operate in the desired manner; this is described in Sections 5, 6, and 7.

Section 5, INSTRUCTOR PREP: TURNING ON THE SYSTEM, tells the instructor how

to turn on the system and insert computer diskettes and a videodisc. Tasks

described in Section 6, INSTRUCTOR PREP: INTERACTIVE DEVICE-RELATED TASKS,

are required only under certain conditions. Students can interact with VISTA

using either a light pen or hand controller (they never use the keyboard of

* the computer). If a light pen is connected to VISTA, then tasks in Section 6

need to be performed. Section 7, INSTRUCTOR PREP: SETTING SYSTEM STATUS,

describes tasks related to (1) setting the instructional mode and to (2)

deciding whether to keep or not keep student records. Although there are

three sections (5, 6, and 7) dealing with instructor preparation for the

lesson, it should be pointed out that preparation is not necessarily a tedious

and time-consuming task. There are several factors which simplify the preparation required of the instructor:

(1) use of the hand controller as an interactive device,

• (2) not keeping student records, and

(3) keeping system status as it is when the system is turned on.

With regard to the last item, VISTA "remembers" the status of the system

as it was last used. This minimizes the task requirements for the instructor.

For example, if (i) the hand controiier is used, (2) records are not kept, and

(3) system status does not require change, then the only tasks required of the

instructor are turning on the system, placing the diskettes aid videodisc in

4

. . .. . .. . . . .. . .
the system, and making one response indicating that system status does not

require changing.

Section 8, THE STUDENT USES VISTA, deals primarily with tasks required of

the student before beginning the simulated session. Instructions for lesson

use are actually contained within the lesson.

if the instructor wishes to keep a record of student performance during

the lesson, then he should read Section 9, STUDENT RECORDS, which describes

the record keeping capabilities of VISTA.

All text which appears on the screen both before and during a lesson

originates from the computer system. This text has been carefully thought

* out, analyzed, and written. However, if absolutely necessary, the text can

be changed. Section 10, EDITING FEEDBACK AND BACKGROUND INFORMATION, specifically describes how to change background and feedback information.

A more detailed account of VISTA is provided by references cited in

the bibliography. The original VISTA report provides a background and

overview (Schroeder, 1982a). Actual dialogue or written copies of each

scenario can also be obtained (Schroeder, 1982c; Perkins, May 1983) as can a

detailed account of topic and scenario development (Schroeder, 1982b).

Evaluation results have also been reported (Schroeder, 1982a; Perkins, May

1983).

5

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S°
2 DESCRIPTION OF THE SYSTEM

2.0 Introduction

The equipment used for VISTA has a number of components: a TV set or

monitor, a computer, an interactive device (a light pen and/or hand controller), a videodisc player, and possibly a printer. The importance of this

equipment in VISTA operation is briefly described below.

2.1 Student Interaction

The student makes choices or responses throughout the lesson. However,

lie doesn't just respond, he interacts with the system; his input to the system

* determines what the system does next. Depending on the message which appears

on the. screen, the student must either: (1) make responses to continue the

lesson, (2) decide between several courses of action, or (3) enter an identification number (e.g., service number) if records of student performance

are being kept. The student can use either a light pen or hand controller

to interact with the system. The student never needs to use the computer

keyboard.

Light Pen

The light pen is attached by a cord to the computer. With the light pen,

*the student can make a response or select a course of action by: (1) touching

the tip of the light pen to the desired portion of the monitor/TV screen and

then (2) touching the brass ring near the tip of the pen. For example, if the

* student has to decide between four possible alternatives, he would point the

light pen to his choice and then touch the ring near the tip of the pen.

* }Hand Controller

The "paddle" or hand controller is usually a plastic or metal case

with (i) a knob on top and (2) a button on the side. The controller is

6
attached to the computer by a cord. When it is time for the student to

respond, the white square (called a cursor in computer terminology) on the

screen can be moved up or down by turning the knob on the controller. The

white square will not move sideways. A student's response is entered when the

student (i) moves the white square to a designated or desired position on the

screen and (2) pushes the button.

2.2 Role of the Videodisc System

The videodisc system is made up of the videodisc player and videodisc.

In VISTA, staged vignettes or acted Lgments of a simulated counseling session

are stored on videodisc; the student's respones determine how the session will

be put together or sequenced. Unlike a videotape system, the videodisc system

can quickly "call-up" and play selected motion sequences; this allows for a

more realistic setting during the simulated counseling sessions.

The videodisc looks somewhat like a phonographic record, but unlike a

phonographic record, the videodisc has an outer coat of plastic that protects

the underlying recordings of sight and sound. The protective coating prevents

small scratches and fingerprints from affecting operation. Nevertheless, it

is a good idea to try to keep the videodisc as clean as possible.

It is possible to store 54,000 frames of information on each side of the

videodisc; this allows 30 minutes of motion pictures with sound per side.

Each frame is electronically numbered making it possible for the computer to

identify the starting and stopping location of each motion sequence on the

videodisc. The videodisc player uses a laser beam to read information stored

on the videodisc; the permanently stored motion sequences then are played back

on the monitor/TV set.

7
2.3 System Control

The computer controls VISTA operations. Computer programming c titr

operation of the system, but programming also allows the student to have t

certain degree of control over operations of the system. The major operatlns

of the computer system include:

(1) determine instructional flow (i.e., how the lesson operates),

(2) give background information,

(3) display lists of alternatives and determine student choices,

(4) keep records of student choices and time required to make the

choice,

(5) control operations of the videodisc player, and

(6) store and produce all text shown during a lesson.

The computer system includes the computer, two diskette drives (extra

memory devices for the computer) and various accessory components. Two

diskettes are required to operate a particular VISTA lesson: a SYSTEM

Diskette and a LESSON Diskette. The SYSTEM Diskette contains the computer

program and other information needed to operate VISTA. The LESSON Diskette

contains information about a single lesson. The title of the LESSON Diskette

should match the title of the videodisc.

2.4 Copy of Student Performance

The computer can be set so that it keeps track of student performance

during the lesson (See Section 9). The instructor can display this infor0

mation on the screen. Alternatively, a permanent copy of student performance

can be printed on paper using a printer attached to the computer.

8
3 INSTRUCTIONAL MODES

3.0 Introduction

A VISTA lesson allows the student to control the responses of a platoon

leader who is conducting a simulated counseling session. During a VISTA

lesson, the student presumably places himself in the position of the platoon

leader in order to solve a given problem. The manner in which the session

continues is determined by the mode of instruction. The lesson can operate

in two modes: Experiential or Pedagogical. These are described below.

Discussion will focus solely on events during the simulated session. Tasks

required both before and after the lesson will be described in Sections 5, 6,

and 7.

3.1 Experiential Mode

The name of this mode comes from the word "experience". The student

sees and hears the session in much the same way that a real counseling session

would occur. After the background and situational information have been

enacted, a decision or choice point is reached. The student is presented with

3 to 5 alternative ways in which the platoon leader could respond. The list

of alternatives is shown on the screen, and the student uses the interactive

device (either a light pen or hand controller) to select the choice that is

most appropriate for dealing with the problem. After a choice is made, the

student sees his selection acted out; a motion sequence is displayed on

* the screen usually showing the counselee or subordinate. The student's

choice determines how the counseling session will be conducted. Alternation

between choice points and motion sequences continue until the session reaches

9

0°

.................- .. .................................................................................. . .,". ','.,"-. 
a conclusion (e.g., the problem is solved or the session ends in an unacceptable manner).

In the Experiential Mode, a student can make either correct or incorrect

choices, however, he is not given textual feedback which would inform him of

the appropriateness or inappropriateness of his choice. A series of correct

choices can eventually lead to successful completion of the counseling

session. Incorrect choices may lead immediately to unsuccessful completion of

the session. Alternatively, an incorrect choice may lead to another choice

point that will allow the student to get back on the path for the successful

completion of the problem or continue further off the correct path.

*When the simulated session has reached either a successful or unsuccessful completion, the following message appears on the screen:

THE COUNSELING SESSION HAS BEEN COMPLETED

WOULD YOU LIKE TO:

RETURN TO THE BEGINNING?

RETURN TO NEXT-TO-LAST CHOICE?

REPEAT LAST CHOICE-POINT?

QUIT THIS LESSON?

These options allow the student to go back to various points in the lesson.

*This is useful if the student did not like the way the session was conducted;

he can go back and retake the session, this time making different choices.

Choosing RETURN TO THE BEGINNING takes the student back to the background information and the entire lesson can be repeated. RETURN TO NEXT-TO10
LAST CHOICE POINT will display the alternatives for the next to last choice

point. REPEAT THE LAST CHOICE POINT is the last choice point before the

counseling session ends. Selecting the QUIT THE LESSON produces the following

message:

THIS IS THE END OF THE LESSON

WOULD YOU LIKE TO:

RETAKE THIS LESSON?

TAKE A NEW LESSON?

These options allow (1) a retake of the same lesson by the same students or a

new group or (2) presentation of a new VISTA lesson.

3.2 Pedagogical Mode

Pedagogy means a method of teaching. The main method used with this mode

involves feedback. Feedback is information given to the student informing him

what was appropriate and not so appropriate about choices made during the

lesson.

After the background and situational information have been presented, a

choice point is reached. The student is presented with a list of 3 to 5

alternative ways in which the platoon leader could respond next. The student

uses the interactive device to choose the most appropriate manner to deal with

the problem.

A preview of the chosen action is then shown; a portion or all of the

platoon leader's action is acted out with the student seeing the action of the

2nd Lieutenant. In other words, the student sees and hears the 2nd Lieutenant

"°7

.....................................
from the counselee's point of view. The preview shows enough of the chosen

response so that the emotion, facial expressions, context, and content of the

response can be seen. The acted-out preview does not show the counselee's

reaction to the platoon leader.

After watching the preview, a message appears that gives the student an

option to keep or not keep the choice that was just previewed:

DO YOU WANT TO KEEP THIS CHOICE?

**YES**

**NO***

If the student answers **NO** to the above question, the list of alternatives is shown again and the student makes another choice and sees the

preview. This sequence will continue until the student decides to keep the

choice that was just previewed. If the student answers <**YES**>, the entire

sound and motion sequence is played with the camera focused on the counselee.

The student experiences the reactions of the counselee in much the same way

that the 2nd Lieutenant would in a counseling session.

Textual feedback is given after the entire motion sequence is completed.

The screen shows, in words, why the choice was either the best choice or

otherwise. The feedback provides standardization in training. Feedback is

consistent with U.S. Army doctrine, but it also contains information from

* areas which include counseling, leadership, learning, management and communications. These general principles are teaching points which are expressed in

the feedback about the appropriateness of specific actions.

After feedback is given, another critical aspect of the Pedagogical Mode

becomes evident. In a counseling session, it is easy for one mistake to

12

- - - . . . .".. . . . . . . . . . . . . . .
"snow-ball" until the session gets completely out of control. If the choice

was not the best in the Pedagogical Mode, then the student must go back and

continue to choose until the correct choice is made. By doing this, the

student cannot continue the session in a manner unacceptable by U.S. Army

standards.

After a student selects the correct choice and receives both the video

and textual feedback for that choice, the student has several options. The

student is shown the following menu:

LOOK AT OTHER CHOICES?

REPEAT CORRECT CHOICE?

REQUEST HELP?

CONTINUE TO THE NEXT CHOICE POINT?

The option to LOOK AT OTHER CHOICES allows the student to look at other

responses within a choice point before continuing the lesson. Selecting

REPEAT CORRECT CHOICE shows the correct response without showing a preview or

the feedback. This option is helpful when the student has looked at incorrect

choices and would like to review the correct choice. The last option,

CONTINUE TO THE NEXT CHOICE POINT, allows the student to continue the lesson.

Choosing REQUEST HELP produces a set of options called the HELP Menu.

This menu allows the student to go back to previously completed choice points;

6

it reads:

13

• -. - -' . ' . " . ."." - - '. '' 7......-... '-.i -'. ". ' •.. - - . " i" '." i". -" i -"." > 2'-" . -" "- -" - - .";
RETURN TO BEGINNING?

GO BACK ONE CHOICE POINT?

REPEAT LAST CHOICE POINT?

QUIT THE LESSON?

CONTINUE TO NEXT CHOICE POINT?

When the student chooses to go back choice points or to repeat the last

choice point, all parts of the choice point occur: motion sequences, text, or

both are presented before the list of alternatives. Choosing RETURN TO

BEGINNING takes the student back to the start of the lesson (background

information), choosing GO BACK ONE CHOICE POINT goes back to the choice point

before the last, and choosing REPEAT THE LAST CHOICE POINT repeats the choice

point just completed.

QUIT THE LESSON can be used if a student needs to quit a lesson before

the counseling session is completed. With this choice, the student's records

are recorded on the LESSON Diskette even though the lesson was not completed.

3.3 Training Effectiveness: Pedagogical vs. Experiential

Empirical data has been collected which compared the effectiveness

of the two optional modes of VISTA instruction (Perkins, 1983). In this

experiment, it was found that students viewing the Insubordination scenarios

in the Pedagogical Mode were able to answer significantly more items correctly

on a multiple-choice test of the teaching objectives than could students

viewing the same scenarios in the Experiential Mode. A second learning

measure which required students to list leadership principles they had learned

14

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or had been reminded of during the VISTA training was also administered. The

results of this test also supported the trend in favor of the Pedagogical

versus the Experiential mode. Thus, it can be predicted that a small gain in

training effectiveness can be achieved by employing the Pedagogical Mode.

15

-. . . .* *
4 TRAINING ENVIRONMENT

4.0 Introduction

VISTA was designed as a self-paced, self-explanatory, and self-contained

instructional delivery system. Even though VISTA was intended for use by

individuals, evaluation results indicate that it can also be very effective

when used with groups. Evaluation of training effectiveness has been assessed

using individuals, small groups (5-9 individuals) and large groups (about

30-50 individuals); test results suggest that learning is virtually identical

for all of these conditions (Perkins, May 1983). Separate sections will

discuss use of VISTA with individuals, small groups, and large groups. The

role of the instructor is also discussed in each of these sections.

4.1 Individual Use

Since VISTA is a self-contained and self-explanatory training delivery

system, everything that a student needs to know about VISTA operation is

described during the lesson. The instructor's main requirement should be

pairing the student with the training system. If a number of systems are

operating at once, then it may be necessary to have an instructor who "roves"

around the training laboratory to provide assistance on those rare occasions

when needed.

4.2 Small Group Use

A small group, in most cases, will refer to a portion of a class. For

example, 12 VISTA systems may be set up to handle a 100-man class (8 to 9

individuals per system). The ideal number of students per group depends

on factors that include: size of the TV/monitor screen, the ability of a

16
group leader to organize and direct activities of the group, the cohesiveness

of the group, and the motivation of the students to learn.

The number of students that can use the system will depend on the

ability of all students to have an unobstructed view of the screen. More

students can read and view a 25-inch screen than a 13-inch screen.

Some instructors will probably insist that an instructor or proctor is

necessary to lead the activities of each small group. However, it must be

emphasized that training benefits can come from VISTA without the presence of

an instructor. It is possible that an instructor could "enrich" the content

of a VISTA lesson; however, if there is a shortage of instructional manpower,

then VISTA can have enormous benefits without the need for an instructor at

each training system.

Use of VISTA in small groups can generate interesting discussions which

can make training highly motivating. An instructor or a formally appointed

leader may not always be necessary since a leader will often emerge from

within the group. However, operation of the system proceeds more smoothly if

only one person uses the interactive device to enter the choices of the group.

The interactive device operator can be the "leader" or he can serve the

function of button pusher. The device operator can be appointed by the group

or by an instructor.

When decision points are reached during the simulated counseling session,

the group leader can use democratic rule to determine the choice to be

* selected; however, discussion should be encouraged. The leader should also

give the opportunity for viewing other choices preferred by the minority.

Unless records are being kept for purposes of evaluation, VISTA does not

penalize students for trying alternative solutions which may be incorrect.

17

2 -.'-..2i "2-..'.?. -' 1"."-"-22"22 "L"2"JT' . .. .............................-. ".....- 2i2iU 2:¢ .2. -2-j]2iii22)
With a number of small groups operating at once, it would be desirable

to have an instructor who moves around the room between training systems to

make sure that order is maintained and discussion does not get off on side

issues.

4.3 Large Group Use

The distinction between the number of students in small and large groups

is arbitrary. However, a large group organization will probably involve an

instructor using VISTA in front of an entire class, that is, used in classroom instructIun instead of a laboratory setting for which it was designed.

Training is equally effective with individuals, small groups, and large groups

with an instructor. In fact, it is very possible that an instructor could

enrich the lesson content with his own comments. Evaluation of training

effectiveness of VISTA indicates that both instructors and students are highly

motivated in a large group with an instructor leading the group. However, it

should be pointed out that when compared to individual and small group use,

student interest and motivation is lower, and students feel they learn less

about dealing with people when an instructor uses VISTA in front of the

class.

When VISTA is used in a large group, the instructor may wish to use a

scenario with content relating to a block of instruction other than counseling. For example, the Taking Charge scenarios could be used in instruction

dealing with taking charge of the unit. Similarly, other VISTA lessons can be

presented when the content of those scenarios is compatible with instructional

material presented.

18

................. "
The large group situation may also be an excellent environment in which

jto use the Experiential Mode of instruction. Using a planned sequence of

choices, the instructor could usually illustrate the effects of various

decisions on counseling. Since the Experiential Mode does not provide

feedback, the instructor should be prepared to provide his own feedback for

any choice that is made during the lesson.

4.4 Training Effectiveness: Group Size.

The size of the group of students viewing VISTA at one time does not

have a significant influence on the learning effectiveness of this videodisc

training (5). Students in earlier research did equally well on posttraining

measures of learning whether they had participated in a large group with an

instructor, a small discussion group, or as individuals operating a VISTA

training delivery system alone. However, when students responded to rating

scales evaluating their attitudes toward the VISTA training, students who had

received VISTA training in a large group gave lower ratings than did students

from the individual or small group formats. That is, mean ratings from the

large group fell in the midpoint area of a nine-point semantic differential

scale while mean ratings from the small groups and individuals were consistently in the high positive range.

19

-6 . . ." . ....: . ... .. .. ., .... _. ; :. . ' . _ -' ' _o ' 7 - . 7 .--' ' ." .' ' .' ' 7 ' .' . '. ' '_ ' - ,' , ' " -' ' ' , -
5 INSTRUCTOR PREP: TURNING ON THE SYSTEM

5.0 Introduction

If the equipment is assembled and ready for operation, then the instructor is ready to turn on the system. If the equipment is not properly set

up, then see the manual entitled VISTA: EQUIPMENT SETUP AND TROUBLESHOOTING.

Make sure that:

(1) the VISTA system components (videodisc player, computer, and monitor/TV set) are plugged into 120v electrical outlets,

(2) the spindle on the videodisc player is loosened (see Appendix B),

.3) you have the appropriate (a) SYSTEM Diskette, (b) LESSON Diskette,

and (c) a videodisc that covers the same lesson.

The procedures for activating your system will depend on how the equipment is set up. If there is only a single power switch, then you will

activate VISTA by:

(I) inserting SYSTEM and LESSON Diskettes into the SYSTEM and LESSON

Diskette Drives, respectively,

(2) turning on the main power switch,

(3) inserting the videodisc into the videodisc player.

If there is not a single, main power switch, then each component of the system

* must be turned on separately. The steps for activating VISTA when there is

not a main power switch ire:

(i) inserting SYSTEM and LESSON Diskettes into the SYSTEM and LESSON

* diskette drives, respectively,

(2) turning on the monitor or TV set,

20
(3) turning on the computer, and

(4) turning on the videodisc player and inserting the videodisc into the

player.

The remainder of this section describes tasks required if there is no

single main power switch.

5.1 Description of Tasks

5.1.1 Task 1: Insert SYSTEM and LESSON Diskettes Into Appropriate Drives

Before Task 1 is described, there will be a brief description of what a

diskette is and how to insert it into a diskette drive.

Diskettes store information that is passed in and out of the computer.

Diskettes are also called "floppy" disks. They are flexible, although bending

can cause damage. Each diskette is sealed in a square black plastic covering

that should never be opened or damaged. There is a small oval opening that

exposes a portion of the disk; never let anything touch the surface of the

diskette that is exposed. Handle the diskette by the covering only. When

handling diskettes do not blow on, wipe, or touch (with your hand or other

objects) the exposed part of the diskette.

When a diskette is not in use, keep it in the paper jacket that it came

in. These jackets are chemically treated to minimize the build-up of static

electricity. Do not write on the jackets, since this may damage critical

information stored on the diskette.

Insert the diskette with the arrow on the diskette pointing into the

drive. Gently slide the diskette into the drive until it stops. You should

not have to force the disk into the drive.

Two diskettes are required for operation of a VISTA lesson. The first

diskette is called the SYSTEM Diskette, and the second, the LESSON Diskette.

21
The SYSTEM Diskette must be inserted in the drive labeled SYSTEM DRIVE

(Drive #1) and the LESSON Diskette must be inserted into the LESSON Drive

(Drive #2). In order for the lesson to operate correctly, the LESSON Diskette

and the videodisc must cover the same lesson. In other words, there is a

LESSON Diskette and videodisc pair for each VISTA lesson. The diskette and

videodisc pair will have the same label; for example, "Scenario 1: Verbal

Abuse".

NOTE: The SYSTEM and LESSON Diskettes must be in the

correct drives before the computer is turned on.

The drives may be damaged if diskettes are not

loaded before power is turned on.

The SYSTEM Diskette is used for all lessons. However, the SYSTEM

Diskette used will depend on the equipment which makes up your VISTA system.

5.1.2 Task 2: Turn On Monitor Or TV Set

The monitor or TV set should be turned on early so that it can warm up

before the lesson begins.

5.1.3 Task 3: Turn on the Computer

Turn on the computer. The computer will automatically perform operations

for 10 to 20 seconds. The following message will appear on the screen:

WELCOME TO VISTA

PLEASE WAIT, PROCESSING

Sit and do nothing since this message will disappear after processing is

completed.

5.1.4 Task 4: Turn on Videodisc Player and Put in Videodisc

Steps needed to turn on the player and place the videodisc in the player

differ slightly according to the type of videodisc player connected to your

22
system. Specific instructions for using MCA and Sony players are presented

in Appendix C.

If your system does not have a single, main power switch to turn on all

equipment, then you need to turn on the videodisc player, open the lid on the

player, and place the videodisc into the player. If you have a main power

switch which you have turned on, then just open the lid and insert the videodisc.

2

. 23

I'-.. -'<- ................................................................................. '.......-......... I ...i i-, ..i-.,2.iI -.i'-ii-iil-i"
6 INSTRUCTOR PREP: INTERACTIVE DEVICE-RELATED TASKS

6.0 Introduction

This chapter can be ignored if the hand controller is the only interactive device attached to the system.

You will need to follow part or all of the steps described in this

chapter if the following are attched to the system:

(i) the light pen (see Section 6.2 for further details), or

(2) both the light pen and hand controller (see Section 6.1).

6.1 Choose Between Hand Controller and Light Pen if Both are Connected

If both the light pen and the hand controller are connected to the

computer, the instructor then must decide which one the student will use

during the lesson. After the following message appears, it will disappear 10

to 20 seconds later:

WELCOME TO VISTA

PLEASE WAIT, PROCESSING

This will be followed by:

THIS EQUIPMENT HAS BOTH A LIGHT PEN

AND HAND CONTROLLER CONNECTED.

WHICH DO YOU WANT TO USE:

TO CHOOSE THE HAND CONTROLLER PUSH

THE BUTTON BY THE KNOB.

TO CHOOSE THE LIGHT PEN

TOUCH THE RING ON THE PEN.

24

° .
If you choose the hand controller, then continue instructor preparation

by going to Chapter 7, INSTRUCTOR PREP: SETTING LESSON STATUS.

If you choose the light pen by touching the ring near the tip of the

pen, then continue to Section 6.2, Check Light Pen Adjustment and make any

necessary adjustments.

6.2 Check Light Pen Adjustment

After either the WELCOME TO VISTA message or after choosing the light

pen (Section 6.1), whichever was last, you will see:

PRESS LIGHT PEN TO ASTERISK AND

TOUCH RING

This message will be explained after a brief summary on light pen operation.

When the tip of the pen is positioned on a character or symbol on the screen,

the light pen sends a signal to the computer as soon as the ring on the pen is

touched. The computer reads the part of the screen I that was touched.

However, if the light pen gets out of alignment, then the computer reads an

incorrect location of the pen tip.

By touching the pen to the asterisk, the computer will determine if

adjustments are necessary. If the computer determines that light pen align- 0

ment is correct, then the following appears:

I The TV screen can contain 24 lines of text with 40 characters (letters,

numbers, or symbols) per line. The light pen, when used with the computer,

can read the line number and character number touched by the light pen.

25
THE LIGHT PEN IS IN ALIGNMENT

PRESS PEN TO THIS LINE TO CONTINUE

If the light pen is in adjustment, then proceed to Section 7, INSTRUCTOR PREP:

SETTING SYSTEM STATUS.

If the light pen is out of alignment, then you will see the following:

THE LIGHT PEN NEEDS ADJUSTMENT

PRESS RETURN ON KEYBOARD TO CONTINUE

6.3 Adjust Light Pen If Out of Alignment

If THE LIGHT PEN NEEDS ADJUSTMENT message has just appeared, then press

the key on the Apple II computer labeled <RETURN>; the following message will

appear:

HOLD LIGHT PEN TO ASTERISK AND TOUCH RING

When holding the pen on the asterisk, it is better to use your left hand

because you will need your right hand to make adjustments inside the computer.

As soon as the pen is pressed to the screen and you have touched the ring, the

screen will show:

26
X [1-401 Y = [1-24]

HOLD LIGHT PEN TO ASTERISK AND TOUCH RING

TURN X ADJUSTMENT

[NONE, CLOCKWISE, OR COUNTER CLOCKWISE]

TURN Y ADJUSTMENT

[NONE, CLOCKWISE, OR COUNTER CLOCKWISEI

PRESS PEN TO THIS LINE TO CONTINUE

This message on the screen gives information needed to make light pen adjustments. The TURN X and TURN Y refer to adjustments on the light pen card

located in Slot #5 inside the computer. There are three screws located on the

top and toward the back of the card. The screw labeled SYNC should absolutely

not be adjusted. The middle screw is the X-adjustment and is clearly labeled

X, and the screw closest to the keyboard is the Y-adjustment and is labeled Y.

There are three words which can appear on the screen after the TURN X ADJUSTMENT and TURN Y ADJUSTMENT messages. They are: NONE, CLOCKWISE, and COUNTER

CLOCKWISE. NONE means that no adjustment is necessary. If adjustment is

needed, it is either a CLOCKWISE or COUNTER CLOCKWISE turn on the adjusting

screws. When adjustment is complete, press the pen to the bottom line and

touch the ring.

* NOTE: The "X=" and "Y=" message at the top of the screen

give helpful information. For a correct adjustment,

the message should read: X = 20 Y = 12.

After adjustment is complete, the computer rechecks the accuracy of

light pen alignment by requiring the following response:

27
PRESS LIGHT PEN TO ASTERISK AND TOUCH RING

--

If the pen is still out of alignment, you are automatically required to re-do

the adjustments outlined in this section; otherwise, go to the next chapter.

If adjustment cannot be achieved using the above procedure, the equipment must

be examined for defects by a technician.

28

.
7 INSTRUCTOR PREP: SETTING SYSTEM STATUS

7.0 Introduction

System status refers to the current settings for (1) instructional mode

(Pedagogical/Experiential) and (2) whether student records are or are not

being kept. You are ready to accept or change the status when the following

message appears:

THE SYSTEM STATUS IS SET TO:

1. THE <PEDAGOGICAL/EXPERIENTIAL>

INSTRUCTIONAL MODE

2. <KEEP/NOT KEEP> STUDENT RECORDS

IS THIS WHAT YOU WANT?

**YES**

**NO***

Item number I in the message will read either PEDAGOGICAL or EXPERIENTIAL.

Item number 2 will read either KEEP or NOT KEEP student records.

7.1 Decision To Keep Or Change System Status

VISTA will recall the status of the system as it was last used; this

information is stored on the SYSTEM Diskette. You can either (1) keep the

status as it is by responding **YES** when the preceding message appears

or (2) change the system status by answering **NO***. These options are

described below.

7.1.1 Keep system status. If you keep the current status by responding

**YES** and records are not kept, then the student can begin the lesson (see

29

"- ".i ,. ,,__ ,_..ka,,. m...k...,......m........................
Section 8, TAKING THE LESSON). If records are kept with no status changes,

then follow the steps in Section 7.2.

7.1.2 Change system status. If **NO** is selected from the above

message, then you are required to complete the following three tasks.

The first task requires selection of the instructional mode. When the

following menu appears, use the interactive device to select instructional

mode.

**CHOOSE INSTRUCTIONAL MODE**

I WISH TO USE THE:

PEDAGOGICAL INSTRUCTIONAL MODE

EXPERIENTIAL INSTRUCTIONAL MODE

The second task is to select to keep or not keep student records. Use

the following menu to make the choice.

**CHOOSE TO KEEP OR NOT KEEP RECORDS**

I WISH TO:

COLLECT DATA ON STUDENTS

NOT COLLECT DATA ON STUDENTS

The third task will allow the instructor to confirm that he made the

correct changes in status. The message tells you the status of the system and

if you have set it correctly, then answer **YES**. The message reads:

30

- .. . . -
L

YOU HAVE SELECTED:

1. THE <PEDAGOGICAL/EXPERIENTIAL>

INSTRUCTIONAL MODE

2. <KEEP/NOT KEEP> STUDENT RECORDS

IS THIS WHAT YOU WANT:

**YES**

**NO***

If you answer **YES** and records are not kept, then students can begin the

lesson (see Chapter 8, TAKING THE LESSON). However, if records are being

kept, then follow steps in Section 7.2.

If you answer **NO** to the above message, you will again be taken

through the three tasks just described until you enter the desired status.

7.2 Record-Keeping Tasks

After system status is set in the desired manner, then the following

message will appear if records are being kept:

SINCE YOU WILL KEEP STUDENTS' RECORDS

DO YOU WISH TO EITHER:

1. DISPLAY STUDENT RECORDS

2. DELETE STUDENI RECORDS

3. SET CORRECT TIME

**YES**

,-. **NO***

31

*% .• .. ' " ., .. " . . ., ' .. ".-. . . . . j -. • .... • ... • .. . . " . . -. " - • .
L

It is not always necessary to perform any of these tasks prior to a lesson; if

this is the case then answer **NO**. Refer to Chapter 7, STUDENT RECORDS, for

more information on record keeping.

If you need to perform any or all of these tasks, then answer **YES**.

The following menu will then appear:

INSTRUCTOR SETUP MENU

USING THE KEYBOARD, PRESS LETTER OF YOUR

CHOICE

A ALIGN LIGHT PEN

* B SET TIME AND DATE

C CLEAR STUDENT FILES

D DISPLAY STUDENT FILES

E CHECK STATUS OF SYSTEM

R RUN LESSON

Q QUIT

Note that there is a difference in the way the instructor responds to the

system in this case. He must use the keyboard of the computer to enter his

choice. If you need to perform any of the options listed in the former

message, then you can use the INSTRUCTOR SETUP MENU to selectively perform

each task. This menu contains more options than the previous menu because the

INSTRUCTOR SETUP MENU is used by VISTA at other times for tasks other than

record keeping. After a selected task is completed, then the menu reappears

until either RUN LESSON or QUIT is selected.

32

- .
For record keeping purposes, the options of importance are:

(1) SET TIME AND DATE

(2) CLEAR STUDENT FILES

(3) DISPLAY STUDENT FILES

7.2.1 Set Time and Date. This option allows the system to keep track of

the time of day the student used the lesson. When this option is chosen, the

following list of options appears:

PRESS LETTER < >

S SET TIME AND DATE

D DISPLAY TIME AND DATE

R RETURN TO SETUP MENU

If the letter "S" is typed on the keyboard the following appears:

PLEASE ENTER DESIRED INFORMATION

PRESS THE RETURN KEY AFTER EACH ENTRY

MONTH (1-12):< >

DAY (1-31):< >

HOUR (0-23):<_>

* MiN UTES (0-59):<>

SECO;DS (0-59):< >

33

i - ..-. -. ... i - .' i .- - .. " - i. ..- .i .-- -i -- .'- - .' --. .S .-.- . .. .. '. ,' I. '.- "I .- • . '---,

..-.. ,,'. ', , ,,, a., . ,.. .. -,,,I, . _:___-a_. .".. h-,id,.. .-.. . . ..-.. . . . . .,. . .-.-. .... .-. '.. -' '.'.-_-, ,-,-,-.. •-
After the keyboard of the computer is used to enter the date and time, the

J following appears at the bottom of the screen:

PLEASE WALT, PROCESSING

PLEASE PRESS THE <RETURN> KEY TO START

THE CLOCK

As soon as the <RETURN> key is pressed, the clock will start at the time

entered. It should be noted that it is not necessary to set the clock if

student records are kept. If the clock is not set by the instructor, then

the clock will start at 00:00:00 when the computer is turned on.

7.2.2 Clear Student Files. This option "erases" all student files

stored on the LESSON Diskette. When this option is chosen, the following

information is presented:

RECORDS EXIST FOR THE FOLLOWING

STUDENT ID NUMBERS:

< --------- >

< --------- >

< --------- >

Do YOU ISt T ) ELIMINATE THESE

REICORDS (Y/,* )? <->

3 4

-.
The top of this message informs the instructor of students who have records

stored on the LESSON diskette. If the instructor enters <Y> on the keyboard,

all records are erased. After this is completed, the INSTRUCTOR SETUP MENU

is displayed again. If the instructor enters <N>, records remain on the

diskette, and the INSTRUCTOR SETUP MENU is shown again.

7.2.3 Display Student Files. This option allows the instructor to

see either a record of or obtain a copy of student performance. When chosen,

the following message appears:

RECORDS EXIST FOR THE FOLLOWING

STUDENT ID NUMBERS:

< --------- >

< ---. -. .- .- >

DO YOU WISH TO PRINT THESE

RECORDS (Y/N)? <->

If the instructor answers yes to the question by pressing <Y>, a copy of

student records will be produced by a printer, and the INSTRUCTOR SETUP MENU

is presented again. If <N> is entered the INSTRUCTOR SETUP MENU is displayed

again.

*7.2.4 Other Options. ALIGN LIGHT PEN takes the instructor through

steps previously described in Sections 6.2 and 6.3. CHECK STATUS gives the

interactive device in operation, the instructional mode, and record keeping

status. The instructor is given the option to keep or change this status;

35

. . . . . . . . .
the procedure for doing so is similar to that described in Section 7.1.

Choosing RUN LESSON takes the system to the point when the student can

begin the lesson (see Chapter 8, TAKING THE LESSON). QUIT prevents further

operation with VISTA unless the (RESET> button is hit on the computer or the

computer is turned off and then back on.

36

..............................
8 THE STUDENT USES VISTA

8.0 Introduction

Use of a VISTA lesson by a student(s) goes through three phases: preliminary steps before the lesson, taking the lesson, and choosing to retake

the same lesson or take a new lesson.

Preliminary steps required of the student are:

(1) activate the system; the student sets the system into action by

completing a simple task with the light pen or paddle,

(2) receive instructions on how the light pen or paddle is used during

the lesson,

(3) enter service number, if records of student performance are kept,

and

(4) choose to receive or not to receive instruction on how the lesson

operates.

During the second phase, the lesson itself can be taken in two modes of

instruction (Pedagogical and Experiential as described in Chapter 3). Taking

the lesson is explained in the lesson itself.

After the student has completed the lesson, the student (or the instructor) can choose to:

(1) retake the same lesson, or

(2) take a new lesson.

If the first option is chosen, the student would retake the lesson from the

beginning; he may explore options that were not looked at the first time

through. The retake "" on can also be used to administer the same lesson to

a new student(s). The training laboratory could contain a number of VISTA

systems with each system showing a different lesson. The student(s) could

37
rotate from system to system using a different lesson at each session. The

second option allows the student to take a new lesson; this requires a new

LESSON Diskette and a videodisc covering the same new lesson.

Procedures differ slightly for a light pen and hand controller. Section

8.1 describes Preliminary Steps Using the Hand Controller and Section 8.2

describes Preliminary Steps Using the Light Pen. Section 8.3 is titled

Student Takes the Lesson and Section 8.4 Retake Lesson/Take New Lesson will

discuss options following completion of the lesson.

8.1 Preliminary Steps Using the Hand Controller

8.1.1 Activate the System. The system is ready for student use when the

following message appears:

WELCOME TO VISTA:

A TRAINING SYSTEM TO IMPROVE

INTERPERSONAL SKILLS OF AN OFFICER

TO BEGIN A LESSON:

i. PICK UP THE HAND CONTROLLER

ATTACHED TO CORD.

2. PUSH THE BUTTON ON THE SIDE OF

THE HAND CONTROLLER AND THEN

RELEASE THE BUTTON.

This message will remain on the screen until the student picks up the hand

controller and presses the button.

The following message will appear:

THE VIDEODISC IS BEING POSITIONED

PLEASE WAIT

38

- . - - . . . . . . . . . . . .
The student will then be ready to receive instruction on the use of

jthe hand controller.

8.1.2 Instructions for Use of Hand Controller. The next "page" of text

that appears on the screen instructs the student on how to use the hand

controller to (1) make responses and (2) to choose between options in lists

of alternatives.

YOU WILL USE THE HAND CONTROLLER

TO MAKE CHOICE AND TO CONTINUE

THE LESSON.

TO USE THE HAND CONTROLLER:

1. USE THE KNOB TO MOVE THE SQUARE

TO THE DESIRED POSITION OF THE

SCREEN.

2. PRESS THE BUTTON ON THE SIDE OF

CONTROLLER TO MAKE YOUR CHOICES.

TO CONTINUE THIS LESSON, MOVE SQUARE

TO THIS LINE AND PRESS BUTTON.

After the instructions are given, the student uses the hand controller to

continue to the next step. If system status is set to keep student records,

the student will enter his service number (Section 8.1.3). If records

are not being kept, he will be given the option to receive instruction on

operation of VISTA (Section 8.1.4).

8.1.3 Enter Service Number if Records are Being Kept. This task is

0

required only if records of student performance are being kept. The service

number allows both the instructor and computer to keep track of individuals

who used the system. If records are being kept, the following will appear:

39

..................-- '., .,,,....................... ............
TO ENTER SERVICE NUMBER MOVE SQUARE TO

DESIRED NUMBER AND PRESS BUTTON.

<DIGIT APPEARS 1

HERE WHEN 2

ENTERED> 3

4

5

6

7

8

9

0

MOVE SQUARE:

TO THIS LINE TO SUBTRACT LAST DIGIT

TO THIS LINE TO COMPLETE YOUR ENTRY

The service number is entered one digit at a time. This is done by

moving the white square to the desired digit, and then pressing the button on

the hand controller. As each digit is entered, it appears on the left-hand

portion of the screen as indicated on the figure. If the wrong digit was

entered, it can be "erased" by moving the white square to the line labeled

"TO THIS LINE TO SUBTRACT A NUMBER" and then press the button. After all

digits of the service number have been correctly entered, the student moves

the square to the line labeled "TO THIS LINE TO COMPLETE YOUR ENTRY" and

presses the button. After this task is completed, the student is given the

option to receive or not to receive instructions describing how a VISTA Lesson

is conducted (Section 8.1.4).

8.1.4 Decision to Receive Lesson Instructions. Instructions on operation of the lesson informs the student (through text displayed on screen)

on how the lesson operates. While it may help the student to receive the

40
instructions, most students can use the lesson without instructions. The

jstudent chooses to receive or not to receive instructions when the following

message appears on the screen:

DO YOU WANT INSTRUCTIONS ON HOW THIS

SYSTEM OPERATES?

**YES**

**NO***

If **YES* is chosen, an overview of system operation will be presented;

one description is given when the Pedagogical Mode is used, and another is

* given when the Experiental Mode is used.

8.2 Preliminary Steps Using the Light Pen.

8.2.1 Activate the System. The system is ready for student use when the

following message appears:

WELCOME TO VISTA:

A TRAINING SYSTEM TO IMPROVE

INTERPERSONAL SKILLS OF AN OFFICER

TO BEGIN A LESSON:

1. PICK UP "PEN" ATTACHED TO CORD.

2. TOUCH RING NEAR TIP OF "PEN"

WITH YOUR FINGER.

This message will remain on the screen until the student picks up the light

pen and touches the ring near the tip of the pen. The following message will

appear:

41

,-i~". .. -: i..i'.-~ l )-'i-2- .. i .. i-.i . .. .- -'-.. . -.. .i.-, • .. . . - -.. . •. ." '. .'.i <".-
THE VIDEODISC IS BEING POSITIONED

PLEASE WAIT

After the videodisc has been positioned the following will appear on the

screen:

IF YOU DO NOT KNOW HOW TO USE THE LIGHT

PEN, SIT AND DO NOTHING, OTHERWISE POINT

THE PEN TO ONE OF THESE LINES IN THE

NEXT <1-10> SECONDS.

This is actually a test of the student's ability to use the light pen.

He has 10 seconds to touch the pen to one of the lines; if the pen is successfully used in that time period, the student will either be asked to enter

his service number if records are kept (Section 8.2.2), or given an opportunity to receive lesson instructions if records are not being kept (Section

8.2.3).

If the student does not use the pen correctly in 10 seconds, the message

will disappear, and he will automatically receive light pen instructions

as described below.

8.2.2 Instructions for Use of Light Pen. If the student failed to

correctly respond to the above message, he will receive a sound and visual

demonstration of how to use the pen; this instruction will come from the

videodisc player. After the instructions are delivered, the message shown

above will reappear. If the student responds in less than 10 seconds, he

42

. . .' .i. - '' '-V ' - . . . .., - .- -
will either (1) be asked to enter his service number if records are being kept

(Section 8.2.3), or (2) given an opportunity to receive lesson instructions

(Section 8.2.4).

If the student doesn't respond during this second display of the 10-

second message, the videodisc stored instructions are delivered again.

After these instructions, the 10-second message is presented for the third

time. Failure to respond correctly on the third opportunity results in the

following message:

PRESS THE TIP OF THE PEN TO ONE OF

THESE LINES AND TOUCH THE BRASS

RING UNTIL YOU HEAR A BEEP

The student must respond to this message to continue the lesson.

8.2.3 Enter Service Number if Records are Being Kept. This task is

required only if records of student performance are being kept. The service

number allows both the instructor and computer to keep track of individuals

who used the system. If records are being kept, the following message will

appear:

TOUCH THE LIGHT PEN TO THE NUMBERS

BELOW TO ENTER YOUR SERVICE NUMBER.

.. < ---. -- .... >

PRESS PEN:

TO THIS LINE TO SUBTRACT LAST DIGIT

TO THIS LINE TO COMPLETE YOUR ENTRY

43

w . .
The student uses the light pen to enter his service number one digit at a

time by pointing the pen at the desired digit (number) on the screen and

touching the brass ring. If an incorrect digit(s) is entered, it can be

subtracted by touching the pen to the line labeled "TO THIS TO LINE SUBTRACT

LAST DIGIT". One digit is subtracted at a time starting from the right-most

digit. After the service number is correctly entered, the light pen is

touched to the line labeled "TO THIS LINE TO COMPLETE YOUR ENTRY".

8.2.4 Decision to Receive Lesson Instructions. The decision to receive

or not receive instructions is identical to that described for the hand

controller (Section 8.1.4), except that responses are entered with the light

* pen instead of the hand controller.

8.3 Student Takes the Lesson

After either the instructions on system operation, or the decision not

to receive instruction, whichever occurred last, the lesson begins by showing

the background information for the simulated counseling session. The lesson

operates in either the Pedagogical Mode or Experiential Mode of instruction

depending on how the system status was set.

8.4 Retake Lesson (New Lesson Option)

After the student(s) finishes a lesson the following message will appear:

PROCESSING,

PLEASE WAIT

-

After processing is completed, the following will be displayed:

44
THIS IS THE END OF THE LESSON

DO YOU WISH TO:

RETAKE THE LESSON

TAKE A NEW LESSON

Choosing RETAKE THE LESSON will restart the current lesson beginning with

the background information.

Choosing TAK(E A NEW LESSON will produce the following message:

FOR THE DESIRED LESSON, PLACE THE:

1. VIDEODISC INTO THE PLAYER

2. THE LESSON DISKETTE INTO DRIVE #2

(USE INTERACTIVE DEVICE TO CONTINUE>

This message only reminds you to change the videodisc and LESSON Diskette.

The system has no way of determining whether you actually did make these

changes.

There is actually a third option available on the RETAKE LESSON/NEW

LESSON Menu. This option is "hidden" so that the student is not aware of

it. By pressing any number or letter on the keyboard of the computer,

the instructor is taken to the INSTRUCTOR SETUP Menu (Section 7.2 "Record

keeping-Related Tasks" for details for using this menu). The instructor may

wish to choose this third option for a number of reasons which nay include:

(1) changing system status (i.e., instructional mode of record keeping

capabilities), or

(2) printing student records after students have finished using VISTA.

45

|- ..

. . . . . . . . . . . . . . . . . . .
9 STUDENT RECORDS

9.1 Setting the System To Keep Student Records

VISTA has the capability to keep records of student performance. The

instructor decides to keep or not keep student records when the system status

is set (see Chapter 7, INSTRUCTOR PREP: SETTING SYSTEM STATUS). After the

instructor decides to keep records, he is given the option to:

(1) display old student records,

(2) delete old student records, or

(3) set correct time.

These options can be executed by using the Instructor Setup Menu as

described in Section 7.2, "Record keeping Related Tasks".

9.2 Accessing Student Records Using Instructor Setup Menu

Student records can be accessed, printed and deleted by selecting

options from the Instructor Setup Menu (described in Section 7.2). The

instructor can call up this menu either before or after the lesson is used.

Access to the menu before student use of a lesson can be obtained if the

status is set for record keeping when the following message appears:

SINCE YOU WILL KEEP STUDENTS' RECORDS

DO YOU WISH TO EITHER

1. DISPLAY STUDENT RECORDS

2. DELETE STUDENT RECORDS

3. SET CORRECT TIME

**YES**

**NO***

"" 46

... ...
If the answer is **YES**, the Instructor Setup Menu will be displayed.

-J The instructor can also call up the Instructor Setup Menu after a

lesson has been completed. This can be done when the following message

appears:

THIS IS THE END OF THE LESSON

DO YOU WISH TO:

RETAKE THE LESSON

TAKE A NEW LESSON

There is actually a third option available, but this option is not shown

on the screen. By pressing any letter or number on the computer keyboard, the

Instructor Setup Menu will be displayed. This option is not shown because

students may select it for the sake of curiosity.

Once the Instructor Setup Menu is displayed, the instructor can choose

to CLEAR STUDENT FILES or DISPLAY STUDENT FILES. Remember that student

records are stored on the LESSON Diskettes. Up to 50 student records can be

stored at one time. To access the appropriate records, you must make sure

that the proper LESSON diskette is in Diskette Drive #2. Furthermore, all

0

students' records on a diskette are either printed (DISPLAY) or erased (CLEAR)

at one time. You cannot selectively print or erase a fraction or a portion of

the student records. All must be printed or erased at once. For this reason,

it is better to print (DISPLAY) records as soon as the lesson is completed.

After printing is completed, then erase the records from the diskette by

selecting the CLEAR STUDENT FILES from the Instructor Setup Menu.

47
9.3 Record Content

j 9.3.1 "Header" Information. At the top of each student record is (1)

the student's service number, (2) the instruction rode in which the lesson was

used, (3) start and stop time for each lesson, a. (4) the total length of the

session. This information will be printed in the following form:

SERIAL NUMBER:< ---------- >

<PEDAGOGICAL/EXPERIENTIAL> MODE

START TIME: <HR:MIN:SEC>

STOP TIME: <HR:MIN:SEC>

TOTAL TI E:<--> SECONDS

If the clock had been set to military time before student use of the lesson,

then START TIME and STOP TIME will indicate the actual time of day that the

student started and finished the lesson. Time starts when the following

message appears:

THE VIDEODISC IS BEING POSITIONED,

PLEASE WAIT

Time stops when the following is displayed after completion of the lesson.

40

PROCESSING,

PLEASE WAIT

48

0'

[;12.. .2i'-i21. ."' "," ". '. . . . . .. ."...-. ..-. ...". .•. . . .. -... V ...-.. .- '-'..-- ...-- i,.- .. ..".--. .-'2:i i
L

The form of the remainder portion of student records depends on the mode of

instruction. Record form for the Pedagogical Mode is discussed in the next

subsection 9.3.2, while record format for the Experiential Mode is discussed

in subsection 9.3.3.

9.3.2 Pedagogical Mode Records. After "header" information (see Section

9.3.1) is printed, student performance is summarized one decision point at a

time. The format for a particular decision point is presented below:

DECISION POINT <1...>

PRIOR TO CORRECT CHOICE

CHOICE #<l..5> <KEPT/NOT KEPT> (<--> SEC)

CHOICE #<I..5> <KEPT/NOT KEPT> (<--> SEC)

FOLLOWING CORRECT CHOICE

Each choice point has a number assigned to it. In the Pedagogical Mode,

choice points are numbered successively starting with 1. Listed under PRIOR

TO CORRECT CHOICE are the choices made up to and including the correct choice.

The number appearing by each choice number is the number that appears on the

screen during the lesson for that particular decision point. After the

student's choice, a statement of whether the student kept or did not keep his

*choice after seeing the preview is indicated. The number of seconds listed by

each choice number indicates the length of time the list of choices for a

*decision point was displayed before the student made a selection. The

last CHOICE # <1..5> under PRIOR TO CORRECT CHOICE represents the correct

choice for that choice point.

49

1*

S . . .' ' ' t -" ' '- . . . ' ' L - , . '''' 2 2 - . ',2 , . '. . , ., ' ,- ' ,. '' . """' ' . . . . . ' - .
L

The print out under FOLLOWING CORRECT CHOICE depends on the option chosen

from the menu which appears after the correct motion sequence and its feedback

have been displayed (see Section 3.2). The options from that menu and the

corresponding printout are shown below:

Option From Menu Message On Printout

LOO . AT OTHER CHOICES CHOICE # <1..5> KEPT/NOT KEPT (<-->SEC)

REPEAT CORRECT CHOICE CORRECT CHOICE REPEATED

REQUEST HELP HELP WAS CHOSEN

THE OPTION SELECTED WAS: < >

CONTINUE TO NEXT CHOICE POINT NONE CHOSEN

If the student elects to CONTINUE TO NEXT CHOICE POINT, then the message reads

NONE CHOSEN and data for the next choice point is printed. When the student

decides to LOOK AT OTHER CHOICES, then the number of the alternative selected,

whether it was kept or not kept after preview, and the length of time required

to make the choice are printed. When HELP is selected, the printed message

tells the option selected from help.

9.3.3 Experiential Mode Records. After the "header" information is

printed, student performance is summarized one choice point at a time. The

format for each choice point is as follows:

CHOICE POINT <1...>

* CHOICE #<1..5> KEPT (<--> SEC)

The CHOICE POINT number corresponds to a number stored in the computer;

the choice point numbers for the "correct path" are given in the header

50
information. By referencing the correct path, the instructor can determine if

the student has successfully completed the problem or gotten off on the wrong

path.

When the simulated counseling session has reached a conclusion, the

student has the following options:

RETURN TO THE BEGINNING?

RETURN TO NEXT-TO-LAST CHOICE POINT?

REPEAT LAST CHOICE POINT?

QUIT THE LESSON?

On the printout of student performance, the following will appear after

date on the last choice point:

AN END POINT WAS REACHED

THE OPTION SELECTED WAS:

The option printed is the one chosen by the student during use of the lesson.

If the student had picked one of the first three options, then more data on

student performance will be printed until the student chooses to QUIT THE

LESSON°

51

• .. :_ -.......................................-.........-...... . ,.. , . , .. ,.. ,-. ,-- , 
SECTION 10

EDITING FEEDBACK AND BACKGROUND INFORMATION

There are two types of diskettes in the VISTA system. One (the SYSTEM

Diskette) contains the actual program that runs the VISTA system, the other

(the LESSON or data diskette) contains the various data files associated with

a given lesson. This section will describe steps to change the feedback 1

and background- information on the data diskette. You cannot add nor subtract pages of text; you can only change the original wording. The user

wishing to make more than the minor changes described in this section should

have at least a working knowledge of microcomputers and have read Section IV,

Appendix K, Volume IV of Schroeder et al., 1982b.

There are two terms the user should be familiar with while reading

this section. The first is data diskette; it is located in Drive #2 during

operation of VISTA. This diskette, among many other things, contains "pages"

of text which are displayed by the computer during the lesson. This brings us

to the second term you need to know, files.

A file, in the present context, is used to describe a collection of pages

of text stored on the diskette. A file is used much like the chapters in a

book to set off related pages of information. Files are given names just like

* Feedback is the text generated by the computer after a choice has been made

and kept. This informs the viewer about why a given choice was the best or

otherwise.

2 Background information is seen by the student at the start of a lesson.

This is text generated by the computer and presents the situation to the

student.

52

......................... *o. .

. . . .. . . . . . . . . . . . . . . . .
titles of chapters. The two files you will be dealing with are named TEXT.ONE

and TEXT.TWO. TEXT.ONE contains the pages of text that comprise the background information of each scenario. TEXT.TWO contains the pages of text that

comprise the feedback in each scenario.

In order to make changes to a data diskette, you will need: (1) the

Data diskette that you wish to alter and (2) the diskette entitled LAMP.

The diskette LAMP (Lesson Administrative Maintenance Program) should be

inserted into Drive #1, and the data diskette that is to be changed should be

inserted into Drive #2. When the computer is turned on, the first thing you

will see on the screen will be the MAIN Menu:

(1) RUN "TRANSFER"

(2) RUN "STRUCTURE"

(3) EXIT TO EDITOR

(4) EXIT PROGRAM

To make changes in the feedback or background information, you will need to

select Option 1, Run transfer. Press the <1> on the computer keyboard to

choose Option 1. If you accidentally choose one of the other options, simply

press the keys marked CTRL and RESET simultaneously. Folowing a beep,

the MAIN Menu will reappear in a few seconds.

After selecting Option 1, you will see the TRANSFER menu. It appears as

follows: (continued on next page)

(I) MOVE A FORMATTED FILE TO A TEXT FILE

(2) MOVE A TEXT FILE TO A FORMATTED FILE

(3) MOVE POINT ONE TO A TEXT FILE

(4) MOVE A TEXT FILE TO POINT ONE

53

7.
(5) REVIEW FILES IN FORMATTED FORM

(6) CHECK COUNTER FILES

(7) EXIT PROGRAM

You should choose Option 5, Review file in formatted form by pressing <5> on

the keyboard.

Note: If you accidentally choose one of the other options, you

will see a different menu than the one described below.

If this should happen, you will need to return to the previous menu. To do this choose the last option in any menu

you see. Doing so will bring you back to the previous

menu. The next menu you should see is:

(1) SOURCE FILE TEXT ONE ON DRIVE #5

(2) SOURCE FILE TEXT TWO ON DRIVE #5

(3) SOURCE FILE INTRO ON DRIVE #5

(4) SOURCE FILE POINT ONE ON DRIVE #5

(5) OTHER

(6) RETURN TO MAIN MENU

If you wish to change the background information, choose Option 1. If you

wish to change feedback information, choose Option 2. You will then see yet

another menu:

(1) REVIEW AN ENTIRE FILE

(2) REVIEW PART OF A FILE

(3) PRINT OUT AN ENTIRE FILE

(4) PRINT PART OF A FILE

Note: If you do not have a printer installed in the VISTA system, do not choose Options 3 or 4. If you choose option

3 or 4 without a printer installed, you will stop the

system and this will require you to turn the machine off

or press the reset key in order to regain control. If

you have a printer, you may wish to print out all or part

of the information contained in the files.

54

" .. ,
r .- - . -• . . .. . - ~ .

In order to find the specific page you wish to change, choose Option 1,

Review an entire file, and write down or memorize the page(s) in question.

This option will display the first page of text for that file and continue

displaying the file until you find the desired page or pages to be modified.

As each page appears on the monitor, a message will appear asking, "Do

you wish to make changes? Y/N". If no changes are needed, press the <N> key,

and then the return key until the page appears that you wish to change.

You may notice that some lines are missing characters on the right side.

Each line of a page has 40 characters, even if some of these characters are

simply spaces. In order to display the line number to the left of each line,

three spaces are taken up, and since the monitor screen is only 40 characters

wide, three characters on the right of each line are printed beyond the

screen. To see the other three characters, when the question, "Any changes to

be made? YIN" is displayed, press the key marked <CTRL>, and while you are

holding down this key, press the key marked <A>. To see the original 37

characters, repeat this action using the same keys.

After finding the page you wish to change and you see the message, "Any

changes to be made? Y/N", press the <Y> key. You will see a message that

reads, "Enter the line number -->." Type the number of the line you wish to

change and then press <return>. If you type an incorrect number use the left

arrow key < <- > located just below the return key on the Apple 11+ keyboard

to erase mistakes. You can also use the left arrow to erase other typing

errors. You will notice that there are only 20 lines of text. If you enter a

number less than 1 or more than 20, you will be asked to enter a number

again.

55
A cautionary note: microcomputers, unlike typewriters, make a distinction between a lower case L and a I (one), also a capital 0 cannot be

interchanged with a 0 (zero). The computer at this point is asking for a

number and it expects to read a number. If by accident you type a letter at

this point, strange numbers will appear on the screen, and the message, "Press

the space bar to re-initialize." Do not panic. The only thing that has

hapDened is that you will have to start over. Simply follow the instructions

on the screen and press the space bar. You will be back at the first menu,

and you may continue as if nothing had happened.

After you have successfully entered the line number, you will see another

message, "Enter new information". You then should type what you would like to

appear on that line. After you have finished typing, press the <return> key.

Remember that each line contains only 40 characters. If you type more than 40

characters or beyond the right-hand side of the screen, only the first 40

characters will appear on the line. You may repeat this process as many times

as you wish until the page appears the way you like. When you reach the end

of the file, you will see the previous menu. Choose the last response to each

menu, (6) Return to the main menu, and then select (7) Exit program from the

TRANSFER MENU, until you are at the MAIN Menu. At this point, you may turn

the machine off if you are finished or continue the process for other files.

56
SECTION 11

APPENDIX A

BACKGROUND AND SITUATIONAL INFORMATION

FOR VISTA LESSONS
Scenario I

Verbal Abuse

(909-0 7 1-0001-Q)

You are 2LT Wright, 1st Platoon, A Company, 22nd Infantry. You are 23

years old, married, and have been in the Army for six months. You have been

assigned as the 1st Platoon Leader for one month after completing IOBC and

Jump School. It is now 1055; you are hurrying to an 1100 Battalion Officers'

call.

In the opening scene, you see one of your Squad Leaders verbally abusing

a troop member in front of the squad.

57
, _,; , , ,, , , 

Scenario 2

Taking Charge (Part 2): Meeting the Platoon Sergeant

(909-071-1 434-Q)

On the first day of reporting to your unit of assignment, you can expect

to start your inprocessing with the battalion adjutant. The adjutant will

make arrangements for you to process your personnel file and pay records, and

then arrange for you to meet the Battalion Commander. The Battalion Commander

will probably give you an overview of the battalion mission, how you will fit

in the organizational structure, and any other information he deems pertinent

to your duty assignment. Having completed your meeting with the Battalion

Commander, you will probably be introduced to your Company Commander, who will

probably escort you through the company area. Once this is completed, your

Company Commander will brief you on the company's mission and assets, and

supply you with any information pertinent to your duty assignment. Once the

Company Commander has completed his briefing, he will probably make arrangements for you to meet your Platoon Sergeant.

,

58

.. -...... , . .,.... .. _t.,..m.,.... ........ .... ,..... .. ,..... .

,° . .--.- . .- '. . - .. - . ,' . .' - . - . . - ' .' . . . . . . ". .. . .' ' .- ..- . - • " .- " . . . ". ' 3 ... - . " -, -°..
Scenarios 3 and 4

Taking Charge (Part 1): Meeting the NCO's and the Platoon

(909-071-0004-Q)

You are 2LT Ames, 3rd Platoon, B Company, 1st Bn, 66th Infantry. You are

26 years old, and had 3-1/2 years prior service before attending OCS. You

have just recently graduated from IOBC, and this is your first day on the job.

You have received an in-briefing from your Battalion Commander, and your

Company Commander. In addition, you have met SFC Johnson, your Platoon

Sergeant. You have spent approximately one hour with him discussing the

platoon personnel, and have given him an outline of how you expect the platoon

to function. You have requested that SFC Johnson assemble all the NCOs in

the platoon so that you may speak to them as a group. You have also requested

to speak to the whole platoon after you talk with the NCOs.

5

59

S.

.. . . ... . . . . . . . .*L***.....................
Scenario 5

Performance Counseling An NCO

(909-071-0003-Q)

You have been the Mortar Platoon Leader in A Company for the past two

months. During this period, you have had numerous discussions with SFC

Smothers, your PLT SGT. With SFC Smothers' assessment of the personnel,

coupled with your own observations, you have determined that all of your

section leaders are highly motivated and seem to know their jobs.

However, you have observed that SSG Rogers, your Ist Section LDR, has

performed erratically. Most of his tasks were accomplished with a high degree

of competence, but he has performed below standards on a couple of occasions.

i. On last month's FTX, his patrol got completely lost. SFC Smothers

said that during a counseling session, SSG Rogers indicated that he

had picked up the wrong map sheet.

2. Two weeks ago SSG Rogers' squad was detailed to perform police call

at 0700 hours around the post HQ. He did not get his men there until

0830. During a counseling session with SFC Smothers, SSG Rogers said

he failed to arrange for transportation in advance.

Yesterday afternoon, one of SSG Rogers' 1/4 ton vehicles failed a roadside spot inspection A conversation with the Platoon Sergeant revealed that

SSG Rogers was not present at Mortar Stables, which was clearly indicated on

the Company training schedule for yesterday morning.

60

.[ . . . .a- .
Scenario 6

Insubordination (Part 1): Moderate

(909-0 71-0005-Q)

You are 2LT Kozlowski and you have been assigned as a rifle platoon

leader for one month. Within the past month SP4 Lowe, a member of the second

squad was late for formation twice and SSG Mason, the second squad leader, had

to order SP4 Lowe to get a haircut on two occasions. SP4 Lowe has been

counseled by both SSG Mason and SFC Kelvin.

Today SP4 Lowe missed formation and SFC Kelvin requests that you talk to

SP4 Lowe about his conduct. You tell SFC Kelvin to have SP4 Lowe report to

you at 1300 hours today.

During a meeting with SGTs Kelvin and Mason, prior to your session with

SP4 Lowe, you lear- the following:

1. Lowe is not a very talkative person.

2. Neither SGTs Kelvin nor Mason have been able to identify any factors

contributing to SP4 Lowe's change in behavior.

3. SGTs Kelvin and Mason have noticed a gradual decline in Lowe's

standard of appearance.

4. Lowe has completed 28 months of his 3 year enlistment with a good

record up until now.

61

.*-.
Scenario 7

Insubordination (Part 2): Severe

(909-07i-0005-Q)

PVT McCluskey has been in the Army two years and is still a Private

(E-l). He has received three transfers within the Battalion. While with his

first unit, he received a company grade Article 15 for two days AWOL, and

with the second unit, he received a field grade Article 15 for assaulting a

Private. He has now been in your platoon for two months. During this time he

has been counseled on several occasions by your Platoon Sergeant, SFC Gallant,

for being late to duty assignments and for disappearing during duty hours.

Counseling sessions have proven ineffective in improving PVT McCluskey's

duty performance or his regard for other people.

SFC Gallant has just come to you with another problem concerning PVT

McCluskey.

6

62

_- 2-- --...-. : -- ~~~~~~~~. -..... ...-.- --. .. ,.. ..-.--...... ..-. '..---.-- ---.. -+
Scenario 8

Emergency Crisis (Part 1): Emergency Leave

(909-071-0006-Q)

You are 2LT Ferguson. You have been assigned as 3rd PLT LDR in A Company

for the past 7 months. You are presently on duty as the Battalion Staff Duty

Officer for the 1/7th Infantry. It is 0200 hours.

It is very early in the morning (0200) and a PFC has just approached you

saying that his father had just suffered a heart attack. The PFC requests

immediate leave of absence.

0 6 °r.. 63

** .* .*.*.
Scenario 9

Emergency Crisis (Part 2): Suicide Threat

(909-071-0007-Q)

You are 2LT Houser. You have been a PLT LDR in B Company for 5 weeks.

An NCO in your unit has just reported to you about personal and professional problems a PFC has recently been having.

64

*~.~* . . .*.~ . . . . .* . . . . . . . . . . . . . . . . . . . . . . .
Scenario 10

Financial Crisis

(909-071-0008-Q)

You are 2LT Rice, and you have been assigned to A Company as the Platoon

Leader of the third platoon for one month.

Your Company Commander has informed you that SGT Osborne, who is a member

of your platoon, has received several letters of indebtedness within the last

month. Your Company Commander is heavily involved in preparation for the

upcoming Annual General Inspection and has requested that you handle this

situation.

You have briefed your Platoon Sergeant on the situation, and learn from

him that SGT Osborne has been with the platoon for one year, and recently went

through a divorce. The Platoon Sergeant further states that SGT Osborne has

been a very reliable fire team leader up to this point. You have requested

that SGT Osborne report to your office.

65

.

. . . . . . . . . . . . . . . . . . . . . . . . .

-' ;• - ,'2 '-, L' ," 7 ,' , . o' ..", ) "-"' ." ,''. "" ."2'.-""-). ?' -''. " .,,,. . )..." '. ..- " • .- *.- . -... '.-.. .
Scenario 11

Negative EER

(909-071-0009-Q)

You are 2LT Mercer and 22 years old. You have completed IOBC and Jump

School. You have been the Platoon Leader of the 3rd Platoon, B Company, for

16 months.

Your squad leader, SSG Levy, has been in the Army for 15 years. In the

past nine months you and your platoon sergeant have noticed that work has

deteriorated badly, and you have counseled him several times regarding his

personal appearance, physical fitness and performance as an NCO and leader.

Despite your counseling, there has been little or no improvement in these

0

areas. You have asked SSG Levy to meet you for a review of his annual

EER, which you are endorsing.

66

-. . . . . . .
Scenario 12

Positive EER

(909-071-0009-Q)

You are 2LT Mercer and 22 years old. You have completed IOBC and Jump

School. You have been the Platoon Leader of the 3rd Platoon, B Company, for

16 months.

Your Platoon Sergeant, SFC Moore, has been in the Army for 15 years. SFC

Moore was awarded a purple heart, CIB, and a Bronze Star in Vietnam. He has

attended Drill Sergeant School, Jump School, the Basic NCO course and the

Advanced NCO course, where he was an honor graduate.

Prior to SFC Moore's arrival 9 months ago, the platoon's performance was

6

poor. Since his arrival, the platoon has placed 1st on the platoon test.

It is time for SFC Moore's annual Enlisted Efficiency Report (EER). You

have requested him to report to you.

6

~67

. . .
SECTION 11

APPENDIX B

SECURING AND LOOSENING THE VIDEODISC DRIVE SPINDLE

S

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Appendix B

SECURING AND LOOSENING THE VIDEODISC DRIVE SPINDLE

Videodisc players used for VISTA have a locking device to secure the

videodisc drive. Any time the player is moved, the drive should be locked

to prevent damage to the drive assembly. Conversely, the drive should be

loosened prior to use of the player. Tightening and loosening of the drive

will be described for the MCA and SONY videodisc players.

SONY Videodisc Player

To tighten drive

1. Place player on its back or side.

2. Turn screw labeled ADJUSTOR so that the two pointers in the LOCATION

INDICATOR are aligned.

3. Turn screw labeled SHIPPING SCREW clockwise until it tightens.

To loosen drive

1. Place player on its back or side.

2. Turn screw labeled SHIPPING SCREW counter clockwise until it loosens.

3. Turn screw labeled ADJUSTOR so that the two pointers in the LOCATION

INDICATOR are offset.

MCA Videodisc Player

To tighten drive

Open the lid of the videodisc player. Take the spindle in your right

hand and gently move the spindle as far to the left as it will go. lhile

holding the spindle, turn the screw on left side of player clockwise

until it is tight. (Read CAUTION label located inside of the videodisc

chamber.)

To loosen drive

Turn screw on left side of player counter clockwise until the spindle

is fully loosened.

68
SECTION 11

APPENDIX C

TURNING ON THE VIDEODISC PLAYER AND INSERTING THE VIDEODISC

. .-. . . . . . . . . . .

. . . . . . . . . . . . . .
APPENDIX C

TURNING ON THE PLAYER AND INSERTING THE VIDEODISC

MCA Player

(1) Press the Blue POWER button on the far left front of the player.

(2) Press the OPEN button (the farthest white button on the left) and

the lid will pop open.

(3) Lift the lid.

(4) Place videodisc over the plastic spindle with the shiny side (labeled

side) of the videodisc facing up.

(5) Snap the lock hatch on the spindle.

(6) Close the lid.

Sony Player

(I) Press the POWER button on the top, right hand side of the player.

(2) Press the OPEN button on the left hand corner on the front of the

player, and the lid will pop up.

(3) Lift the lid straight up.

(4) Place videodisc over the metal spindle with the shiny side (labeled

side) of the video disc facing down.

(5) Close the lid.

69

I~i i
I

SECTION 11

APPENDIX D

BIBLIOGRAPHY
APPENDIX D

BIBLIOGRAPHY

(1) Schroeder, J.E., Dyer, F.N., Czerny, P., Gillotti, D.P., and Youngling,

E.W. Videodisc Interpersonal Skills Training and Assessment (VISTA):

Overview and Findings. Vol. I. Draft Research Report. U.S. Army

Research Institute for the Behavioral and Social Sciences. Contract No.

MDA-903-80-C-0545. November, 1982.

(2) Schroeder, J.E., Dyer, F.N., Czerny, P., Gillotti, D.P., and Youngling,

E.W. Videodisc Interpersonal Skills Training and Assessment (VISTA):

Topics Analysis and Scenario Development. Vol. II. Draft Research

Report. U.S. Army Research Institute for the Behavioral and Social

Sciences. Contract No. MDA-903-80-C-0545. November, 1982.

(3) Schroeder, J.E., Dyer, F.N., Czerny, P., Gillotti, D.P., and Youngling,

E.W. Videodisc Interpersonal Skills Training and Assessment (VISTA):

* Scenarios. Vol. III. Draft Research Report. U.S. Army Research

Institute for the Behavioral and Social Sciences. Contract No.

MDA-903-80-C-0545. November, 1982.

(4) Schroeder, J.E., Dyer, F.N., Czerny, P., Gillotti, D.P., and Youngling,

E.W. Videodisc Interpersonal Skills Training and Assessment (VISTA):

Software and Evaluation Details. Vol. IV. Draft Research Report.

U.S. Army Research Institute for the Behavioral and Social Sciences.

Contract No. MDA-903-80-C-0545. November, 1982.

(5) Perkins, M.S., Salter, J.A., Perkins, M.N., and Cook, W.A. Implementation of Videudisc Interpersonal Skills Training and Assessment (VISTA).

Draft Research Report. U.S. Army Research Institute for the Behavioral

and Social Sciences. Contract No. MDA-903-80-C-0545. March, 1983.

(6) Perkins, M.S., Perkins, M.N., and Salter, J.A. Training Effectiveness

Evaluation of the Final Two VISTA Topics (Videodisc Interpersonal Skills

Training and Assessment). Draft Research Report. U.S. Army Research

Institute for the Behavioral and Social Sciences. Contract No.

MDA-903-80-C-0545. May, 1983.

70