U.S. Army Research Institute 

 for the Behavioral and Social Sciences

Research Product 2009-11 

Validating Future Force Performance Measures 

(Army Class): Reclassification Test and Criterion 

Development

Karen O. Moriarty, Roy C. Campbell 

Human Resources Research Organization 

 Tonia S. Heffner 

U.S. Army Research Institute 

 Deirdre J. Knapp 

Human Resources Research Organization 

September 2009 

 Personnel Assessment Research Unit 

U.S. Army Research Institute 

 for the Behavioral and Social Sciences 

Approved for public release; distribution is unlimited.
U.S. Army Research Institute 

for the Behavioral and Social Sciences 

A Directorate of the Department of the Army 

Deputy Chief of Staff, G1 

Authorized and approved for distribution:

 MICHELLE SAMS, PhD. 

 Director 

Research accomplished under contract 

for the Department of the Army 

Human Resources Research Organization 

Technical Review by 

Sharon D. Ardison, U.S. Army Research Institute 

Richard Hoffman III, U.S. Army Research Institute 

NOTICES 

DISTRIBUTION: Primary distribution of this Research Product has been made by ARI. 

Please address correspondence concerning distribution of reports to: U.S. Army 

Research Institute for the Behavioral and Social Sciences, ATTN: DAPE-ARI-ZXM, 

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Please do not return it to the U.S. Army Research Institute for the Behavioral and Social 

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NOTE: The findings in this report are not to be construed as an official Department of 

the Army position, unless so designated by other authorized documents.
REPORT DOCUMENTATION PAGE

1. REPORT DATE (dd-mm-yy)

September 2009 

2. REPORT TYPE

Interim 

3. DATES COVERED (from. . . to) 

March 1, 2006 - December 31, 2009 

4. TITLE AND SUBTITLE

Validating Future Force Performance Measures (Army Class): 

Reclassification Test and Criterion Development 

5a. CONTRACT OR GRANT NUMBER 

 DASW01-03-D-0015, DO #29 

5b. PROGRAM ELEMENT NUMBER 

 622785

6. AUTHOR(S) 

Karen O. Moriarty, Roy C. Campbell, Tonia S. Heffner, and 

Deirdre J. Knapp 

5c. PROJECT NUMBER 

 A790

5d. TASK NUMBER 

5e. WORK UNIT NUMBER 

7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 

Human Resources Research Organization 

66 Canal Center Plaza, Suite 700 

Alexandria, Virginia 22314

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U.S. Army Research Institute for the Behavioral and Social Sciences 

ATTN: DAPE-ARI-RS 

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Arlington, VA 22202-3926

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ARI 

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Research Product 2009-11 

12. DISTRIBUTION/AVAILABILITY STATEMENT 

Approved for public release; distribution is unlimited. 

13. SUPPLEMENTARY NOTES 

 Contracting Officer’s Representative and Subject Matter POC: Dr. Tonia Heffner

14. ABSTRACT (Maximum 200 words): 

To meet the challenges facing the Army, the Army needs predictor measures that will enhance entry-level Soldier selection and 

classification. One of the purposes of the Army Research Institute for Behavioral and Social Sciences’ (ARI’s) Army Class 

project is to provide the Army with recommendations on which predictor measures, in particular measures of non-cognitive 

attributes (e.g., interests, values, and temperament), demonstrate the greatest potential to inform entry-level Soldier selection 

and classification decisions. The present report documents the development of criterion measures to assist in these analyses. 

A second purpose of the Army Class project is to develop and pilot job knowledge tests (JKTs) that can be used to aid 

reclassification decisions. If Soldiers are shown to possess critical knowledge, skills, and attributes (KSAs) for their new jobs, 

this could reduce training requirements and increase force readiness. This report documents the development of reclassification

JKT test items.

15. SUBJECT TERMS 

Behavioral and social science Personnel Criterion development 

 Selection and classification Manpower 

SECURITY CLASSIFICATION OF 19. LIMITATION OF 

ABSTRACT 

Unlimited 

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OF PAGES 

132 

21. RESPONSIBLE PERSON

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Ellen Kinzer 

Technical Publications Specialist 

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Research Product 2009-11 

Validating Future Force Performance Measures 

 (Army Class): Reclassification Test and Criterion 

Development 

Karen O. Moriarty, Roy C. Campbell 

Human Resources Research Organization 

 Tonia S. Heffner 

U.S. Army Research Institute 

 Deirdre J. Knapp 

Human Resources Research Organization 

Personnel Assessment Research Unit 

Michael G. Rumsey, Chief 

U.S. Army Research Institute for the Behavioral and Social Sciences 

2511 Jefferson Davis Highway, Arlington, Virginia 22202-3926 

September 2009 

Army Project Number Personnel, Performance 

622785A790 and Training Technology 

Approved for public release; distribution is unlimited. 

iii
iv

ACKNOWLEDGEMENTS 

Many people are involved in the work documented in this report. Dr. Kimberly Owens, 

U.S. Army Research Institute for the Behavioral and Social Sciences (ARI) is the alternate 

contracting officer’s representative (ACOR). Drs. Teresa Russell and Patricia Keenan led the 

rating scale development work. Dr. Kevin Bradley, Dr. Laura Ford, Ms. Alicia Sawyer, Ms. 

Charlotte Campbell, and Dr. Gordon Waugh were the MOS leads for HumRRO. In addition to 

Dr. Owens, Drs. Richard Hoffman and Stephanie Muraca acted as MOS leads for ARI. 

HumRRO job knowledge item writers included Mr. Christopher Lewis, Ms. Julisara Mathew, 

Mr. Jim Takitch, Ms. Deirdre Lozzi, Mr. Richard Deatz, Mr. Joe Caramagno, and Dr. Leslie 

Taylor. Ms. Sharon Meyers, ARI, provided technical assistance for the computerized data 

collection. We would also like to acknowledge the important role of the Army subject matter 

experts in the development of these criterion measures. 
VALIDATING FUTURE FORCE PERFORMACNE MEASURES (ARMY CLASS): 

RECLASSIFICATION TEST AND CRITERION DEVELOPMENT 

EXECUTIVE SUMMARY 

Research Requirement: 

To meet the challenges facing the Army, the Army needs predictor measures that will 

enhance entry-level Soldier selection and classification. One of the purposes of the Army 

Research Institute for Behavioral and Social Sciences’ (ARI’s) Army Class project is to provide 

the Army with recommendations on which predictor measures, in particular measures of noncognitive attributes (e.g., interests, values, and temperament), demonstrate the greatest potential 

to inform entry-level Soldier selection and classification decisions. The present report documents 

the development of criterion measures to assist in these analyses. 

A second purpose of the Army Class project is to develop and pilot job knowledge tests 

(JKTs) that can be used to aid reclassification decisions. If Soldiers are shown to possess critical 

knowledge, skills, and attributes (KSAs) for their new jobs, this could reduce training 

requirements and increase force readiness. This report documents the development of 

reclassification JKTs. 

Procedure: 

 

 JKTs and performance rating scales were developed for a number of military occupational 

specialties (MOS). Some of the JKTs were developed for the classification effort and some for the 

reclassification effort. Rating scales were developed only for the classification effort. After content 

validity judgments were collected, the result was an item bank of 1,869 items. Resources used 

included: 

• Army subject matter experts (SMEs) 

• ARI staff 

• Human Resources Research Organization (HumRRO) management, testing, 

measurement, review, and support staff 

• Army doctrine and manuals 

Findings: 

MOS reclassification tests for skill levels (SLs) 1 through 3 were developed for 

Infantryman (11B), Cavalry Scout (19D), Military Police (31B), Wheeled Vehicle Mechanic 

(63B), and Motor Transport Operator (88M). SL1, training, and in-unit classification tests and 

rating scales were developed for Infantryman (11B), Armor Crewman (19K), Signal Support 

System Specialist (25U [SL1 only]), Military Police (31B), Wheeled Vehicle Mechanic (63B), 

Healthcare Specialist (68W), and Motor Transport Operator (88M). 

v
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Utilization and Dissemination of Findings: 

The reclassification JKTs may be pilot tested for use as originally intended, or they may 

be used to accomplish other Army objectives, including providing information to further 

populate a job analysis database. The criterion measures will be used in the longitudinal 

validation efforts. 
VALIDATING FUTURE FORCE PERFORMANCE MEASURES (ARMY CLASS): 

RECLASSIFICATION TEST AND CRITERION DEVELOPMENT 

CONTENTS 

Page 

CHAPTER 1: INTRODUCTION ................................................................................................... 1 

Purpose and Outline of the Report .............................................................................................2 

Selection and MOS Classification .............................................................................................2 

MOS Reclassification ................................................................................................................3 

CHAPTER 2: ELABORATION OF INSTRUMENT DEVELOPMENT REQUIREMENTS ..... 4 

MOS Selection ...........................................................................................................................4 

Reclassification Job Knowledge Tests ......................................................................................5 

Criterion Job Knowledge Tests .................................................................................................5 

Criterion Job Performance Rating Scales ..................................................................................6 

Criterion Army Life Questionnaire (ALQ) ................................................................................7 

CHAPTER 3: JOB KNOWLEDGE TEST DEVELOPMENT PROCESS .................................... 8 

Developing the Job Knowledge Items .......................................................................................8 

Step 1. Identify the Job Domain ......................................................................................... 8 

Step 2. Create a Test Blueprint ......................................................................................... 11 

Step 3. Develop Job Knowledge Test Items ..................................................................... 11 

Step 4. Conduct Review of Test Items .............................................................................. 11 

Step 5. Collect Content Validity Ratings .......................................................................... 12 

Step 6. Pilot Test Items ..................................................................................................... 13 

Step 7. Create Final Test Forms ........................................................................................ 14 

Test Administration .................................................................................................................14 

Products of the JKT Development Work .................................................................................14 

CHAPTER 4: RATING SCALE DEVELOPMENT PROCESS .................................................. 15 

The Army-Wide Rating Scales ................................................................................................15 

Defining Training Army-Wide Rating Scale Dimensions ................................................ 15 

Development of the Training Army-Wide Rating Scale Format ...................................... 18 

Defining the Army-Wide In-Unit Rating Scale Dimensions ............................................ 20 

Development of the Army-Wide In-Unit Rating Scale Format ........................................ 23 

vii
CONTENTS (continued) 

Page 

The MOS-Specific Rating Scales ............................................................................................24 

Defining Training MOS-Specific Rating Scale Dimensions ............................................ 25 

Development of the Training MOS-Specific Rating Scale Format .................................. 25 

Defining the In-Unit MOS-Specific Rating Scales and Their Format .............................. 25 

Scale Administration and Rater Training ................................................................................26 

CHAPTER 5: THE ARMY LIFE QUESTIONNAIRE DEVELOPMENT PROCESS ............... 27 

Development of the Training Measure ....................................................................................27 

Development of the In-Unit Measure ......................................................................................28 

CHAPTER 6: SUMMARY AND NEXT STEPS ......................................................................... 30 

Summary ..................................................................................................................................30 

Next Steps ................................................................................................................................31 

Conclusions ..............................................................................................................................32 

REFERENCES ............................................................................................................................. 33 

List of Appendices 

Appendix A - 11B Job Knowledge Test Development .............................................................. A-1 

Appendix B - 19D Job Knowledge Test Development .............................................................. B-1 

Appendix C - 19K Job Knowledge Test Development .............................................................. C-1 

Appendix D - 31B Job Knowledge Test Development .............................................................. D-1 

Appendix E - 63B Job Knowledge Test Development ................................................................ E-1 

Appendix F - 68W Job Knowledge Test Development ............................................................... F-1 

Appendix G - 88M Job Knowledge Test Development .............................................................. G-1 

Appendix H - Army-Wide Training Performance Rating Scales ............................................... H-1 

Appendix I - Army-Wide In-Unit Performance Rating Scales ..................................................... I-1 

Appendix J - MOS-Specific Training Performance Rating Scales .............................................. J-1 

Appendix K - MOS-Specific In-Unit Performance Rating Scales ............................................. K-1 

Appendix L - In-Unit Army Life Questionnaire .......................................................................... L-1 

viii
CONTENTS (continued) 

Page 

List of Tables 

Table 2.1. Army Class Target MOS and Their Roles in the Research ........................................... 4

Table 4.1. Results of Army-wide Rating Scale Dimension Sorting Exercise .............................. 16 

Table 4.2. Mapping of Scales across Three Studies ..................................................................... 20 

Table 4.3. Comparison of Single-Rater Reliability Estimates Intraclass Correlation 

Coefficients (ICCs) across Three Projects .................................................................24

Table 5.1. Training Army Life Questionnaire (ALQ) Scale Descriptors ..................................... 27 

Table 5.2. In-Unit Army Life Questionnaire (ALQ) Scale Descriptors ....................................... 29

Table 6.1. Item Bank Summary .................................................................................................... 31

Table A.1. 11B Skill Level 1 Blueprint ...................................................................................... A-1 

Table A.2. 11B Skill Level 2 Blueprint ...................................................................................... A-3 

Table A.3 11B Skill Level 3 Blueprint ...................................................................................... A-5

Table B.1. 19D Skill Level 1 Blueprint ...................................................................................... B-1 

Table B.2. 19D Skill Level 2 Blueprint ...................................................................................... B-2 

Table B.3. 19D Skill Level 3 Blueprint ...................................................................................... B-4

Table C.1. 19K Training Blueprint ............................................................................................. C-1

Table D.1. 31B Skill Level 1 Blueprint ...................................................................................... D-1 

Table D.2. 31B Skill Level 2 Blueprint ...................................................................................... D-2

Table E.1. 63B Skill Level 1 Blueprint ........................................................................................ E-1 

Table E.2. 63B Skill Level 2 Blueprint ........................................................................................ E-3 

Table E.3. 63B Skill Level 3 Blueprint ........................................................................................ E-5

Table F.1. 68W Skill Level 1 Blueprint ....................................................................................... F-2

Table G.1. 88M Skill Level 1 Blueprint .................................................................................... G-2 

Table G.2. 88M Skill Level 2 Blueprint .................................................................................... G-2 

Table G.3. 88M Skill Level 3 Blueprint .................................................................................... G-3 

ix
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CONTENTS (continued) 

Page 

List of Figures 

Figure 3.1. Job knowledge test development process. .................................................................... 8 

Figure 3.2. Sample job taxonomy. ................................................................................................ 10

Figure 3.3. Content validity rating scales. .................................................................................... 13 

Figure 4.1. Army-wide training rating dimension definitions. ..................................................... 17

Figure 4.2. Final Army-wide training criterion rating scale format. ............................................ 19

Figure 4.3. Select21 rating dimension definitions. ....................................................................... 21

Figure 4.4. Army Class Army-wide in-unit rating dimension definitions. ................................... 22

Figure 4.5. Sample military occupational specialty-specific rating scale. .................................... 26 
VALIDATING FUTURE FORCE PERFORMANCE MEASURES (ARMY CLASS):

RECLASSIFICATION TEST AND CRITERION DEVELOPMENT 

CHAPTER 1: INTRODUCTION 

The Personnel Assessment Research Unit (PARU) of the U.S. Army Research Institute for 

the Behavioral and Social Sciences (ARI) is responsible for conducting manpower and personnel 

research for the Army. The focus of PARU’s research is maximizing the potential of the individual 

Soldier through maximally effective selection, classification, and retention strategies, with an 

emphasis on the changing needs of the Army as it transforms into the future force. 

To meet global force demands, the Army is in a 10- to 12-year transformation to an 

organizational, manning, training and operational model called Army Force Generation 

(ARFORGEN). Under this concept, units are organized in modular expeditionary forces, tailored 

for mission requirements1

. The centerpiece of the ARFORGEN organizational restructuring are 

42 Brigade Combat Teams, which will operate on a 2- to 6-year life cycle program. The modular 

Brigade Combat Teams are an evolution of the cold-war brigade organizational structure and, as 

such, require personnel with a different mix of knowledges, skills, and attributes (KSAs) than 

has historically been required. Some enlisted military occupational specialties (MOS) are in high 

demand, others are being de-emphasized, and still others are being redefined. The reorganization 

also places an emphasis on force stabilization (life cycle). Active Army Brigade Combat Teams 

will operate on a 2-year cycle with a specified schedule for Reset, Train, and Deploy. Currently, 

Reserve Component Brigade Combat Teams operate on an ad hoc manning system that differs 

for each unit. 

Besides the Brigade Combat Teams, similar modular structures are being applied to the 

Army’s support brigades: aviation, fires (artillery), sustainment (logistics, medical, maintenance, 

and transportation), battlefield surveillance, and maneuver enhancement (chemical, engineer, and 

military police). This total force reorganization, combined with force stabilization inherent in the 

life cycle model, places a greater emphasis on having the right Soldier in the right job. 

This current research project is a continuation of separate but related efforts that ARI has 

been pursuing since 2000 to ensure the Army is provided with the best personnel to meet the 

emerging demands of the 21st century. As such, this current effort builds on over 8 years of 

research, development, experience, and analysis from those projects. There are three primary 

prior research efforts designed to improve the Army personnel system that directly feed into this 

project. These are Maximizing Noncommissioned Officer (NCO) Performance for the 21st

Century (NCO21; Knapp, McCloy, & Heffner, 2004); New Predictors for Selecting and

Assigning Future Force Soldiers (Select21; Knapp, Sager, & Tremble, 2005); and Performance 

Measures for 21st Century Soldier Assessment (PerformM21; Knapp & Campbell, 2006). The 

 

1 Details of this transformation continue to evolve. The information provided here was drawn from The Army 

Campaign Plan (2004, http:///www.army.mil/thewayahead/acppresentations/4_1.html), current as of when this 

research was initiated, and The Army Posture Statement (2008, http://www.army.mil/aps/08/) which provided some 

updates to the earlier plan.. 

1
NCO21 research was designed to identify and validate non-cognitive predictors of NCO 

performance for use in the NCO promotion system. The Select21 research was designed to 

provide new personnel tests to improve the capability to select and assign first-term Soldiers with 

the highest potential for future jobs. The Select21 effort validated new and adapted performance 

predictors against criteria representing both “can do” and “will do” aspects of performance. The 

emphasis of the PerformM21 research project was to examine the feasibility of instituting 

competency assessment for NCOs. As such, the researchers focused on developing cost-effective 

job knowledge assessments and examining the role of assessment within the overall structure of 

Army operational, education, and personnel systems. Because of their unique but complementary 

emphases, these three research efforts provided a strong theoretical and empirical foundation 

(including potential predictors and criteria) for the current project of examining enlisted 

personnel selection and classification. 

The goal of the present research effort (known as “Army Class”) is to further improve the 

foundation for Army personnel selection and classification. Personnel selection – the accession 

of the recruit into the Army – is guided by elaborate personnel policies. Personnel classification 

– the assignment of new recruits or incumbent Soldiers into a particular MOS – is impacted by 

many individual and organizational contingencies. The focus of this research is on the individual, 

but with a firm understanding of operational requirements. Building on the foregoing research, it 

is designed to investigate issues related to both the selection and classification of new Soldiers 

and the reclassification of experienced Soldiers. 

Purpose and Outline of the Report 

 This report documents the development of reclassification tests and criterion measures 

required for the Army Class research project. This Introduction is followed by chapters and 

appendices that provide detailed descriptions of instrument development for the specific MOS that 

were targeted in the research. The report concludes with a summary and review of next steps. 

Specific developmental products such as MOS test blueprints and performance rating scales are 

contained in the appendices. 

Selection and MOS Classification 

Entry-level Soldiers should be placed in jobs that best emphasize their KSAs, interests, 

and potential. Selection and MOS classification takes place during the recruitment phase, when 

most recruits have no understanding of the Army and often only a superficial understanding of 

the MOS choices. Moreover, most recruits are young (18-21 years of age), with limited work 

or specialized experience and performance record. Once classified, Soldiers generally cannot 

change MOS during their initial enlistment term. Therefore, it is critical for Soldiers to be 

effectively classified into their initial MOS to maximize performance, job satisfaction, and 

retention. 

Many factors determine how this initial placement decision is made, including the 

number of Soldiers required in specific Army MOS, the availability of training slots, 

composite scores on the Armed Services Vocational Aptitude Battery (ASVAB), and recruits’ 

preferences, skills, and interests. Although little can be done to alter Army characteristics (e.g., 

needs and training availability), better assessment of recruits’ existing KSAs may lead to 

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enhanced classification within the constricted space. More comprehensive assessment of new 

recruits may improve classification into Army positions and result in valued outcomes (e.g., 

improved performance, increased satisfaction, and increased retention). Hence, the Army has 

an interest in conducting research to develop and validate assessment tools to assist with 

recruit selection and job classification. 

We developed an array of criterion measures to evaluate the selection and classification 

potential of the Army Class predictor measures. The criterion measures include job knowledge 

tests, job performance rating scales (both MOS-specific and Army-wide), and the Army Life 

Questionnaire (ALQ)—an attitudinal measure derived from the Select21 Army Life Survey 

(ALS) (Knapp et al., 2005). The Army Class plan for improving the selection and classification 

process includes two validation approaches: a concurrent validation and longitudinal validation. 

The concurrent validation involved administering the predictor and criterion measures 

simultaneously to Soldiers who had been in service for 9 to 36 months. The concurrent validation 

data collection ended December 2006 and the results are summarized by Ingerick, Diaz, and Putka, 

(2009). 

The Army Class longitudinal validation plan is designed as a four-phase effort. First, the 

predictors were administered to Soldiers during their initial in-processing at an Army Reception 

Battalion. In the second phase, training criterion measures were administered to those same 

Soldiers upon completion of their initial entry training (IET)—either one-station unit training 

(OSUT) or advanced individual training (AIT). The training phase began in the fall of 2007 and 

continued through the summer of 2008. In the third phase we are administering in-unit job 

performance criterion measures, targeting again the same Soldiers at about 18-20 months time in 

service (TIS). The fourth phase will replicate the third phase, but target the Soldiers at 

approximately 40 months TIS. The actual testing window for the fourth phase will be when 

Soldiers have somewhere between 30 and 50 months TIS. 

MOS Reclassification 

The Army is going through a period of organizational and mission changes while 

simultaneously meeting operational commitments characterized primarily by the deployments in 

Iraq and Afghanistan. The current reclassification procedure requires that Soldiers attend 

extensive training in their new MOS. However, many Soldiers have had experience, often 

during deployments, in their new MOS. In other situations, Soldiers work in MOS that are 

somewhat related to their new MOS, or they have civilian experience that is closely related. 

One way to streamline the reclassification process is to certify KSAs that Soldiers already 

possess, thereby reducing training requirements and increasing force readiness. This strategy 

would further minimize the time reclassifying Soldiers spend away from their units and their 

families. The Army Class research question is whether testing of MOS job knowledge can play a 

role in increasing the efficiency of the reclassification process. We thus developed prototype 

tests that could potentially be used for this purpose. 
CHAPTER 2: ELABORATION OF INSTRUMENT DEVELOPMENT REQUIREMENTS 

To support the Army Class research requirements, we developed job knowledge tests 

(JKTs), job performance rating scales, and an attitudinal measure – the Army Life Questionnaire 

(ALQ), which were used as criterion measures. We included both MOS-specific and Army-wide 

content in the concurrent and longitudinal validation criterion measures. 

MOS Selection 

There are approximately 150 entry-level Army jobs (MOS) into which Soldiers initially 

may be classified. While the reclassification field is potentially similar, in actuality, reclassification 

is generally limited to a relatively few hard-to-fill MOS. When considering which MOS to target 

for this project, we considered MOS densities, job characteristics and differences, anticipated 

support, and prior research activities to include previous JKT development work. For the 

reclassification focus, we also considered projected MOS shortages and reclassification trends. 

While we primarily selected MOS samples separately for both the classification and 

reclassification efforts, commonality in some MOS criteria allowed for selection overlap in several 

cases, thus maximizing validation efforts. A total of nine MOS were targeted for inclusion in the 

Army Class research plan, although two MOS had only a limited role. Seven MOS were used to 

investigate selection and classification issues, and five were used to address reclassification issues, 

with some overlap between the two. The MOS and their roles are shown in Table 2.1 

Table 2.1. Army Class Target MOS and Their Roles in the Research 

Selection and Classification Validation Stage 

Concurrent 

Validation 

Longitudinal 

Validation 

Training 

Longitudinal 

Validation 

In-unit 

MOS a Reclassification 

JKTs 

PRS JKT PRS JKT PRS JKT 

11B Infantryman 9 9 9 9 9 9 9

19D Cavalry Scout 9

19K Armor Crewman 9 9 9 9 9 9

25U Signal Support System Specialist 9 9

31B Military Police 9 9 9 9 9

63B Wheeled Vehicle Mechanic 9 9 9 9 9 9 9

68W Health Care Specialist 9 9 9 9 9 9

88M Motor Transport Operator 9 9 9 9 9

Army-wide 9 9 9 9

Note. JKT = Job Knowledge Test; PRS= Performance Rating Scales a

 A reclassification test blueprint was developed for the 38B (Civil Affairs Specialist) but the MOS was subsequently 

dropped and no job knowledge test development was completed. 

 In addition to our targeted MOS, we collected predictor data for the selection and 

classification effort from mixed MOS groups of new Soldiers at reception battalions. Indeed, 

most of the Soldiers we tested were from MOS other than the targeted MOS. This was the largest 

group of Soldiers accessed, approaching 6,000 of the approximately 11,000 total tested. We refer 

to these Soldiers as the “Army-wide” sample. 

4
Reclassification Job Knowledge Tests 

Reclassification tests are intended to allow Soldiers who are changing MOS to demonstrate 

possible requisite job knowledge pertinent to their new MOS, thus presumably eliminating some 

training requirements. To demonstrate the potential effectiveness of assessment for reclassification, 

MOS reclassification tests for skill levels (SLs) 1 through 3 were developed for Infantryman (11B), 

Cavalry Scout (19D), Military Police (31B), Wheeled Vehicle Mechanic (63B), and Motor Transport 

Operator (88M)2. The presumption is that there are skills and knowledges applicable to the new 

MOS that may have been acquired through (a) MOS commonality; (b) previous job exposure to the 

new MOS; or (c) civilian education, training, or job experience. 

Reclassification is most common early in a Soldier’s career, generally occurring before a 

Soldier reaches SL4 (pay grade E-7), which is why tests were developed to cover SL1, SL2, and 

SL3 for each of the target MOS. Tasks in an MOS are cumulative through higher skill levels, 

meaning that lower skill level tasks are included in the higher skill levels as Soldiers progress 

through subsequent skill levels. Although overlap in content (and test items) occurred, we treated 

each skill level independently based on the presumption that a Soldier, regardless of skill level, 

would only take a single test. 

Each reclassification MOS JKT comprises several performance categories or sub-areas. 

For example, the Military Police (31B) test has performance categories that include Weapons, 

Urban Operations, and Combat Techniques. We anticipate that reclassification tests would be 

used to determine adequacy of knowledge and skills in such categories, so it was necessary to 

develop tests such that reliable subtest scores on each job performance category could be 

obtained. To do this effectively, each reclassification JKT required about 25 to 35 scorable 

points3

 per job category. Since each skill level test has approximately 4 to 9 categories, the 

overall test requirement is about 250 scorable points, which translates to a large number of items. 

Although no specific test administration time parameters were established for reclassification 

JKTs, a test of this scope should be administrable in 4 hours or less. 

We developed a bank of questions suitable for reclassification JKTs. However, the 

planned pilot tests required to create usable test forms, have been postponed indefinitely. 

Criterion Job Knowledge Tests 

Table 2.1 summarizes the validation stage for which the individual MOS JKTs have been 

(or will be) employed. The longitudinal validation predictor data collections began mid-2007 and 

continued through early 2008. The training criterion data collections began in late 2007 and 

continued through September 2008. The first round of in-unit criterion data collections began in 

early 2009 and will conclude in summer 2009. A second round of in-unit data collections is 

planned to start in mid 2010. 

 

2

 We initially included Civil Affairs Specialist (38B) in the reclassification work, but the MOS was subsequently dropped 

and no test development was completed. 

3

 We use the term “scorable points” in preference to the more common term “items” because of the incorporation of 

non-traditional test items, which are often worth more than one point. 

5
The selection and classification criterion tests yield total scores only (as opposed to 

subscores for specific content areas). The estimated test window for the criterion tests is roughly 

40 minutes, which means the tests can have between 50 and 75 scorable points. 

We developed the concurrent validation criterion tests first, and at least some JKT items 

for many of these MOS tests were derived from the Select21 (Knapp et al., 2005) and 

PerformM21 (Knapp & Campbell, 2006) projects. These projects produced tests in varying states 

of completeness and applicability to the current requirement. The extant tests for the 11B, 19K, 

and 25U MOS were fairly complete and required only a final review and consolidation to fit the 

one-hour test time window. The 63B and 68W MOS tests, also derived from PerformM21, 

required additional item writing and review to meet the current requirement. 

The longitudinal validation criterion tests (both training and in-unit) derived primarily 

from the skill level 1 reclassification test items for 11B, 31B, 63B, and 88M. The 19K training 

test was created from the PerformM21 work, and the 68W test included PerformM21 content 

that was supplemented with new items. An Army-wide JKT is included in the in-unit data 

collections, and it was created from Army-wide items used in PerformM21 and Select21. 

Chapter 3 describes the general process used to develop both the reclassification and 

criterion tests. Specific details pertaining to individual MOS are provided in Appendixes A 

through G. 

 

Criterion Job Performance Rating Scales 

 Job performance ratings provided by supervisors and peers (when feasible) are another 

criterion measure used to enhance and strengthen the validation process by helping to provide a 

more comprehensive picture of performance. Table 2.1 shows the breakdown of the job 

performance rating scales developed for the classification portion of the Army Class project. The 

training scales target training performance and the in-unit scales focus on Soldiers’ job 

performance after having been in-service for 18 to 20 months. A second round of in-unit data 

collection is planned, which will target Soldier performance at approximately 40 months time in 

service. 

For the Army Class concurrent validation data collections, we created job performance 

rating scales for 11B, 19K, 25U, 63B, and 68W. The scales were designed to be used by 

supervisors and peers. We had MOS-specific rating scales from Select21 for 11B, 19K, and 25U, 

which we used without change. For the remaining MOS (63B and 68W), we used rating scales 

from Project A (Campbell & Knapp, 2001) as a starting point. We adapted these scales to the 

Select21 rating scale format, and then made minor updates based on our knowledge of these MOS. 

Finally, we worked with 63B and 68W supervisors to finalize these rating scales. In addition to the 

MOS-specific rating dimensions, we added three Army-wide rating dimensions to each scale to 

represent major areas from the Select21 performance constructs. 

 The longitudinal validation included two distinct rating scale requirements. The first was 

the training requirement. The challenge here was to produce performance scales that represented 

the training environment and could be administered to drill sergeants/instructors and peers. In all 

6
MOS, we started with existing job scales but adapted them to the AIT/OSUT performance 

requirements and training situation. 

 The second requirement involved the use of job performance rating scales during the inunit data collections. This situation is more typical of rating scales that we have developed 

previously. Again, however, we built off of a procedure that we have used in the past for 

development and adaptation of rating scales. We adapted, as necessary, the concurrent validation 

and training scales. Chapter 4 provides details related to development of both the Army-wide and 

MOS-specific rating scales. The scales themselves appear in Appendixes H though K. 

Criterion Army Life Questionnaire (ALQ) 

The ALQ is an enhancement of the Army Life Survey (ALS) developed for Select21 

(Knapp et al., 2005). It was originally designed to measure Soldiers’ experiences in the Army 

(e.g., training, fit with Army/MOS). The ALQ was used in the Army Class concurrent validation, 

the training data collections, and the in-unit data collections. Details regarding the development 

of the ALQ are in Chapter 5. 

7
CHAPTER 3: JOB KNOWLEDGE TEST DEVELOPMENT PROCESS 

The various objectives of the Army Class project include addressing selection, 

classification, and reclassification issues, sampling numerous MOS, assessing different skill 

levels within each MOS, and collecting two types of criterion-related validation evidence 

(concurrent and longitudinal). As a result, over 1,800 job knowledge test items were developed 

to address all of these requirements. 

The concurrent validation JKTs were discussed in the Introduction and documented by 

Ingerick et al. (2009). This chapter focuses on the reclassification objective and the JKT 

development work for the longitudinal validation (training and in-unit) effort, which targets 

improvement of the current classification system. Appendixes A through G provide detailed 

descriptions for each MOS. 

Figure 3.1 graphically depicts the process typically followed to create job knowledge 

tests. The reclassification, training, and in-unit efforts each require different tests. While we 

followed this process for each test, there was overlap among the steps. 

Step 1: 

Identify job 

domain 

Step 2: 

Create test 

blueprint 

Step 3: 

Develop job 

knowledge 

test items 

Step 4: 

Conduct 

test item 

review 

Step 5: 

Collect 

content 

validity 

Step 6: 

Pilot test 

items 

Step 7: 

Select 

items for 

test forms 

Figure 3.1. Job knowledge test development process. 

Developing the Job Knowledge Items 

The training, in-unit, and reclassification efforts all required tests of job knowledge. To 

fulfill these requirements we developed a pool of job knowledge test items for each MOS that 

could be used or adapted for any of the tests. The JKTs developed for the reclassification effort 

and the in-unit piece of the longitudinal validation effort target the assessment of job knowledge 

of Soldiers with some experience in their Army jobs. These products were modified slightly to 

support the training performance emphasis of the training tests. 

Step 1. Identify the Job Domain 

The initial step in creating a job-based assessment is to identify the job domain – the 

tasks and KSAs important to the performance of the job. For Army jobs, the job domain is 

generally defined by tasks that are further broken down into skill levels. For the reclassification 

work, we were interested in SLs 1-3. Performance requirements are cumulative as Soldiers 

advance through skill levels. SL1 targets MOS task requirements for pay grades E-1 to E-4. It 

contains the preponderance of tasks that make up the MOS. SL2 identifies positions requiring 

performance of tasks directly related to pay grade E-5 involving duty position requirements for 

8
Sergeant in the MOS. SL3 identifies requirements directly related to the MOS duty positions for 

Staff Sergeant. 

 Even with innovative test item formats, selected response tests such as those developed in 

this research primarily assess the knowledge required to perform tasks rather than actual task 

performance. Hence, we refer to these as “job knowledge tests” even though the test 

specifications are expressed in terms of performance requirements. Although it would have been 

possible to develop knowledge content taxonomies (and associated test blueprints), it was much 

more straightforward to use the task/performance requirement foundation traditionally used by 

Army training manuals as a basis for defining the job domain requirements. 

We defined the job domains using Army doctrine as described in documents including, 

Soldier Training Publications (STPs), technical manuals (TMs), field manuals (FMs), and in 

input from Army subject matter experts (SMEs). ARI provided HumRRO analysts access to online Army resources. Our staff also has an extensive library of electronic and hard copy 

documentation from previous projects. In addition, we garnered many updated job documents 

from site visits with Army SMEs. 

The STPs were particularly helpful because they tend to be organized by subject areas and 

constituent tasks. For example, one SL1 subject area from the 88M STP is Motor Vehicle 

Operations. Under this subject area are a number of tasks, including Perform Coupling Operations

and Back Vehicle with Semitrailer. However, subject areas and tasks are not standardized across 

MOS or even within MOS and skill level in terms of the number, specificity, or level of detail of 

subject areas. Therefore, we standardized the domain descriptions by combining related subject 

areas into Performance Categories. Likewise, we reduced the STP tasks to Performance 

Requirements. We did this for each MOS, creating a taxonomy of Performance Categories into 

which the Performance Requirements for each skill level were sorted. In so doing, we followed a 

set of internal guidelines to make the resulting test blueprint most useful. Foremost was the 

guideline that each Performance Category be unique and contain homogenous content. Other rules 

were to: 

• Keep the number of Performance Categories limited to facilitate reviews. Although 

the number of Performance Categories increases with skill level, the goal was to keep 

the number limited to no more than 12. 

• Keep the number of Performance Requirements within a Performance Category to a 

number that SMEs could rank order. Here the outside limit used was 15 and the 

minimum goal was 6. 

• As much as possible, avoid grossly unequal numbers of Performance Requirements 

among Categories (i.e., some very large and some very small). Every effort was made 

to avoid imbalanced Categories. 

As an example, the taxonomy for MOS 88M SL3 is shown in Figure 3.2. There are six 

lettered Performance Categories for this position. Within Performance Category A (Motor 

Vehicle Operations and Maintenance) there are 14 Performance Requirements. The parenthetical 

designation of this Category as “(SL1/2)” indicates that although this is a SL3 listing, all the 

Performance Requirements come from either SL1 or SL2. It should also be noted that 

9
Performance Requirements only approximate STP tasks. The STP must follow strict TRADOC 

guidelines in what is designated a “task.” Were we to have adhered to the STP task listing, the 

taxonomy would have been much longer and exceedingly cumbersome for SMEs providing 

input.4

 The resulting taxonomies were reviewed by Army MOS SMEs for currency, adequacy, 

and completeness. The prototype taxonomies were revised based on their input. 

MOS 88M (Motor Transport Operator) - Skill Level 3 

Performance Categories

A. Motor Vehicle Operations and Maintenance (SL1/2) 

B. Transport Cargo and Personnel (SL1/2) 

C. Tactical Transport Operations (SL1/2) 

D. Heavy Equipment Transporter (HET) Operations (SL2/3) 

E. Convoy Operations (SL3) 

F. Squad/Section Leader Duties (SL3) 

Performance Requirements - Motor Vehicle Operations and Maintenance (SL1/2) 

1. Perform coupling operations. (SL1) 

2. Operate vehicle in convoy. (SL1) 

3. Operate vehicle with standard/automatic/semiautomatic transmission. (SL1) 

4. Back vehicle with semitrailer. (SL1) 

5. Perform as wheel vehicle ground guide (day/night). (SL1) 

6. Operate palletized load system. (SL1) 

7. Operate the movement tracking system (MTS). (SL1) 

8. Operate the driver’s vision enhancer (DVE). (SL1) 

9. Perform preventive maintenance checks and services (PMCS). (SL1) 

10. Complete accident forms. (SL1) 

11. Prepare vehicle for inclement weather operation. (SL2) 

12. Perform coupling operation with a pintle-connected trailer. (SL2) 

13. Remove and replace a tire on a wheeled vehicle/trailer. (SL2) 

14. Perform dispatcher duties. (SL2)

Figure 3.2. Sample job taxonomy. 

Training tests focused on training performance as opposed to job performance. Even so, 

there was a great deal of overlap between the training job domains and the SL1 job domains 

identified for the reclassification and in-unit JKTs. When working with the SMEs, we started 

with the SL1 taxonomies, and asked them to focus on training requirements. Some Performance 

Requirements were dropped from consideration. For example, in the 88M MOS, Soldiers are not 

trained on Container Roll-in/Roll-out Platform (CROP) Loading and Unloading Operations

during AIT. This requirement is taught in their assigned unit. Therefore, this Performance 

Requirement was dropped from the 88M training test. 

 

4

 TRADOC, the proponent for Army job analysis and performance definitions, has precise requirements on how 

tasks can be described, including verbs which can be used, and the restriction of a task statement to a single activity. 

To reduce the workload on SME reviewers and to better serve project requirements and design, we combined many 

related tasks surrounding a piece of equipment or a job activity into a single statement. To avoid conflict or 

confusion with TRADOC requirements, we sought to avoid the use of the term “task.” 

10
Step 2. Create a Test Blueprint 

The second step was to create a test blueprint or test specification. A test blueprint 

organizes performance information into topic areas and specifies the number of test items (or 

scorable points) that should be developed for each topic area and the test as a whole. To create 

the test blueprints we asked SMEs to provide weights for the Performance Categories and ranks 

for the Performance Requirements from the revised taxonomies created in the previous step. 

For the training tests, we took the SL1 blueprints and reviewed them with SMEs to make 

them more appropriate for a training environment. For the in-unit data collection, we again 

reviewed the SL1 blueprints with SMEs to ensure they were up-to-date (e.g., not referring to old 

equipment) and still relevant for Soldiers at approximately 18-20 months time in service. In 

preparation for the second round of in-unit data collection we will review the in-unit blueprints 

once more with SMEs to confirm they are appropriate for our purposes. 

Step 3. Develop Job Knowledge Test Items 

All items were adapted or developed by HumRRO item writers using a variety of doctrinal 

and supporting publications available through the Reimer Digital Library (RDL) and other official 

on-line sources as the basis for item construction. Item writers received training in formalized 

procedures for standardizing item development. The training included formatting specifications 

and best practices for developing non-traditional items (e.g., matching, multiple response). The 

goal was consistency across all MOS and skill levels. Item writers drafted or adapted test items 

following the blueprint specifications. For several MOS tests, developers had access to previously 

developed items from Project A (Campbell & Knapp, 2001), Select21 (Knapp et al., 2005), and 

PerformM21 (Knapp & Campbell, 2006). Many items were updated and adapted for this effort. 

Items were grouped by Performance Categories and, within Performance Categories; emphasis 

was on those Performance Requirements receiving the highest rankings from the SME workshop. 

Items included both “conventional” multiple-choice and non-traditional. We also incorporated 

graphics, diagrams, and photographs in some items to increase the realism and interpretability. 

 All items were entered into a database that allows the development and banking of test 

items and the creation of tests. To help manage the item development process, we acquired a 

software program to track the status of each test item. This software keeps track of items by MOS, 

skill level, Performance Category, Performance Requirement, and review status. It also stores 

content validity ratings (see Step 5) and important notes. 

Step 4. Conduct Review of Test Items 

Item review was an integral, iterative step in item development involving three different 

groups. First, every item was subjected to several rounds and levels of internal review. 

Second, every item went through several rounds of SME reviews. Item review workshops 

were conducted at each MOS proponent school. The SMEs were instructed to consider the 

following information as they reviewed each item: 

11
• Is the item current? Will the item be relevant for the next 2-3 years? 

• Is the item based on trivial or obscure knowledge? 

• Are the language, abbreviations, and terminology understandable for the skill level? 

• Is the keyed answer(s) correct? 

• Are the incorrect answers incorrect? Are they plausible? 

The SMEs wrote comments on the hard copy of the item sheets they had been given. Group 

discussions also were conducted to get additional information or overall impressions about the 

items that had been reviewed. Finally, after the SME item review workshop feedback had been 

incorporated, ARI reviewed all items as a final quality control check and final edits were made. 

During some of the item review workshops, SMEs identified item content that represented 

activities they maintained Soldiers did not perform. When pressed, they generally admitted that the 

questioned content was still taught in formal training (OSUT/AIT; Basic Non-commissioned Officer 

Course; [BNCOC]) and was doctrinally supported but was not performed during current deployment 

operations, primarily in Iraq and Afghanistan. Oftentimes, substitute performance requirements were 

identified. This presented a conundrum on whether to use those items. Ultimately, decisions were 

made on a case-by-case basis, but generally we avoided changing content without doctrinal support, 

even though we had anecdotal evidence of deployment-specific practices. To do otherwise would 

impact the long term utility of the test items. 

For the training test, we selected SL1 items that would be appropriate and relevant for 

training requirements. The SMEs were asked to review each item for applicability to a training 

environment. They had three choices: (a) accept the item as is, (b) edit the item to make it 

appropriate for an end-of-training test, or (c) drop the item from consideration for an end-oftraining test. We edited some items as directed by the SMEs. 

Step 5. Collect Content Validity Ratings 

 Content validity is the extent to which a test measures the content domain of interest 

(Nunnally & Bernstein, 1994). Establishing content validity is a continuous process that starts 

with the identification of the job domain. Once the test items were drafted, it was essential to 

confirm content validity as Army jobs are constantly evolving as mission requirements, 

technology, and doctrine change. A check of content validity was particularly critical since the 

test items were developed by project staff rather than SMEs. Content validity ratings for each 

item were collected during the SME item review workshop (see Step 4.). SMEs provided ratings 

on a 4-point scale for two different criteria (Importance and Consequences; see Figure 3.3). They 

also provided verbal and written comments for the relevancy issues. 

We sought to obtain a minimum of three SME content validity ratings on each item (and 

on almost all items, we obtained substantially more). We adopted a standard of automatically 

dropping any item that had a combined mean rating of 1.50 or less to the questions in Figure 3.3. 

We also closely reviewed any item that had a combined mean rating falling between 1.51 and 

2.00 and made decisions to drop, retain, or revise based on all pertinent information about the 

item. 

12
Importance 

For Soldiers in this MOS and Skill Level, how important is the knowledge that is needed to 

answer this item? 

1 = Not important 

2 = Minimally important 

3 = Moderately important 

4 = Very important 

Consequences 

For Soldiers in this MOS and Skill Level, how bad would the consequences be if a Soldier 

lacked the knowledge that is needed to answer this item? 

1 = No bad consequences 

2 = Minimally bad consequences 

3 = Moderately bad consequences 

4 = Seriously bad consequences 

 Figure 3.3. Content validity rating scales. 

Step 6. Pilot Test Items 

Before final test forms are created, items must be pilot tested. Pilot testing provides 

valuable information on internal consistency estimates, difficulty levels, and item discrimination. 

The item statistics from the pilot are used to make item scoring decisions and facilitate the 

creation of test forms. 

The normal procedure is to go into pilot testing with many more items than will be 

needed for operational testing. Based on the available testing time, a maximum of 40 minutes, 

the target number of points for the training and in-unit JKTs was 50-75. The target number of 

points for the reclassification tests was 200-300 for each of the three skill levels in an MOS. 

The original job knowledge test development plan included a pilot of all of the 

reclassification items. These pilot results were to be used to select the best items for the in-unit 

JKT and final reclassification tests. Since this pilot data collection was not conducted, ideally we 

would administer over-length JKTs to allow for some items to be dropped. However, as noted we 

had a time limit of approximately 40 minutes. We used performance information from the training 

data collections to help select items for the in-unit tests, but two factors limited the usefulness of 

that data. First, the target audiences are different for the training and in-unit tests. Just because an 

item functioned well for a training test does not mean it is appropriate for an in-unit test. Second, 

the training tests did not include all SL1 items. In preparation for the second round of in-unit 

testing, we will review the in-unit items and their statistics with SMEs to ensure the items are still 

viable. 

13
14

Step 7. Create Final Test Forms 

For the training data collection, we selected items based on item statistics from previous 

research, where available, and input from SMEs. Then, based on the results of the training data 

analyses, we dropped some items from scoring. For the in-unit data collection we followed the 

same process. We used the results of the training data collection as well as SME input to select 

items. We will use item statistics from the initial in-unit data collection to help “firm up” our 

JKTs for the second round of in-unit data collection. 

Test Administration 

 The training JKTs were computerized, self-paced assessments. The test administrator 

began each testing session with a short project briefing and review of the Army’s Privacy Act 

Statement. Soldiers were led, lock-step, through a series of background questions (e.g., Name, 

SSN, MOS) and were then asked to complete the JKT at their own pace. Each JKT began with 

an explanation of how to navigate among the test items and an outline of the content of the test, 

by Performance Category (e.g., Weapons, Tank driver functions). After completing the JKT, 

Soldiers were automatically branched to the ALQ, which they also completed at their own pace. 

 The in-unit tests are administered primarily via the web using survey delivery software 

and follow a similar format to the training JKTs. We are using computerized versions of the test 

administered on laptops in a few locations. We are sending staff to locations with large numbers 

of Soldiers, but many Soldiers are taking the tests on their own. This places a premium on time 

limits because we expect that without proctors, Soldiers are less likely to complete a test 

perceived as too long. 

Products of the JKT Development Work 

 As a result of this large undertaking, the Army (including MOS proponents) has 

prototype blueprints and test items that can be adapted and piloted for any number of purposes. 

Although we had to postpone our original plan to conduct pilot tests, we will have performance 

data for some of the items as a result of the criterion-related validation. 
CHAPTER 4: RATING SCALE DEVELOPMENT PROCESS 

In addition to the job knowledge tests described in Chapter 3, performance rating scales 

were developed as criteria for the longitudinal validation. Overall, 20 job performance rating 

scales are required for the Army Class project; six of these were for the concurrent validation, 

seven of these are for the training portion, and seven are for the in-unit portion (see Table 2.1). 

The training scales were completed by both peers and Supervisors, whereas the in-unit scales are 

being completed only by supervisors. 

The Army-Wide Rating Scales 

 Army-wide scales were developed for the concurrent validation, training, and in-unit data 

collections. The development of the concurrent validation scales is documented in Ingerick et al. 

(2009). Below we review the development of the training and in-unit Army-wide rating scales. 

The final training Army-wide rating scales are in Appendix H, and the final in-unit Army-wide 

rating scales are in Appendix I. 

Defining Training Army-Wide Rating Scale Dimensions 

To identify the Army-wide dimensions, HumRRO researchers began by reviewing three 

sources of information: (a) the initial entry training (IET) critical incident dimensions from 

Select21 – collected as a part of the Predictor Situational Judgment Test development (Knapp et 

al., 2005), (b) training rating dimensions from Project A (Campbell & Knapp, 2001), and (c) 

Basic Combat Training (BCT) rating scales developed by ARI (Hoffman, Muraca, Heffner, 

Hendricks, & Hunter, 2009). 

 The first step was to review the behavioral statements anchoring and defining the 

Select21 and ARI dimensions, as well as the training scale reliability estimates and factor 

analysis results from Project A. We also conducted a sorting task. A synopsis of the sort is 

shown in Table 4.1. The resulting seven dimensions were: 

• Effort 

• Physical Fitness and Bearing 

• Personal Discipline 

• Commitment and Adjustment to the Army 

• Support for Peers 

• Peer Leadership 

• Technical Knowledge and Skill 

Five of the seven dimensions were strongly supported across the different sets of scales. The 

two weaker dimensions were Commitment and Adjustment to the Army and Peer Leadership. 

Subsequently we decided to divide Technical Knowledge and Skill into two dimensions to 

differentiate common and MOS-specific technical requirements. 

15
16

Table 4.1. Results of Army-wide Rating Scale Dimension Sorting Exercise 

Proposed Army 

Class Training 

Dimension 

Proposed Army Class 

Training Dimension 

Question 

Project A Training 

Dimension 

Select 21 

BCT/OSUT/AIT 

Dimension 

ARI BCT Dimension 

1 Technical 

Knowledge and Skill 

How effectively has this Soldier acquired job/Soldiering knowledge and skill? 

Technical Knowledge and Skill 

None Common Task Knowledge 

and Skill; Basic Rifle Marksmanship Knowledge and Skill 

Thhoackn

2 Effort How effectively does 

this Soldier display effort? 

Effort Motivation, Effort, and 

Initiative; SelfManagement 

Level of Effort and Initiative on the Job 

LoknA. 

3 Physical Fitness 

and Bearing 

How effectively does this Soldier maintain physical fitness and military appearance? 

Physical Fitness; Military Appearance 

Physical Fitness and Endurance 

Acting as a Role Model Ph

relscmitoan

4 Personal 

Discipline 

How effectively does this Soldier maintain self-control and discipline? 

Self-Control; Following Regulations and Orders 

Delinquency; SelfControl; Respect for Authority and Orders 

Demonstrated Integrity, Discipline, and Adherence to Army Procedures 

SeRePr

5 Commitment 

and Adjustment to the Army 

How effectively does this Soldier adapt to new ways? 

None Adaptability Adaptability Di

haAr

6 Support for 

Peers 

How effectively does this Soldier support peers? 

None Teamwork; Support for 

Peers 

Relating to and Supporting Peers; Selfless Service Orientation; Cultural Tolerance 

7 Peer Leadership When given the 

opportunity, how effectively does this Soldier lead peers? 

Leadership Potential Peer Leadership W

4-Pr

Safety Consciousness M

scin 

Oral Communication Skill Do 

hi

Problem Solving/ Decision Making Skill 

Do hi
The two new dimension titles were as follows: 

• Common Task/Warrior Tasks Knowledge and Skill 

• MOS Qualification Knowledge and Skill 

We then developed dimension definitions for each of the eight final dimensions based on their 

content, as listed in Figure 4.1. 

A. Effort 

Puts forth individual initiative in study, practice, preparation, and participation activities to complete 

AIT/OSUT requirements and to meet individual Soldier expectations.

B. Physical Fitness and Bearing 

Participates in activities to maintain Army APFT event standards; maintains habits and hygiene conducive 

to health and to avoiding illness and injury; maintains self, uniforms, living areas, and barracks to Soldier 

standards.

C. Personal Discipline 

Behaves in a manner that is consistent with Army Core Values; demonstrates respect in word and actions 

towards superiors, instructors, and others; adheres to Phase IV and Phase V limitations5

.

D. Commitment and Adjustment to the Army 

Exhibits professional Soldier development; demonstrates acceptable progress towards the completion of the 

solderization process.

E. Support for Peers 

Respects, assists, cooperates, and teams with fellow Soldiers regardless of gender, race, ethnicity, ability, or 

background differences; supports other Soldiers when they are in a leadership position.

F. Peer Leadership 

When assigned to AIT/OSUT leadership position, demonstrates resourcefulness, authority, and 

responsibility commensurate with the situation, position, and their ability.

G. Common Task/Warrior Tasks Knowledge and Skill 

Acquires and demonstrates Common Task Test requirements and proficiency in Warrior Task/Drill 

training.

H. MOS Qualification Knowledge and Skill 

Acquires and demonstrates AIT/OSUT knowledge and skills required for MOS qualification.

Figure 4.1. Army-wide training rating dimension definitions. 

For each of the dimensions, we reviewed the existing behavioral anchors and statements 

and identified the main themes in each dimension. For example, the Effort dimension appeared to 

have three main themes: (a) studying/practicing, (b) handling adversity, and (c) paying attention. 

Using the existing material, we wrote a high, moderate, and low behavioral statement for each 

dimension. Thus, we wrote nine behavioral statements for the Effort dimension, three for each 

theme. Our goal was to keep the behavioral statements short and easy to read while maintaining 

as much richness in definition as possible. For several of the themes we had difficulty creating 

moderate and high anchors that were truly different from each other. After several internal 

discussions, we determined that the difficulty in differentiating moderate and high anchors 

 

5

 Initial entry training consists of five phases, and with each passing phase, Soldiers have more personal freedom. 

Phases IV and V are the last two phases meaning that the limitations on Soldiers are more relaxed. 

17
probably occurred because Soldiers in IET do not have much opportunity to demonstrate 

behaviors involving high levels of difficulty. So, we decided not to include moderate anchors at 

all, and we modified the high anchors to be less extreme. 

After we finished reviewing and editing the behavioral statements, we asked five 

members of the Army Test Program Advisory Team (ATPAT)6 to (a) sort each statement into 

one of the eight dimensions and (b) rate the level of effectiveness that the statement represents. 

Generally there was very good agreement among ATPAT members on dimension 

assignments. Thirty-one of 42 behavioral statements in the exercise were assigned to the same 

dimension by 100% of the raters. Five received 80% agreement, and had 60% agreement. Only 

one high end statement had very low agreement – 40%.We kept it in its original category 

because ATPAT members did not place it in any other category consistently, and they placed its 

counterpart low-end statement in the intended category. In one case, the members agreed 100% 

with each other, but placed the low and high counterpart statements in a category different from 

what we had intended. We moved the pair of statements to the category indicated by ATPAT 

members. In all other cases where there was 100% agreement among the members, they also 

agreed with HumRRO raters. With regard to the effectiveness ratings, there was generally good 

differentiation between the low and high counterpart statements. A few of the statements we 

intended to be "low" were rated in the 3.5 to 4.0 range (on a scale of 1 to 7, where 4 is the midpoint). After assessing the likely reasons for the higher than expected ratings, we modified the 

statements to represent less effective behavior. 

Subsequently, a group of infantry (11B) OSUT instructors participated in the rating 

exercise. As a group, they provided one consensus-based rating. The consensus judgments of 

11B instructors concurred with the ATPAT ratings. We made wording and dimensional changes 

based on this feedback. 

Development of the Training Army-Wide Rating Scale Format 

Historically, research comparing rating formats has concluded that no one rating format 

produces more reliable, valid, or accurate ratings than the others (Bernardin, 1977; DeCotiis, 

1977; Landy & Farr, 1980; Schwab, Heneman, & DeCotiis, 1975; Zedeck, Kafry, & Jacobs, 

1976). However, recent research suggests that rating scales anchored with job behaviors 

generally yield better results (Pulakos, 2007). Moreover, the fact that there is little difference in 

the results of drastically different rating formats suggests that minor tweaks within one kind of 

format will also not significantly affect the quality of the ratings. 

In light of the insignificant effects of format, Pulakos (2007) suggested that (a) the ease 

with which raters are able to understand and use the format and (b) rater acceptance of the rating 

format, and (c) preference for using behavioral anchors should play an important role in format 

selection. With that in mind, HumRRO staff explored several optional behavioral anchor formats 

for the Army-wide scales that we thought would be more readable and usable than formats we 

 

6

 This is a group of senior NCOs originally established to provide guidance and support to the PerformM21 project 

research team and is continuing in this role for the Army Class project. ATPAT membership has evolved, but 

generally has representatives from each MOS targeted in the research, G-1, Training and Doctrine Command 

(TRADOC), Forces Command (FORSCOM), and each of the components (Regular and Reserve). 

18
have used in the past. We reviewed graphic rating scales, behavior observation scales, 

behaviorally-anchored rating scales (BARS), behavioral checklists, and mixed standards rating 

scales. 

After several internal discussions, we chose a format that asks raters to make ratings on 

each behavioral theme within a dimension (see Figure 4.2). For each theme, a pair of high and 

low statements is presented. Raters are instructed to mark the circle that most closely represents 

the ratee’s behavior. We selected this format because it forces raters to read the behavioral 

anchors and, therefore, should increase rating accuracy. This format placed a lot of emphasis on 

the behavioral anchors. Our team was confident recommending this format because the 

behavioral anchors were derived from previous work and scaled by the ATPAT and 11B review 

participants. 

During the development process of the training Army-wide scales, we did not believe that 

we would be able to get sufficient feedback from NCOs on the MOS-specific rating scales in 

time to make comparable MOS-specific versions. Therefore, we decided that the Army-wide and 

MOS-specific rating scales would have different formats. Here, we thought that different formats 

might actually reduce rater boredom with the process. The rating scales were reviewed internally 

and by ARI. Final wording changes were made based on these reviews. 

A. Effort

Puts forth individual initiative in study, practice, preparation, and participation activities to complete AIT/OSUT 

requirements and to meet individual Soldier expectations. 

1 Tends to give up on tasks if 

problems arise. 

Persists with tasks, even when 

problems arise. 

Soldier 1 (1) (2) (3) (4) (5) 

Soldier 2 (1) (2) (3) (4) (5) 

Soldier 3 (1) (2) (3) (4) (5) 

Soldier 4 (1) (2) (3) (4) (5) 

Soldier 5 (1) (2) (3) (4) (5) 

2 May tune out while an 

instructor is speaking. 

Pays attention in class and studies 

hard. 

Soldier 1 (1) (2) (3) (4) (5) 

Soldier 2 (1) (2) (3) (4) (5) 

Soldier 3 (1) (2) (3) (4) (5) 

Soldier 4 (1) (2) (3) (4) (5) 

Soldier 5 (1) (2) (3) (4) (5) 

3 Puts off studying and 

practicing tasks. 

Completes study and practice 

assignments including non-class 

requirements on time. 

Soldier 1 (1) (2) (3) (4) (5) 

Soldier 2 (1) (2) (3) (4) (5) 

Soldier 3 (1) (2) (3) (4) (5) 

Soldier 4 (1) (2) (3) (4) (5) 

Soldier 5 (1) (2) (3) (4) (5) 

Figure 4.2. Final Army-wide training criterion rating scale format. 

19
Defining the Army-Wide In-Unit Rating Scale Dimensions 

With regard to Army-wide in-unit performance, we considered using the three broad 

rating dimensions used in the Army Class concurrent validation, and the Army Class training and 

Select21 dimensions. Ultimately we decided upon starting with the Select21 scales and making 

revisions as necessary (see Figure 4.3). Table 4.2 presents a mapping of scale dimensions across 

the three projects – Army Class training, Army Class concurrent validation, and Select21. 

Table 4.2. Mapping of Scales across Three Studies 

Project 

Dimension/Scale AC 

Training 

AC 

CV 

Select21 

CV 

Effort 9 9a 9

Physical Fitness And Bearing 9 9 9

Personal Discipline 9 9a 9

Commitment And Adjustment To Army 9 9

Support For Peers 9 9 9

Peer Leadership 9 9

Common Task/Warrior Task Knowledge And Skill 9 9

MOS Qualification Knowledge And Skill 9 9

Note. AC = Army Class; CV=concurrent validation; 

 aOne scale in the Army Class CV study (Effort and Discipline) overlaps with multiple AC training composite scales. 

Our first step was to review Select21 data (Knapp et al., 2005) to determine how the 

scales might need improvement. Five scales yielded poor reliabilities when rated by supervisors: 

• Supports Peers 

• Exhibits Cultural Tolerance 

• Demonstrates Professionalism and Personal Discipline on the Job 

• Demonstrates Personal and Professional Development 

• Communication Performance 

 

Estimated reliabilities for Supports Peers and Exhibits Tolerance were also poor when ratings 

were made by peers. 

We conducted an in-house retranslation task to further assess the quality of the behavioral 

statements and scale dimensions. We calculated the percentage of agreement with the original 

Select21 categorization and the percent agreement with each other for each behavioral statement. 

We also rated the level of effectiveness the behavior represented on a 1-7 scale. We computed 

means and standard deviations of the effectiveness ratings. There were no significant issues 

concerning the effectiveness ratings. 

The categorizations suggested that there was overlap among several dimensions. For 

example, the category Demonstrates Professionalism and Personal Discipline on the Job

contained two statements referring to team goals: 

• Willingly puts in required effort to ensure team goals are achieved. 

• Does not put in effort to meet team goals, even when given encouragement. 

20
Our raters tended to put those two statements in Support Peers or Exhibits Effort and Initiative 

on the Job. Similarly, Supports Peers contained the statement “Neglects own assigned tasks, 

creating more work for others” which our raters tended to put in Exhibits Effort and Initiative on 

the Job or Demonstrates Personal and Professional Development. 

A. Common Task Performance – The extent to which the Soldier performs most Common Tasks (e.g., 

navigation, first aid, weaponry, maintenance) competently and safely and uses computer applications. 

B. MOS-Specific Task Performance – The extent to which the Soldier performs work assignments and 

displays job-specific knowledge and skill. 

C. Communication Performance – The extent to which the Soldier speaks clearly and concisely and 

conveys the intended message verbally and in writing. 

D. Information Management Performance – The extent to which the Soldier monitors, interprets, organizes, 

and redistributes information in digital, printed, or oral format. 

E. Problem Solving and Decision Making Performance – The extent to which the Soldier reacts to new 

problem situations, applies rules or strategies correctly, and weighs alternatives when making decisions. 

F. Adaptation to Changes in Mission/Locations, Assignments, and Situations – The extent to which the 

Soldier does not allow stress to affect job performance in high-pressure situations; stays committed to the 

job when faced with changes in the environment, tasks, responsibilities, or personnel; and commits to 

learning new things required by technology, mission, or situation. 

G. Exhibits Effort and Initiative on the Job – The extent to which the Soldier puts effort into completing 

work, seeks out and/or accepts responsibility and additional challenging assignments, and persists in 

carrying out difficult assignments and responsibilities. 

H. Demonstrates Professionalism and Personal Discipline on the Job – The extent to which the Soldier 

exhibits selfless service orientation, exhibits integrity and discipline on the job, and follows instructions, 

rules, and regulations. 

I. Supports Peers – The extent to which the Soldier treats peers courteously and respectfully, provides help 

and assistance to others, and demonstrates teamwork. 

J. Exhibits Cultural Tolerance – The extent to which the Soldier demonstrates tolerance and respect of 

other cultural and social backgrounds and is willing to work and communicate with those from different 

backgrounds. 

K. Demonstrates Personal and Professional Development – The extent to which the Soldier manages their 

own responsibilities, including work assignments, personal finances, Family, and personal well being, and 

takes responsibility for attaining necessary training/education. 

L. Demonstrates Physical Fitness – The extent to which the Soldier meets Army standards for physical 

fitness, strength and weight, and displays military bearing. 

M. Overall Effectiveness 

Figure 4.3. Select21 rating dimension definitions. 

21
A. Performing Core Warrior Tasks –Performs most Core Warrior Tasks (e.g., navigation, first aid, 

weaponry, maintenance) competently and safely. 

B. Performing MOS-Specific Tasks – Performs MOS-specific work assignments; keeps informed of MOS 

and assignment changes. 

C. Communicating with Others –Speaks clearly and concisely; conveys the intended message verbally and 

in writing. 

D. Processing Information –Monitors, interprets, and organizes information. 

E. Solving Problems – Adapts to new problem situations; applies prior training, rules, and strategies 

correctly; weighs alternatives when making decisions; develops novel solutions to problems; completes 

tasks despite major changes. 

F. Exhibiting Effort – Completes work in a timely manner; puts extra effort into completing work; seeks 

challenging assignments; persists in carrying out difficult assignments and responsibilities even under 

adverse and stressful conditions. 

G. Exhibiting Personal Discipline – Exhibits selfless service orientation; exhibits integrity and discipline 

both on and off the battlefield; follows instructions, rules, and regulations. 

H. Contributing to the Team – Treats team members courteously and respectfully; provides help and 

assistance to others; contributes to achieving team goals. 

I. Exhibiting Fitness and Bearing – Meets Army standards for physical fitness, strength, and weight; 

displays military bearing; meets Army standards for AR 670-1. 

J. Interactions with Indigenous People and Soldiers from other Countries – Demonstrates tolerance and 

respect of other cultural and social backgrounds; willing to work and communicate with those from 

different backgrounds. 

K. Following Safety Procedures – Follows safety procedures; recognizes and responds to possible 

dangerous or hazardous situations. 

L. Developing Own Skills - Stays up to date with his or her professional skills by seeking out additional 

education and training opportunities; commits to learning new things required by technology, mission, or 

situation. 

M. Managing Personal Matters – Manages personal life, including personal finances, Family, and personal 

well-being. 

N. Leadership Potential - On this rating scale, evaluate each Soldier on his or her potential effectiveness as 

an NCO. At this point, you are not to rate on the basis of present performance and effectiveness, but instead 

indicate how well each Soldier is likely to perform as an NCO. (Note: this item is a global rating on a 1-7 

Likert scale). 

Figure 4.4. Army Class Army-wide in-unit rating dimension definitions. 

Previous discussions about rating scales with 11B SMEs suggested that self-management 

issues (such as making arrangements for bill payment or family matters during deployment) were 

perhaps underrepresented in the scales. The dimension definition for Demonstrates Personal and 

Professional Development describes management of personal life matters, but all of the anchors 

are about training and development. We concluded that self-management should be better 

22
distinguished from self-development in the revised dimension set; hence, the creation of the 

Managing Personal Matters and Developing Own Skills dimensions (see Figure 4.4). 

In the training scales, a Supports Peers dimension was not rated very reliably, but a Peer 

Leadership dimension did yield good psychometric qualities. We recalled that Leadership 

Potential scales were useful during Project A. These observations led us to add a Leadership 

Potential dimension to the Army-wide scale set. 

We submitted the scales to three SMEs, who expressed no concerns about the scales and 

to the ATPAT, which made some cosmetic changes to the definitions. ARI reviewers provided 

important feedback as well. The results are in Figure 4.4. Prior to administering these scales in 

the second in-unit data collection, we will review the dimensions and relevant initial in-unit 

statistics with SMEs to ensure the scales are still appropriate. 

Development of the Army-Wide In-Unit Rating Scale Format 

We considered three main options for the format of the Army-wide rating scales: 

1. Army Class concurrent validation format—Three higher-level rating scales intended 

to capture the major factors in the Select21 Army-wide Current Observed Rating 

Scales (COPRS; 7-point scale; below, meets, or exceeds expectations). 

2. Select21 Army-wide COPRS format—12 behaviorally anchored rating scales (7-point 

scale; below, meets, or exceeds expectations). 

3. Army Class training format—multiple behavioral statements for each of eight major 

Army-wide dimensions. In total, there were 21 bipolar behavioral statements 

organized into the eight dimensions. 

Table 4.3 presents single-rater reliability estimates for each of the three projects. (Note that only 

the “ineffective” anchors from the training form appear in the table.) Although the intraclass 

correlation coefficient (ICC) estimates overall are fairly low, the most compelling finding is that 

Soldiers and supervisors seem to have more trouble rating certain items than others within each 

particular construct. For example, in the Effort composite score, the raters seemed to have more 

trouble rating the studying and practice item, but rated the other two scales more reliably. 

Looking at the Army Class concurrent validation and Select21 concurrent validation 

ICCs compared to training, no approach appeared to have a clear advantage in terms of interrater 

agreement. There also do not seem to be any major differences in terms of variance and 

skewness, except that the variance tends to be slightly lower for the training composite scales 

than the single-item measures in the Select21 and Army Class concurrent validation analyses. In 

addition to the descriptive statistics, the correlations between the ratings scales and other criteria 

measures within each of the projects (Army Class training, Army Class concurrent validation, 

and Select 21) were examined. Again, however, this analysis yielded no notable differences 

among the scales in the three investigations. Due to these findings and the fact that the modified 

BARS (Bernardin & Smith, 1981) approach requires fewer resources and time to develop, that is 

the format we decided upon for the in-unit Army-wide scales. This is the format used previously 

in the Select21 and Army Class concurrent validation research. 

23
Table 4.3. Comparison of Single-Rater Reliability Estimates Intraclass Correlation 

Coefficients (ICCs) across Three Projects 

 Project 

Training Dimension/Scale 

AC 

Training 

AC 

CV 

S21 

CV 

Effort Composite 0.26 0.20 0.19 

1 - Tends to give up on tasks if problems arise 0.25 

2 - May tune out while an instructor is speaking 0.23 

3 - Puts off studying and practicing tasks 0.15 

Physical Fitness and Bearing Composite 0.30 0.31 0.35 

4 - Tends to exhibit poor grooming and hygiene 0.20 

5 - Lacks sufficient physical endurance to complete physical tasks 0.32 

6 - Tries too avoid exercise/barely meets fitness standards 0.31 

Personal Discipline Composite 0.25 0.20 0.27 

7 - Complains about requirements and directions/delays or resists direction 0.22 

8 - Tends to show up late/may forget needed items 0.17 

9 - May sneak contraband items and cover up own behavior 0.19 

10 - May talk back or show disrespect toward superiors 0.18 

11 - Tends to lose temper/gets into confrontations 0.20 

Commitment and Adjustment to Army Composite 0.22 0.18 

12 - Difficulty adjusting to Army/may be withdrawn or depressed 0.21 

13 - May get frustrated/have difficulty switching gears if plans change 0.16 

Support for Peers Composite 0.12 0.14 0.15 

14 - May not notice that a peer is distressed 0.07 

15 - Is reluctant to help peers/lets peers struggle with tasks 0.14 

16 - Does not work well with peers from diverse backgrounds 0.07 

Peer Leadership Composite 0.24 

17 - Needs assistance of cadre to accomplish leadership assignments 0.20 

18 - Tends to be overly lax or too authoritative toward peers 0.17 

19 - May avoid leader roles or give direction timidly 0.21 

Common Tasks/Warrior Tasks Knowledge and Skill scale 0.18 0.24 

MOS Qualification Knowledge and Skill scale 0.16 0.22 

Note. AC = Army Class; CV = concurrent validation. One scale in the Army Class CV (Effort and Discipline) 

overlaps with multiple Army Class training composite scales. The text of some statements has been 

abbreviated.

The MOS-Specific Rating Scales 

 MOS-specific performance rating scales were developed for the concurrent validation, 

training, and in-unit data collections. The development of the concurrent validation scales is 

documented in Ingerick et al. (2009). Here we review the development of the training and in-unit 

MOS-specific rating scales. The final training rating scales for all six target MOS are shown in 

Appendix J. The final in-unit rating scales for all six target MOS are shown in Appendix K. 

24
Defining Training MOS-Specific Rating Scale Dimensions 

The MOS-specific trainee rating scales were all adapted from previous efforts (11B, 19K, 

63B, and 68W rating scales from the concurrent validation effort and 31B and 88M from Project 

A) and modified to reflect training experiences. The first step was to identify dimensions that 

were suitable for trainees; those thought unsuitable were dropped and others were flagged for 

review by SMEs. The dimension names were changed to reflect the training environment (e.g., 

Learns First Aid rather than Performs First Aid). The same procedure was followed for the 

behavior examples provided in the scales. For example, a scale referred to a Soldier’s behavior in 

a training exercise rather than performance in an actual situation.

 After this internal review, we presented the scales to AIT/OSUT instructors and asked 

these SMEs the following questions: 

• Have we included all relevant scales? 

• Have we included scales that are inappropriate for a training environment? 

• Have we defined the scales properly? 

• Are the behavior examples appropriate? 

• Are there any behavior examples that we should add? 

The SMEs edited the scales to ensure they reflect the types of behaviors trainees should exhibit 

in training. After the initial SME review, the developers made further edits to the scales, then 

conducted a follow-up SME review. Lastly, ARI reviewed the scales and HumRRO finalized 

them. 

 While we had initially anticipated collecting ratings only from instructors, we found it 

also would be feasible to collect peer ratings. This decision led us to review the scales for ease of 

reading, and we replaced many technical terms or words that might be unfamiliar to young 

Soldiers with simpler or more common verbiage (e.g., replacing “lax” with “careless”). 

Development of the Training MOS-Specific Rating Scale Format 

As discussed previously, the training Army-wide and MOS-specific rating scales were 

created with different formats. We used a modified version of BARS (Bernardin & Smith, 1981) 

for the MOS scales. The scales are ordered horizontally and feature behavioral examples for low, 

moderate, and high performance, but do not include explicitly scaled or calibrated behavior 

examples. Figure 4.5 shows an example of the Learns Safety Procedures scale used in all MOS 

training rating scales. As can be seen, there are three categories of performance above which is a 

7-point scale. Each category provides examples of relevant behavior. 

 

Defining the In-Unit MOS-Specific Rating Scales and Their Format 

We used the concurrent validation scales as a starting point for the 11B, 19K, 63B, and 

68W in-unit scales, and adapted the training scales for 31B and 88M. As with the training scales, 

we relied on SMEs (AIT/OSUT instructors) to help shape the scales and ensure that they targeted 

Soldiers at approximately 18-20 months time in service. This was an iterative process that was 

carried out via a series of teleconferences for each MOS. For the most part, the in-unit scales had 

25
26

quite a bit of overlap with the training scales, except that the standard changed from “Learns to” 

to “Performs.” And, as expected, some of the dimensions that were dropped for the training 

scales were added back for the in-unit scales. 

E. Learns Safety Procedures 

How well has the Soldier learned to follow safety procedures, being alert to possible dangerous or hazardous 

situations and taking steps to protect self, other Soldiers, and equipment? 

1 2 3 4 5 6 7 

− Is careless in safety awareness; 

needs special help and 

reminders. 

− Follows safety instructions; 

adheres to safety warnings, 

briefings, and instructions. 

− Is very alert to safety 

restrictions and instructions; 

reminds others of safety 

requirements. 

− Fails to recognize unsafe 

conditions or responds 

improperly. 

− Recognizes and responds 

appropriately to unsafe 

conditions. 

− Recognizes potential vehicle or 

safety problems that many 

Soldiers might overlook. 

Figure 4.5. Sample military occupational specialty rating scale. 

For reasons outlined above, we used the modified BARS format for the in-unit MOSspecific rating scales. One thing to notice is that each MOS training set of scales included a 

Learns Safety Procedures dimension. For the in-unit data collections we included the Safety

dimension with the Army-wide scales. Only the 63B MOS retains a Safety in-unit dimension to 

specifically deal with that MOS’s special equipment and protective clothing requirements. As 

before, ARI reviewed and provided feedback on all measures used in the in-unit data collections. 

These rating scales will be used in the second in-unit data collection. As with the JKTs 

and Army-wide scales, we will review the dimensions and relevant statistics from the first round 

of in-unit data collections with SMEs to ensure they are current for our purposes. 

Scale Administration and Rater Training 

The training rating scales were computerized, self-paced assessments which could be 

administered locally or via the Internet. The in-unit scales are being administered primarily via 

the Internet, hosted on a government server. However, in a few locations we are administering 

the assessments on laptops. 

Rater training is part of the scale administrative process for all data collection efforts. The 

initial step is to familiarize the raters with the task at hand. We instruct raters to read and 

understand the dimensions before making ratings and to base their ratings only on behavior they 

have observed. We present them with the dimensions comprising the scales and provide an 

example of how to use the scales, including the “N/A” option in cases where appropriate. We 

provide tips for avoiding common rater errors (e.g., halo) and advise that the ratings will be used 

for research purposes only. 
CHAPTER 5: THE ARMY LIFE QUESTIONNAIRE DEVELOPMENT PROCESS 

 The Army Life Questionnaire (ALQ) is an attitudinal measure designed to measure 

Soldiers’ experiences in the Army. The original version was developed for the Select21 project7

and consisted of 99 items. This chapter describes the development of the training and in-unit 

versions of the ALQ. 

Development of the Training Measure 

The training ALQ was an adaptation of previous versions of the survey from the Army 

Class concurrent validation and Select21 projects. Training-specific content was developed as 

well to capture training-related constructs (e.g., Adjustment to Army Life). Additional items were 

adapted from previous measures. For example, one of the Number of Disciplinary Incidents

items was adapted from the Personnel File Form (PFF) in the Select21 project (Knapp et al., 

2005). 

The final training ALQ consisted of 13 scales, summarized in Table 5.1. The 13 scales 

were intended to measure two categories of attitudes and experiences through AIT/OSUT: (a) 

Soldiers’ commitment and retention-related attitudes and (b) Soldiers’ performance and 

adjustment during initial entry training (IET). All of the items were thoroughly checked by a 

number of key stakeholders, including ARI and HumRRO staff. This included a sensitivity 

review of the items as well as an SME review to ensure item clarity and appropriateness. 

Table 5.1. Training Army Life Questionnaire (ALQ) Scale Descriptors 

Scale Description 

Commitment and Retention-Related Attitudes 

Attrition Cognitions Four-item scale measuring the degree to which Soldiers think about attriting 

before the end of their first term (e.g., “How likely is it that you will 

complete your current term of service?”). 

Career Intentions Five-item scale measuring Soldiers’ intentions to re-enlist and to make the 

Army a career (e.g., “How likely is it that you will re-enlist in the Army?”). 

Army Fit Six-item scale measuring Soldiers’ perceived fit with the Army in general 

(e.g., “The Army is a good match for me.”). 

MOS Fit Nine-item scale measuring Soldiers’ perceived fit with their MOS (e.g., “My 

MOS provides the right amount of challenge for me.”). 

Normative Commitment Five-item scale measuring Soldiers' feelings of obligation toward staying in 

the Army until the end of their current term of service (e.g., "I would feel 

guilty if I left the Army before the end of my current term of service."). 

Affective Commitment Seven-item scale measuring Soldiers' emotional attachment to the Army 

(e.g., "I feel like I am part of the Army 'family.' "). 

 

7

 This measure in the Select21 project was called the Army Life Survey (ALS). 

27
Table 5.1. (Continued) 

Initial Entry Training (IET) Performance and Adjustment 

Adjustment to Army Life Nine-item scale measuring Soldiers' adjustment to life in the Army (e.g., 

"Looking back, I was not prepared for the challenges of training in the 

Army."). 

Number of Disciplinary 

Incidents 

Two-item measure (each item is segmented into multiple sub-questions) that 

asks Soldiers to indicate whether they have had a specific type of 

disciplinary incident (e.g., "While in the Army, have you ever been formally 

counseled for lack of effort?"). 

Last Army Physical Fitness 

Test (APFT) Score 

Single-item asking Soldiers to self-report their most recent APFT score. 

Number of IET Achievements Two-item scale measuring the number of formal achievements a Soldier had 

during training (e.g., "In AIT or OSUT, were you designated as part of the 

Fast Track Program?"). 

Number of IET Failures Three-item scale measuring the number of repeats, recycles, or failures a 

Soldier had in training (e.g., "In BCT, OSUT, or AIT, did you ever have to 

retake the APFT to qualify for record?"). 

Self-Rated AIT/OSUT 

Performance 

A set of scales asking Soldiers to rate their performance relative to the 

Soldiers they trained with along four dimensions: Physical Fitness, 

Discipline, Field Exercises, Classroom and Instructional Modules. 

Self-Ranked AIT/OSUT 

Performance 

Single item asking Soldiers to rank order their performance in AIT/OSUT on 

four dimensions (Physical Fitness, Discipline, Field Exercises, and 

Classroom and Instructional Modules), from the strongest to the weakest. 

Development of the In-Unit Measure 

 To develop the in-unit ALQ, we reviewed the analysis of the concurrent validation and 

training ALQ data to flag problematic items and determine dimension utility. The first step was 

to drop scales that were specific to a training environment. For example, Adjustment to Army Life

items were specific to Soldiers’ transition from civilian to Army life. Because Soldiers in their 

units now had sufficient time to adjust and were no longer in a transition period, these items did 

not seem relevant. Soldiers’ subjective ratings of their own performance were also dropped 

because the items were training-specific. 

The next step was to determine which scales to retain. Table 5.2 shows the scales of the 

in-unit ALQ. Those marked with an “r” denote the scales retained from the training ALQ. Items 

in these scales that made reference to something training-specific were modified. Otherwise the 

scales were the same. Finally, we added dimensions, which in Table 5.2 are those items marked 

with an “a.” The Army Reenlistment Intentions scale is new, but utilizes existing items from the 

training ALQ. 

28
29

Table 5.2. In-Unit Army Life Questionnaire (ALQ) Scale Descriptors 

Scale Description 

Deployment 

Deployment History/Tempoa Three-item scale measuring Soldiers’ deployment history (e.g., “How many 

total months have you been deployed?”). 

Deployment Adjustmenta Five-item scale measuring Soldiers’ adjustment to deployment schedule 

(e.g., “I have been able to adjust to life as a deployed Soldier.”). 

Performance Items 

Disciplinary Actionr Seven-item scale measuring disciplinary actions Soldiers have been 

subjected to (e.g., “Have you ever received an Article 15?”). 

Performance: Objectiver Four-item scale measuring Soldiers’ history and accomplishments (e.g., 

“During your time in the Army, have you received any of the following?”). 

Last Army Physical Fitness 

Test (APFT) Scorer 

Single-item asking Soldiers to self-report their most recent APFT score. 

Last Weapon Qualification 

Scorea 

Single-item asking Soldiers to self-report their most recent qualification 

score. 

Attitudinal Measures 

Affective Commitmentr Seven-item scale measuring Soldiers' emotional attachment to the Army 

(e.g., "I feel like I am part of the Army 'family.' "). 

Needs-Supplies Army Fitr Six-item scale measuring Soldiers’ perceived fit with the Army in general 

(e.g., “The Army is a good match for me.”). 

Attrition Cognitionsr Four-item scale measuring the degree to which Soldiers think about attriting 

before the end of their first-term (e.g., “How likely is it that you will 

complete your current term of service?”). 

Career Intentionsr Three-item scale measuring Soldiers’ intentions to re-enlist and to make the 

Army a career (e.g., “How likely is it that you will make the Army a 

career?”). 

MOS Fitr Nine-item scale measuring Soldiers’ perceived fit with their MOS (e.g., “My 

MOS allows me to perform the kind of work I want to do.”). 

MOS Satisfactiona Six-item scale measuring Soldiers’ satisfaction with their MOS (e.g., “How 

satisfied are you with the amount of variety in your work?”). 

Reenlistment Intentionsa Three-item scale measuring Soldiers’ intentions to reenlist in the Army (e.g., 

“How likely is it that you will leave the Army after completing your current 

term of service?”). 

a Scales that were added to the ALQ for the in-unit version. r Scales that were retained from the training ALQ. 

 

 The MOS Satisfaction scale was not part of the training ALQ, but was part of the 

concurrent validation and the Select21 versions. It was added here because it will have more 

utility for Soldiers who have been in their units than for Soldiers still in IET. The Deployment

History/Tempo and Deployment Adjustment scales were added so we could determine whether 

deployments moderate the relationship between predictor measures and key criteria of interest. 

The deployment items will only be administered to Soldiers who have been deployed. The initial 

in-unit statistics will be used to modify, if necessary, the measure for the second in-data 

collection. The in-unit ALQ items are shown in Appendix L. 
CHAPTER 6: SUMMARY AND NEXT STEPS 

Summary 

 There are two interrelated but distinct threads to the Army Class project. The first of 

these centers on entry-level Soldier selection and classification and the second on job 

reclassification of career Soldiers at some point after their initial duty tour. The Soldier selection 

and classification requirement involves (a) development and administration of experimental preenlistment predictor measures, (b) development of training and in-unit performance criterion 

measures, and (c) use of these measures in concurrent and longitudinal validation research 

efforts. The reclassification requirement is more restricted in scope, focusing on the development 

of job measures that could be used as a tool in assessing Soldiers for purposes of MOS 

reclassification. This report detailed the development process of the criterion measures for the 

selection and classification effort and the JKT measures for the reclassification work. 

 The reclassification effort required conducting a job analysis to determine critical skill 

and developing corresponding JKTs for Skill Level 1, Skill Level 2, and Skill Level 3 Soldiers in 

five targeted MOS. JKT items were finalized, to include proponent and SME reviews but, 

because of changing Army priorities, were not pilot tested. 

 Soldier selection and classification criterion requirements include the development of job 

performance measures in the form of JKTs, performance rating scales for supervisors and peers, 

and an Army Life Questionnaire (ALQ). These measures focus on six demonstration MOS (there 

was some overlap with the reclassification MOS) plus Army-wide (non-MOS specific) measures. 

The HumRRO, Army SME, and ARI reviews resulted in approximately 1,800 JKT items. 

Table 6.1 summarizes these items. The JKT items were entered into a computer item bank. As 

noted, conditional circumstances precluded separate pilot testing; however, these items are 

otherwise ready for use and there is potential for a variety of applications. Some possible 

applications include the following: 

• During or end-of- training assessments to diagnose training problems and successes 

either as a group or for individual Soldiers. 

• Pre-training screens for those who are reclassifying to determine in which area(s) of 

training the Soldier is proficient, thereby reducing the amount of training time necessary. 

• Periodic evaluations to determine where/if follow-up training is required. 

• Criterion measures to aid in promotion decisions. 

• Criterion measures for future research projects. 

Subsets of the SL1 reclassification JKT constitute the bulk of job knowledge measures 

for the longitudinal criterion-related validation of the Soldier selection and classification portion 

of the Army Class project. This validation is based on a sample of new Soldiers to whom 

predictor measures were administered in 2007 at one of four Reception Battalions. Training 

criterion data collections began in September 2007 and concluded in September 2008. Because 

of differences between Soldier training experiences and the usual job context, some 

modifications to the JKTs were necessary for training administrations. The training analyses 

have been completed and are documented in Knapp and Heffner (2009). 

30
Table 6.1. Item Bank Summary 

MOS Skill Level 1 Skill Level 2 Skill Level 3 TOTAL 

11B 128 23 71 222 

19D 201 173 93 467 

19K 86 N/A N/A 86 

31B 82 52 65 199 

63B 225 0a 45 270 

68W 127 N/A N/A 127 

88M 198 126 73 397 

AW 101 N/A N/A 101 

TOTAL 1,148 374 347 1,869 

Note. N/A means that items were not developed for this Skill Level. 19K and 

68W were not part of the Reclassification effort and the Army-wide (AW) 

items were only intended to focus on Skill Level 1. 

a

 63B has no separate Skill Level 2 tasks so, no distinct Skill Level 2 items 

were developed. 

Although the SL1 MOS JKTs formed the basis for the in-unit job tests for the targeted MOS 

(11B, 19K, 31B, 63B, 68W, and 88M), because of the passage of time, they were re-verified and, in 

some cases, updated. Also, as noted, the training tests were modified for use in the training context 

and were not completely suitable for in-unit application. Developers worked with Army SMEs to 

review the test blueprints and the proposed bank of test items for currency and relevancy to today’s 

Soldiers and to their jobs at the 18-20 month service point. Additionally, the bulk of the Soldier 

sample is not from one of the six targeted MOS. Because inclusion of this group is vital to the 

outcome of the validation, it was necessary to develop an Army-wide test of common content. 

Although the basis for this test already existed, as with the MOS tests, it was necessary to get SME 

review and input on the currency and suitability of the blueprint and test items. 

Another component of the criterion measures for the in-unit data collections includes MOS 

and Army-wide rating scales. Again, while the basis for the scales existed in work from previous 

projects and the concurrent validation, the instruments were reviewed and revised as needed for use 

as training and in-unit criteria. As with the JKT, developers worked with SMEs to review existing 

scales to ensure the relevancy of the scale dimensions and the behavioral anchors. The final criterion 

measure is the ALQ, which was also reviewed and modified as needed for the 2009 in-unit data 

collection. 

The first round of in-unit data collections began in January 2009 and will conclude in fall 

2009. The goal is to test the Soldiers when they have between 18 and 20 months time in service. 

However, in reality the data collection window is closer to 15 to 24 months. A second round of 

in-unit data collections will be conducted that will access the Soldiers at approximately 40 

months service. 

Next Steps 

A next step is to analyze and document the in-unit data results. Also, to prepare for the 

second round of in-unit data collections, we will review the in-unit measures with SMEs to 

verify their utility for measuring Soldier performance at approximately 40 months time in 

service. This data collection will likely start in early to mid 2010. We will have the same 

31
32

challenges with this data collection as we have with the current in-unit data collection. That is, 

the sample will be spread throughout the Army and many of the Soldiers in the sample will be 

deployed. We will again primarily use Internet-based testing for the data collection. However, 

for this second round of in-unit data collections, we will be able to apply lessons learned from 

the first round. 

Conclusions 

The development of reclassification tests and criterion measures resulted in a bank of 

approximately 1,800 job-related test items along with training and in-unit job performance rating 

scales. That interest in the use of reclassification testing waned before their completion in no way 

diminishes the potential value of these test items. Good test items always have been in demand to 

support scientific investigations in the Army personnel system and the items developed in the 

reclassification work have the potential for application outside their initial scope. 

While interest in the reclassification application shifted, the Army’s focus on the Army 

Class selection and classification work intensified as the project progressed. Use of the criterion 

measures developed under this phase of the project have become more critical to adjunct Army 

programs and the longitudinal validation of Soldier selection and classification predictors is of 

increasing importance. The work accomplished thus far in the Army Class project provides a 

solid and usable foundation to support the Army’s interests. 
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Department of the Army (2002, January). Military police skill level 1 Soldier manual (STP 19-

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transport operator: Skill levels 1, 2, 3, and 4 (STP 55-88M14-SM-TG). Washington, DC: 

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M1075 palletized load system (PLS) (TM 9-2320-364-10). Washington, DC: 

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for accelerated basic combat training (Technical Report 1241). Arlington, VA: U.S. 

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systems: Concurrent validation report (Technical Report 1244). Arlington, VA: U.S. 

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(Army Class): End of training longitudinal validation (Final Report 09-16). Alexandria, 

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maximize 21st century Army NCO performance (TR 1145). Arlington, VA: U.S. Army 

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personnel selection and classification tests and job performance criteria (TR 1168). 

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expectation evaluations. Organizational Behavior and Human Performance, 17, 171-184. 
APPENDIX A 

11B JOB KNOWLEDGE TEST DEVELOPMENT 

 The 11B Infantryman MOS is part of the concurrent, training, and in-unit validation, and 

the reclassification effort. This appendix describes the development of the 11B JKTs. 

Developing the 11B Job Knowledge Test Blueprints 

To identify the job domain for SL1-3, we relied mostly on two 11B Soldier Training 

Publications (STPs). The first was the STP for SL1 (7-11B1-SM-TG Soldier’s Manual and 

Trainer’s Guide, MOS 11B, Infantry, Skill Level 1) and the second was the STP for SL2 and SL3 

(7-11B24-SM-TG Soldier’s Manual and Trainer’s Guide, MOS 11B, Infantry, Skill Levels 2, 3 

and 4.). For each skill level, we organized the Requirements and Categories to facilitate the 

development of test blueprints. We had 12 11B Basic Non-commissioned Officer Course 

(BNCOC) students (in pay grades E-6 and E-7) complete a review, weighting, and ranking 

exercise for each skill level. 

The SL1 Categories given the highest weight were Tactics, Security, Movement, and 

Navigation; Weapons: Bayonets, Sights, Mines, Machine Guns; and Weapons: Rifle and Pistol. 

The Weapons: Flame Assault Shoulder Weapon (FLASH) Category was given a weight of zero 

by the SMEs, hence no items were developed. Not surprisingly, supervisory and leader-related 

Categories are given the highest weights in SL2 and SL3. For instance, Team Leader Operations 

and Tactics was the heaviest weighted SL2 Category, and Supervise/Conduct Security, 

Sustainment, Vehicle Commander Operations was the heaviest weighted SL3 Category. 

 We used the blueprint exercise results to create the test blueprints for the classification 

and reclassification work. We used the weights to allocate points across the Performance 

Categories, while the ranks were used to determine the number of points for each Performance 

Requirement. Tables A.1 – A.3 show the final test blueprint for each skill level8. 

Table A.1. 11B Skill Level 1 Blueprint 

Category % Performance Requirement 

% of Points 

(w/in 

Category) 

Tactics, Security, 

Movement, Navigation 

21 Move as a member of a fire team. 19 

Perform as a member of a patrol. 14 

Prepare, enter waypoints, and navigate using a precision 

global positioning receiver. 

14 

Conduct combat operations according to the law of war. 10 

Determine direction within the target area. 10 

Challenge persons entering your area. 10 

Locate mines by visual means. 10 

Employ hand grenades during urban operations. 10 

Estimate range. 5 

 

8

 Complete blueprint exercise results for all MOS are available upon request. 

 A-1 
Table A.1. (Continued) 

Category % Performance Requirement 

% of Points 

(w/in 

Category) 

Weapons: Bayonets, 

Sights, Mines, 

Machineguns 

17 Perform function check on squad automatic weapons (SAW). 18 

Operate red dot Aimlight. 18 

Maintain/boresight/zero red dot Aimlight (M68). 18 

Correct malfunctions on MK19 grenade machine gun. 12 

Perform misfire procedure on LAW (AT4). 12 

Maintain/operate straight telescope (M145). 12 

Install/remove antitank mine. 6 

Prepare an antiarmor range card. 6 

Weapons: Rifle and 

Pistol 

16 Zero an M16-series rifle. 25 

Mount/dismount/zero aiming light to M16-series rifle. 19 

Engage targets using aiming light on M16-series rifle. 19 

Mount/dismount/zero night vision sight to M16-series rifle. 13 

Mount/dismount/zero thermal weapon sight to M16-series rifle. 13 

Correct malfunctions/perform function check on pistol. 13 

Communications 12 Prepare SINCGARS (manpack) for operation. 17 

Install, operate and troubleshoot SINCGARS single channel 

(SC) and frequency hopping (FH) as net member or net 

control station (NCS). 

17 

Operate automated net control device (ANCD). 17 

Operate tactical radio sets with security equipment. 17 

Operate secure retransmission (RETRANS) set. 8 

Use numerical cipher/authentication system/encode and 

decode messages using tactical operations code. 

8 

Prepare/submit interference message report. 8 

Recognize electronic attack (EA) and implement electronic 

protection (EP). 

8 

Vehicle Weapons 10 Load/unload 25mm ammunition cans (HEI-T, APDS). 20 

Load/unload TOW launcher system. 20 

Perform operator maintenance on coaxial (COAX) 

machinegun. 

20 

Maintain, perform system self-test, perform preoperational 

inspection of TOW launcher/missile. 

10 

Engage targets with a TOW missile system. 10 

Perform immediate action on misfire/remove misfire on a 

TOW missile system. 

10 

Collimate nightsight to TOW launcher system optical sight. 10 

Night Vision Devices 10 Operate and maintain night vision goggles. 30 

Operate and maintain night vision devices. 30 

Operate and maintain night vision weapons sights. 20 

Operate and maintain thermal viewer. 20 

 Five 11B drill instructors reviewed the SL1 blueprint to determine its relevance for a 

training test. We, therefore, had SMEs focus on the training environment. In the process, 

Performance Category Vehicle Weapons was dropped, and Weapons: Rifle and Pistol was given 

more weight. 

To create the in-unit JKT, we again worked with 11B SMEs. Because some time had 

elapsed between the creation of the SL1 blueprint and the in-unit data collection, we had the 

 A-2 
SMEs review the SL1 blueprint to confirm its utility. The Vehicle Weapons Category was again 

dropped because not all 11B Soldiers do these tasks and most of the items from this category did 

not survive SME review. Weapons: Rifle and Pistol and Weapons: Bayonets, Sights, Mines, 

Machineguns were given slightly more weight. 

Table A.2. 11B Skill Level 2 Blueprint 

Category % Performance Requirement 

% of Points 

(w/in Category) 

Team Leader 

Operations and 

Tactics 

30 Control movement of a fire team. (SL2) 27 

Select and occupy an overwatch position. (SL2) 17 

Issue an oral operations order. (SL2) 13 

Conduct a breach of a wire obstacle. (SL2) 13 

Enforce operations security. (SL2) 10 

 Locate a target by polar plot. (SL2) 10 

J10. Clear misfires. (SL2) 10 

Tactics, Security, 

Movement, 

Navigation 

20 Prepare, enter waypoints, and navigate using a 

precision global positioning receiver. (SL1) 

20 

Move as a member of a fire team. (SL1) 15 

Perform as a member of a patrol. (SL1) 15 

Determine direction within the target area. (SL1) 15 

Estimate range. (SL1) 10 

Conduct combat operations according to the law 

of war. (SL1) 

10 

Locate mines by visual means. (SL1) 10 

Employ hand grenades during urban operations. 

(SL1) 

5 

Vehicle Gunnery 15 Boresight/zero vehicle weapons systems (TOW, 

COAX, 25mm). (SL2) 

7 

Engage targets with vehicle weapons systems. 

(SL2) 

7 

Install/remove COAX. (SL2) 7 

Operate/engage targets with the TOW launcher. 

(SL2) 

7 

Engage targets with COAX. (SL2) 7 

Load/unload COAX. (SL2) 7 

Conduct preparation and mounting/dismounting 

of TOW. (SL2) 

7 

Correct malfunctions/perform function check on 

COAX. (SL2) 

7 

Perform immediate action/misfire procedures on 

TOW. (SL2) 

7 

Engage targets with automatic gun. (SL2) 7 

Load/unload automatic gun. (SL2) 7 

Perform misfire procedures on automatic gun. 

(SL2) 

7 

Determine TOW launcher firing limitations. 

(SL2) 

7 

Maintain/perform function check on automatic 

guns. (SL2) 

7 

Select firing positions/placement of 

mounted/dismounted TOW. (SL2) 

7 

 A-3 
Table A.2. (Continued) 

Category % Performance Requirement 

% of Points 

(w/in Category) 

Communications 14 Prepare SINCGARS (manpack) for operation. 

(SL1) 

14 

Operate automated net control device (ANCD). 

(SL1) 

14 

Install, operate and troubleshoot SINCGARS 

single channel (SC) and frequency hopping (FH) 

as net member or net control station (NCS). 

(SL1) 

14 

Maintain and operate C2 receiver/transmitter 

(AN/PRC 117). (SL2) 

14 

Operate tactical radio sets with security 

equipment. (SL1) 

7 

Prepare/submit interference message report. 

(SL1) 

7 

Use numerical cipher/authentication 

system/encode and decode messages using 

tactical operations code. (SL1) 

7 

Recognize electronic attack (EA) and implement 

electronic protection (EP). (SL1) 

7 

Operate secure retransmission (RETRANS) set. 

(SL1) 

7 

Install, operate, and maintain tactical telephone 

sets. (SL1) 

7 

Weapons: Bayonets, 

Sights, Mines, 

Machineguns 

11 Perform function check on squad automatic 

weapons (SAW). (SL1) 

18 

Maintain/boresight/zero red dot Aimlight (M68). 

(SL1) 

18 

Operate red dot Aimlight. (SL1) 18 

Maintain/operate straight telescope (M145). 

(SL1) 

9 

Correct malfunctions on MK19 grenade machine 

gun. (SL1) 

9 

Prepare an antiarmor range card. (SL1) 9 

Perform misfire procedure on LAW (AT4). (SL1) 9 

Install/remove antitank mine. (SL1) 9 

Weapons: Rifle and 

Pistol 

10 Zero an M16-series rifle. (SL1) 20 

Engage targets using aiming light on M16-series 

rifle. (SL1) 

20 

Mount/dismount/zero night vision sight to M16-

series rifle. (SL1) 

20 

Mount/dismount/zero thermal weapon sight to 

M16-series rifle. (SL1) 

10 

Mount/dismount/zero aiming light to M16-series 

rifle. (SL1) 

10 

Construct field expedient firing aids for M16-

series rifle. (SL1) 

10 

Correct malfunctions/perform function check on 

pistol. (SL1) 

10 

Note. Higher SLs subsume tasks from lower levels. 

 A-4 
Table A.3 11B Skill Level 3 Blueprint 

Category % Performance Requirement 

% of Points 

(w/in Category) 

Supervise: Conduct 

Security, Sustainment, 

Vehicle Commander 

Operations 

21 Operate the commander’s display/viewer on 

wheeled/track infantry vehicles. (SL3) 

33 

Direct vehicle and equipment recovery 

operations. (SL3) 

29 

Protect classified information and material. (SL3) 24 

Supervise operational decontamination. (SL3) 14 

Supervise/Conduct 

Offensive/Defensive 

Operations/Missions 

20 Conduct maneuver of a squad (dismounted). 

(SL3) 

20 

Conduct maneuver of a section/squad (mounted). 

(SL3) 

20 

Conduct defense by mounted section/squad. 

(SL3) 

15 

Conduct an attack on a building by 

dismounted/mounted unit. (SL3) 

10 

Conduct defense in urban operations, 

dismounted/mounted. (SL3) 

10 

Conduct operation of a patrol base. (SL3) 10 

Conduct point/anti-vehicle/area ambush by 

dismounted/mounted units. (SL3) 

10 

Reorganize a unit. (SL3) 5 

Supervise/Conduct 

Unit Movement 

19 Conduct movement techniques of a squad. (SL3) 26 

Conduct a leader’s reconnaissance. (SL3) 21 

Conduct reconnaissance and movement of antiarmor section. (SL3) 

16 

Direct dismount from an infantry carrier. (SL3) 16 

Direct a driver over a terrain route. (SL3) 16 

Tactics, Security, 

Movement, 

Navigation 

16 Conduct combat operations according to the law 

of war. (SL1) 

19 

Prepare, enter waypoints, and navigate using a 

precision global positioning receiver. (SL1) 

19 

Determine direction within the target area. (SL1) 13 

Estimate range. (SL1) 13 

Perform as a member of a patrol. (SL1) 13 

Destroy supplies and equipment. (SL1) 13 

Move as a member of a fire team. (SL1) 6 

Locate mines by visual means. (SL1) 6 

Employ hand grenades during urban operations. 

(SL1) 

6 

Team Leader 

Operations and 

Tactics 

13 Issue an oral operations order. (SL2) 23 

Select and occupy an overwatch position. (SL2) 15 

Control movement of a fire team. (SL2) 15 

Guide a helicopter to a landing point. (SL2) 15 

Locate a target by polar plot. (SL2) 8 

Conduct a breach of a wire obstacle. (SL2) 8 

Enforce operations security. (SL2) 8 

 A-5 
Table A.3 (Continued) 

Category % Performance Requirement 

% of Points 

(w/in Category) 

Communications 11 Operate automated net control device (ANCD). 

(SL1) 

18 

Prepare SINCGARS (manpack) for operation. 

(SL1) 

18 

Install, operate and troubleshoot SINCGARS 

single channel (SC) and frequency hopping (FH) 

as net member or net control station (NCS). 

(SL1) 

9 

Prepare/submit interference message report. 

(SL1) 

9 

Operate tactical radio sets with security 

equipment. (SL1) 

9 

Maintain and operate C2 receiver/transmitter 

(AN/PRC 117). (SL2) 

9 

Recognize electronic attack (EA) and implement 

electronic protection (EP). (SL1) 

9 

Operate secure retransmission (RETRANS) set. 

(SL1) 

9 

Use numerical cipher/authentication 

system/encode and decode messages using 

tactical operations code. (SL1) 

9 

Note. Higher SLs subsume tasks from lower levels. 

Developing the 11B Job Knowledge Test Items 

In addition to the STPs, HumRRO item developers had access to several field manuals 

(FMs) and technical manuals (TMs) to help with item development: 

• FM 3-21.71 Mechanized Infantry Platoon and Squad (Bradley) 

• FM 3-23.25 Light Anti-Army Weapons 

• FM 3-23.30 Grenades and Pyrotechnic Signals

• FM 23-27 MK 19, 40-mm Grenade Machine Gun, MOD 3

• FM 24-33 Communication Techniques: Electronic Countermeasures 

• FM 7-7 The Mechanized Infantry Platoon and Squad

• FM 7-8 The Infantry Rifle Platoon and Squad 

• TM 9-1005-201-10 Operator’s Manual Machine Gun, 5.56-mm, M249 with 

Equipment 

• TM 9-1240-413-12&P Operator’s and Unit Maintenance Manual Including Repair 

Parts and Special Tools List for M68 Sight, Reflex with Quick Release and Mount 

• TM 11-5820-890-10-1 Operator’s Manual for SINCGARS Ground Combat 

Once the items had gone through numerous internal reviews, they were reviewed by 11B 

SMEs. In this workshop, 12 BNCOC instructors and drill sergeants were split into two groups; 

each group reviewed a different set of items. In addition to reviewing the items, the SMEs also 

provided content validity ratings. About 10% of the items were dropped due to low content 

 A-6 
 A-7 

validity ratings and feedback from SMEs. ARI reviewed and provided feedback on the remaining 

items. 

For the training test, the training SMEs reviewed the SL1 items. Based on their feedback, 

we edited some items to make them more appropriate for a training test and selected the final 

item set. For the in-unit test, we worked with SMEs to review and select items that were most 

appropriate for job performance of a Soldier at approximately 18-20 months time in service. We 

used as many items as we could from the concurrent and training validation to fulfill this 

requirement. 
APPENDIX B 

19D JOB KNOWLEDGE TEST DEVELOPMENT 

 The 19D Cavalry Scout MOS is part of the reclassification effort only. The JKTs include 

SL1-3. Below we describe the process taken to create the test items. 

Developing the 19D Job Knowledge Test Blueprints 

 We used the 19D STPs for SL1-3 to develop job domains. The STPs included 17-19D1-SM 

Soldier’s Manual Cavalry Scout MOS 19D Skill Level 1; 17-19D2-SM Soldier’s Manual Cavalry 

Scout MOS 19D Skill Level 2; and 17-19D3-SM-TG Soldier’s Manual and Trainer’s Guide Cavalry 

Scout MOS 19D Skill Level 3. The job domains were hierarchical organizations of Performance 

Requirements and Categories, which we used as a basis for test blueprint development exercises (one 

for each skill level). We had 12 Advanced Non-commissioned Officer Course (ANCOC) students 

and one ANCOC instructor complete the blueprint development exercises. 

 Table B.1 contains the blueprint for SL1. The Weapons Category was given the most 

weight for SL1. As with the 11B results, the heaviest weighted Categories in SL2 and SL3 are 

supervisory in nature. Results for SL2 and SL3 are in Tables B.2 and B.3. 

Table B.1. 19D Skill Level 1 Blueprint 

Category % Performance Requirement % of Points 

(w/in Category) 

Weapons 25 Correct malfunctions, perform function checks on machine 

guns. 

32 

Mount/dismount, zero night vision sights. 16 

Set headspace and timing on caliber .50 machine gun. 20 

Operate/maintain night vision sights, night vision goggles, 

and thermal viewers. 

12 

Mount, dismount thermal sights on weapons. 20 

Communications, 

FBCB2, and Individual 

Skills 

20 Prepare SINCGARS (Manpack) for Operation. 25 

Prepare and operate SINCGARS frequency hopping. 20 

Prepare and operate global positioning system. 20 

Perform before operations checks and startup procedures for 

FBCB2. 

15 

Maintain vehicle intercom system. 15 

Tactics and Nuclear, 

Biological, Chemical 

Defense 

20 Perform movement in urban terrain (mounted/dismounted). 40 

Conduct surveillance from an LP/OP. 30 

Enter a building in urban operations. 30 

Scout Vehicles and 

Driver Skills 

20 Perform operator maintenance and maintain reconnaissance 

vehicle. 

25 

Drive/operate crew reconnaissance vehicle. 25 

React to enemy contact while operating reconnaissance 

vehicle. 

15 

Perform emergency evacuation procedures from a 

reconnaissance vehicle. 

15 

Tow/recover a reconnaissance vehicle. 10 

Load/unload and stow ammunition on reconnaissance vehicle. 10 

 B-1 
Table B.1. (Continued) 

Category % Performance Requirement % of Points 

(w/in Category) 

Mines and Demolitions 15 Detect mines, booby traps, IEDs. 47 

Construct demolition firing systems, demolition initiating 

sets, and prime military explosives. 

20 

Locate mines using mine detectors. 13 

Install and remove firing devices. 13 

Neutralize mines, booby traps, IEDs. 7 

Developing the 19D Job Knowledge Test Items 

HumRRO item developers had access to items previously developed for Project A 

(Campbell & Knapp, 2001) as well as the following Army FMs: 

• FM 3-06.11 Combined Arms Operations in Urban Terrain

• FM 3-20.15 Tank Platoon

• FM 3-20.98 Reconnaissance Platoon

• FM 7-100 Opposing Force Doctrinal Framework and Strategy

All 19D items were reviewed by internal SMEs and presented to 14 ANCOC students 

and 2 ANCOC instructors. The Army SMEs provided content validity ratings in addition to 

feedback on the items. A little over 5% of the items were dropped due to low content validity 

ratings and negative feedback from SMEs. ARI’s feedback was received and incorporated. 

Table B.2. 19D Skill Level 2 Blueprint 

Category % Performance Requirement % of Points 

(w/in Category) 

Advanced Tactics, Search 

Procedures, and Accountability 

25 Navigate while mounted; conduct vehicle tactical 

navigation. (SL2) 

28 

Search/clear a building. (SL2) 24 

Direct tactical movement (vehicle, section, 

platoon). (SL2) 

20 

Supervise local security. (SL2) 20 

Inspect personnel and equipment. (SL2) 8 

Gunnery and Vehicle 

Operations 

25 Zero, engage targets, and correct malfunctions with 

vehicle machine guns - .50 cal, 25mm, coax. (SL2) 

24 

Maintain reconnaissance vehicle weapon systems. 

(SL2) 

20 

Engage targets with reconnaissance vehicle weapon 

systems. (SL2) 

20 

Control squad/team formations while dismounted. 

(SL2) 

16 

Prepare a range card for the reconnaissance vehicle. 

(SL2) 

12 

Mount, dismount, perform system self-test, perform 

misfire procedure, engage target with M220. (SL2) 

8 

 B-2 
Table B.2. (Continued) 

Category % Performance Requirement % of Points 

(w/in Category) 

Advanced Communications and 

Reports 

15 Employ FBCB2 map, FIPR, status, admin, apps, 

nav, quick send, and filter functions. (SL2) 

27 

Issue an oral operations order. (SL2) 20 

Prepare FBCB2 combat messages, overlays, etc. 

(SL2) 

20 

Perform message management with FBCB2. (SL2) 13 

Perform during and after maintenance and 

shutdown procedures on FBCB2. (SL2) 

13 

Prepare and submit SHELREP, MORTREP, etc. 

(SL2) 

7 

Weapons 15 Set headspace and timing on caliber .50 machine 

gun. (SL1) 

27 

Correct malfunctions, perform function checks on 

machine guns. (SL1) 

20 

Prepare and operate the LRAS3, mounted and 

dismounted. (SL1) 

13 

Operate and maintain night vision sights, night 

vision goggles, and thermal viewers. (SL1) 

13 

Mount/dismount thermal sights on weapons. (SL1) 13 

Mount MK19 machine gun on vehicle. (SL2) 13 

Communications, FBCB2, and 

Individual Skills 

10 Perform before operations checks and startup 

procedures for FBCB2. (SL1) 

30 

Prepare and operate SINCGARS frequency 

hopping. (SL1) 

20 

Prepare and operate global positioning system. (SL1) 20 

Prepare SINCGARS (manpack) for operation. (SL1) 20 

Assemble adjoining map sheets. (SL1) 10 

Advanced Demolitions, NBC, 

and Platoon Warning Systems 

10 Clear misfires and supervise personnel handling 

ammunition. (SL2) 

30 

Supervising positioning of chemical agent alarms. 

(SL2) 

20 

Conduct a demolition guard operation. (SL2) 20 

Prepare, install, and monitor a platoon early 

warning system. (SL2) 

20 

Use and operate radiac meters, dosimeters, and 

chargers. (SL2) 

10 

Note. Higher SLs subsume tasks from lower levels. 

 B-3 
 B-4 

Table B.3. 19D Skill Level 3 Blueprint 

Category % Performance Requirement % of Points 

(w/in Category) 

Tactics—Conduct Mounted 

and Dismounted Operations 

30 Plan and conduct reconnaissance of a built-up area. 

(SL3) 

27 

Plan and conduct a patrol (mounted and dismounted). 

(SL3) 

20 

Conduct a route, zone, area, bridge, and obstacle 

(including water obstacle) reconnaissance. (SL3) 

20 

Supervise placement of OP/LP. (SL3) 17 

Direct reaction to ambush in urban terrain. (SL3) 10 

Direct search of a building; mark a building. (SL3) 7 

Logistics, Maintenance, 

Range, and Vehicle 

Operations Supervision 

20 Conduct resupply operation at platoon/team level. 

(SL3) 

30 

Direct vehicle and equipment recovery operations. 

(SL3) 

25 

Supervise boresighting and zeroing of reconnaissance 

vehicle weapon systems. (SL3) 

20 

Direct operation of live-fire ranges. (SL3) 10 

Direct engagements from the commander’s position of 

reconnaissance vehicle. (SL3) 

10 

Conduct evacuation drills of reconnaissance vehicle. 

(SL3) 

5 

Advanced Tactics, Search 

Procedures, and 

Accountability 

15 Direct tactical movement (vehicle, section, platoon). 

(SL2) 

27 

Navigate while mounted; conduct vehicle tactical 

navigation. (SL2) 

20 

Search/clear a building. (SL2) 20 

Conduct terrain reconnaissance (determine stream 

velocity, % of slopes, radius of curves, etc). (SL2) 

13 

Supervise local security. (SL2) 13 

Search vehicles and conduct personal search/frisk in a 

combat environment. (SL2) 

7 

Communications and NBC 

Supervision 

15 Perform a map reconnaissance. (SL3) 40 

Prepare a map overlay, route reconnaissance overlay, 

section sector sketch. (SL3) 

27 

Develop a 5 point contingency plan; conduct troop 

leading procedures. (SL3) 

20 

Prepare and submit SITREP. (SL3) 13 

Advanced Communications 

and Reports 

10 Issue an oral operations order. (SL2) 30 

Prepare FBCB2 combat messages, overlays, etc. (SL2) 20 

Employ FBCB2 map, FIPR, status, admin, apps, nav, 

quick send, and filter functions. (SL2) 

20 

Perform message management with FBCB2. (SL2) 20 

Prepare and submit SHELREP, MORTREP, etc. (SL2) 10 

Weapons 10 Mount, dismount, zero night vision sights. (SL1) 30 

Prepare and operate LRAS3, mounted and dismounted. 

(SL1) 

20 

Operate and maintain night vision sights, night vision 

goggles, and thermal viewers. (SL1) 

20 

Perform operator maintenance/troubleshoot LRAS3. 

(SL3) 

20 

Boresight the LRAS3 FLIR and day video camera. (SL3) 10 

Note. Higher SLs subsume tasks from lower levels. 
APPENDIX C 

19K JOB KNOWLEDGE TEST DEVELOPMENT 

 The 19K Armor Crewman MOS is part of the concurrent, training, and in-unit validation. 

A concurrent validation JKT was developed previously (Ingerick et al., 2009). Here we describe 

the process to create the training and in-unit JKTs. 

Developing the 19K Job Knowledge Tests 

We were able to use data, the test blueprint, and items from the PerformM21 work (Knapp & 

Campbell, 2006) as our starting point so we did not need to develop new 19K test items. Four AIT 

instructors and one civilian training specialist helped with the training test development. The SMEs 

reviewed the blueprint developed in ARI’s PerformM21 research effort and made adaptations 

resulting with the training blueprint shown in Table C.1. 

 The SMEs reviewed 87 SL1 PerformM21 items across the nine Performance Categories. 

Based on their feedback, we dropped just under one-third of the items and edited others for a 

training test. The final test has 61 items and 73 points. 

Table C.1. 19K Training Blueprint 

Category % Performance Requirement % of Points 

(w/in Category) 

Perform Tank Driver 

Functions and Operations 

30% Drive a tank (all conditions). 41 

Start/stop the tank engine. 23 

Prepare the tank driver’s station for operation. 18 

Perform tank driver’s before, during, and after-operation 

checks and services. 

18 

Operate and Maintain TankMounted Machine Guns 24% Engage targets with the M240 machine gun from the 

tank loader’s station. 

82 

Perform operator maintenance on an M240/M240C 

machine gun/.50 cal HBTT. 

18 

Maintain, Load, and Stow 

Tank Gun Ammunition 

14% Inspect tank ammunition for serviceability and prepare it 

for stowing. 

50 

Stow ammunition in a tank. 50 

Perform Tank Maintenance 

Functions 

12% Main gun maintenance and service. 100 

Perform General Tank Crew 

Operations 

8% Extinguish a fire on a tank. 50 

Use visual signaling techniques. 33 

Evacuate a wounded crewman from a tank. 17 

Perform Tank Loader 

Functions and Operations 

7% Perform tank loader main gun misfire procedures. 60 

Load/unload the tank main gun. 40 

Operate in a Net-Centric 

Environment 

6% Operate SINCGARS single channel (SC) frequency 

hopping (FH) as a net member or as net control station 

(NCS). 

100 

For the in-unit JKT, we used item statistics from the concurrent and training validation 

data collections to identify potential items for the in-unit test. These items were reviewed by 

Armor SMEs and their modifications were implemented. The SMEs created a list of performance 

areas that 19K Soldiers with one year in service should master. This list substantially overlapped 

 C-1 
 C-2 

with the training blueprint categories confirming that our existing blueprint was adequate. 

However, a few changes were implemented. For example, the Operate in a Net-Centric 

Environment Category was dropped because the existing items were dated. Also, the Perform 

Tank Maintenance Functions Category was expanded to include additional Performance 

Requirements. 

The in-unit SMEs originally suggested creating different versions of the test based on the 

actual equipment a Soldier primarily uses: the M1A1, the M1A2, or the Stryker Mobile Gun 

System (MGS). We advised that we do not have the resources to support development of three 

different versions of the 19K test. Instead we selected items that apply to both the M1A1 and 

M1A2 tanks. We also included an extra 17 M1A1-only test items. Soldiers who are assigned to 

Stryker units will not be administered 19K items. However, they will complete the ALQ. 
APPENDIX D 

31B JOB KNOWLEDGE TEST DEVELOPMENT 

 The 31B Military Police MOS is part of the training and in-unit validation, and the 

reclassification effort. The JKTs include a training test, a SL1 test for both the in-unit validation 

and reclassification effort, and SL2 and SL3 tests for the reclassification effort. 

Developing the 31B Job Knowledge Test Blueprints 

 In addition to the 31B STPs (19-95B1-SM MOS95B, Military Police Skill Level 1 Soldier 

Manual9

 and 19-95B24-SM-TG MOS95B, Military Police Skill Levels 2/3/4 Soldier’s Manual 

and Trainer’s Guide), we used the Military Police (31B) Job Analysis Survey results (Knapp & 

Campbell, 2006) to guide our organization of Performance Requirements and Categories. 

Twelve BNCOC instructors completed a blueprint development exercise. In contrast to 

what project staff had proposed, the SMEs preferred Performance Requirements and Categories 

that match more closely the subject area and task organization in the tables of contents of the 

31B STPs. We implemented these changes and gathered weights and ranks of the Performance 

Categories and Requirements, respectively. 

We developed items for just the six highest-weighted Categories for SL1 (six for SL2 and 

five for SL3) based on two factors. First, we needed to reduce the large number of Categories (14) 

and Requirements to develop tests that could be administered within the time limits established. 

Second, the SMEs advised that the first six Categories contained the tasks that 31B Soldiers would 

spend the bulk of their time performing. The Weapons and Combat Techniques Categories received 

the highest weights for SL1, whereas Combat Techniques was the heaviest weighted Category for 

SL2. Table D.1 shows the results for SL1. The results for SL2 are in Table D.2. The SL3 requirement 

was dropped by ARI to allow for other requirements. 

Table D.1. 31B Skill Level 1 Blueprint 

Category % Performance Requirement % of Points 

(w/in Category) 

Weapons 24 MK19 MG – load, unload, correct malfunctions, engage targets, 

maintain, perform function check, zero, prepare range card, 

mount/dismount from vehicle/ tripod. 

32 

M2 MG – load, unload, correct malfunctions, engage targets, 

maintain, perform function check, zero, prepare range card, 

mount/dismount from vehicle/tripod. 

32 

M249 MG – load, unload, zero, perform function check, lay 

using field expedients. 

20 

M9 Pistol – load, unload, correct malfunctions, engage targets, 

maintain, perform function check. 

16 

Combat 

Techniques 

24 Move as a member of a fire team. 32 

Locate mines/IEDs/booby traps by visual means. 32 

React to indirect fire while mounted. 20 

Prepare mine detector/locate mines. 16 

 

9

 Effective 1 October 2003 the Military Police MOS designation changed from 95B to 31B. 

 D-1 
Table D.1. (Continued) 

Category % Performance Requirement % of Points 

(w/in Category) 

Urban Operations 14 Perform movement techniques during MOUT. 50 

Select hasty firing positions during MOUT. 29 

Prepare positions for individual and crew-served weapons 

during MOUT.

21 

Area Security 14 Perform as a member of an in-transit security team. 50 

Patrol a restricted area. 29 

Control entry to and exit from a restricted area. 21 

Maneuver and 

Mobility Support 

Operations 

(MMSO) 

14 Operate a traffic control point (TCP). 36 

Operate a roadblock and a checkpoint. 36 

Control traffic at a defile and holding area. 14 

Operate a dismount point. 14 

Detainee 

Operations 

10 Perform EPW/Civilian Internee (CI) security and control 

activities at an EPW/CI camp. 

40 

Process EPW/CI at a collecting point or holding area. 40 

Escort EPW/CI to rear area. 10 

Process EPW/CI for internment. 10 

Unlike the NCOs who served as SMEs for the classification and reclassification work, the 

three SMEs for the training work were civilians with responsibility for training development and 

delivery. They declined to comment on the SL1 blueprint, so we made no edits and used it for 

the training test. 

Table D.2. 31B Skill Level 2 Blueprint 

Category % Performance Requirement % Points (w/in 

Category) 

Combat 

Techniques 

25 Move as a member of a fire team. (SL1) 24 

Control movement of a fire team. (SL2) 16 

Control organic fires. (SL2) 16 

Call for and control CAS. (SL2) 12 

Locate mines/IEDs/booby traps by visual means. (SL1) 8 

Locate a target by polar plot/shift from known point. (SL2) 8 

React to indirect fire while mounted. (SL1) 8 

Prepare mine detector/locate mines. (SL1) 4 

Direct a minesweeping party. (SL2) 4 

Urban 

Operations 

17 Perform movement techniques during MOUT. (SL1) 35 

Select hasty firing positions during MOUT. (SL1) 35 

Prepare positions for individual and crew-served weapons during 

MOUT. (SL1)

30 

Area Security 17 Perform as a member of an in-transit security team. (SL1) 41 

Patrol a restricted area. (SL1) 35 

Control entry to and exit from a restricted area. (SL1) 24 

Maneuver and 

Mobility 

Support 

Operations 

(MMSO) 

17 Operate a traffic control point (TCP). (SL1) 22 

Operate a roadblock and a checkpoint. (SL1) 18 

Supervise establishment and operation of a TCP. (SL2) 18 

Supervise establishment and operation of roadblock/checkpoint. (SL2) 18 

Control traffic at a defile and holding area. (SL1) 6 

Supervise establishment and operation of defile/holding area. (SL2) 6 

Operate a dismount point. (SL1) 6 

Supervise establishment and operation of a dismount point. (SL2) 6 

 D-2 
Table D.2. (Continued) 

Category % Performance Requirement % Points (w/in 

Category) 

Weapons 12 MK19 MG – load, unload, correct malfunctions, engage targets, 

maintain, perform function check, zero, prepare range card, 

mount/dismount from vehicle/ tripod. (SL1) 

25 

M2 MG – load, unload, correct malfunctions, engage targets, 

maintain, perform function check, zero, prepare range card, 

mount/dismount from vehicle/tripod. (SL1) 

25 

M203 grenade launcher - load, unload, correct malfunctions, 

engage targets, maintain, perform function check. (SL2) 

17 

M249 MG – load, unload, zero, perform function check, lay using 

field expedients. (SL1) 

17 

M9 Pistol – load, unload, correct malfunctions, engage targets, 

maintain, perform function check. (SL1) 

17 

Detainee 

Operations 

12 Perform EPW/Civilian Internee (CI) security and control activities 

at an EPW/CI camp. (SL1) 

42 

Process EPW/CI at a collecting point or holding area. (SL1) 25 

Escort EPW/CI to rear area. (SL1) 17 

Process EPW/CI for internment. (SL1) 17 

Note. Higher SLs subsume tasks from lower levels. 

 We secured the assistance of SMEs once again to help create the in-unit test. The SL1 

blueprint again served as the starting point. Two Categories increased their weight slightly: Area 

Security and Combat Techniques. MMSO and Detainee Operations decreased their weight 

slightly. 

Developing the 31B Job Knowledge Test Items 

Using the STPs and the following Army manuals as source material, HumRRO staff 

developed test items. 

• FM 3-19.1 Military Police Operations

• FM 3-19.4 Military Police Leader’s Handbook

• FM 19-10 Military Police Law and Order Operations

Twelve ANCOC students reviewed skill levels 1 and 2 items and provided content 

validity ratings. Some items required minor edits, but none were dropped at this stage. ARI 

reviewed and provided feedback on the 31B items. 

 We had the civilian SMEs review the SL1 items to determine their appropriateness for a 

training test. They were provided paper copies of all SL1 items and they provided written 

feedback on each item. A summary of their concerns is noted below: 

• Since the SL1 items were developed in fall 2006, new doctrine has been introduced. 

Because of the new doctrine, many items were outdated. 

• They thought there were too many “knowledge only” items and not enough 

performance-based items. They felt that the tasks learned in OSUT are performancebased, so the test items should follow that concept. 

 D-3 
 D-4 

• The non-traditional item formats were not acceptable to them. It was their opinion 

that these formats do not follow Army test item construction guidelines and are 

unnecessarily confusing. 

Based on their feedback we did a major review of the items. Many were dropped and many 

were rewritten to reflect doctrinal changes. Area Security and Detainee Operations were the 

categories most affected by the new doctrine. Our focus was on the content of the items, rather 

than the format, meaning that we did not rewrite non-traditional items to be multiple choice items. 

 To select items for the in-unit test, we first reviewed the training statistics to identify those 

items with the most potential for use as measures of job performance, rather than training 

performance. The items identified were submitted to SMEs for review, and based on their input 

items were selected for inclusion on the in-unit test. 
APPENDIX E 

63B JOB KNOWLEDGE TEST DEVELOPMENT 

 The 63B Wheeled Vehicle Mechanic MOS is part of the concurrent, training, and in-unit 

validation and reclassification effort. The JKTs include a training test, a SL1 test for the 

concurrent and in-unit validation and reclassification work, and SL2 and SL3 tests for the 

reclassification work. The development of the concurrent validation test is described in Ingerick 

et al. (2009). 

Developing the 63B Job Knowledge Test Blueprints 

 The job domain was defined using the STP (9-63B13-SM-TG Soldier’s Manual and 

Trainer’s Guide 63B, Wheeled Vehicle Mechanic: Skill Levels 1, 2, and 3) as a guide. Twelve 

ANCOC students and one ANCOC instructor provided weights and ranks for the Performance 

Categories and Requirements, respectively. 

 The SL1 Category weights were fairly even, with the Chassis Category garnering the 

heaviest weight. In SL2, General Maintenance was weighted heaviest, and in SL3, Shop 

Management and Operations Supervision was the heaviest weighted category. See Tables E.1 – E.3 

for the blueprints. 

 The SL1 blueprint was modified for the training requirement with the help of seven 63B AIT 

instructors. The result was that Engine, Electrical, and Chassis increased slightly in weight while 

Power Train decreased by quite a bit (i.e., 26% to 16%). For the in-unit work, we had a different set 

of SMEs review the existing SL1 blueprint to determine its appropriateness for use as the basis for 

the in-unit test. The SMEs weighted Electrical and Power Train more and General Maintenance

less. 

Table E.1. 63B Skill Level 1 Blueprint 

Category 

% of 

Test Performance Requirement 

% of Points 

(within 

Category)

Engine: Lubrication, fuel, 

exhaust, and cooling system 

18 Troubleshoot and correct malfunctions in fuel 

 system. 

17 

Troubleshoot and correct malfunctions of glow plug 

system. 

17 

Service engine assembly. 17 

Correct malfunctions in fuel pump. 11 

Troubleshoot cooling system and replace radiator, 

hoses, lines and clamps. 

11 

Correct malfunctions of fan, fan drive, and drive belts. 6 

Replace fuel lines and fittings, fuel filter assembly, fuel 

tank. 

6 

Troubleshoot exhaust system and replace muffler and 

crossover pipe. 

5 

Correct malfunctions in oil cooler and lines. 5 

Replace engine oil filter. 5 

 E-1 
Table E.1. (Continued) 

Category 

% of 

Test Performance Requirement 

% of Points 

(within 

Category)

Electrical: Engine, 

instrument panel, wiring 

harness systems 

16 Troubleshoot malfunctions of electrical system. 19 

Troubleshoot starter system and replace starter. 19 

Troubleshoot charging system. 13 

Repair engine and chassis wiring harness. 6 

Troubleshoot electrical gauges. 6 

Correct malfunctions of sending units and warning 

switches. 

6 

Correct malfunctions of alternator. 13 

Replace protective control box. 6 

Correct malfunctions of 100 amp alternator. 6 

Correct malfunction of batteries. 6 

Power Train: Transmission, 

transfer, propeller shafts, 

axles and components 

19 Troubleshoot and service transmission. 16 

Adjust geared hub spindle bearing. 11 

Troubleshoot transfer. 11 

Troubleshoot axles. 11 

Replace upper and lower ball joints. 11 

Replace CV boot assembly. 11 

Replace propeller shafts, universal joints, and center 

bearings. 

11 

Replace front axle spindle. 5 

Replace halfshaft. 5 

Correct malfunction of geared hub and knuckle. 4 

Replace neutral safety switch. 4 

Chassis: Brakes, wheels and 

hubs, steering, spring and 

shocks, body, winch 

components, central tire 

inflation system (CTIS) 

24 Troubleshoot brake system. 14 

Replace hand brake shoes. 9 

Replace service brake shoes. 9 

Replace master cylinder and hydro-boost. 4 

Troubleshoot steering system. 8 

Replace brake lines and fittings. 8 

Correct malfunctions of wheel and tire assemblies. 8 

Troubleshoot and correct malfunctions on central tire 

inflation system (CTIS). 

4 

Replace front and rear brake pads, calipers, and rotors. 4 

Correct malfunction of drag link assembly. 4 

Replace air compressor and belts; inspect air brake 

control valves. 

4 

Replace air hydraulic cylinder and treadle valve. 4 

Correct malfunction of tie rod assembly. 4 

Correct malfunction of power assist cylinder; replace 

power steering lines and fittings. 

4 

Replace shock absorbers. 4 

Replace seat belts. 4 

Troubleshoot winch. 4 

General Maintenance: Test 

equipment, tool kits, 

preventive maintenance 

23 Perform scheduled preventive maintenance checks and 

services (PMCS). 

48 

Maintain toolkit. 9 

Prepare equipment inspection maintenance worksheet. 17 

Maintain test, measurement, and diagnostic equipment 

(TMDE). 

17 

Maintain assigned vehicle. 9 

 E-2 
Table E.2. 63B Skill Level 2 Blueprint 

Category % of 

Test 

Performance Requirement % of Points (w/in 

Category) 

Engine: Lubrication, fuel, 

exhaust, and cooling system 17 Troubleshoot and correct malfunctions in fuel system. (SL1/2) 

18 

Troubleshoot and correct malfunctions of glow plug 

system. (SL1/2) 

18 

Service engine assembly. (SL1/2) 17 

Correct malfunctions in fuel pump. (SL1/2) 11 

Replace fuel lines and fittings, fuel filter assembly, 

fuel tank. (SL1/2) 

6 

Troubleshoot cooling system and replace radiator, 

hoses, lines and clamps. (SL1/2) 

6 

Correct malfunctions of fan, fan drive, and drive 

belts. (SL1/2) 

6 

Correct malfunctions in oil cooler and lines. (SL1/2) 6 

Troubleshoot exhaust system and replace muffler 

and crossover pipe. (SL1/2) 

6 

Replace engine oil filter. (SL1/2) 6 

Electrical: Engine, 

instrument panel, wiring 

harness systems 

18 Troubleshoot malfunctions of electrical system. 

(SL1/2) 

21 

Repair engine and chassis wiring harness. (SL1/2) 6 

Troubleshoot charging system. (SL1/2) 16 

Troubleshoot electrical gauges. (SL1/2) 11 

Troubleshoot starter system and replace starter. 

(SL1/2) 

11 

Correct malfunctions of alternator. (SL1/2) 11 

Correct malfunctions of sending units and warning 

switches. (SL1/2) 

6 

Correct malfunctions of 100 amp alternator. (SL1/2) 6 

Correct malfunction of batteries. (SL1/2) 6 

Replace protective control box. (SL1/2) 6 

Power Train: Transmission, 

transfer, propeller shafts, 

axles and components 

17 Troubleshoot and service transmission. (SL1/2) 18 

Troubleshoot transfer. (SL1/2) 12 

Replace propeller shafts, universal joints, and center 

bearings. (SL1/2) 

12 

Troubleshoot axles. (SL1/2) 11 

Replace front axle spindle. (SL1/2) 6 

Replace upper and lower ball joints. (SL1/2) 11 

Correct malfunction of geared hub and knuckle. 

(SL1/2) 

6 

Adjust geared hub spindle bearing. (SL1/2) 6 

Replace halfshaft. (SL1/2) 6 

Replace CV boot assembly. (SL1/2) 6 

Replace neutral safety switch. (SL1/2) 6 

 E-3 
Table E.2. (Continued) 

Category % of 

Test 

Performance Requirement % of Points (w/in 

Category) 

Chassis: Brakes, wheels and 

hubs, steering, spring and 

shocks, body, winch 

components, central tire 

inflation system (CTIS) 

18 Troubleshoot brake system. (SL1/2) 11 

Troubleshoot and correct malfunctions on central tire 

inflation system (CTIS). (SL1/2) 

6 

Replace front and rear brake pads, calipers, and 

rotors. (SL1/2) 

6 

Troubleshoot steering system. (SL1/2) 6 

Replace master cylinder and hydro-boost. (SL1/2) 6 

Replace air hydraulic cylinder and treadle valve. 

(SL1/2) 

6 

Replace air compressor and belts; inspect air brake 

control valves. (SL1/2) 

6 

Replace service brake shoes. (SL1/2) 6 

Replace brake lines and fittings. (SL1/2) 

Correct malfunction of power assist cylinder; replace 

power steering lines and fittings. (SL1/2) 

6 

Replace hand brake shoes. (SL1/2) 5 

Correct malfunctions of wheel and tire assemblies. 

(SL1/2) 

5 

Correct malfunction of drag link assembly. (SL1/2) 5 

Correct malfunction of tie rod assembly. (SL1/2) 5 

Replace shock absorbers. (SL1/2) 5 

Troubleshoot winch. (SL1/2) 5 

Replace seat belts. (SL1/2) 5 

General Maintenance: Test 

equipment, tool kits, 

preventive maintenance 

30 Perform scheduled preventive maintenance checks 

and services (PMCS). (SL1/2) 

47 

Maintain test, measurement, and diagnostic 

equipment (TMDE). (SL1/2) 

17 

Prepare equipment inspection maintenance 

worksheet. (SL1/2) 

16 

Maintain assigned vehicle. (SL1/2) 10 

Maintain toolkit. (SL1/2) 10 

Note. Higher SLs subsume tasks from lower levels. 

Developing the 63B Job Knowledge Test Items 

 

We adapted some Project A (Campbell & Knapp, 2001) and PerformM21 (Knapp & 

Campbell, 2006) items for this MOS. We also developed items using several Army manuals: 

• AR 385-10 The Army Safety Program

• DA PAM 738-750 Functional Users Manual for the Army Maintenance Management 

System (TAMMS) 

• FM 1-02 Operational Terms and Graphics

• FM 5-170 Engineer Reconnaissance

 E-4 
• TM 9-2320-280-10 Operator’s Manual for Truck, Utility: Cargo/Troop Carrier, 1-1/4 

Ton, 4X4, M998 

• TM 9-2320-365-10 Operator’s Instruction Manual M1078 Series, 2-1/2 Ton, 4X4, Light 

Medium Tactical Vehicles (LMTV) 

• TM 9-8000 Principles of Automotive Vehicles

These items were subjected to several rounds of reviews by internal SMEs and presented to six 

BNCOC students who provided feedback and content validity ratings. Just under one quarter of 

items were dropped due to low content validity ratings and negative feedback from SMEs. ARI 

reviewed and provided feedback on the items. 

For the training test, seven AIT instructors reviewed SL1 items and based on their input, 

training item selection decisions were made. We edited several items to make them relevant for a 

training test. 

We reviewed the training statistics to help identify items that could potentially be used 

for the in-unit test. SMEs reviewed these items and others, and based on their input, we selected 

items for the in-unit test. 

Table E.3. 63B Skill Level 3 Blueprint 

Category % of 

Test 

Performance Requirement % of Points (w/in 

Category) 

Engine: Lubrication, fuel, 

exhaust, and cooling system 

9 Troubleshoot and correct malfunctions in fuel system. 

(SL1/2) 

12 

Troubleshoot and correct malfunctions of glow plug 

system. (SL1/2) 

10 

Replace fuel lines and fittings, fuel filter assembly, fuel 

tank. (SL1/2) 

10 

Correct malfunctions in fuel pump. (SL1/2) 10 

Troubleshoot cooling system and replace radiator, 

hoses, lines and clamps. (SL1/2) 

10 

Correct malfunctions in oil cooler and lines. (SL1/2) 10 

Troubleshoot exhaust system and replace muffler and 

crossover pipe. (SL1/2) 

10 

Service engine assembly. (SL1/2) 10 

Correct malfunctions of fan, fan drive, and drive belts. 

(SL1/2) 

9 

Replace engine oil filter. (SL1/2) 9 

Electrical: Engine, 

instrument panel, wiring 

harness systems 

8 Troubleshoot malfunctions of electrical system. (SL1/2) 13 

Repair engine and chassis wiring harness. (SL1/2) 13 

Troubleshoot charging system. (SL1/2) 13 

Troubleshoot starter system and replace starter. (SL1/2) 13 

Correct malfunctions of sending units and warning 

switches. (SL1/2) 

13 

Troubleshoot electrical gauges. (SL1/2) 13 

Correct malfunctions of alternator. (SL1/2) 13 

Correct malfunctions of 100 amp alternator. (SL1/2) 12 

Replace protective control box. (SL1/2) 12 

Correct malfunction of batteries. (SL1/2) 12 

 E-5 
Table E.3. (Continued) 

Category % of 

Test 

Performance Requirement % of Points (w/in 

Category) 

Power Train: Transmission, 

transfer, propeller shafts, 

axles and components 

10 Troubleshoot transfer. (SL1/2) 10 

Troubleshoot and service transmission. (SL1/2) 10 

Replace propeller shafts, universal joints, and center 

bearings. (SL1/2) 

10 

Correct malfunction of geared hub and knuckle. 

(SL1/2) 

10 

Adjust geared hub spindle bearing. (SL1/2) 10 

Replace upper and lower ball joints. (SL1/2) 10 

Troubleshoot axles. (SL1/2) 10 

Replace front axle spindle. (SL1/2) 10 

Replace halfshaft. (SL1/2) 10 

Replace CV boot assembly. (SL1/2) 10 

Replace neutral safety switch. (SL1/2) 10 

Chassis: Brakes, wheels and 

hubs, steering, spring and 

shocks, body, winch 

components, central tire 

inflation system (CTIS) 

11 Troubleshoot brake system. (SL1/2) 19 

Replace air hydraulic cylinder and treadle valve. (SL1/2) 18 

Troubleshoot steering system. (SL1/2) 18 

Correct malfunction of power assist cylinder; replace 

power steering lines and fittings. (SL1/2) 

9 

Replace front and rear brake pads, calipers, and rotors. 

(SL1/2) 

9 

Replace master cylinder and hydro-boost. (SL1/2) 9 

Correct malfunctions of wheel and tire assemblies. 

(SL1/2) 

9 

Correct malfunction of drag link assembly. (SL1/2) 9 

General Maintenance: Test 

equipment, tool kits, 

preventive maintenance 

15 Maintain test, measurement, and diagnostic equipment 

(TMDE). (SL1/2) 

34 

Perform scheduled preventive maintenance checks and 

services (PMCS). (SL1/2) 

2 

Prepare equipment inspection maintenance worksheet. 

(SL1/2) 

2 

Maintain assigned vehicle. (SL1/2) 13 

Maintain toolkit. (SL1/2) 13 

Shop Management and 

Operations Supervision 

30 Manage the unit level logistics system (ULLS). (SL3) 13 

Review Army Material Status System (AMSS) reports. 

(SL3) 

13 

Supervise maintenance operations. (SL3) 10 

Manage shop safety program. (SL3) 10 

Manage tool control procedures. (SL3) 7 

Prepare a standing operating procedure (SOP). (SL3) 7 

Maintain publications library. (SL3) 7 

Establish maintenance facilities. (SL3) 7 

Interpret a maintenance operational overlay. (SL3) 7 

Manage TMDE calibration program. (SL3) 7 

Deploy maintenance/recovery support team. (SL3) 3 

Manage key control procedures. (SL3) 3 

Manage the unit Army oil analysis program (AOAP). 

(SL3) 

3 

Conduct terrain and route reconnaissance. (SL3) 3 

 E-6 
 E-7 

Table E.3. (Continued) 

Category % of 

Test 

Performance Requirement % of Points (w/in 

Category) 

Diagnostic and Recovery 

Management 

17 Perform diagnostic procedures of fuel systems. (SL3) 12 

Perform diagnostic procedures of diesel engines. (SL3) 11 

Perform diagnostic procedures of electrical systems. 

(SL3) 

11 

Perform diagnostic procedures of air systems. (SL3) 6 

Perform diagnostic procedures of transmission 

systems. (SL3) 

6 

Perform diagnostic procedures of steering systems. 

(SL3) 

6 

Perform diagnostic procedures of brake systems. (SL3) 6 

Perform diagnostic procedures of cooling systems. 

(SL3) 

6 

Perform diagnostic procedures of hydraulic systems. 

(SL3) 

6 

Perform diagnostic procedures of CTIS. (SL3) 6 

Perform diagnostic procedures of winch systems. (SL3) 6 

Perform battlefield damage assessment and repair 

(BDAR). (SL3) 

6 

Recover a disabled or overturned vehicle. (SL3) 6 

Determine recovery method. (SL3) 6 

Operate oxyacetylene equipment. (SL3) 6 

Perform diagnostic procedures on material handling 

equipment (MHE). (SL3) 

6 

Perform diagnostic procedures on trailers. (SL3) 6 

Note. Higher SLs subsume tasks from lower levels. 
APPENDIX F 

68W JOB KNOWLEDGE TEST DEVELOPMENT 

 The 68W Health Care Specialist MOS is part of the concurrent, training, and in-unit 

validation. Because this MOS is not part of the reclassification effort, no SL2 or 3 tests are 

needed. A concurrent validation JKT was developed previously (Ingerick et al., 2009), but that 

test did not completely cover the 68W MOS performance domain. Unlike the 19K MOS, which 

also was not part of the reclassification work, the 68W MOS did not have a “ready-to-use” 

blueprint and database of items from which to start. Therefore, the initial step was to develop a 

SL1 test blueprint and subsequently, SL1 test items. 

Developing the 68W Job Knowledge Test Blueprints 

To identify the job domain for the SL1 JKT, we reviewed the 68W STP (8-91W15-SM-TG 

Soldier’s Manual and Trainer’s Guide 91W, Health Care Specialist: Skill Levels 1, 2, 3, 4, and 510), 

focusing on the SL1 Performance Requirements. Six BNCOC instructors completed a blueprint 

exercise. Although the reaction to the preliminary list was favorable, the SMEs felt that a fifth 

category, Contemporary Operating Environment, should be added to reflect tactical concepts. 

The Category weights were fairly even, with Casualty Management and Emergency Medical 

Treatment receiving the highest weights. Using the blueprint exercise results, we developed the SL1 

test blueprint. Eight AIT instructors reviewed the Performance Requirements for the SL1 categories 

and we used their feedback to create the training test blueprint. As a result of this process, Triage and 

Evacuation received a lower weight and Basic Patient Care received a higher weight. We had 

another group of SMEs review the SL1 blueprint for use in the in-unit test. The weights for the 

Performance Categories remain largely the same as in the SL1 blueprint. 

Developing the 68W Job Knowledge Test Items 

HumRRO item developers used the STPs and other sources, such as the following, for 

item development: 

• FM 3-21.38 Pathfinder Operations

• FM 6-22.5 Combat Stress

• FM 27-10 The Law of Land Warfare

All items were reviewed by internal SMEs and reviewed by six BNCOC instructors who 

provided content validity ratings. A few items were dropped due to low content validity ratings 

and feedback from SMEs. Additional items were identified as questionable, and are currently in 

the item bank with a status of “revise or drop.” 

The AIT instructors involved with the training test blueprint selected items for a training 

test. We secured another group of SMEs to review and select items for the in-unit test. 

 

10 Effective 1 October 2006 the Health Care Specialist MOS designation changed from 91W to 68W. 

 F-1 
 F-2 

Table F.1. 68W Skill Level 1 Blueprint 

Category 

% of 

Test Performance Requirement 

% of Points 

(within 

Category) 

Basic Patient Care 17 Measure a patient’s vital signs. 18 

Initiate and manage an intravenous infusion. 12 

Prepare and administer an injection. 12 

Perform oral and nasopharyngeal suctioning of patient. 12 

Administer morphine. 6 

Establish a sterile field. 6 

Obtain a blood specimen using a Vacutainer. 6 

Initiate a Field Medical Card. 6 

Perform a wound irrigation. 6 

Change a sterile dressing. 6 

Document patient care using SOAP format. 5 

Administer oral or topical medications. 5 

Emergency Medical 

Treatment 

23 Open the airway. 17 

Clear an upper airway obstruction. 14 

Administer external chest compressions. 14 

Perform rescue breathing. 14 

Control bleeding. 9 

Insert an oropharyngeal or nasopharyngeal airway. 4 

Treat a cardiac emergency. 4 

Treat a respiratory emergency. 4 

Set up an oxygen tank. 4 

Administer oxygen. 4 

Perform needle chest compression. 4 

Insert a Combitube. 4 

Initiate treatment for shock. 4 

Casualty Management 23 Perform a trauma casualty assessment. 13 

Perform a medical casualty assessment. 13 

Manage an unconscious casualty. 10 

Immobilize a suspected fracture or dislocation. 10 

Treat lacerations, contusions, and extrusions of the eye. 9 

Treat a casualty with an open or closed chest wound. 9 

Treat a casualty with an open abdominal wound. 4 

Transport a casualty with a suspected spinal injury. 4 

Apply a dressing to an impalement injury. 4 

Treat a casualty with an open or closed head injury. 4 

Treat a casualty with a closed head wound. 4 

Treat a casualty for a heat/cold injury. 4 

Provide basic emergency treatment for painful, swollen, or 

deformed extremities. 

4 

Treat a chemical casualty in the field. 4 

Decontaminate a casualty. 4 

Triage and Evacuation 20 Triage casualties on a conventional battlefield. 30 

Triage casualties on an integrated battlefield. 30 

Load casualties onto ground evacuation platforms. 15 

Load casualties onto nonstandard vehicles. 10 

Establish a helicopter landing point. 10 

Guide a helicopter to a landing point. 5 

Contemporary Operating 

Environment 

17 PTSD/Battle stress identification and treatment. 47 

Enemy prisoner of war detainee care. 35 

Civilians on battlefield. 18 
APPENDIX G 

88M JOB KNOWLEDGE TEST DEVELOPMENT 

 The 88M Transport Operator MOS is part of the training and in-unit validation, and the 

reclassification effort. The JKTs include a training test, a SL1 test for both the in-unit and 

reclassification efforts, and SL2 and SL3 tests for the reclassification effort. In this appendix we 

describe the creation of the tests. 

Developing the 88M Job Knowledge Test Blueprints 

To identify the job domain for skill levels 1-3, we relied mostly on the 88M STP (55-88M14-

SM-TG Soldier’s Manual and Trainer’s Guide 88M, Motor Transport Operator: Skill Levels 1, 2, 3, 

and 4). For each skill level we organized the Performance Requirements and Categories to facilitate 

the development of test blueprints. We had nine BNCOC instructors complete a blueprint 

development exercise. The results, not surprisingly, show that the Motor Vehicle Operations and 

Maintenance Category received the highest weight for SL1 and 2. Using the blueprint exercise 

results, we developed the test blueprints for the classification and reclassification work. The 

Performance Requirements ranks determined how many points each Performance Requirement was 

allocated within Category. The results for SL1-3 are in Tables G.1 – G.3. 

Six AIT instructors assisted with the adaptation of the existing SL1 blueprint for a 

training test. The changes they suggested included decreasing the weight of the Motor Vehicle 

Operations and Maintenance Category, and increasing the weight of the Tactical Transport 

Operations Category. Another set of SMEs helped with the creation of the in-unit blueprint 

which was also based on the existing SL1 blueprint. The in-unit Categories’ weights were very 

similar the SL1 weights. 

Developing the 88M Job Knowledge Test Items 

 HumRRO staff developed test items using the 88M STP along with several Army 

manuals: 

• FM 21-305 The Manual for the Wheeled Vehicle Driver

• FM 55-30 Army Motor Transport Units and Operations

• TM 9-2320-364-10 Operator’s Manual for Truck, Tractor, M1074 and M1075 Palletized 

Load Systems (PLSs)

These items were reviewed by internal SMEs and presented to 30 Army SMEs. In addition to 

reviewing the items, these SMEs provided content validity ratings. Approximately 15% of the 

items were dropped due to low content validity ratings and negative feedback from SMEs. 

 As noted previously, a group of six AIT instructors helped with the training test 

development work. In addition to creating the test blueprint, they reviewed SL1 items and 

selected those most appropriate for a training test. The in-unit SMEs similarly selected in-unit 

test items from the existing SL1 item bank. 

 G-1 
Table G.1. 88M Skill Level 1 Blueprint 

Category % Performance Requirement % of Points 

(w/in Category) 

Motor Vehicle Operations and 

Maintenance 

45 Perform preventive maintenance checks and 

services (PMCS). 

33 

Operate vehicle with automatic/semiautomatic 

transmission. 

18 

Perform coupling operations. 12 

Operate vehicle in convoy. 11 

Back vehicle with trailer/semitrailer. 4 

Perform as wheel vehicle ground guide (day/night). 11 

Operate the movement tracking system (MTS). 11 

Tactical Transport Operations 30 Operate vehicle under adverse conditions. 33 

Read strip maps. 27 

Operate cargo vehicle with/without 

trailer/semitrailer on secondary road/trails/crosscountry. 

23 

Operate vehicle with/without trailer/semitrailer 

under blackout. 

17 

Transport Cargo and Personnel 25 Perform tiedown procedures. 40 

Load/unload passengers for transport in a truck. 20 

Perform load/unload operations with truck PLS in 

automatic mode. 

20 

Transfer flatrack onto/from PLS trailer using the 

load handling system (LHS). 

20 

Table G.2. 88M Skill Level 2 Blueprint 

Category % Performance Requirement % of Points 

(w/in Category) 

Motor Vehicle Operations and 

Maintenance 

30 Perform preventive maintenance checks and 

services (PMCS). (SL1) 

34 

Operate vehicle with automatic/semiautomatic 

transmission. (SL1) 

17 

Operate vehicle in convoy. (SL1) 17 

Back vehicle with trailer/semitrailer. (SL1) 7 

Perform coupling operations. (SL1) 17 

Remove and replace a tire on a wheeled 

vehicle/trailer. (SL2) 

11 

Tactical Transport Operations 25 Prepare vehicle for tactical operations. (SL2) 20 

Operate vehicle under adverse conditions. (SL1) 20 

Read strip maps. (SL1) 20 

Implement defensive procedures when under 

attack/ambush in convoy. (SL2) 

20 

Self recover a wheeled vehicle. (SL2) 20 

Transport Cargo and Personnel 25 Perform tiedown procedures. (SL1) 32 

Transport dangerous cargo on a transporter. 

(SL2) 

28 

Conduct refueling operation using tactical 

refueling vehicles. (SL2) 

16 

Transport classified/sensitive cargo. (SL2) 12 

Assist in ammunition loading/unloading on a 

transporter. (SL2) 

12 

 G-2 
 G-3 

Table G.2. (Continued) 

Category % Performance Requirement % of Points 

(w/in Category) 

HET Operations 20 Operate the semitrailer auxiliary power unit 

(APU). (SL2) 

20 

Operate the semitrailer combination with 

disabled bogie. (SL2) 

20 

Manually steer the semitrailer. (SL2) 20 

Adjust the semitrailer gooseneck. (SL2) 20 

Adjust the semitrailer platform height. (SL2) 20 

Note. Higher SLs subsume tasks from lower levels. 

Table G.3. 88M Skill Level 3 Blueprint 

Category % Performance Requirement % of Points 

(w/in Category) 

Squad/Section Leader Duties 25 Supervise preventive maintenance checks and 

services (PMCS). (SL3) 

32 

Supervise the driver training program. (SL3) 28 

Supervise personnel loading/unloading 

equipment/cargo onto/from vehicle and 

semitrailer. (SL3) 

26 

Supervise preparation of vehicle for movement 

or shipment. (SL3) 

16 

Motor Vehicle Operations and 

Maintenance 

20 Perform preventive maintenance checks and 

services (PMCS). (SL1) 

25 

Operate vehicle in convoy. (SL1) 25 

Perform coupling operations. (SL1) 25 

Operate the movement tracking system (MTS). 

(SL1) 

25 

Convoy Operations 15 Enforce driver safety rules and techniques. (SL3) 40 

Perform duties as a serial/march unit 

commander. (SL3) 

33 

Instruct the use of maps in motor transport 

operations. (SL3) 

27 

Tactical Transport Operations 15 Read strip maps. (SL1) 33 

Implement defensive procedures when under 

attack/ambush in convoy. (SL2) 

33 

Operate vehicle under adverse conditions. (SL1) 20 

Prepare vehicle for tactical operations. (SL2) 14 

Transport Cargo and Personnel 15 Transport dangerous cargo on a transporter. 

(SL2) 

33 

Transport classified/sensitive cargo. (SL2) 33 

Assist in ammunition loading/unloading on a 

transporter. (SL2) 

30 

Perform tiedown procedures. (SL1) 14 

HET Operations 10 Load/unload able/disabled tracked/wheeled 

vehicles onto/off a HET. (SL3) 

50 

Drive a HET on improved roads. (SL3) 30 

Operate the semitrailer combination with 

disabled bogie. (SL2) 

20 

Note. Higher SLs subsume tasks from lower levels. 
APPENDIX H 

ARMY-WIDE TRAINING PERFORMANCE RATING SCALES 

A. Effort 

Puts forth individual initiative in study, practice, preparation, and participation activities to complete AIT/OSUT requirements and to 

expectations. 

1 Tends to give up on tasks if problems arise. Persists with tasks, even when problems arise. 

Soldier 1 (1) (2) (3) (4) (5) Soldier 2 (1) (2) (3) (4) (5) Soldier 3 (1) (2) (3) (4) (5) Soldier 4 (1) (2) (3) (4) (5) Soldier 5 (1) (2) (3) (4) (5) 

2 May tune out while an instructor is 

speaking. 

Pays attention in class and studies hard. 

Soldier 1 (1) (2) (3) (4) (5) Soldier 2 (1) (2) (3) (4) (5) Soldier 3 (1) (2) (3) (4) (5) Soldier 4 (1) (2) (3) (4) (5) Soldier 5 (1) (2) (3) (4) (5) 

3 Puts off studying and practicing tasks. Completes study and practice assignments including no

time. 

Soldier 1 (1) (2) (3) (4) (5) Soldier 2 (1) (2) (3) (4) (5) Soldier 3 (1) (2) (3) (4) (5) 

Soldier 4 (1) (2) (3) (4) (5) Soldier 5 (1) (2) (3) (4) (5) 

H-1 
B. Physical Fitness and Bearing 

Participates in activities to maintain Army APFT event standards; maintains habits and hygiene conducive to health and to avoi

maintains self, uniforms, living areas, and barracks to Soldier standards. 

4 Tends to exhibit poor grooming and hygiene. Dresses and carries self ac

Soldier 1 (1) (2) (3) (4) (5) Soldier 2 (1) (2) (3) (4) (5) Soldier 3 (1) (2) (3) (4) (5) Soldier 4 (1) (2) (3) (4) (5) Soldier 5 (1) (2) (3) (4) (5) 

5 Lacks sufficient physical endurance to complete many physical 

tasks. 

Has physical endurance to tasks. 

Soldier 1 (1) (2) (3) (4) (5) 

Soldier 2 (1) (2) (3) (4) (5) Soldier 3 (1) (2) (3) (4) (5) Soldier 4 (1) (2) (3) (4) (5) Soldier 5 (1) (2) (3) (4) (5) 

6 Tries to avoid exercise; barely meets fitness standards. Meets or exceeds basic st

fitness. 

Soldier 1 (1) (2) (3) (4) (5) Soldier 2 (1) (2) (3) (4) (5) Soldier 3 (1) (2) (3) (4) (5) 

Soldier 4 (1) (2) (3) (4) (5) 

Soldier 5 (1) (2) (3) (4) (5) 

H-2 
C. Personal Discipline 

Behaves in a manner that is consistent with Army Core Values; demonstrates respect in word and actions towards superiors, instructo

Phase IV and Phase V limitations. 

7 Complains about requirements and directions; may delay or resist 

following directions. 

Follows requirements an

Soldier 1 (1) (2) (3) (4) (5) Soldier 2 (1) (2) (3) (4) (5) Soldier 3 (1) (2) (3) (4) (5) Soldier 4 (1) (2) (3) (4) (5) Soldier 5 (1) (2) (3) (4) (5) 

8 Tends to show up late; may forget needed items. Shows up on time for fo

assignments. 

Soldier 1 (1) (2) (3) (4) (5) Soldier 2 (1) (2) (3) (4) (5) Soldier 3 (1) (2) (3) (4) (5) Soldier 4 (1) (2) (3) (4) (5) Soldier 5 (1) (2) (3) (4) (5) 

9 May sneak contraband items and cover up own behavior. Adheres to restrictions a

Soldier 1 (1) (2) (3) (4) (5) Soldier 2 (1) (2) (3) (4) (5) 

Soldier 3 (1) (2) (3) (4) (5) Soldier 4 (1) (2) (3) (4) (5) Soldier 5 (1) (2) (3) (4) (5) 

10 May talk back or show disrespect toward superiors. Shows proper respect fo

Soldier 1 (1) (2) (3) (4) (5) Soldier 2 (1) (2) (3) (4) (5) Soldier 3 (1) (2) (3) (4) (5) Soldier 4 (1) (2) (3) (4) (5) Soldier 5 (1) (2) (3) (4) (5) 

H-3 
C. Personal Discipline 

Behaves in a manner that is consistent with Army Core Values; demonstrates respect in word and actions towards superiors, instructo

Phase IV and Phase V limitations. 

11 Tends to lose temper; gets into confrontations. Keeps temper in check, even when provo

Soldier 1 (1) (2) (3) (4) (5)

Soldier 2 (1) (2) (3) (4) (5)

Soldier 3 (1) (2) (3) (4) (5)

Soldier 4 (1) (2) (3) (4) (5)

Soldier 5 (1) (2) (3) (4) (5)

D. Commitment and Adjustment to the Army 

Exhibits professional Soldier development; demonstrates acceptable progress towards the completion of the solderizatio

12 Has difficulty adjusting to the Army; may be withdrawn 

or depressed. 

Is well-adjusted to Army ways; fits in. 

Soldier 1 (1) (2) (3) (4) (5)

Soldier 2 (1) (2) (3) (4) (5)

Soldier 3 (1) (2) (3) (4) (5)

Soldier 4 (1) (2) (3) (4) (5)

Soldier 5 (1) (2) (3) (4) (5)

13 May get frustrated and have difficulty switching gears if 

plans change. 

Takes on changes in plans or tasks with a 

Soldier 1 (1) (2) (3) (4) (5)

Soldier 2 (1) (2) (3) (4) (5)

Soldier 3 (1) (2) (3) (4) (5)

Soldier 4 (1) (2) (3) (4) (5)

Soldier 5 (1) (2) (3) (4) (5)

H-4 
E. Support for Peers 

Respects, assists, cooperates, and teams with fellow Soldiers regardless of gender, race, ethnicity, ability, or background differences

when they are in a leadership position. 

14 May not notice that a peer is distressed. Notices when peers are ill, distressed, fal

assistance; informs supervisors as necess

Soldier 1 (1) (2) (3) (4) (5)

Soldier 2 (1) (2) (3) (4) (5)

Soldier 3 (1) (2) (3) (4) (5)

Soldier 4 (1) (2) (3) (4) (5)

Soldier 5 (1) (2) (3) (4) (5)

15 Is reluctant to help peers; lets peers struggle with tasks. Willingly pitches in to help peers. 

Soldier 1 (1) (2) (3) (4) (5)

Soldier 2 (1) (2) (3) (4) (5)

Soldier 3 (1) (2) (3) (4) (5)

Soldier 4 (1) (2) (3) (4) (5)

Soldier 5 (1) (2) (3) (4) (5)

16 Does not work well with peers from diverse 

backgrounds. 

Treats peers with respect, regardless of cdifferences. 

Soldier 1 (1) (2) (3) (4) (5)

Soldier 2 (1) (2) (3) (4) (5)

Soldier 3 (1) (2) (3) (4) (5)

Soldier 4 (1) (2) (3) (4) (5)

Soldier 5 (1) (2) (3) (4) (5)

H-5 
F. Peer Leadership 

When assigned to AIT/OSUT leadership position, demonstrates resourcefulness, authority, and responsibility commensurate with the si

ability. 

17 Needs assistance of cadre to accomplish leadership 

assignments. 

Maintains control of peers and accomplisassistance when assigned as a leader. 

Soldier 1 (1) (2) (3) (4) (5)

Soldier 2 (1) (2) (3) (4) (5)

Soldier 3 (1) (2) (3) (4) (5)

Soldier 4 (1) (2) (3) (4) (5)

Soldier 5 (1) (2) (3) (4) (5)

18 Tends to be either overly lax or too authoritative toward 

peers when assigned as leader. 

Gains the cooperation of peers when assi

Soldier 1 (1) (2) (3) (4) (5)

Soldier 2 (1) (2) (3) (4) (5)

Soldier 3 (1) (2) (3) (4) (5)

Soldier 4 (1) (2) (3) (4) (5)

Soldier 5 (1) (2) (3) (4) (5)

19 May avoid leader roles or, if assigned, give direction 

timidly. 

Takes on leader roles as assigned and giv

Soldier 1 (1) (2) (3) (4) (5)

Soldier 2 (1) (2) (3) (4) (5)

Soldier 3 (1) (2) (3) (4) (5)

Soldier 4 (1) (2) (3) (4) (5)

Soldier 5 (1) (2) (3) (4) (5)

H-6 
H-7 

G. Common Task/Warrior Tasks Knowledge and Skill 

Acquires and demonstrates Common Task Test requirements and proficiency in Warrior Task/Drill training. 

20 Has problems performing some Common/Warrior Tasks to standard. Performs all Common/Warrio

Soldier 1 (1) (2) (3) (4) (5) 

Soldier 2 (1) (2) (3) (4) (5) 

Soldier 3 (1) (2) (3) (4) (5) 

Soldier 4 (1) (2) (3) (4) (5) 

Soldier 5 (1) (2) (3) (4) (5) 

H. MOS Qualification Knowledge and Skill 

Acquires and demonstrates AIT/OSUT knowledge and skills required for MOS qualification. 

21 Has problems performing some MOS tasks to standard. Performs all MOS tasks to sta

Soldier 1 (1) (2) (3) (4) (5) 

Soldier 2 (1) (2) (3) (4) (5) 

Soldier 3 (1) (2) (3) (4) (5) 

Soldier 4 (1) (2) (3) (4) (5) 

Soldier 5 (1) (2) (3) (4) (5) 
APPENDIX I 

ARMY-WIDE IN-UNIT PERFORMANCE RATING SCALES 

A. Performing Core Warrior Tasks 

Performs most Core Warrior Tasks (e.g., navigation, first aid, weaponry, maintenance) 

competently and safely. 

1 2 3 4 5 6 7 

− Is not able to perform most 

Core Warrior Tasks. 

− Performs most Core 

Warrior Tasks competently. 

− Performs almost all Core 

Warrior Tasks extremely 

effectively. 

− Requires constant 

supervision. 

− Requires some supervision 

under difficult conditions. 

− Requires little or no 

supervision, even under 

difficult conditions. 

B. Performing MOS-Specific Tasks

Performs MOS-specific work assignments; keeps informed of MOS and assignment changes. 

1 2 3 4 5 6 7 

− Requires constant 

supervision to perform 

assigned MOS tasks. 

− Handles most MOS taskrelated problems 

effectively. 

− Handles even difficult MOS 

task-related problems 

effectively. 

− Does not seek information 

about changes relevant to 

MOS or assignment. 

− Seeks information about 

changes relevant to MOS or 

assignment when told. 

− Makes an extra effort to 

keep informed of all 

changes relevant to MOS or 

assignment. 

C. Communicating with Others 

Speaks clearly and concisely; conveys intended message verbally and in writing. 

1 2 3 4 5 6 7 

− Rambles or does not speak 

clearly. 

− Usually speaks clearly and 

concisely. 

− Communicates even 

detailed or obscure 

information effectively. 

− States ideas unclearly so the 

intended message is not 

conveyed. 

− Usually states ideas or 

information clearly so the 

message is conveyed. 

− Conveys very detailed 

messages completely and 

accurately. 

− Writes documents 

containing numerous, 

obvious errors making the 

document very difficult to 

understand. 

− Writes understandable 

documents even though 

they may contain a few 

punctuation or grammatical 

errors. 

− Writes virtually error-free 

and easy-to-read 

documents. 

 I-1 
D. Processing Information 

Monitors, interprets, and organizes information. 

1 2 3 4 5 6 7 

− Is easily overwhelmed if 

given too much information 

or information from 

multiple sources. 

− Handles day-to-day 

information load, but may 

be overwhelmed by 

multiple information 

sources. 

− Effectively handles large 

amounts of information, 

regardless of source. 

− Has difficulty determining 

relevance and importance of 

information. 

− Is able to process 

information, but sometimes 

fails to combine or exclude 

information. 

− Processes information 

effectively so it is optimally 

useful. 

E. Solving Problems 

Adapts to new problem situations; applies prior training, rules, and strategies correctly; weighs 

alternatives when making decisions; develops novel solutions to problems; completes tasks despite 

major changes. 

1 2 3 4 5 6 7 

− Does not apply previous 

training or experience to 

problem situations; 

becomes frustrated. 

− Applies previous 

experience or training to 

new problem situations, but 

may do so inappropriately 

at times. 

− Effectively and 

appropriately applies 

previous experience and 

training to new problem 

situations. 

− Blindly applies rules or 

strategies, regardless of the 

situation. 

− Applies appropriate rules or 

strategies to routine 

situations or problems. 

− Analyzes difficult situations 

effectively and always 

applies the appropriate rules 

or strategies. 

− Fails to consider even 

obvious alternative 

solutions. 

− Considers the obvious costs 

and benefits of alternative 

solutions. 

− Considers all costs and 

benefits of each alternative 

solution. 

− Does not adapt quickly to 

new environments, people, 

or equipment. 

− Modifies behavior when 

faced with unexpected 

events or conditions. 

− Develops innovative and 

imaginative approaches to 

dealing with unexpected 

events or conditions. 

− Not able to complete job if 

faced with major changes. 

− Completes job, but may 

take longer to do so if faced 

with major changes. 

− Ensures job is completed 

efficiently, even if faced 

with major changes. 

 I-2 
F. Exhibiting Effort 

Completes work in a timely manner; puts extra effort into completing work; seeks challenging 

assignments; persists in carrying out difficult assignments and responsibilities even under adverse 

and stressful conditions. 

1 2 3 4 5 6 7 

− Frequently fails to meet 

deadlines. 

− Usually completes 

assignments on time. 

− Completes almost all 

assignments on time. 

− Cannot complete job in 

high-pressure situations. 

− Stress affects job 

performance to some extent 

in high-pressure situations. 

− Ensures jobs are completed, 

even in high pressure 

situations. 

− Gives up when asked to 

perform difficult 

assignments or 

responsibilities. 

− Completes difficult 

assignments and 

responsibilities, even if it 

takes longer than usual. 

− Efficiently completes 

difficult assignments and 

responsibilities. 

− Puts little effort or initiative 

in accomplishing even 

simple tasks without 

supervision. 

− Puts forth sufficient effort 

to accomplish most tasks; 

puts forth extra effort when 

told. 

− Often puts forth extra effort 

to accomplish tasks 

effectively, even under 

difficult conditions; does so 

without supervision. 

− Refuses or ignores 

opportunities to take 

additional responsibilities. 

− Accepts additional 

responsibilities; may 

occasionally seek out 

challenging assignments. 

− Seeks out and 

enthusiastically takes on 

challenging assignments 

and additional 

responsibilities. 

G. Exhibiting Personal Discipline 

Exhibits selfless service orientation; exhibits integrity and discipline both on and off the battlefield; 

follows instructions, rules, and regulations. 

1 2 3 4 5 6 7 

− Fails to adhere to Army 

standards and values. 

− Generally adheres to Army 

standards and values. 

− Consistently adheres to 

Army standards and values. 

− Is disrespectful toward 

superiors; may ignore or 

refuse to follow orders. 

− Follows direct orders with 

little or no complaint; is 

usually respectful to 

superiors. 

− Follows orders willingly; is 

always respectful to 

superiors. 

− Takes part in prohibited 

activities. 

− Usually resists taking part 

in prohibited activities, but 

might give in to peer 

pressure. 

− Resists even strong peer 

pressure to take part in 

prohibited activities. 

− Exhibits little or no selfcontrol or discipline on the 

job. 

− Generally exhibits selfcontrol and discipline on 

the job. 

− Always exhibits strong selfcontrol and discipline on 

the job. 

 I-3 
H. Contributing to the Team 

Treats team members courteously and respectfully; provides help and assistance to others; 

contributes to achieving team goals. 

1 2 3 4 5 6 7 

− Is often rude and insensitive 

to peers’ concerns; may 

harass or put down other 

Soldiers. 

− Usually treats peers 

courteously and 

respectfully. 

− Unfailingly treats peers 

courteously and 

respectfully. 

− Refuses to help others 

unless ordered to do so. 

− Provides assistance when 

clearly needed or when 

asked. 

− Notices when others need 

help and offers assistance 

without being asked. 

− Neglects own assigned 

tasks, creating more work 

for others. 

− Performs assigned team 

tasks; occasionally 

volunteers for extra duties 

to help team. 

− Always performs assigned 

team tasks and eagerly 

volunteers for extra duties 

to help team. 

− Does not put in effort to 

meet team goals, even when 

given encouragement. 

− Puts in effort to achieve 

team goals, but may need 

some encouragement. 

− Willingly puts in required 

effort to ensure team goals 

are achieved. 

I. Exhibiting Fitness and Bearing 

Meets Army standards for physical fitness, strength, and weight; displays military bearing; meets 

Army standards for AR 670-1. 

1 2 3 4 5 6 7 

− Takes action to meet Army 

physical standards only 

when ordered to do so. 

− Takes action to meet Army 

physical standards as 

necessary. 

− Works diligently to 

maintain excellent physical 

condition. 

− Usually displays poor 

military bearing. 

− Usually maintains good 

military bearing. 

− Consistently maintains 

excellent military bearing. 

− Appearance not in 

accordance with AR 670-1. 

− Maintains Army standards 

for appearance in AR 670-

1. 

− Appearance exceeds Army 

standards in AR 670-1. 

 I-4 
J. Interacting with Indigenous People and Soldiers from other Countries 

Demonstrates tolerance and respect of other cultural and social backgrounds; willing to work and 

communicate with those from different backgrounds. 

1 2 3 4 5 6 7 

− Is intolerant of people from 

other cultures and social 

backgrounds. 

− Demonstrates tolerance and 

respect of other cultural and 

social backgrounds. 

− Respects other cultures and 

makes an effort to 

understand them. 

− May refuse to work with 

people of other 

backgrounds; may refuse to 

accept cultural differences. 

− Willing to work and 

communicate with those 

from different backgrounds, 

but may be uneasy with 

some cultures. 

− Easily works, socializes, 

and communicates well 

with others, regardless of 

background. 

− Makes insensitive 

comments or slurs to or 

about others based on social 

or cultural differences. 

− Keeps an open mind about 

those from other cultural 

and social backgrounds. 

− Takes it upon self to learn 

more about other cultures to 

make interactions easier. 

K. Following Safety Procedures 

Follows safety procedures; recognizes and responds to possible dangerous or hazardous situations 

1 2 3 4 5 6 7 

− Ignores safety instructions 

or warnings; needs special 

help and reminders. 

− Follows safety instructions; 

adheres to safety warnings, 

briefings, and instructions. 

− Is very alert to safety 

restrictions and instructions; 

reminds others of safety 

requirements. 

− Fails to recognize unsafe 

conditions or responds 

improperly. 

− Recognizes and responds 

appropriately to unsafe 

conditions. 

− Recognizes and responds 

appropriately to potential 

safety problems that many 

Soldiers might overlook. 

 I-5 
 I-6 

L. Developing Own Skills 

Stays up to date with his or her professional skills by seeking out additional education and training 

opportunities; commits to learning new things required by technology, mission, or situation. 

1 2 3 4 5 6 7 

− Refuses additional 

responsibilities that might 

improve job skills. 

− Accepts responsibilities to 

improve job skills; may 

need to be encouraged to do 

so. 

− Actively seeks additional 

responsibilities to improve 

job skills and increase 

chance of promotion. 

− Does not participate in 

relevant career training 

opportunities. 

− Participates in required 

courses/training. 

− Studies and works during 

off-duty hours to improve 

job-related skills. 

− Resists learning new things; 

prefers to use old methods. 

− Capable of learning new 

things and willing to do so. 

− Readily and effectively 

takes on the challenge of 

learning new things. 

M. Managing Personal Matters 

Manages personal life, including personal finances, Family, and personal well-being. 

1 2 3 4 5 6 7 

− Does not fulfill 

commitments to personal 

life; may get behind on 

finances. 

− Fulfills major commitments 

to personal life; handles 

financial matters; may need 

to be reminded by Family or 

colleagues. 

− Always fulfills 

commitments to personal 

life; stays on top of personal 

finances and budget. 

− May go on deployment 

without making 

arrangements for personal 

matters (e.g., car payments). 

− Ensures most essential 

personal matters are taken 

care of before being 

deployed; may need to be 

reminded by Family or 

colleagues. 

− Ensures all personal matters 

will be well-managed 

before deployment. 

N. Leadership Potential 

On this rating scale, evaluate each Soldier on his or her potential effectiveness as an NCO. At this point, you are 

not to rate on the basis of present performance and effectiveness, but instead indicate how well each Soldier is 

likely to perform as an NCO. 

1 2 3 4 5 6 7 

Likely to be Likely to be an adequate performer as Likely to be a top-level 

a bottom level an NCO. performer as an NCO.

performer as an 

NCO. 
APPENDIX J 

MOS-SPECIFIC TRAINING PERFORMANCE RATING SCALES 

11B TRAINING PERFORMANCE RATING SCALES 

A. Learns First Aid 

How well has the Soldier learned to evaluate injuries and administer the appropriate treatment? 

1 2 3 4 5 6 7 

− Is unsure checking airway 

and breathing; may use 

incorrect procedures. 

− Follows proper procedures 

for checking airway and 

breathing. 

− Demonstrates complete 

confidence and skill in 

checking airway and 

breathing; checks 

responsiveness and 

establishes airway without 

error. 

− Is extremely slow in 

applying basic first aid 

techniques (for bleeding, 

shock, field 

dressings/splints); may do 

so incorrectly. 

− Applies basic first aid 

techniques properly (for 

bleeding, shock field 

dressings/splints), but may 

not do so quickly. 

− Quickly performs the 

correct basic first aid 

techniques (for bleeding, 

shock, field 

dressings/splints). 

− Is extremely slow in 

applying advanced 

lifesaving techniques (e.g., 

establishing IV, chest 

decompression, breathing 

airway, and tourniquets) or 

does so incorrectly. 

− Applies advanced lifesaving 

techniques (e.g., 

establishing IV, chest 

decompression, breathing 

airway, and tourniquets). 

− Quickly and skillfully 

applies advanced lifesaving 

techniques (e.g., chest 

decompression, breathing 

airway, and tourniquets); 

gets a first-time go when 

administering IV. 

 

B. Learns to Use Aiming Devices and Night Vision Devices 

How well has the Soldier learned to engage targets with aiming devices, to zero sights, and to 

operate night vision devices (NVD)? 

1 2 3 4 5 6 7 

− Is unable to engage targets 

with bore light and other 

aiming devices; needs lots of 

help. 

− Is able to engage targets 

with bore light and other 

aiming devices with 

practice and coaching. 

− Is extremely skilled in 

engaging targets with all 

types of aiming devices. 

− Cannot zero sights/NVD 

accurately, in daylight or at 

night; does not understand 

field zero. 

− Zeroes sights/NVD 

accurately, but not quickly, 

both in daylight and at 

night; can apply field zero. 

− Zeroes sights/NVD quickly 

and accurately both in 

daylight and at night; 

applies field and expedient 

zero methods. 

 J-1 
 

C. Learns to Use Weapons, Machineguns, Hand Grenades 

How well has the Soldier learned to use and maintain individual weapons, machineguns, antitank 

weapons, hand grenades, mines, and pyrotechnics? 

1 2 3 4 5 6 7 

− Is careless around weapons; 

needs monitoring and 

observation. 

− Follows weapon safety 

procedures with minimum 

reminders and supervision. 

− Is extremely safety 

conscious around weapons; 

reminds others of safety 

procedures. 

− Has difficulty in 

disassembling, assembling 

and performing function 

checks on M16, M203, M249 

and M240; needs extra help. 

− Disassembles, assembles 

and performs function 

checks on M16, M203, 

M249 and M240; may 

require help on some 

weapons. 

− Disassembles, assembles 

and performs function 

checks on M16, M203, 

M249 and M240. 

− Is uncertain when employing 

grenades or uses incorrect 

procedures. 

− Uses grenades 

appropriately and with 

minimal coaching. 

− Demonstrates confidence 

during grenade exercise 

and follows grenade 

procedures without error. 

D. Learns Fire and Movement Techniques 

How well has the Soldier learned to perform individual, buddy, and fire team tactical movement and 

fires? 

1 2 3 4 5 6 7 

− Has problems getting into or 

maintaining position; does not 

provide fire support or 

position self as required. 

− Generally demonstrates 

understanding of 

individual, buddy, and fire 

team movement and fire 

support. 

− Consistently anticipates 

positioning and movement 

requirements; provides 

effective and safe fire 

support. 

− Picks poor covered/covering 

position during movement. 

− Usually picks adequate 

covered/covering positions 

during most movement 

situations. 

− Is extremely skilled in 

selecting covered/covering 

positions in all movement 

situations. 

− Operates poorly in urban 

conditions; is often out of 

position or fails to provide 

cover. 

− Understands urban 

operations; is usually 

correctly positioned and 

provides fire support as 

directed. 

− Is extremely 

knowledgeable about urban 

operations; anticipates 

positions and fire support 

in reaction to the situation. 

 J-2 
E. Learns Defensive Operations 

How well has the Soldier learned to perform defensive operations including preparing and 

occupying individual and team defensive fighting positions and Forward Operating Base (FOB) 

operations? 

1 2 3 4 5 6 7 

− Does not follow principles of 

security in FOB. 

− Applies principles of 

security in FOB. 

− Extremely knowledgeable 

about principles of security 

operations in FOB. 

− Violates noise and light 

discipline; does not 

understand or use hand and 

arm signals correctly. 

− Generally maintains noise 

and light discipline; 

understands and uses basic 

hand and arm signals 

correctly. 

− Consistently maintains 

noise and light discipline; 

understands and uses 

appropriate hand signals 

and arm signals, even in 

difficult situations. 

− Is unable to construct fighting 

position quickly; does not 

camouflage position 

correctly. 

− Constructs effective 

fighting positions in a 

reasonable amount of time; 

ensures position is 

camouflaged. 

− Prepares “by-the-book” 

fighting position quickly; 

uses camouflage 

effectively. 

F. Learns Squad Tactics 

How well has the Soldier learned squad tactics, including performing squad battle drills? 

1 2 3 4 5 6 7 

− Fails to remain alert when 

on outpost duty; may fail to 

detect an enemy 

approaching the post or does 

not report a suspicious 

sighting. 

− Remains alert and attentive 

on outpost duty; identifies 

and reports most suspicious 

activity. 

− Is extremely alert and 

attentive on outpost duty; 

accurately discriminates and 

reports all suspicious 

activity. 

− Cannot perform battle drills 

correctly; does not 

maneuver properly, lay 

down suppressive fire or 

react properly to the tactical 

situation. 

− Completes most battle drills 

correctly; maneuvers 

properly, lays down 

suppressive fire and reacts 

properly to most tactical 

situations. 

− Completes all battle drills 

correctly; maneuvers 

without hesitation, lays 

down suppressive fire and 

correctly assesses and reacts 

to all tactical situations. 

 J-3 
G. Learns Rules of Engagement 

How well has the Soldier learned the rules of engagement (ROE)?

1 2 3 4 5 6 7 

− Does not know or 

understand rules on use of 

force; fails to follow ROE 

during tactical exercises and 

vignettes. 

− Adequately understands the 

steps in use of force; 

complies with ROE in 

tactical exercises and 

vignettes. 

− Demonstrates complete 

understanding of the steps in 

use of force; fully complies 

with ROE in tactical 

exercises and vignettes and 

enforces ROE with other 

Soldiers. 

− During situational training 

exercise (STX), does not 

properly follow procedures 

for processing detainees or 

interacting with civilians. 

− During STX, generally 

follows proper procedures 

for processing detainees; 

reacts adequately in STX 

involving civilians. 

− During STX, demonstrates 

exceptional skill in 

processing detainees and in 

dealing with civilians; 

enforces detainee/civilian 

procedures in other Soldiers. 

H. Learns Safety Procedures 

How well has the Soldier learned to follow safety procedures, being alert to possible dangerous or 

hazardous situations and taking steps to protect self, other Soldiers, and equipment? 

1 2 3 4 5 6 7 

− Is careless in safety 

awareness; needs special 

help and reminders. 

− Follows safety instructions; 

adheres to safety warnings, 

briefings, and instructions. 

− Is very alert to safety 

restrictions and instructions; 

reminds others of safety 

requirements. 

− Fails to recognize unsafe 

conditions or responds 

improperly. 

− Recognizes and responds 

appropriately to unsafe 

conditions. 

− Recognizes potential 

vehicle or safety problems 

that many Soldiers might 

overlook. 

 J-4 
19K TRAINING PERFORMANCE RATING SCALES 

A. Learns General Tank Crew Operations 

How well has the Soldier learned to function as a member of a tank crew, including operating the tank, 

operating tank radios, and conducting crew drills to evacuate injured crew members? 

1 2 3 4 5 6 7 

− Is unsure; does not interact on 

his own with other crew 

members; does not show 

expected awareness and 

knowledge of tank operation. 

− Demonstrates an understanding 

of most tank operations; is 

mindful of and interacts with 

other crew members; appears 

comfortable operating in a tank 

environment. 

− Demonstrates exceptional 

confidence and knowledge of 

tank operations and of how 

tank crews interact; appears 

very confident performing in a 

tank environment. 

− When performing crew drill, 

does not know how to handle 

an injured crewman; takes too 

much time or puts the 

crewmember to further risk or 

injury; does not work with 

other crew in evacuation. 

− Follows crew drill evacuation 

procedures for an injured 

crewmember correctly. 

− Executes crew drill for injured 

crewmember evacuation 

exceptionally well; coordinates 

actions with other crew; 

completes extraction quickly 

and safely. 

− Does not demonstrate 

knowledge of radio-telephone 

(RT) procedures; cannot 

operate tank radios without 

help. 

− Can set up radio on correct 

frequency and properly send/ 

receive communications; uses 

ANCD (Automated Network 

Control Device) properly; 

sometimes may need help. 

− Demonstrates knowledge of all 

RT procedures; operates radios 

and ANCD without help. 

 J-5 
B. Learns Operation and Maintenance of Tank-Mounted Machine Guns 

How well has the Soldier learned to maintain tank-mounted machine guns (loader’s machinegun, coax, and 

Cal .50) and to follow procedures for mounting and dismounting? 

1 2 3 4 5 6 7 

− Needs assistance in 

disassembly/assembly; careless 

in cleaning components and in 

safeguarding and accounting 

for components during 

disassembly and maintenance. 

− Demonstrates reasonable skill in 

disassembly/assembly of all 

machineguns; may need help on 

some weapons; accounts for all 

components; correctly cleans, 

lubricates, and completes 

function check on weapons. 

− Demonstrates exceptional skill 

and works quickly on 

disassembly/assembly of all 

machineguns, without 

additional help; is very 

thorough on inspection, 

maintenance, and lubrication. 

− Has difficulty 

mounting/dismounting the 

coax; needs lots of help. 

− Can dismount and mount the 

coax correctly. 

− Dismounts, and mounts the 

coax with speed and precision. 

− Does not coordinate or work 

with other crew in 

dismounting/mounting Cal .50. 

− Coordinates steps with other 

crew in dismounting/ mounting 

Cal .50. 

− Plans actions with other crew 

and efficiently dismounts and 

mounts Cal .50. 

C. Learns Tank Driver Functions and Operations 

How well has the Soldier learned to perform procedures for driver preparation, starting, and shut down; to 

follow and act as a ground guide, and to drive the tank in varied terrain and tactical and non-tactical 

conditions? 

1 2 3 4 5 6 7 

− Is a poor or uncertain driver; 

does not anticipate changes in 

terrain or road conditions and 

places vehicle or crew at risk; 

cannot control vehicle. 

− Drives adequately. Usually 

anticipates changes and avoids 

risk conditions; operates well 

in simulated and operational 

driving. 

− Demonstrates exceptional 

driving skill; expects and reacts 

very well to abnormal 

conditions in simulated and 

operational driving; is a 

confident and careful driver. 

− Without additional help, fails 

to follow proper procedures for 

start up, operation, and 

stopping. 

− Uses correct procedures to 

start-up, operate, and shut 

down tanks; needs minimal 

help. 

− Demonstrates exceptional 

understanding of driver 

procedures; monitors driver’s 

operational indicators and 

driving cues and takes 

appropriate actions. 

− Fails to understand or to follow 

ground guides signals when 

driving; performs poorly as 

ground guide. 

− Understands and follows 

ground guide signals 

adequately as a driver; can 

perform as a ground guide 

under normal conditions. 

− Understands and reacts correctly 

to ground guide directions, even 

under abnormal conditions; can 

perform effectively as ground 

guide in difficult movement 

situations. 

 J-6 
D. Learns Tank Maintenance Functions 

How well has the Soldier learned to perform tank PMCS, following TM procedures and correctly identifying 

and reacting to maintenance indicators and requirements? 

1 2 3 4 5 6 7 

− Does not properly follow the 

TM or understand PMCS 

requirements for the tank; fails 

to identify or react to 

maintenance indicators. 

− Follows the TM PMCS 

requirements; identifies most 

maintenance conditions and 

requirements. 

− Thoroughly and accurately 

follows the TM; identifies all 

deficient conditions and 

identifies the appropriate 

corrective action. 

− Is unable to complete DA 

Form 5988E or completes it 

incorrectly; needs help. 

− Completes DA Form 5988E 

correctly; may need some help. 

− Fills out DA Form 5888E 

completely and accurately. 

− Does not understand 

maintenance procedures; 

misses defects and makes 

mistakes when inspecting for 

and correcting deficiencies. 

− Generally understands and is 

able to apply maintenance 

procedures; adequately 

identifies and corrects most 

defects. 

− Demonstrates an exceptional 

understanding of maintenance 

procedures. 

E. Learns Gunnery Operations 

How well has the Soldier learned to perform gunnery operations, including observing and acquiring targets, 

reacting to fire commands, and functioning as a loader during engagements? 

1 2 3 4 5 6 7 

− As a loader, has problems 

identifying ammunition; has 

difficulty following procedures 

in handling, loading, and 

performing loader’s sequence 

steps; has trouble lifting and 

loading rounds. Is slow; delays 

engagements. 

− Demonstrates acceptable 

progress as a loader; knows and 

is able to follows correct 

loading procedures; needs some 

prompting; has few physical 

problems handling rounds; does 

not delay engagements. 

− Demonstrates exceptional skill 

and effectiveness as a loader; 

does not make procedural 

errors; loads the main gun 

within the minimal time from 

the fire command. 

− Does not know, misunderstands 

or hesitates in reacting to fire 

commands; needs prompting. 

− Responds adequately and 

correctly to fire commands. 

− Anticipates actions in response 

to fire commands; responds 

both quickly and correctly. 

− When using loader’s M240, 

does not know or observe 

sector; does not correctly 

announce or engage targets or 

violates safety rules. 

− Demonstrates acceptable 

knowledge and follows correct 

procedures when engaging 

targets with loader’s M240; 

may need some prompting. 

− Identifies and observes sector 

without direction; acquires and 

announces targets; engages 

targets with loader’s M240 

accurately, correctly, and 

safely. 

 J-7 
F. Learns Security Operations 

How well has the Soldier learned to perform security operations in a dismounted role? 

1 2 3 4 5 6 7 

− Cannot prepare a call for fire 

without a lot of additional help; 

leaves out information or 

submits inaccurate/incorrect 

information. 

− Can prepare and issue a 

complete call for fire; may 

need some additional help and 

may be somewhat slow. 

− Accurately calls for fire; issues 

call well within accepted time 

requirements. 

− Picks poor location for 

listening post/observation post 

(LP/OP); fails to establish 

cover and concealment; does 

not stay alert or observant 

when manning; does not 

observe light/noise discipline. 

− Usually picks adequate LP/OP 

locations; generally improves 

position; is alert and pays 

attention to manning position, 

but need prompting. 

− Is skilled in selecting, 

improving, and manning 

OP/LP; is knowledgeable and 

observant of light/noise 

discipline; remains alert and 

observant, even when tired. 

− When moving dismounted, 

violates noise and light 

discipline; fails to use or 

understand hand and arm 

signals correctly; fails to 

understand or maintain 

formations. 

− When moving dismounted, 

generally maintains noise and 

light discipline; understands 

and uses basic hand and arm 

signals adequately; is alert, 

observant and follows 

formations. 

− When moving dismounted, 

always observes noise and light 

discipline; understands and uses 

appropriate hand and arm signals 

even in unusual or time-driven 

situations; anticipates formation 

requirements and places self in 

correct position. 

G. Learns Safety Procedures 

How well has the Soldier learned to follow safety procedures, being alert to possible dangerous or hazardous 

situations and taking steps to protect self, other Soldiers, and equipment? 

1 2 3 4 5 6 7 

− Is careless in safety awareness; 

needs special help and 

reminders. 

− Follows safety instructions; 

adheres to safety warnings, 

briefings, and instructions. 

− Is very alert to safety 

restrictions and instructions; 

reminds others of safety 

requirements. 

− Fails to recognize unsafe 

conditions or responds 

improperly. 

− Recognizes and responds 

appropriately to unsafe 

conditions. 

− Recognizes potential vehicle or 

safety problems that many 

Soldiers might overlook. 

 J-8 
31B TRAINING PERFORMANCE RATING SCALES 

A. Weapons 

 How well has the Soldier learned to use and maintain individual weapons and machine guns? 

1 2 3 4 5 6 7 

− Is careless around weapons; 

needs monitoring and 

observation. 

− Follows weapon safety 

procedures with minimum 

reminders and supervision. 

− Is extremely safety conscious 

around weapons; reminds others 

of safety procedures. 

− Has difficulty in disassembling, 

assembling and performing 

function checks on M9, MK19, 

and M249; needs extra help. 

− Disassembles, assembles and 

performs function checks on M9, 

MK19, and M249; may require 

help on some weapons. 

− Disassembles, assembles and 

performs function checks on M9, 

MK19, and M249. 

− Requires more than 2 refires to 

qualify with M9. 

- Qualifies Marksman with M9 in 

2 or fewer attempts. 

- Qualifies Sharpshooter or Expert 

with M9. 

B. Combat Techniques 

 How well has the Soldier learned to detect explosive hazards, move as part of a fire team, and react to indirect fire 

while mounted? 

1 2 3 4 5 6 7 

− Recognizes few indicators of 

explosive hazards and fails to 

notify supervisors. 

− Recognizes most indicators of 

explosive hazards and notifies 

supervisors accordingly. 

− Recognizes all indicators of 

explosive hazards and 

immediately notifies supervisors. 

− Fails to assume correct position 

when dismounted; needs a lot of 

guidance as formation changes. 

− Generally assumes correct 

position while dismounted, even 

as formation changes. 

− Always assumes correct position 

while dismounted, even as 

formation changes. 

− Does not react appropriately 

while under indirect fire; fails to 

analyze or report situation; 

unsure of how to continue 

mission. 

− Reacts appropriately while under 

indirect fire; efficiently analyzes 

and reports situation; continues 

mission with little guidance. 

− Reacts quickly and confidently 

while under indirect fire; 

efficiently analyzes and reports 

situation; continues mission 

without help. 

 J-9 
C. Area Security 

 How well has the Soldier learned to function as a member of a scout, lead, or trail team while providing security 

for a convoy in a tactical environment? 

1 2 3 4 5 6 7 

− Has poor understanding of team 

position assignments from the 

squad leader. 

− Shows adequate understanding 

of team position assignments 

from the squad leader. 

− Shows exceptional 

understanding of team position 

assignments from the squad 

leader. 

− Is not able, without direction, to 

maintain an acceptable level of 

situational awareness during 

convoy security operations. 

− Is able to maintain a sufficient 

level of situational awareness 

during convoy security 

operations. 

− Is able to maintain a high level 

of situational awareness during 

convoy security operations. 

− Fails to recognize threats to the 

convoy; does not take action to 

avoid them. 

− Recognizes most threats to the 

convoy and takes appropriate 

action to avoid them. 

− Recognizes all threats to the 

convoy and takes immediate 

action to avoid them. 

D. Detainee Operations 

 How well has the Soldier learned to handle and transport Detainees; learned to inspect and guard 

Detainment/Corrections facilities? 

1 2 3 4 5 6 7 

− Shows tendency to mistreat 

Detainees; does not follow 

standards of conduct. 

− Follows the standards of 

conduct in handling Detainees. 

− Enforces standards of conduct and 

leads by example when handling 

Detainees. 

− Does not know or understand 

rules on use of force (RUF); fails 

to follow ROE in Detainee 

situations during tactical 

exercises and vignettes. 

− Adequately knows and applies 

ROE/RUF in Detainee 

situations during tactical 

exercises and vignettes. 

− Shows complete understanding of 

the steps in use of force; fully 

complies with ROE in tactical 

exercises and vignettes and 

enforces ROE with other Soldiers 

in all Detainee situations. 

− Shows a lack of sensitivity to 

cultural factors and how they 

impact the mission. 

− Understands how cultural 

factors impact the mission. 

− Shows in-depth knowledge of 

cultural factors and how they 

impact the mission. 

 J-10 
E. Maneuver and Mobility Support Operation (MMSO) 

How well has the Soldier learned to operate traffic control points, dismount points and roadblocks; and learned to 

control traffic at defiles and holding areas as a team member? 

1 2 3 4 5 6 7 

− Shows little understanding of 

team leader instructions; needs 

constant reminding. 

− Shows basic understanding of 

team leader instructions, needs 

little reminding. 

− Shows exceptional 

understanding of team leader 

instructions, needs no reminding. 

− Fails to apply rules of 

engagement (ROE) in most 

traffic control situations. 

− Generally applies correct ROE 

to monitor and control traffic in 

most situations. 

− Consistently applies correct 

ROE to monitor and control 

traffic in all situations. 

F. Vehicle Operations 

 How well has the Soldier learned to maintain and operate wheeled vehicles in tactical and non-tactical conditions? 

1 2 3 4 5 6 7 

− Does not properly follow the 

technical manual (TM) or 

understand preventative 

maintenance checks and services 

(PMCS) requirements for the 

vehicle; fails to identify or react 

to maintenance problems. 

− Follows the TM and PMCS 

requirements; identifies most 

maintenance problems and 

requirements. 

− Carefully and accurately follows 

TM; identifies all maintenance 

problems and identifies the 

correct action. 

− Is a poor or uncertain driver; 

does not anticipate changes in 

terrain or road conditions and 

places vehicle or crew at risk. 

− Drives adequately; usually 

anticipates changes and avoids 

risk conditions; is a careful 

driver. 

− Shows exceptional driving skill; 

expects and reacts very well to 

unusual conditions; is a 

confident and careful driver. 

− Shows poor situational 

awareness while operating 

wheeled vehicle in threat 

environment; is confused by or 

fails to react to instructions from 

command vehicles. 

− Shows good situational 

awareness while operating 

wheeled vehicle in threat 

environment; reacts well to 

instructions from command 

vehicles. 

− Shows exceptional situational 

awareness while operating 

wheeled vehicle in threat 

environment; reacts quickly to 

instructions from command 

vehicles. 

 J-11 
G. Law Enforcement 

 How well has the Soldier learned the requirements of crime prevention and detection, apprehension and the 

safeguarding of evidence? 

1 2 3 4 5 6 7 

− Does not understand or cannot 

apply the principles of 

apprehension and arrest without 

extra help. 

− Can generally apply rules to 

make decisions about arrest and 

detention; applies rules for 

safeguarding rights. 

− Shows exceptional skill in 

applying rules for arrest and 

detention even in difficult or 

unusual situations. 

− Cannot effectively subdue, 

control, or restrain a prisoner 

without use of excessive force. 

− Can generally subdue, control, 

and restrain a prisoner using 

accepted techniques and 

effective use of force; requires 

minimal help. 

− Can effectively subdue, control, 

and restrain a prisoner without 

help and with controlled use of 

force to match the situation. 

− Does not understand or cannot 

apply effective techniques for 

safeguarding evidence and 

controlling a crime scene. 

− Is generally effective in 

following required procedures in 

safeguarding evidence and 

controlling a crime scene. 

− Is highly skilled in analyzing the 

situation and employing 

effective techniques in 

safeguarding evidence and 

controlling a crime scene. 

H. Safety Procedures 

How well has the Soldier learned to follow safety procedures, being alert to possible dangerous or hazardous 

situations and taking steps to protect self, other Soldiers, and equipment? 

1 2 3 4 5 6 7 

− Is careless in safety awareness; 

needs special help and 

reminders. 

− Follows safety instructions; 

adheres to safety warnings, 

briefings, and instructions. 

− Is very alert to safety restrictions 

and instructions; reminds others of 

safety requirements. 

− Fails to recognize unsafe 

conditions or responds 

improperly. 

− Recognizes and responds 

appropriately to unsafe 

conditions. 

− Recognizes potential vehicle or 

safety problems that many Soldiers 

might overlook. 

 J-12 
63B TRAINING PERFORMANCE RATING SCALES 

A. Learns Preventive Maintenance Checks and Services (PMCS) 

 How well has the Soldier learned to perform scheduled maintenance tasks to keep vehicles 

operational? 

1 2 3 4 5 6 7 

− Does not use the manual for 

PMCS or does not correctly 

apply PMCS steps. Does not 

use or follow the LO 

(Lubrication Order). 

− Uses the manual and LO for 

PMCS; generally applies 

PMCS steps with minimal 

coaching. 

− Always uses the manual and 

LO for PMCS; is very 

systematic and skilled in 

applying PMCS steps. 

 

− During PMCS, does not 

diagnose the need for, or 

properly replace parts. 

− Identifies the need for 

replacement parts; is able to 

replace most parts. 

− Always correctly identifies 

the status of parts; never 

misdiagnoses wear or 

damage; quickly and 

correctly replaces parts. 

− Neglects the LO when it was 

a part of the PMCS. 

− As needed, refers to LO when 

checking fluid levels. 

− When needed and IAW (in 

accordance with) the LO, 

uses correct type and amount 

of lubricant when performing 

PMCS. 

B. Learns to Troubleshoot Vehicle and Equipment Problems 

 How well has the Soldier learned to inspect and test equipment and determine the causes of 

malfunctions? 

1 2 3 4 5 6 7 

− Does not follow 

troubleshooting guides or does 

not apply troubleshooting 

steps correctly. 

− Generally follows 

troubleshooting guides 

effectively; may need some 

help in applying some 

troubleshooting steps. 

− Follows troubleshooting 

guides quickly and without 

mistakes; is very skilled at 

completing troubleshooting 

steps. 

− Cannot diagnose complicated 

maintenance problems; makes 

incorrect assumptions or stops 

before the problem is resolved. 

− Generally completes 

complicated maintenance 

diagnoses; may need help on 

some steps. 

− Fully completes complicated 

diagnoses using a step-by-step 

approach. 

 J-13 
C. Learns to Repair Vehicles and Equipment 

 How well has the Soldier learned to remove and replace components and to complete all necessary 

repairs, adjustments, and checks to make vehicles and other equipment operational? 

1 2 3 4 5 6 7 

− Performs faulty or incomplete 

removal and replacement of 

parts; does not make 

necessary adjustments as part 

of completing repairs. 

− Generally performs most 

removal and replacement steps 

correctly; knows adjustment 

and checks requirements; may 

need some help on some 

procedures. 

− Removes and installs 

replacement parts completely 

and quickly; always correctly 

adjusts and checks parts as part 

of the repair process. 

− Shows poor understanding of 

effects of repairs on the 

system; fails to make or 

interpret system checks and 

tests. 

− Understands the effects of 

repairs on most systems; 

performs checks and tests; may 

need some help on some 

vehicles or equipment. 

− Has complete understanding of 

effects of repairs on all 

systems; accurately and 

completely interprets system 

checks and tests. 

D. Learns to Use Technical References and Assistance 

How well has the Soldier learned to use resources and references in performing maintenance procedures? 

1 2 3 4 5 6 7 

− Uses references poorly or 

incompletely; has problems 

applying written instructions, 

diagrams, and figures to task 

performance. 

− Understands and uses most 

references effectively; may 

need some additional help. 

− Completely understands 

references and is skilled in 

looking up and interpreting 

written instructions, diagrams, 

and figures. 

− Often fails to seek help when 

needed or frequently seeks help 

on routine procedures. 

− Usually recognizes when to 

seek help; normally can 

perform most expected tasks 

without help. 

− Has complete understanding of 

own mechanical capabilities 

and limitations. Always knows 

when to seek help and when 

not to. 

E. Learns Safety Procedures 

How well has the Soldier learned to follow safety procedures, being alert to possible dangerous or 

hazardous situations and taking steps to protect self, other Soldiers, and equipment? 

1 2 3 4 5 6 7 

− Is careless in safety 

awareness; needs special help 

and reminders. 

− Follows safety instructions; 

adheres to safety warnings, 

briefings, and instructions. 

− Is very alert to safety 

restrictions and instructions; 

reminds others of safety 

requirements. 

− Fails to recognize unsafe 

conditions or responds 

improperly. 

− Recognizes and responds 

appropriately to unsafe 

conditions. 

− Recognizes potential vehicle 

or safety problems that many 

Soldiers might overlook. 

 J-14 
68W TRAINING PERFORMANCE RATING SCALES 

 

A. Learns to Perform Procedures and Dispense Medications 

How well has the Soldier learned to perform skills such as administering an IV, changing bandages, 

administering medications, and so forth? 

1 2 3 4 5 6 7 

− Requires supervision to perform 

procedures; becomes tense and 

nervous while performing 

procedures. 

− Occasionally requires 

supervision when performing 

procedures; usually remains 

calm when performing 

procedures. 

− Performs procedures efficiently 

and without supervision; always 

remains calm while performing 

procedures. 

− Unable to correctly apply 

procedures when obtaining 

blood samples, inserting IVs, or 

changing bandages, etc. 

− Applies proper procedures when 

obtaining blood samples, 

inserting IVs, or changing 

bandages, etc., but may not do 

so quickly. 

− Quickly and skillfully applies 

procedures when obtaining 

blood samples, inserting IVs, or 

changing bandages, etc. 

− Fails to follow the proper 

procedures for administering 

injections (emergency 

medications, morphine, 

antibiotics). 

− Usually follows the proper 

procedures to administer 

injections properly (emergency 

medications, morphine, 

antibiotics). 

− Always follows the proper 

procedures to administer 

injections (emergency 

medications, morphine, 

antibiotics). 

B. Learns to Initiate and Maintain Proper Patient Documentation 

How well has the Soldier learned to initiate and maintain proper patient documentation (e.g., DD Form 1380, 

SF600, SOAP [standard, objective, assessment and plan] format)? 

1 2 3 4 5 6 7 

− Inaccurately records injuries, 

treatments, or other information 

on DD Form 1380, SF600, or 

other forms; fails to record 

essential information in SOAP 

format. 

− Accurately records most 

injuries, treatments, and other 

information on DD Form 1380, 

SF600, or other forms; avoids 

common mistakes when 

recording information in SOAP 

format. 

− Accurately records all injuries, 

treatments, and other 

information on DD Form 1380, 

SF600, or other forms; always 

records information in correct 

SOAP format. 

− Thoughtlessly shares 

information that would be 

confidential during training 

scenarios with mock patients; 

may not recognize 

consequences of information 

disclosure. 

− Safeguards most information 

that would be confidential 

during training scenarios with 

mock patients; usually 

recognizes the consequences of 

information disclosure. 

− Safeguards all information that 

would be confidential during 

training scenarios with mock 

patients; is highly sensitive to 

the consequences of 

information disclosure. 

 J-15 
C. Learns to Provide Emergency Care 

How well has the Soldier learned to provide emergency care? 

1 2 3 4 5 6 7 

− Freezes or gets confused in 

stressful/emergency situations; 

cannot follow directions from 

others. 

− Usually stays calm in 

stressful/emergency situations; 

may need direction from others. 

− Takes control in 

stressful/emergency situations; 

knows what to do and gets 

started on tasks. 

− Fails to correctly determine 

treatment priority; treats less 

severely injured patients first. 

− Correctly determines severity of 

injury or illness and usually 

requests assistance when 

necessary. 

− Quickly and accurately 

determines treatment priority; 

always requests assistance when 

necessary. 

− Provides improper treatment to 

patients, which may endanger 

their survival or safety. 

− Provides sufficient treatment to 

ensure patients’ comfort and 

safety. 

− Efficiently provides treatment to 

patients which ensures their 

safety and improves their 

chances for survival. 

− Uses pressure dressings or 

tourniquets improperly, or fails 

to use them when needed; lacks 

knowledge of special life saving 

techniques and equipment. 

− Correctly uses pressure 

dressings or tourniquets; uses 

special life saving techniques 

and equipment in emergency 

situations. 

− Quickly and correctly uses 

pressure dressings and 

tourniquets; expertly uses 

special life saving techniques 

and equipment in emergency 

situations. 

D. Learns to Triage Casualties 

How well has the Soldier learned to triage and categorize casualties? 

1 2 3 4 5 6 7 

− Fails to triage properly; does not 

provide proper treatment during 

triage. 

− Makes triage decisions 

accurately; provides essential 

treatment during triage. 

− Makes triage decisions quickly 

and accurately; always provides 

all necessary life-saving 

treatment during triage. 

− Does not separate expectant 

casualties from other casualties. 

− Usually separates expectant 

casualties from other casualties. 

− Always separates expectant 

causalities from other 

casualties. 

 J-16 
E. Learns to Categorize Patient Evacuation and Implement 9-Line MEDEVAC Requests 

How well has the Soldier learned to evacuate and implement 9-Line MEDEVAC requests? 

1 2 3 4 5 6 7 

− Provides unclear or inaccurate 

information concerning the 

location and condition of 

injured personnel. 

− Usually provides accurate 

details to locate and treat 

injured personnel. 

− Always provides clear, accurate 

details on the location and 

condition of injured personnel. 

− Loads or unloads the ambulance 

improperly; fails to secure 

patient to the litter or carries the 

litter improperly. 

− Loads and unloads the 

ambulance in the proper order; 

adequately secures and carries 

the litter. 

− Always carefully loads and 

unloads the ambulance in the 

proper order; secures patients to 

the litter to avoid further injury. 

− Fails to classify evacuation 

categories properly; fails to 

implement 9-Line MEDEVAC 

requests properly. 

− Makes evacuation 

categorization decisions 

accurately; accurately provides 

the most important information 

during 9-Line MEDEVAC 

request. 

− Makes evacuation 

categorization decisions quickly 

and accurately; accurately 

provides all information 

included in 9-Line MEDEVAC 

requests. 

F. Learns to Maintain Medical Aid Bag 

How well has the Soldier learned to keep medical aid bag properly stocked and stored? 

1 2 3 4 5 6 7 

− Conducts inadequate inventories 

of medical aid bag; does not 

monitor what is on hand and 

what is needed. 

− Conducts adequate inventories 

of medical aid bag when 

reminded to do so. 

− Closely monitors use and 

amount of supplies in medical 

aid bag. 

− Does not request medicine and 

supplies that are needed for 

medical aid bag. 

− Requests most essential 

medicine and supplies that are 

needed for medical aid bag. 

− Requests all needed medicine 

and supplies for medical aid 

bag. 

− Fails to inspect medications for 

expiration and spoilage; 

improperly loads and stores 

supplies/equipment. 

− Usually inspects medications for 

expiration dates and spoilage; 

usually loads and stores 

supplies/equipment properly. 

− Always inspects medications 

and eliminates expired or 

spoiled medication, properly 

loads and stores 

supplies/equipment. 

 J-17 
G. Learns Safety Procedures 

How well has the Soldier learned to follow safety procedures, being alert to possible dangerous or hazardous 

situations and taking steps to protect self, other Soldiers, and equipment? 

1 2 3 4 5 6 7 

− Is careless in safety awareness; 

needs special help and 

reminders. 

− Follows safety instructions; 

adheres to safety warnings, 

briefings, and instructions. 

− Is very alert to safety 

restrictions and instructions; 

reminds others of safety 

requirements. 

− Fails to recognize unsafe 

conditions or responds 

improperly. 

− Recognizes and responds 

appropriately to unsafe 

conditions. 

− Recognizes potential vehicle or 

safety problems that many 

Soldiers might overlook. 

 J-18 
88M TRAINING PERFORMANCE RATING SCALES 

A. Learns Driving Operations 

How well has the Soldier learned transportation vehicle operations, including driving under different 

road conditions, operating trailers, and performing PMCS (preventive maintenance checks and 

services)?

1 2 3 4 5 6 7 

− Ignores proper driving 

procedures (e.g., drives too 

fast, tailgates other 

vehicles); does not maintain 

vehicle control. 

− Shows acceptable progress 

in vehicle operation and 

maintains vehicle control; is 

a careful and attentive 

driver. 

− Always attentive to proper 

driving procedures; is very 

much at ease with vehicle 

operation; sets the example 

for vehicle operation that 

other drivers try to follow. 

− Does not follow proper 

procedures for attaching and 

operating vehicles with 

trailers/semi-trailers. 

− Follows proper procedures 

in attaching and operating 

vehicles with trailers/semitrailers. 

− Attaches trailers/semitrailers and operates vehicle 

skillfully and without errors. 

− Tends to pull incomplete or 

poor PMCS on vehicle; does 

not understand or follow 

PMCS guides. 

− Follows PMCS procedures; 

pays attention to vehicle 

condition during all stages 

of operation. 

− Performs PMCS completely 

and quickly; shows 

advanced understanding of 

the maintenance part of 

vehicle operation. 

 

B. Learns to Transport Cargo and Personnel 

How well has the Soldier learned to load cargo, including placing, securing, and protecting cargo; 

and to load and unload personnel including, seating, protecting, transporting?

1 2 3 4 5 6 7 

− Places or secures loads 

improperly; shows lack of 

understanding of loading 

principles and requirements. 

− Shows understanding and 

knowledge of cargo 

loading, bracing, and 

securing procedures. 

− Shows highest level of 

knowledge and attention to 

detail in all aspects of 

loading and securing cargo. 

− Uses ratchet straps, chains, 

and binders improperly. 

− Demonstrates proper use of 

ratchet straps, chains, and 

binders. 

− Applies ratchet straps, 

chains, and binders quickly 

and without mistakes. 

− Does not show understanding 

of safely loading/unloading 

and transporting of troops. 

− Demonstrates acceptable 

knowledge of safely 

loading/unloading and 

transporting of troops. 

− Shows the highest level of 

knowledge in troop loading 

and transport procedures; is 

constantly alert to the 

safety considerations of 

troop transport. 

 J-19 
C. Learns Convoy Operations 

How well has the Soldier learned convoy preparation, requirements of convoy control measures, 

convoy rules, and in-route instructions? 

1 2 3 4 5 6 7 

− Does not understand or follow 

convoy preparation 

procedures. Does not perform 

correct actions at assembly 

areas, halts, and breaks. 

− Generally follows the 

instructions for convoy 

preparation; completes 

actions at assembly areas, 

halts, and breaks, as 

directed. 

− Fully prepares for convoy 

operations without need for 

additional instruction; 

completes all actions at 

assembly areas, halts, and 

breaks without direction. 

− Does not adequately control 

vehicle during convoy 

operations; often violates 

speed and interval 

requirements 

− Meets requirements of 

vehicle control and 

operation in convoy; 

follows catch-up speed 

instructions and corrects 

interval problems as 

directed. 

− Shows advanced skill in 

convoy operations; 

anticipates conditions 

affecting interval and speed 

and adjusts driving 

accordingly. 

− Does not understand or follow 

strip maps; often 

misunderstands or does not 

follow route markers and 

directions. 

− Meets requirements of 

reading strip maps, is alert 

and responsive to most 

route markers. 

− Reads strip maps quickly, 

with no difficulty; shows 

complete knowledge and 

understanding of all route 

markers. 

− Does not understand or follow 

convoy leaders’ instructions 

and signals. 

− Understands and follows 

convoy leaders’ signals. 

− Anticipates convoy leaders’ 

directions and signals. 

 J-20 
 J-21 

D. Learns Vehicle Operations in Tactical and Combat Situations and Under Difficult Conditions 

How well has the Soldier learned to operate vehicles in different terrains and conditions, including 

driving cross country and in inclement weather; driving at night; and driving in combat-like 

conditions?

1 2 3 4 5 6 7 

− Shows lack of knowledge of 

battle drills and immediate 

action drills; responds 

incorrectly and slowly to 

threat incidents. 

− Performs battle drills and 

immediate action drills; 

recognizes and responds as 

instructed to threat 

incidents. 

− Thoroughly knows and 

performs tactical drills; 

reacts immediately and 

correctly to threat 

situations. 

− Does not know or follow 

steps of preparing vehicle for 

combat operations; does not 

know or follow security 

procedures; lacks situational 

awareness. 

− Follows instructions for 

preparing vehicle for 

combat operation; follows 

tactical security instruction; 

is generally situationally 

aware. 

− Quickly and completely 

performs steps for 

preparing vehicle for 

combat operations; is very 

good at understanding and 

completing proper security 

measures; shows a high 

level of situational 

awareness. 

− Does not adjust vehicle 

operations to changes in 

conditions; cannot operate 

effectively off road and 

during night operations. 

− Reacts to different road, 

weather, and light 

conditions; operates 

adequately off road and at 

night. 

− Accurately recognizes and 

effectively adjusts vehicle 

operation to road, weather 

and light conditions; 

demonstrates above 

average ability operating 

off road and at night. 

E. Learns Safety Procedures 

How well has the Soldier learned to follow safety procedures, being alert to possible dangerous or 

hazardous situations and taking steps to protect self, other Soldiers, and equipment? 

1 2 3 4 5 6 7 

− Is careless in safety 

awareness; needs special 

help and reminders. 

− Follows safety instructions; 

adheres to safety warnings, 

briefings, and instructions. 

− Is very alert to safety 

restrictions and instructions; 

reminds others of safety 

requirements. 

− Fails to recognize unsafe 

conditions or responds 

improperly. 

− Recognizes and responds 

appropriately to unsafe 

conditions. 

− Recognizes potential 

vehicle or safety problems 

that many Soldiers might 

overlook. 
APPENDIX K 

MOS-SPECIFIC IN-UNIT PERFORMANCE RATING SCALES 

11B IN-UNIT PERFORMANCE RATING SCALES 

A. Performs General Communications Functions/Prepares, Installs, and Operates Radios 

Performs general communications functions; prepares, installs, and operates radios.

− Does not perform basic 

checks on communication 

equipment. 

− Usually performs basic 

checks on communication 

equipment. 

− Proficiently uses all aspects 

of the radio, in addition to 

performing basic checks on 

equipment. 

− Unable to operate radio; 

does not enter or exit nets 

properly. 

− Able to operate a radio; 

usually enters and exits nets 

properly. 

− Puts radio into operation 

quickly, even in dark; 

always enters and exits nets 

properly 

− Unable to operate 

keys/functions properly. 

− Operates most 

keys/functions; operates in 

FH and SC mode. 

− Operates all keys/functions 

properly; loads devices; 

never loses communication. 

1 2 3 4 5 6 7 

B. Performs First Aid 

Evaluates injuries; administers the appropriate treatment.

− Unable to apply basic first 

aid techniques (including 

treatment for shock, 

controlling bleeding, 

maintaining airway). 

− Applies basic first aid 

techniques (including 

treatment for shock, 

controlling bleeding, 

maintaining airway) 

properly; may not do so 

quickly. 

− Quickly performs the 

correct basic first aid 

techniques (including 

treatment for shock, 

controlling bleeding, 

maintaining airway). 

− Unable to perform advanced 

first aid interventions (does 

not know proper site for 

needle decompression, skips 

steps in preparing IVs). 

− Able to perform advanced 

first aid interventions 

(administer IVs, needle 

chest decompression) with 

little supervision. 

− Quickly and efficiently 

performs advanced first aid 

interventions (e.g., gets stick 

the first time) with no 

supervision. 

− Cannot call in a 9-line 

medevac request, even using 

a card. 

− Calls in a 9-line medevac 

request using a card. 

− Calls in a 9-line medevac 

request that includes all 

needed information without 

using a card. 

1 2 3 4 5 6 7 

K-1 
C. Operates and Maintains the Infantry Fighting Vehicle (IFV) 

Drives the assigned IFV and performs Preventative Maintenance Checks and Services (PMCS) on 

the hull and suspension to keep the vehicle operational; performs crew drills.

− Demonstrates no skill 

driving IFV. 

− Demonstrates skill driving 

IFV. 

− Demonstrates very high 

level of skill driving IFV. 

− Does not meet standard 

when performing crew 

drills. 

− Performs crew drills to 

standard, but needs practice. 

− Consistently performs crew 

drills to standard. 

− Does not perform PMCS to 

standard; fails to conduct 

daily maintenance 

inspection. 

− Performs PMCS to standard, 

with supervision. 

− Consistently performs 

PMCS to standard 

consistently with little or no 

supervision. 

1 2 3 4 5 6 7 

D. Operates and Maintains Aiming Devices 

Engages targets with aiming devices; zeroes sights; performs maintenance on aiming devices.

− Unable to engage targets 

with aiming devices. 

− Able to engage targets with 

aiming devices with practice 

and coaching. 

− Able to engage targets with 

all aiming devices. 

− Cannot zero sights 

accurately. 

− Zeroes sights accurately, but 

not quickly. 

− Quickly zeroes sights 

accurately without 

assistance. 

− Does not use bore light 

equipment accurately. 

− Uses bore light equipment, 

may require assistance. 

− Expert at using bore light 

equipment. 

− Fails to perform basic 

equipment maintenance. 

− Performs required 

maintenance on equipment 

when directed. 

− Always maintains 

equipment to high degree. 

− Unable to co-witness lasers 

and weapon sights. 

− Co-witnesses lasers and 

weapon sights with 

supervision. 

− Co-witnesses lasers and 

weapon sights with little or 

no supervision. 

1 2 3 4 5 6 7 

K-2 
E. Operates and Maintains Weapons/Antitank Weapons/Hand Grenades/Mines/Pyrotechnics 

Uses and maintains personal weapons, anti-tank weapons, explosives, hand grenades, mines, and 

pyrotechnics.

− Cannot disassemble/ 

assemble any assigned 

weapon; does not perform 

function check. 

− Disassembles, assembles 

and performs function check 

on any assigned weapon; 

may need assistance, 

depending on the weapon. 

− Disassembles, assembles 

and performs function check 

on any assigned weapon. 

− Does not perform misfire 

procedures to standard on 

either personal or anti-tank 

weapons. 

− Performs misfire procedures 

on both personal and/or 

anti-tank weapons to 

standard most of the time. 

− Performs misfire procedures 

on personal and/or anti-tank 

weapons to standard; able to 

put weapon back into 

operation. 

− Does not zero and qualify 

with personal weapons. 

− Zeroes and qualifies with 

personal weapons. 

− Zeroes and qualifies Expert 

with personal weapons. 

− Does not employ grenades, 

mines and pyrotechnics 

appropriately. 

− Employs grenades, mines, 

and pyrotechnics 

appropriately. 

− Consistently employs 

grenades, mines, and 

pyrotechnics appropriately. 

− Does not perform PMCS as 

specified in manuals. 

− Executes PMCS as specified 

in manuals, but may need 

some assistance. 

− Executes PMCS as specified 

in manuals without 

assistance. 

− Takes shortcuts rather than 

following safety procedures. 

− Generally follows safety 

procedures. 

− Always follows safety 

procedures. 

1 2 3 4 5 6 7 

F. Performs General Navigation Functions 

Uses navigational equipment (e.g., compass, map, GPS); locates objectives. 

− Cannot identify terrain 

features on a map or give 

accurate grid coordinates. 

− Correctly identifies terrain 

features on a map and gives 

accurate grid coordinates. 

− Excels at terrain association 

and gives precise grid 

coordinates. 

− Relies on others to locate 

objectives due to lack of 

skill in using navigational 

equipment. 

− Locates objectives in 

reasonable amount of time 

when provided navigation 

equipment. 

− Locates objectives without 

errors in less time than 

expected, even without 

navigation equipment. 

− Cannot navigate adequately 

at night or over unfamiliar 

terrain. 

− Navigates adequately at 

night and over unfamiliar 

terrain. 

− Navigates effectively at 

night and over unfamiliar 

terrain.

1 2 3 4 5 6 7 

K-3 
G. Performs Tactical Operations 

Maintains noise and light discipline; prepares fighting positions; performs urban operations.

− Violates noise and light 

discipline; fails to use hand 

and arm signals to 

communicate or uses them 

incorrectly. 

− Maintains noise and light 

discipline; uses most basic 

hand and arm signals 

adequately to communicate. 

− Consistently maintains noise 

and light discipline; uses 

appropriate hand and arm 

signals to communicate 

effectively. 

− Fails to construct fighting 

position to standard; fails to 

camouflage positions 

correctly. 

− Constructs adequate fighting 

position in reasonable 

amount of time with proper 

camouflage. 

− Prepares fighting position 

quickly, without 

supervision, even without 

proper tools; uses 

camouflage very effectively. 

− Unable to select adequate 

covered position during 

movement. 

− Can select adequate covered 

position during movement. 

− Selects best covered 

position during movement. 

− Operates poorly in urban 

conditions; is often out of 

position or fails to provide 

cover. 

− Operates adequately in 

urban conditions; is usually 

correctly positioned and 

provides fire support as 

directed. 

− Operates proficiently in 

urban conditions; anticipates 

positions and fire support in 

reaction to the situation. 

1 2 3 4 5 6 7 

H. Operates a Checkpoint 

Recognizes potential threats; adheres to the rules of engagement (ROE); searches vehicles; controls 

traffic; interacts with civilians. 

− Fails to adhere to ROE 

and/or recognize potential 

threats (e.g., IEDs 

[improvised explosive 

devices], weapons). 

− Adheres to ROE and 

recognizes potential threats 

(e.g., IEDs, weapons). 

− Consistently adheres to 

ROE and quickly recognizes 

potential threats (e.g., IEDs, 

weapons); additionally 

ensures that other Soldiers 

enforce ROE. 

− Does not properly follow 

procedures for processing 

detainees or interacting with 

civilians. 

− Generally follows proper 

procedures for processing 

detainees; reacts adequately 

in situations involving 

civilians. 

− Demonstrates exceptional 

skill in processing detainees 

and dealing with civilians; 

enforces detainee/civilian 

procedures in other Soldiers. 

− Searches vehicles without 

attention to detail; misses 

potential threats. 

− Properly searches vehicles 

that pose potential threats. 

− Methodically and 

thoroughly searches 

vehicles identified as 

potential threats. 

− Fails to properly direct or 

challenge vehicles and 

personnel at traffic control 

points/check points. 

− Halts and challenges 

approaching vehicles and 

personnel at traffic control 

points/check points in 

simple situations. 

− Authoritatively and 

effectively directs traffic, 

halts and challenges 

vehicles and personnel at 

traffic control points/check 

points, even during periods 

of heavy traffic. 

1 2 3 4 5 6 7 

K-4 
I. Operates and Maintains Night Vision Devices 

Operates and maintains night vision devices.

− Cannot zero the sights on 

night vision devices 

accurately. 

− Zeroes sights on night 

vision devices accurately, 

but may not do so quickly. 

− Quickly zeroes the sights on 

night vision devices 

accurately. 

− Cannot use accessories to 

standard. 

− Uses some, but not all 

accessories to standard. 

− Able to use all accessories 

to standard. 

− Fails to make proper 

adjustments to diopter 

and/or the range/zoom 

magnification. 

− Adequately adjusts the 

diopter and the range/zoom 

magnification. 

− Accurately and quickly 

adjusts the diopter and the 

range/zoom magnification. 

− Fails night weapons 

qualification. 

− Qualifies in night firing. − Scores Expert in night 

qualification. 

− Fails to perform even basic 

equipment maintenance. 

− Performs all scheduled 

maintenance on equipment. 

− Performs extensive 

maintenance on equipment. 

1 2 3 4 5 6 7 

K-5 
19K IN-UNIT PERFORMANCE RATING SCALES 

A. Performs General Tank Crew Operations 

Performs tank crew operations; follows commands and Standard Operating Procedures (SOPs); 

follows evacuation and NBC procedures.

− Does not apply SOPs, takes 

unnecessary shortcuts when 

correcting deficiencies, or 

misses defects. 

− Usually applies SOPs 

appropriately to correct 

defects or deficiencies. 

− Always applies SOPs to 

correct defects or 

deficiencies before 

problems arise. 

− Mishandles injured 

crewmen or works slowly 

during evacuation 

procedures. 

− Follows evacuation 

procedures correctly with 

some supervision. 

− Quickly, correctly, and 

safely evacuates injured 

crewmen from a tank. 

− Fails to follow proper 

procedure to prepare a tank 

for NBC operations. 

− Usually follows proper 

procedure to prepare a tank 

for NBC operations. 

− Always follows proper 

procedure to prepare a tank 

for NBC operations, even 

under difficult conditions. 

− Fails to follow proper SOPs 

for receiving and relaying 

messages and setting up 

radios or Automated Net 

Control Device (ANCD). 

− Typically sets up radio on 

correct frequency and 

follows transmission SOPs; 

uses ANCD properly; may 

need some assistance or 

direction. 

− Operates radios or ANCD 

without supervision; 

acknowledges radio 

transmissions and quickly 

takes appropriate action. 

1 2 3 4 5 6 7 

B. Performs Tank-Mounted Mine Clearing Equipment Services and Functions 

Performs tank-mounted mine clearing equipment services and functions; follows SOPs for preparing 

a tank for a minefield and in maintaining mine clearing equipment. 

− Fails to thoroughly prepare 

tank for minefield clearing; 

does not follow proper 

procedures in mounting and 

dismounting mine clearing 

equipment. 

− Prepares tank for minefield 

operations with supervision; 

properly mounts and 

dismounts mine clearing 

equipment. 

− Expertly prepares tanks for 

minefield operations 

without supervision in 

minimal time; skillfully 

mounts and dismounts mine 

clearing equipment. 

− Often fails to service and 

maintain mine clearing 

equipment in accordance 

with SOP and Technical 

Manuals (TMs). 

− Typically follows SOPs and 

TMs for servicing and 

maintaining mine clearing 

equipment; may overlook 

minor deficiencies. 

− Always follows SOPs, 

orders, and TMs for 

servicing and maintaining 

mine clearing equipment. 

1 2 3 4 5 6 7 

K-6 
C. Operates and Maintains Tank-Mounted Machine Guns 

Operates and maintains tank-mounted machine guns; follows procedures when performing these 

tasks; engages targets. 

− Neglects cleaning and 

maintenance of crew-served 

weapons. 

− Usually keeps crew-served 

weapons cleaned and 

maintained. 

− Thoroughly inspects, 

maintains, and cleans crewserved weapons. 

− Does not follow correct 

procedures when engaging 

targets. 

− Almost always follows 

correct procedures when 

engaging targets. 

− Expertly identifies and 

engages targets. 

− Does not perform correct 

immediate action 

procedures within 10 

seconds of a stoppage. 

− Usually applies immediate 

action within 10 seconds of 

a stoppage. 

− Always applies immediate 

action within 10 seconds of 

a stoppage. 

1 2 3 4 5 6 7 

D. Performs Tank Driver Functions and Operations 

Performs tank driver functions and operations correctly; follows TMs and SOPs and instructions 

from tank commander; applies correct driving techniques for terrain and conditions. 

− Often deviates from 

commander’s instructions, 

TMs, and SOPs. 

− Usually follows tank 

commander’s instructions, 

TMs, and SOPs. 

− Strictly adheres to tank 

commander’s instructions, 

TMs, and SOPs. 

− Fails to follow proper 

procedures when operating 

tanks. 

− Generally uses correct 

procedures when operating 

tanks with some 

supervision. 

− Properly operates tank and 

uses correct driving 

techniques with no 

supervision required. 

− Fails to apply correct 

driving techniques for 

terrain and conditions, does 

not use ground guides or 

follow instructions. 

− Applies correct driving 

techniques for terrain and 

conditions with some help 

from tank commander; 

follows ground guide’s 

instructions. 

− Consistently applies correct 

driving techniques, choosing 

best travel route and battle 

positions; correctly 

negotiates all obstacles 

without instruction. 

1 2 3 4 5 6 7 

K-7 
E. Performs Tank Maintenance Functions 

Performs tank maintenance functions; notices minor and major defects; follows SOPs; completes 

maintenance and order forms; performs tank recovery. 

− Does not adhere to SOPs, 

orders, safety procedures, or 

TMs when performing 

PMCS. 

− Generally follows SOPs, 

orders, safety procedures, 

and TMs when performing 

PMCS. 

− Carefully follows all SOPs, 

orders, safety procedures, 

and TMs when performing 

PMCS. 

− May fail to notice or correct 

serious defects. 

− May overlook minor 

defects; detects and takes 

action on serious problems; 

installs parts and makes 

small repairs correctly when 

supervised. 

− Immediately corrects any 

minor deficiencies; installs 

parts and makes repairs 

without supervision. 

− Turns in order and 

maintenance forms that are 

incomplete or incorrect. 

− Completes maintenance and 

order forms correctly; forms 

may need review before 

submitting. 

− Always fills out order forms 

and other maintenance 

documents correctly; no 

review needed before 

submitting. 

− May fail to survey area or 

choose incorrect method to 

recover tank; uses recovery 

equipment improperly. 

− May need help to determine 

the best method for recovery 

or to correctly place hook 

and cables in recovering 

tank. 

− Determines best method for 

tank recovery; prepares tank 

for towing even during 

adverse conditions; always 

uses proper equipment for 

recovery. 

1 2 3 4 5 6 7 

K-8 
F. Performs Gunnery Operations 

Performs gunnery operations; follows and understands TMs, SOPs and orders; catches problems and 

defects; passes the TCGST. 

− Does not adhere to SOP, 

orders, or TMs when 

performing maintenance on 

ammunition and main gun 

assembly; may fail to notice 

and correct serious defects. 

− Generally follows SOP, 

orders, and TMs when 

performing maintenance on 

ammunition and main gun 

assembly; takes action on 

serious problems. 

− Always follows SOP, 

Orders, and TMs when 

performing maintenance on 

ammunition and main gun 

assembly; takes action 

whenever needed. 

− Does not follow correct 

procedures when operating 

controls resulting in missed 

targets, mission delays, etc. 

− Almost always follows 

correct procedures when 

operating controls; may 

need supervision to execute 

complex procedures. 

− Is highly effective at 

operating controls, even 

under difficult conditions. 

− Misinterprets or fails to 

promptly follow fire 

commands; does not make 

correct announcements. 

− Generally responds 

promptly and correctly to 

fire commands; usually 

makes proper 

announcements. 

− Responds promptly and 

correctly to fire commands; 

always makes proper 

announcements. 

− Makes errors when 

completing range/sketch 

cards. 

− Prepares an error-free range/ 

sketch card, but not quickly. 

− Accurately prepares range/ 

sketch cards in minimal 

time. 

− Fails the TCGST. − Eventually passes the 

TCGST. 

− Passes the TCGST on first 

try. 

1 2 3 4 5 6 7 

K-9 
G. Performs Security Operations 

Performs calls for fire; establishes and maintains area security and discipline; constructs 

camouflaged fighting positions. 

− Gives incorrect information 

when calling for fire, or 

does so at the wrong time. 

− Knows when and how to 

call for fire in most 

situations. 

− Consistently and accurately 

calls for fire whenever 

needed. 

− Does not establish 

listening/observation posts 

that have sufficient cover 

and concealment, 

communication, and 

equipment. 

− Establishes listening/ 

observation posts that 

usually have sufficient cover 

and concealment, 

communication, and 

equipment. 

− Establishes listening/ 

observation posts that 

always have sufficient cover 

and concealment, 

communication, and 

equipment. 

− Often risks enemy detection; 

violates noise and light 

discipline; fails to use hand 

and arm signals correctly to 

communicate. 

− Usually avoids enemy 

detection; maintains noise 

and light discipline; uses 

basic hand and arm signals 

adequately to communicate. 

− Always avoids enemy 

detection; maintains noise 

and light discipline; uses 

appropriate hand and arm 

signals to communicate. 

− Fails to construct fighting 

positions quickly; fails to 

camouflage positions 

correctly. 

− Constructs fighting 

positions in reasonable 

amount of time with some 

supervision; ensures 

positions are camouflaged 

correctly. 

− Prepares fighting positions 

quickly and correctly 

without supervision; uses 

camouflage very effectively. 

1 2 3 4 5 6 7 

K-10 
31B IN-UNIT PERFORMANCE RATING SCALES 

A. Weapons 

Uses and maintains individual weapons and machine guns. 

− Is careless around weapons; 

needs monitoring and 

observation. 

− Follows weapon safety 

procedures with minimum 

reminders and supervision. 

− Is extremely safety conscious 

around weapons; reminds others 

of safety procedures. 

− Has difficulty in disassembling, 

assembling, and performing 

function checks on M9, MK19, 

and M249; needs extra help. 

− Disassembles, assembles, and 

performs function checks on M9, 

MK19, and M249; may require 

help on some weapons. 

− Disassembles, assembles, and 

performs function checks on M9, 

MK19 and M249 without any 

help. 

− Requires more than 2 refires to 

qualify with M9. 

- Qualifies Marksman with M9 in 

2 or fewer attempts. 

− Qualifies Sharpshooter or Expert 

with M9. 

1 2 3 4 5 6 7 

B. Interpersonal Communications Skills 

Communicates and interacts effectively with individuals in indigenous population or those who are upset, angry, 

or potentially violent. 

− Is hesitant to communicate with 

people of other backgrounds or 

with cultural differences. 

− Communicates with those from 

different backgrounds, but may 

be uneasy with some cultures. 

− Communicates well with others, 

regardless of background. 

− Has difficulty remaining calm 

even when dealing with 

cooperative individuals (e.g., 

may use abusive or profane 

language when dealing with 

prisoners and the general 

public); is rarely or never able to 

calm individuals who are hostile 

and upset. 

− Generally remains calm and in 

control when dealing with angry 

or abusive individuals; attempts 

to calm hostile persons (e.g., 

prisoners) and comfort victims. 

− Remains calm, even when 

working in life-threatening 

situations (e.g., enemy attack, 

hostage situation); is able to 

calm even very hostile or 

disturbed people. 

− Fails to separate individuals who 

are involved in a dispute; may 

choose sides and become 

personally involved; often 

threatens to use force to stop a 

disturbance. 

− Separates individuals involved in 

disputes; listens calmly to both 

sides without showing 

favoritism; often recommends an 

effective solution; rarely 

threatens to use force to stop 

disturbance. 

− Disperses even large groups 

involved in disputes; is able to 

calm most disputes by 

suggesting solutions; never 

threatens to use force to stop a 

disturbance. 

1 2 3 4 5 6 7 

K-11 
C. Combat Techniques 

Detects explosive hazards (e.g., improvised explosive devices [IEDs]), moves as part of a fire team, and reacts to 

indirect fire while mounted. 

− Recognizes few indicators of 

explosive hazards and/or fails to 

notify supervisors. 

− Recognizes most indicators of 

explosive hazards and notifies 

supervisors accordingly. 

− Recognizes all indicators of 

explosive hazards and 

immediately notifies supervisors. 

− Fails to assume correct position 

when dismounted; needs a lot of 

guidance as formation changes. 

− Generally assumes correct 

position while dismounted, even 

as formation changes. 

− Always assumes correct position 

while dismounted, even as 

formation changes. 

− Does not react appropriately 

while under indirect fire; fails to 

analyze or report situation; 

unsure of how to continue 

mission. 

− Reacts appropriately while under 

indirect fire; reports situation; 

continues mission with some 

guidance. 

− Reacts quickly and confidently 

while under indirect fire; 

efficiently analyzes and reports 

situation; continues mission 

without help. 

1 2 3 4 5 6 7 

D. Area Security 

Functions as a member of a scout, lead, or trail team while providing security for a convoy in a tactical 

environment. 

− Demonstrates poor execution of 

team position assignments from 

the squad leader. 

− Demonstrates adequate execution 

of team position assignments 

from the squad leader. 

− Demonstrates exceptional 

execution of team position 

assignments from the squad 

leader. 

− Is unable, without direction, to 

maintain an acceptable level of 

situational awareness during 

convoy security operations. 

− Is able to maintain a sufficient 

level of situational awareness 

during convoy security 

operations. 

− Is able to maintain a high level of 

situational awareness during 

convoy security operations. 

− Fails to recognize threats to the 

convoy; does not take action to 

avoid them. 

− Recognizes most threats to the 

convoy and takes appropriate 

action to avoid them. 

− Recognizes all threats to the 

convoy and takes immediate 

action to avoid them. 

1 2 3 4 5 6 7 

K-12 
E. Detainee Operations 

Handles and transports detainees; inspects and guards detainees at Detainment/Corrections facilities. 

− Shows tendency to mistreat 

detainees; does not follow 

standards of conduct. 

− Follows the standards of conduct 

in handling detainees. 

− Enforces standards of conduct 

and leads by example when 

handling detainees. 

− Does not know or understand 

rules on use of force (RUF); fails 

to follow rules of engagement 

(ROE) in detainee situations 

during tactical operations. 

− Adequately knows and applies 

ROE/RUF in detainee situations 

during tactical operations. 

− Shows complete understanding 

of the steps in RUF; fully 

complies with ROE in tactical 

operations and enforces ROE 

with other Soldiers in all 

detainee situations. 

− Shows a lack of sensitivity to 

cultural factors and how they 

impact the mission. 

− Understands how cultural factors 

impact the mission. 

− Shows in-depth knowledge of 

cultural factors and how they 

impact the mission. 

1 2 3 4 5 6 7 

F. Maneuver and Mobility Support Operation (MMSO) 

Operates as a team member at defiles, holding areas, traffic control points, dismount points, and roadblocks. 

− Shows little understanding of 

team leader instructions; needs 

constant reminding. 

− Shows basic understanding of 

team leader instructions; needs 

little reminding. 

− Shows exceptional 

understanding of team leader 

instructions; needs no 

reminding. 

− Fails to adhere to ROE and/or 

recognize potential threats (e.g., 

improvised explosive devices 

[IEDs], weapons). 

− Adheres to ROE and recognizes 

potential threats (e.g., IEDs, 

weapons). 

− Consistently adheres to ROE and 

quickly recognizes potential 

threats (e.g., IEDs, weapons); 

ensures that other Soldiers 

enforce ROE. 

− Does not properly follow 

procedures for processing 

detainees or interacting with 

civilians. 

− Generally follows proper 

procedures for processing 

detainees; reacts adequately in 

situations involving civilians. 

− Demonstrates exceptional skill 

in processing detainees and 

dealing with civilians; enforces 

detainee/civilian procedures in 

other Soldiers. 

− Fails to properly halt or 

challenge vehicles and personnel 

at traffic control points/check 

points. 

− Halts and challenges 

approaching vehicles and 

personnel at traffic control 

points/check points in simple 

situations. 

− Authoritatively and effectively 

halts and challenges vehicles and 

personnel at traffic control 

points/check points, even during 

periods of heavy traffic. 

1 2 3 4 5 6 7 

K-13 
G. Vehicle Operations 

Maintains and operates wheeled vehicles in tactical and non-tactical conditions. 

− Does not properly follow the 

technical manual (TM) or 

understand preventative 

maintenance checks and services 

(PMCS) requirements for the 

vehicle; fails to identify or react 

to maintenance problems. 

− Follows TM and PMCS 

requirements; identifies and acts 

on most maintenance problems 

and requirements. 

− Carefully and accurately follows 

TM and PMCS requirements; 

identifies and acts on all 

maintenance problems. 

− Is a poor or uncertain driver; 

does not anticipate changes in 

terrain or road conditions and 

places vehicle or crew at risk. 

− Drives adequately; usually 

anticipates changes and avoids 

risk conditions; is a careful 

driver. 

− Shows exceptional driving skill; 

expects and reacts very well to 

unusual conditions; is a 

confident and careful driver. 

− Shows poor situational 

awareness while operating 

wheeled vehicle in threat 

environment; is confused by or 

fails to react to instructions from 

command vehicles. 

− Shows good situational 

awareness while operating 

wheeled vehicle in threat 

environment; reacts well to 

instructions from command 

vehicles. 

− Shows exceptional situational 

awareness while operating 

wheeled vehicle in threat 

environment; reacts quickly to 

instructions from command 

vehicles. 

1 2 3 4 5 6 7 

H. Law Enforcement 

Follows the requirements of crime prevention and detection, apprehension, and the safeguarding of evidence. 

− Does not understand or cannot 

apply the principles of 

apprehension and arrest without 

extra help. 

− Can generally apply rules to 

make decisions about arrest and 

detention; applies rules for 

safeguarding rights. 

− Shows exceptional skill in 

applying rules for arrest and 

detention even in difficult or 

unusual situations. 

− Cannot effectively subdue, 

control, or restrain a prisoner 

without use of excessive force. 

− Can generally subdue, control, 

and restrain a prisoner using 

accepted techniques and 

effective use of force; requires 

minimal help. 

− Can effectively subdue, control, 

and restrain a prisoner without 

help and with controlled use of 

force to match the situation. 

− Does not understand or cannot 

apply effective techniques for 

safeguarding evidence and 

controlling a crime scene. 

− Is generally effective in 

following required procedures in 

safeguarding evidence and 

controlling a crime scene. 

− Is highly skilled in analyzing the 

situation and employing 

effective techniques in 

safeguarding evidence and 

controlling a crime scene. 

1 2 3 4 5 6 7 

K-14 
63B IN-UNIT PERFORMANCE RATING SCALES 

A. Performs Preventive Maintenance Checks and Services 

 Carries out routine maintenance tasks (replacing parts, lubricating vehicles) on schedule to keep 

vehicles operational. 

− During PMCS, does not 

properly replace needed 

parts. 

− Replaces bad parts with the 

appropriate ones during 

PMCS. 

− Makes thorough checks 

during PMCS to replace any 

worn parts; replaces them 

quickly and without 

problems. 

− Overlooks the Lubrication 

Order (LO) when it was a 

part of the PMCS. 

− Usually refers to the LO 

when checking fluid levels. 

− When needed and in 

accordance with the LO, uses 

correct type and amount of 

lubricant when performing 

PMCS. 

− Gets behind schedule or 

leaves job without 

completing it. 

− Completes services on time 

and in accordance with the 

service schedule. 

− Often completes service 

ahead of schedule, always in 

accordance with the service 

schedule. 

1 2 3 4 5 6 7 

B. Troubleshoots Vehicle and Equipment Problems 

 Troubleshoots and tests equipment malfunctions and determines the causes of equipment 

malfunctions. 

− Overlooks or fails to check 

obvious sources of problems. 

− Inspects and tests equipment 

and vehicles to find 

problems; able to diagnose 

common problems. 

− Inspects and tests equipment 

and vehicles thoroughly and 

considers all available 

symptoms and information to 

diagnose the underlying 

problem. 

− Does not follow 

troubleshooting procedures, 

so may incorrectly identify 

source of problem; makes 

repairs that only solve part of 

the problem. 

− Follows troubleshooting 

procedures; correctly 

determines the cause of the 

malfunction(s). 

− Troubleshoots logically, 

systematically eliminating 

potential sources of 

problems, often finding 

malfunctions that other firstterm mechanics may have 

missed. 

1 2 3 4 5 6 7 

K-15 
C. Repairs Vehicles and Equipment 

 Corrects malfunctions to make vehicles operational; tests vehicles after servicing. 

− Installs repair parts 

incorrectly and without 

making appropriate 

adjustment; fails to install all 

parts of a system after they 

have been removed. 

− Installs and adjusts repair 

parts correctly and verifies 

that all parts have been 

replaced after removal. 

− Installs and adjusts repair 

parts correctly and 

efficiently; carefully checks 

that all parts have been 

replaced properly by 

testing/operating the 

vehicles. 

− Does not test/operate 

equipment after repairing or 

servicing it; reports that the 

work has been completed 

before testing has been done. 

− Tests/operates equipment 

under commonly encountered 

conditions after repairing or 

servicing it. 

− Tests/operates equipment 

under even unusual 

conditions after repairing or 

servicing it. 

1 2 3 4 5 6 7 

D. Uses Tools and Test Equipment 

 Selects, sets up, maintains, and accounts for tools and test equipment. 

− Loses tools and test 

equipment or allows them to 

become dirty or 

unserviceable. 

− Keeps tools and test 

equipment clean, serviceable, 

and accounted for. 

− Cleans tools and test 

equipment immediately after 

use; maintains tools in good 

condition at all times; keeps 

tools accounted for and 

secure. 

− Selects the wrong tools and 

test equipment. 

− Usually selects the most 

appropriate tools and test 

equipment for the task. 

− Consistently selects the most 

appropriate tools and test 

equipment for the task. 

− Does not use test equipment 

correctly; may not notice 

that calibration is out of date. 

− Uses test equipment 

correctly; finds the cause of 

most malfunctions; 

occasionally checks to ensure 

calibrations are up to date. 

− Uses test equipment 

correctly and finds the cause 

of the malfunction(s); always 

ensures equipment 

calibrations are up to date. 

1 2 3 4 5 6 7 

K-16 
E. Uses Technical References 

 Acquires and uses the necessary materials, and technical documents (e.g., technical manuals [TMs], 

LOs) when performing tasks. 

− Fails to consult TMs to 

determine task requirements. 

− Uses TMs to determine task 

requirements. 

− Uses TMs quickly and 

accurately to determine task 

requirements. 

− Uses the wrong reference(s) 

to perform tasks; obtains 

incorrect stock numbers. 

− Selects reference(s) for 

performing tasks and 

obtaining stock numbers. 

− Uses reference(s) quickly 

and accurately when 

performing tasks and 

obtaining stock numbers. 

1 2 3 4 5 6 7 

F. Operates and Self-Recovers Vehicles Safely 

 Maintains, operates, and recovers vehicles; secures parked vehicles. 

− Does not perform PMCS 

before, during, and after 

vehicle operation. 

− Usually performs PMCS 

before, during, and after 

operating vehicles. 

− Consistently performs PMCS 

before, during, and after 

vehicle operation in 

accordance with reference(s). 

− Drives too fast for road and 

vehicle conditions; damages 

vehicles by incorrectly 

operating them. 

− Buckles up and drives the 

speed limit; operates vehicles 

correctly. 

− Drives defensively and 

cautiously; operates vehicles 

correctly and safely. 

− Parks vehicles improperly, 

allowing them to roll. 

− Parks vehicles properly, 

ensuring that they do not roll. 

− Takes precautions to ensure 

that there is no possibility of 

a parked vehicle rolling. 

− Freezes when a vehicle 

becomes disabled; does not 

know what to do. 

− Uses available equipment for 

self-recovery of disabled 

vehicles. 

− Improvises safe self-recovery 

of disabled vehicles, even in 

difficult conditions. 

1 2 3 4 5 6 7 

K-17 
G. Works Safely 

 Follows safety precautions and uses appropriate special equipment and protective clothing. 

− Does not adhere to unit 

safety Standard Operating 

Procedures (SOP) when 

performing tasks. 

− Follows unit safety SOP 

when performing tasks. 

− Follows unit safety SOP to 

avoid accidents and reminds 

other to do so. 

− Does not use protective 

clothing and special 

equipment when working 

under hazardous conditions. 

− Usually uses appropriate 

protective clothing and 

special equipment when 

working under hazardous 

conditions. 

− Avoids personal injury and 

equipment damage by 

always using protective 

clothing and special 

equipment. 

1 2 3 4 5 6 7 

K-18 
68W IN-UNIT PERFORMANCE RATING SCALES 

A. Provides Routine and Ongoing Patient Care 

Treats non-emergency injuries or illnesses, monitors hospitalized patients, and assists the physician 

as required. 

− Requires supervision to 

provide routine patient care; 

becomes tense and nervous 

while treating patients. 

− Provides adequate routine 

patient care, occasionally 

requiring supervision; 

usually remains calm while 

treating patients. 

− Efficiently and without 

supervision provides routine 

patient care; always 

maintains professional calm 

while treating patients. 

− Only monitors hospitalized 

patient’s condition 

periodically. 

− Regularly monitors 

hospitalized patients’ 

condition. 

− Closely monitors 

hospitalized patients’ 

condition and notifies 

physician of changes. 

− May cause further injury to 

patients when obtaining 

blood samples, inserting IVs, 

or changing bandages, etc; 

fails to follow proper 

procedures to prepare patient 

for minor surgery. 

− Usually follows proper 

procedures to obtain blood 

samples, insert IVs, change 

bandages, etc.; follows 

proper procedures to prepare 

patient for minor surgery and 

sometimes assists the 

physician in minor surgery. 

− Always follows proper 

procedures to take blood 

samples, insert IVs, or 

change bandages, etc.; 

follows proper procedures to 

prepare patient for surgery 

and often assists the 

physician in minor surgery. 

1 2 3 4 5 6 7 

B. Dispenses Medications 

Determines or identifies the correct non-prescription medication and administers medications as 

instructed by a physician. 

− Dispenses medications 

without first obtaining the 

proper authorization; fails to 

verify that patients receive 

the proper medication and 

dosage; fails to follow the 

five “rights” (right patient, 

right dose, etc.). 

− Usually obtains authorization 

before dispensing 

medications; checks and 

rechecks the prescription and 

medication labels to ensure 

that the proper medication and 

dosage are administered; 

generally follows the five 

“rights” (right patient, right 

dose, etc.). 

− Always ensures that only 

authorized medications are 

dispensed; checks the label 

at least 3 times to ensure that 

the patient receives the 

proper medication and 

dosage; consistently follows 

the five “rights” (right 

patient, right dose, etc.). 

− Fails to follow the proper 

procedures for administering 

injections; misinforms 

outgoing patients about the 

correct use or dosage of 

medications. 

− Usually follows the 

procedures to administer 

injections properly; informs 

discharged patients about the 

frequency and dosage of 

prescribed medications. 

− Always follows the proper 

procedures to administer 

injections and explains 

procedures to patient 

beforehand; always explains 

the correct procedure for 

taking prescribed 

medications. 

1 2 3 4 5 6 7 

K-19 
C. Keeps Medical Records and Proper Documentation 

Completes and stores patients’ medical history, current medication, treatment or other forms and 

ensures that all information is accurate and up-to-date. 

− May fail to inform patients 

of future appointments; fails 

to maintain proper records of 

patient location or to provide 

patients with the required 

forms; fails to complete 

SOAP (subjective, objective, 

assessment, and plan) notes. 

− Informs patients when 

checkups or immunizations 

should be scheduled; usually 

logs patients in and out at the 

appropriate times and 

provides them with the 

needed forms; usually 

completes SOAP notes 

accurately and properly. 

− Keeps records of patients 

needing check-ups and 

immunizations, and contacts 

them to schedule 

appointments; maintains 

accurate records of patient 

location at all times; ensures 

that all forms are completed; 

always completes SOAP 

notes accurately and 

properly. 

− Inaccurately records 

patients’ vital signs and 

medical history; 

misidentifies patient 

specimen and cultures; may 

often forget to record 

medication given to patients; 

fails to include 

documentation when 

transferring patients. 

− Properly records patients’ 

medical history and vital 

signs; labels patient 

specimen and cultures; 

immediately records 

medication given to patients; 

ensures all documentation is 

included when transferring 

patients. 

− Accurately records patient 

vital signs and obtains a 

complete medical history; 

accurately labels specimens 

and cultures immediately 

after samples are taken; 

records medication after it is 

administered; always ensures 

that all documentation is 

included when transferring 

patients. 

− Discloses confidential 

information; may not 

recognize consequences of 

information disclosure. 

− Maintains confidential 

information. 

− Is extremely careful in 

maintaining confidential 

patient information; never 

shares confidential 

information. 

1 2 3 4 5 6 7 

K-20 
D. Responds to Emergency Situations 

Responds to life-threatening situations at accident sites, in the field, or in emergency rooms 

(performs triage, determines and applies treatment). 

− Fails to take action, gets 

confused, or overreacts in 

emergency situations. 

− Usually stays calm in 

emergency situations. 

− Remains calm in emergency 

situations; takes control; 

knows what to do and gets 

started on tasks. 

− Fails to correctly determine 

treatment priority (fails to 

triage correctly); does not 

request assistance when 

necessary; provides 

treatment to patients which 

may endanger their survival 

or safety. 

− Correctly determines 

severity of injury or illness 

(triages correctly) and 

usually requests assistance 

when necessary; provides 

sufficient treatment to ensure 

patients’ comfort and safety. 

− Quickly and accurately 

determines treatment priority 

(triages correctly); always 

requests assistance when 

required; efficiently provides 

treatment to patients that 

ensures their safety and 

enhances their chances for 

survival. 

− Applies emergency trauma 

bandages or tourniquets 

improperly or fails to use 

them when needed; lacks 

knowledge of special life 

saving techniques and 

equipment. 

− Usually correctly determines 

when to use emergency 

trauma bandages or 

tourniquets; adequately 

applies/uses special 

techniques and equipment in 

emergency situations. 

− Always correctly determines 

when to apply emergency 

trauma bandages and 

tourniquets; expertly 

applies/uses special 

techniques and equipment in 

emergency situations. 

1 2 3 4 5 6 7 

K-21 
E. Arranges for Transportation or Transports Injured Personnel 

Arranges for safe and proper transportation of injured personnel, secures patients to litter, and 

performs ongoing assessment during patient transportation. 

− Provides unclear or 

inaccurate information 

concerning the location of 

injured personnel; fails to 

locate injured personnel for 

transport in a timely fashion; 

fails to make MEDEVAC 

requests when appropriate or 

makes request improperly. 

− Provides accurate details on 

the location of injured 

personnel; locates injured 

personnel using grids and 

maps and usually does so in 

a short amount of time; 

generally makes MEDEVAC 

requests appropriately and in 

a timely manner. 

− Always provides clear, 

accurate details on the 

location and condition of 

injured personnel; responds 

quickly to all radio requests 

for assistance; always makes 

MEDEVAC requests 

appropriately (correct 

transport decision – e.g., 

ground, air) and in a timely 

manner. 

− Loads or unloads the 

ambulance improperly; fails 

to secure patient to the litter 

or carries the litter 

improperly at times resulting 

in further injury to patient. 

− Usually loads and unloads 

the ambulance in the proper 

order; correctly handles and 

carries the litter; secures 

patients to the litter to avoid 

further injury. 

− Always carefully loads and 

unloads the ambulance in the 

proper order; expertly 

handles and carries the litter; 

and expertly secures patients 

to the litter to avoid further 

injury. 

− Fails to perform ongoing 

assessment before and 

during patient transportation. 

− Does not miss any critical 

areas when performing 

ongoing assessment before 

and during patient 

transportation. 

− Always performs a thorough 

ongoing assessment before 

and during patient 

transportation. 

1 2 3 4 5 6 7 

K-22 
F. Maintains Medical Supplies and Equipment 

Keeps existing medical supplies/equipment and medical aid bag well-stocked and properly stored; 

inspects medications for expiration and spoilage. 

− Often fails to check the 

availability of 

supplies/equipment; 

conducts inadequate 

inventories of existing 

medical aid bag or 

supplies/equipment; 

completes supply order 

forms incorrectly. 

− In most cases, ensures that 

necessary supplies/ 

equipment are available; 

may require supervision to 

conduct thorough inventories 

or to order replacements. 

− At all times ensures the 

availability of necessary 

supplies/equipment; closely 

monitors use and amount of 

existing supplies; orders 

replacements when needed 

without supervision. 

− Improperly loads and stores 

supplies/equipment. 

− Usually loads and stores 

supplies/equipment properly. 

− Always loads and stores 

supplies/equipment properly. 

− Fails to inspect medications 

for expiration and spoilage. 

− Usually inspects medications 

for expiration dates and 

spoilage. 

− Always inspects medications 

and eliminates expired or 

spoiled medication. 

− Conducts inadequate 

inventories of medical aid 

bag; does not monitor what 

is on hand and what is 

needed. 

− Conducts adequate 

inventories of medical aid 

bag when reminded to do so; 

generally monitors what is 

on hand. 

− Carefully inventories and 

closely monitors use and 

amount of supplies in 

medical aid bag. 

1 2 3 4 5 6 7 

G. Provides Health Care and Health Maintenance Instruction to Army Personnel 

Trains other Combat Life Savers (CLS) on proper injury or illness prevention techniques and trains 

Army personnel on health maintenance procedures. 

− Lacks knowledge or skill to 

instruct other Combat Life 

Savers (CLS) on basic 

procedures or new 

techniques. 

− Instructs other CLS on basic 

or new procedures and 

techniques and usually does 

so adequately. 

− Accurately instructs other 

CLS on routine and new 

health care procedures and 

provides guidance on how to 

improve their techniques. 

− Fails to provide health 

information to Army 

personnel to properly 

prepare for training 

maneuvers. 

− Provides basic health care 

information to Army 

personnel to prepare for 

training maneuvers. 

− Provides clear, detailed 

health care instructions to 

Army personnel to prepare 

for training maneuvers. 

1 2 3 4 5 6 7 

K-23 
H. Maintains and Operates Army Vehicles 

Inspects and maintains Army vehicles to ensure that they are in mission-ready status, and operates 

vehicles in a safe and efficient manner. 

− Performs improper 

Preventive Maintenance 

Checks and Services 

(PMCS); disregards or fails 

to note potential operating 

deficiencies on vehicles. 

− Performs routine PMCS 

according to SOP; routinely 

inspects vehicles for 

deficiencies and corrects 

minor problems. 

− Proactively performs PMCS 

to ensure vehicles are in 

excellent, field-ready 

condition; efficiently 

identifies and corrects all 

potential operating 

problems. 

− Speeds or drives recklessly, 

sometimes causing 

accidents; fails to use or 

heed a ground guide or gives 

improper instructions when 

acting as a ground guide; 

fails to obtain driver’s 

license to operate vehicles. 

− Drives at a speed and in a 

manner that is appropriate 

for the road/terrain 

conditions; follows the 

directions of a ground guide; 

obtains and maintains 

driver’s license to operate 

medical vehicle. 

− Operates vehicles safely and 

efficiently even under 

hazardous road conditions, 

avoiding all accidents; uses a 

ground guide when needed; 

obtains license to operate 

tactical and medical 

vehicles. 

1 2 3 4 5 6 7 

I. Provides Advice on Clinical Field Site 

Sets up, maintains, and inspects health care and other field facilities to ensure sanitary conditions; 

coordinates field sanitation team. 

− During inspection, fails to 

identify facilities that are 

unsanitary; allows the water 

supply to run low or become 

contaminated. 

− When inspecting areas or 

facilities, identifies those 

that fail to meet required 

standards; ensures the water 

supply is adequate and 

uncontaminated. 

− Conducts regular, thorough 

inspections of field facilities; 

checks the water supply to 

ensure drinkability and 

availability. 

− Fails to identify a field 

sanitation team. 

− Coordinates a field 

sanitation team and usually 

performs follow up 

inspections. 

− Coordinates a field 

sanitation team and always 

conducts follow up 

inspections. 

1 2 3 4 5 6 7 

K-24 
88M IN-UNIT PERFORMANCE RATING SCALES 

A. Driving Operations 

Performs transportation vehicle operations, including driving under different road conditions, 

coupling/uncoupling and operating trailers, and performing PMCS (preventive maintenance checks 

and services); completes DA Form 5988. 

− Ignores proper driving 

procedures (e.g., drives too 

fast, tailgates other 

vehicles); does not maintain 

vehicle control. 

− Shows acceptable progress 

in vehicle operation; 

maintains vehicle control; 

usually attentive to proper 

driving procedures. 

− Is always attentive to proper 

driving procedures; very 

much at ease with vehicle 

operation; sets the example 

for vehicle operation that 

other drivers try to follow. 

− Does not follow proper 

procedures for coupling and 

operating vehicles with 

trailers/semi-trailers. 

− Follows proper procedures 

in coupling and operating 

vehicles with trailers/semitrailers. 

− Couples trailers/semitrailers and operates vehicle 

skillfully and without errors. 

− Does not perform proper 

PMCS on vehicle; does not 

understand or follow PMCS 

guides. 

− Follows PMCS procedures; 

pays attention to vehicle 

condition during all stages 

of operation. 

− Performs PMCS completely 

and quickly; shows 

advanced understanding and 

is attentive to all stages of 

vehicle operation. 

− Cannot complete or read 

DA Form 5988. 

− Demonstrates acceptable 

knowledge in completing 

and reading DA Form 5988. 

− Demonstrates exceptional 

knowledge in properly 

completing and 

understanding DA Form 

5988. 

1 2 3 4 5 6 7 

K-25 
B. Transport Cargo and Personnel 

Places, secures, and protects cargo; loads and unloads personnel, including seating, protecting, 

transporting; works with hazardous cargo.

− Places or secures loads 

improperly; does not 

understand loading 

principles and requirements. 

− Knows cargo loading, 

bracing, and securing 

procedures. 

− Knows all aspects of 

loading and securing cargo 

and shows extensive 

attention to detail. 

− Does not follow proper 

procedures for loading and 

securing hazardous cargo. 

− Typically follows proper 

procedures for loading and 

securing hazardous cargo. 

− Always follows proper 

procedures when loading 

and securing hazardous 

cargo. 

− Uses ratchet straps, chains, 

and binders improperly. 

− Uses ratchet straps, chains, 

and binders properly. 

− Applies ratchet straps, 

chains, and binders quickly 

and without errors. 

− Does not follow proper 

procedures for safely 

loading/unloading and 

transporting troops. 

− Typically follows proper 

procedures for 

loading/unloading and 

transporting troops. 

− Carefully follows proper 

procedures for 

loading/unloading and 

transporting troops. 

− Forgets hazardous cargo 

placards or uses them 

improperly. 

− Typically uses correct 

hazardous cargo placards. 

− Always correctly places 

hazardous cargo placards. 

− Does not understand or 

follow proper procedures 

after a spill of hazardous 

cargo. 

− Follows most correct 

procedures after a spill of 

hazardous cargo. 

− Carefully follows all proper 

procedures after a spill of 

hazardous cargo. 

1 2 3 4 5 6 7 

K-26 
C. Convoy Operations 

Operates vehicles in a convoy, following convoy control measures, convoy rules, and in-route 

instructions. 

− Does not understand or 

follow convoy preparation 

procedures; does not 

perform correct actions at 

assembly areas, halts, and 

breaks. 

− Generally follows the 

instructions for convoy 

preparation; completes 

actions at assembly areas, 

halts, and breaks, as 

directed. 

− Fully prepares for convoy 

operations without need for 

additional instruction; 

completes all actions at 

assembly areas, halts, and 

breaks without direction. 

− Does not adequately control 

vehicle during convoy 

operations; often violates 

speed and interval 

requirements. 

− Meets requirements of 

vehicle control and 

operation in convoy; follows 

catch-up speed instructions 

and corrects interval 

problems as directed. 

− Shows advanced skill in 

convoy operations; 

anticipates conditions 

affecting interval and speed, 

and adjusts driving 

accordingly. 

− Does not follow strip maps; 

often misunderstands or 

does not follow route 

markers and directions. 

− Reads and follows strip 

maps; is alert and 

responsive to most route 

markers and directions. 

− Reads strip maps quickly, 

with no difficulty; shows 

complete knowledge and 

understanding of all route 

markers and directions. 

− Does not follow convoy 

leaders’ instructions and 

signals. 

− Follows convoy leaders’ 

instructions and signals. 

− Anticipates and always 

follows convoy leaders’ 

instructions and signals. 

1 2 3 4 5 6 7 

K-27 
K-28 

D. Vehicle Operations in Tactical and Combat Situations and Under Difficult Conditions 

Operates vehicles in different terrains and conditions, including driving cross country and in 

inclement weather; driving at night; driving in combat conditions; performs battle drills.

− Does not perform battle and 

immediate action drills 

correctly; responds 

incorrectly and slowly to 

threat incidents. 

− Typically performs battle 

and immediate action drills 

correctly; recognizes and 

responds as instructed to 

threat incidents. 

− Thoroughly knows and 

correctly performs battle 

and immediate action drills; 

reacts immediately and 

correctly to threat incidents. 

− Does not know or follow 

steps of preparing vehicle 

for combat operations; does 

not know or follow security 

procedures; lacks situational 

awareness. 

− Follows instructions for 

preparing vehicle for 

combat operation; follows 

tactical security instructions; 

is generally situationally 

aware. 

− Quickly and completely 

performs steps for preparing 

vehicle for combat 

operations; excels at 

completing proper security 

measures; shows a high 

level of situational 

awareness. 

− Does not adjust vehicle 

operations to changes in 

road, weather, and light 

conditions; cannot operate 

effectively off road and at 

night. 

− Reacts to different road, 

weather, and light 

conditions; operates 

adequately off road and at 

night. 

− Accurately recognizes and 

effectively adjusts vehicle 

operation to road, weather, 

and light conditions; 

demonstrates above average 

ability operating off road 

and at night. 

1 2 3 4 5 6 7 
APPENDIX L 

IN-UNIT ARMY LIFE QUESTIONNAIRE 

Instructions 

This assessment includes questions about your life as a Soldier. Please read each set of instructions and 

questions carefully. Be assured that your responses will remain completely confidential and will be used for 

research purposes only. When you are ready to begin, please click the Continue button below. 

------- New Screen -------- 

Part I. Deployments 

1. Are you currently, or have you been, on any of the following operational deployments during your 

current term of service? (check all that apply) 

 US-Mexican Border (Operation Jump Start) 

 Soto Cano, Honduras (Task Force Bravo) 

 Guantanamo Bay, Cuba (Task Force GTMO) 

 Kosovo or Rumania (Task Force East) 

 Philippines (Task Force Philippines) 

 Egypt (Sinai Multinational Force and Observers) 

 Africa (Task Force Horn of Africa) 

 Iraq or Kuwait (Operation Iraqi Freedom) 

 Afghanistan (Operation Enduring Freedom) 

 Saudi Arabia, Bahrain, Kuwait (Operation Desert Falcon) 

 Other operational deployment (please specify) ______________________________ 

 I have not been deployed 

*note: their answer to this question determines whether they answer the next section or not; if 

they check the last box, they will skip the next two screen and proceed straight to Part II 

------- New Screen-------- 

Please indicate when and for how long you were deployed. 

2. In what month were you first deployed? 

3. How many total months have you been deployed? 

------- New Screen--------

Please rate the extent to which you agree or disagree with the following statements about being deployed.

1 2 3 4 5 

Strongly Disagree Disagree Neither Agree Nor 

Disagree Agree Strongly Agree 

4. Being deployed has had a positive effect on my Army career. 

5. I have been able to adjust to life as a deployed Soldier. 

6. Since being deployed, I have second-guessed my decision to join the Army. 

7. I have found my deployment to be an enriching experience. 

8. Being deployed has increased the likelihood that I will re-enlist for another term. 

Go to Part II 

L-1 
------- New Screen-------- 

Part II. Army History 

In this section, you will be asked about your history and accomplishments in the Army. 

9. Have you received any of the following medals? (check all that apply) 

 Army Achievement Medal 

 Army Commendation Medal 

 Army Good Conduct Medal 

 Army Reserve Components Achievement Medal 

 Army National Guard Components Achievement Medal 

 Air Medal 

 Distinguished Flying Cross Medal 

 Joint Service Achievement Medal 

 Joint Service Commendation Medal 

 Army Soldier’s Medal 

 Military Outstanding Volunteer Service Medal 

 Defense Meritorious Service Medal 

 Purple Heart 

 Bronze Star Medal 

 Silver Star Medal 

 Army Distinguished Service Cross 

 Medal of Honor 

10. During your time in the Army, have you received any of the following: 

-an accelerated training advancement? ____YES ____NO 

-an accelerated promotion? ____YES ____NO 

-an accelerated position? ____YES ____NO 

------- New Screen--------

11. Have you ever ... 

a. received an Article 15? ____YES ____NO 

 1. If yes, how many? 

b. been formally counseled about lack of effort? ____YES ____NO 

c. been formally counseled about your behavior or discipline? ____YES ____NO 

d. been formally counseled about unsatisfactory performance? ____YES ____NO 

12. Have you ever been placed on restriction for: 

a. disobeying a direct order? ____YES ____NO 

b. not adhering to standards of conduct? ____YES ____NO 

c. disrespecting your peers or superiors? ____YES ____NO 

------- New Screen--------

13. What was your last Army Physical Fitness Test (APFT) score? 

L-2 
14. When was your last Army Physical Fitness Test (APFT) test? If you are unsure, please give you 

best estimate. 

15. What was the last Weapon Qualification you received on your individual weapon? 

------- New Screen--------

Part III. The Army and You 

In this section you will rate your level of agreement with several statements regarding your life as a 

Soldier. Please rate each statement that follows using the scale below. 

1 2 3 4 5 

Strongly Disagree Disagree Neither Agree Nor 

Disagree Agree Strongly Agree 

16. I am able to maintain my values as a member of the Army. 

17. I am confident that I will complete my current term of service. 

18. I am proud to tell others I am in the Army. 

19. I do not fit very well in the Army. 

20. I doubt I could become as attached to another organization as I am to the Army. 

21. I feel a strong sense of belonging to the Army. 

22. I feel like I am part of the Army “family.” 

23. I feel personally attached to the Army. 

24. I feel that the problems faced by the Army are also my own problems. 

25. I intend to leave the Army after completing my current term of service. 

26. I like the amount of physical activity I have to do as a Soldier. 

27. I plan to spend the rest of my career in the Army. 

28. Life in the Army is worse than I expected before I joined the service. 

29. My spouse/significant other would support my decision to re-enlist in the Army after my current 

term of service. 

30. The Army has a great deal of personal meaning for me. 

31. The Army is a good match for me. 

32. The values of the Army reflect my own values. 

------- New Screen--------

Part IV. You and Your MOS 

In this section, you will answer a series of questions about your MOS. 

33. Since completing AIT/OSUT, what percentage of your daily activities has been related to 

performing or training in your primary MOS? 

1. 0%-25% 

2. 26%-50% 

3. 51%-75% 

4. 76%-100% 

L-3 
------- New Screen--------

1 2 3 4 5 

Strongly Disagree Disagree Neither Agree Nor 

Disagree Agree Strongly Agree 

34. My MOS allows me to perform the kind of work I want to do. 

35. Given my skills and abilities, I think I am in the right MOS. 

36. If I could easily switch my MOS, I would. 

37. Working in my MOS helps me achieve my long-term career goals. 

38. I think my skills make me better suited for another MOS. 

39. My MOS is a good match for me. 

40. Given my interests, I would be better off in another MOS. 

41. I like the work I do in my MOS. 

42. I am the right person for the type of work my MOS requires. 

------- New Screen--------

1 2 3 4 5 

Very Dissatisfied Dissatisfied Neither Satisfied 

Nor Dissatisfied Satisfied Very Satisfied 

43. How satisfied are you with your opportunity to perform work you find interesting? 

44. How satisfied are you with your opportunity to learn new skills on the job? 

45. How satisfied are you with the amount of challenge in your work? 

46. How satisfied are you with the amount of variety in your work? 

47. How satisfied are you with your opportunity to use your aptitudes, experience, and training? 

48. How satisfied are you with the day-to-day tasks on your job? 

------- New Screen--------

Part V. Your Army Career

In this section, you will be asked several questions about your Army career and your current term of 

service. It is very important that you answer each question honestly. Your responses will be kept 

confidential and used for research purposes only. 

49. How frequently have you thought about trying to leave the Army before your current term of 

service expires? 

1. Never 

2. Rarely 

3. Sometimes 

4. Often 

5. Very Often 

L-4 
L-5 

50. How important is it to you that you complete your current term of service? 

1. Not Important 

2. Somewhat Important 

3. Important 

4. Very Important 

5. Extremely Important 

51. How confident are you that you will stay in the Army until you retire? 

1. Not at All Confident 

2. Somewhat Confident 

3. Confident 

4. Very Confident 

5. Extremely Confident 

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Please use the following scale to answer the remaining questions. 

1 2 3 4 5 

Extremely 

Unlikely Unlikely Neither Likely nor 

Unlikely Likely Extremely Likely 

52. How likely is it that you will complete your current term of service? 

53. How likely is it that you will make the Army a career? 

54. How likely is it that you will leave the Army after completing your current term of service? 

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That completes this assessment. Thank you very much for your cooperation and input.