Technica Ripen 410I

EFFECTS OF REFRESHER TRAINING

ON JOB-TASK TYPEWRITING PERFORMANCE

Joseph D. Hagman and Joel D. Schendel

TRAINING TECHNICAL AREA

05

* October51979

Aprvdfrpulcrlae;dtrbtonulmtd

uREV
U. S. ARMY RESEARCH INSTITUTE

FOR THE BEHAVIORAL AND SOCIAL SCIENCES

A Field Operating Agency under the Jurisdiction of the

Deputy Chief of Staff for Personnel

WILLIAM L. HAUSER

JOSEPH ZEIDNER Colonel. U S Army Technical Director Commander

NOTICES

DISTRIUTION:Yfiry distribution of this report has been Made by ARI. Plegm address coreesweoncen c~ern11ing distribut ion of reports to: U. S. Army Reesgch Institute for the Behavioral and Social Sciences. ATTN: PERI-P, 9001 Eillinhovor Avenue, Alexandria. Virginia 22333.

Qibia. n iaa~. : hsra"n. a - Thsrawgy~ be ovedyg whn it is no iet'pr nee. is do not return it to

the U. S. A""y Reasef Insttute for the Behavioral end Social Scienes.

tiLThe findinglls 'n this "IPOrt SVS not to be construed as en officiel Oe~ertment of the ArmyV position. unless,. Oeelunete by ether eutheregeel decumens.
Unclassified(A# T T L/ O

REPORT DOCUMENTATI PAGE BFRE COWTRUTWONFOR

BEACO NUMIRA; 0 Vol 2. GOVT ACCESSION NO. 3. RECIPIENT'S1 CATALOG NUMBER I

FECTS, OFREPRESHERAIIq OJB-TASK

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7. AUTHO~re) D. CONTRACTOR GATN

4 JosephD DHagmant Joel D. .chendelj

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U.S. Army Research Institute for the Behavioral 7 AREA A WORK UNIT NUMBERS

and Social Sciences Q6727 A

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If. SUPPLEMENTARY NOTES

It. KEY WORDS (Continue aun reverse side If aeccesomy aid 1~10),f by block imber)

Training Job-task typewriting

Refresher training Straight-copy typewriting

peformed under arstciaye tanin meod johichs allowedse ofranCorresponec

Manual while arranging materials into the correct format. The other group

performed under a recall training method which required reliance on memory rather than the Correspondence Manual for format in formation. Under both

(Continued)

DD , FA= 3 ga3I1Io t NoO a51 @WLETR Unclassified j3i

jSaCUT CLAMUPICATIMOP ,TIS PAWS~ a
Unclassified

SECURITY CLASSIFICATION OF THIS PAGK(Mlmh. Date BEnemod

Item 20 (Continued)

Sfethods, soldiers received knowledge of results concerning boph typewriting

speed and accuracy. Straight-copy typewriting performance also was measured

at each training session.

Both training methods produced approximately a 36% increase in format

arrangement speed without an associated increase in error. These benefits

occurred regardless of a soldier's time in MOS or on-the-job typewriting

experience. Straight-copy typewriting performance remained at an average

level of 23 net words per minute across seisions and did not reflect jobtask typewriting proficiency.

Timely and consistent use of knowledge of results was suggested to be

the reason for the typewriting improvements obtained under both training

methods.A Similar use of knowledge of results in an on-the-job environment

also should improve job-task typewriting performance, and thereby reduce

the meed or a formal refresher training program.

Accession For

NKTIS Ga&l

DDC TAB

Unannounced

justificto

By___________

Distribut ion/

Avpilabil ityCodes

: , Avail special and/or

Unclassified

l SECURITY CLASSIFICATION OF THIS PASE(UIWen Date EI,10I0"
Technic Roedur 410

EFFECTS OF REFRESHER TRAINING

ON JOB-TASK TYPEWRITING PERFORMANCE

Joseph D. Hagman and Joel D. Schendel

Submitted by:

Joyce L. Shields, Acting Chief

TRAINING TECHNICAL AREA

Approved by*

E. Ralph Dueok, Director PERSONNEL AND TRAINING RESEARCH LABORATORY

U.S. ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SOCIAL SCIENCES

5001 Eisenhower Avenue, Alexandria, Virginia 22333

Office, Deputy Chief of Staff for Personnel

Department of the Army

October 1979

Army Project Numnber Individual Training

201027220?77 Technoloy

Approved for public talus., distribution unllmltsd.

11:1
ARI Research Reports and Technical Reports are intended for sponsors of

R&D tasks and for other research and military agencies. Any findings ready

for implementation at the time of publication are presented in the last part

of the Brief. Upon completion of a major phase of the task, formal recommendations f6r official action normally are conveyed to appropriate military

agencies by briefing or Disposition Form.

iv
FOREWORD

The Training Technical Area of the Army Research Institute for the

Behavioral and Social Sciences (ARI) has actively pursued a program of

research in support of the systems engineering of training. A major

focus of this research is to develop the fundamental data and technology

necessary to field integrated systems for improving individual job

performance. Such systems include Skill Qualification Testing (SQT),

job performance aids, training courses in schools and in the field,

performance criteria, and management and feedback systems. This report

is one of a series on specific topics in the area of skill acquisition

and retention of selected Chaparral skills and ARI Research Report 1211

*investigated retention and relearning of typewriting skills. In response

to requirements by the Deputy Chief of Staff for Training of the Army

Training and Doctrine Command (TRADOC), the long-term goal is to develop

methods for predicting proficiency loss for all types of skills and for

determining effective training procedures for reducing this loss. The

work was accomplished by ARI personnel under Army Project 2Q162722A777,

FY 1979, "Individual Training Technology" with the combined support of

COL R. S. Kubby, Deputy Assistant Commandant; LTC J. I. Spencer and Mr.

H. L. Chipman, Directorate of Evaluation, at the US Army Engineer

School, Fort Belvoir, Virginia.

(JJSEPH Z NER

-echnical Director

*1 V

jai
EFFECTS OF REFRESHER TRAINING ON JOB-TASK TYPEWRITING PERFORMANCE

BRIEF

Requirement:

To determine the effect of refresher training on the job-task

typewriting performance of Army Administrative Specialists, 71L Military

Occupational Specialty (MOS); to compare the relative effectiveness of

two refresher training methods on job-task typewriting performance; and

to examine the relationship between straight-copy and job-task typewriting performance.

Procedure:

Two groups of 15 Administrative Specialists participated in four

Job-task training sessions designed to enhance the typing of Military

Correspondence. Each group used a different training method. One

method emphasized study; the other method emphasized recall. The study

training method allowed soldiers to consult the Correspondence Manual AR

340-15 while arranging test materials into the correct modified block

style format. The recall training method required soldiers to retrieve

format information from memory during the arrangement of test materials.

Under both training methods, soldiers received knowledge of results

concerning both speed and accuracy of their typing performance. Straightcopy typing was measured at each session before the start of job-task

typing training. Prior to the start of each session, soldiers completed

a questionnaire. The general purpose of these questionnaires was to

provide information on each soldier's time in MOS and the amount and

kind of on-the-Job typing each performed.

Findings:

Refresher training improved the ability of Administrative Specialists

to type Military Correspondence. Both the study and the recall training

methods produced approximately a 36 percent increase in format arrangement

speed without an associated increase in error. The benefits derived

from job-task typing training occurred regardless of a soldier's time in

MOS or amount and kind of typing performed on the job. Straight-copy

typing performance remained at an average level of 23 net words per

minute across sessions. Job-task typing performance could not be predicted from straight-copy typing performance.

Utilization of Findings:

Refresher training not only provides an opportunity to regain lost

skill, but also provides an opportunity to establish new skill, even on

vii
tasks performed routinely on the job. Consistent and timely use of

knowledge of results contributes to the effectiveness of formal refresher

training. Similar use of knowledge of results in an on-the-job environment also should improve job-task typing performance, and thereby,

reduce the need for a formal refresher training program. Supervisors

can adopt such an approach immediately without the need to develop special training materials. Knowledge of soldiers' straight-copy typing

skill does not insure accurate prediction of their skill at typing job- related materials.

viii
EFFECTS OF TRAINING ON JOB-TASK TYPEWRITING

CONTENTS

Page

INTRODUCTION . . . . . . 1

OBJECTIVES . . . . . . . .. .. .. .. .. .. .. .. .. . .1

APPROACH .. ............................. 2

MTHOD .. .. .. .*. .. .. .. .. .. .. .. .. .. .... 3

Subjects .. . .. .. .. .. .. .. .. .. .. .. .. .. 3

Design .. ............................ 4

Materials .. .. .. .. .. .. .. .. .. .. .. .. .. 4

Apparatus. ........................... 6

Questionnaires .. ........................ 6

Procedure. ........................... 7

RESULTS AND DISCUSSION .. ...................... 8

Job-task Typewriting Performance .. ............... 8

Straight-copy Typewriting Performance .............. 10

Correlational Data. ........................ 12

CONCLUSIONS o.. .. .. .. .. . . .. .. .. .. .. .... 17

REFERENCES. ............................... 19

APPENDIX A. JOB-TASK BOLTS LETSo. .. ............ 21

B. STRAIGHT-COPY BOOKLETS .................. 41

C. QUESTIONNAIRES ...................... 53

D. FORMULAS FOR GWPM AND NWPM ...............55

E. RULES FOR SCORING STRAIGHT-COPY TESTS. ........ 57

DISTRIBUTION . . . o. . .. .. .. .. ........ ...... 59

ix

S.~ .Y
LIST OF TABLES

Page

Table 1. Number of Soldiers from each Grade and 3

Job-title Category

2. Stroke Intensity and Syllabic Intensity 6

for Straight-copy Typewriting Tests

Contained in Each Training Form

3. Order of Form Presentation Across 6

Sessions

4. Correlation between Amount of On-the-job 16

Typing and Increases in Job-task Typing

Speed Occurring between Sessions

5. Intercorrelations for Speed and Errors 18

in Straight-copy and Job-task Typing

for Individual Training Sessions

LIST OF FIGURES

Figure 1. Experimental Design 5

2. Average Completion Times for Combined 9

Job-task Testing at Each Session

3. Average Total Number of Format and 11

Content Errors Typed at Each Training

Session

4. Average Straight-copy Gross Words Per 13

Minute (GWPM) Typed at Each Training

Session

5. Average Number of Straight-copy Errors 14

Typed at Each Training Session

6. Average Straight-copy Net Words Per 15

Minute (NWPM) Typed at Each Training

Session

x

a' '
EFFECTS OF REFRESHER TRAINING ON

JOB-TASK TYPEWRITING PERFORMANCE

INTRODUCTION

Proficient performance in many clerical tasks depends on typewriting

skill. This skill may be measured in terms of either straight-copy or

job-task typewriting performance. Straight-copy typewriting involves

copying printed materials without change in form or arrangement (West,

1969, p. 322), and it depends primarily on key-stroking ability. Jobtask typewriting involves more than basic key-stroking. It requires the

ability to make decisions about the form and arrangement of typed materials. These decisions usually involve centering, vertical and horizontal

placement, spacing between elements, and setting of margins and line

headings.

A primary goal of the Army is to improve the job-task typewriting

performance of its clerical personnel. However, relatively little

research has been performed on job-task typing (e.g., Showel, 1972)

compared to straight-copy typing (e.g., Hagman, 1979; US Army Administration Center, 1977). One result is that information is lacking on

current levels of job-task typing performance and techniques for promoting it. A second result is that straight-copy typing performance has

been used as an indicator of job-task typing performance. The validity

of this approach can be questioned for two reasons. First, job-task

typing speed is usually slower than straight-copy typing speed (West,

1969). Second, as one moves from straight-copy to job-task typing,

there is a shift in emphasis from key-stroking ability to organizing and

planning abilities (Muhich, 1974). Thus, straight-copy typing performance can be an inaccurate index of job-task typing performance and

reveals little about the organizational skills required for effective

on-the-job typing performance.

OBJECTIVES

In order to achieve its goal of improved job-task typing performance,

the Army needs information which is related specifically to job-task

typing. In particular, the Army needs data on (1) current job-task

typewriting proficiency levels of its clerical personnel and (2) effective

training methods for raising job-task typing performance. In addition,

more data are required on the utility of straight-copy typing performance

as an index of job-task typing performance. One objective of this

research was to provide these data.
A second objective of this research was to test the hypothesis that

refresher training provides opportunities for new learning, even in

tasks performed routinely on the job. In support of this hypothesis,

West (1969, p. 415) states that poor work habits tend to result if

either speed or accuracy of typing is not given sufficient emphasis. If

this emphasis is lacking on the job, refresher training, designed to

provide it, may motivate soldiers to perform better and induce new

learning (e.g., Newell, 1977). If new learning does occur, it should be

in the form of relatively permanent increments in typing skill.

APPROACH

The job-task selected for training was the typing of Army correspondence. Two training methods were evaluated. One emphasized study; the

other emphasized recall. During study, material to be learned is presented to the trainee. Study may involve either watching another person

perform a task or the reading of printed materials. Regardless of form,

study always involves an attempt to take in or receive information.

During recall, an attempt is made to retrieve studied material from

memory.

Training typically involves both study and recall segments. For

example, a soldier being trained to type a Military Letter might examine

the correct format depicted in a training manual (study) and then attempt

to type the letter without aid of the manual (recall). The number and

sequential arrangement of study and recall segments can vary depending

upon the training procedure adopted.

Traditionally, learning has been assumed to occur only during study.

Although the positive effect of recall on learning has been mentioned in

the early literature (e.g., Gates, 1917; Raffel, 1934), only recently,

has evidence been accumulating that recall may not only enhance learning

(e.g., Lachman & Laughery, 1968) but also improve retention (e.g., Hogan

& Kintsch, 1970; Thompson, Wenger, & Bartling, 1978). Thus, current

viewpoints implicate both study and recall segments of training as contributors to learning and retention processes.

The beneficial effects of recall have been attributed to: (1)

enhanced organization of material in memory resulting from its retrieval

(Rosner, 1970), and (2) development of an efficient learning strategy in

which missed items receive more attention than those previously recalled

correctly (Lachman & Laughery, 1968). With much of job-task typing

performance requiring possession of both efficient learning strategies

and organizational skills, increased emphasis on recall during training

should enhance typists' ability to meet both requirements. If true,

recall may prove to be more beneficial to performance than study during

training. The present research was designed to examine this possibility.

2
Two groups participated in four training sessions. The Study group

always had a manual available which provided the format information

necessary for successful completion of the job task. The Recall group

also had this manual available, but only during sessions 1 and 4.

During Sessions 2 and 3, the Recall group typed without the manual and,

therefore, had to retrieve format information from memory. Both groups

were permitted to use the manual during Session 4 since this is standard

on-the-job procedure.

To increase the general benefit derived from training, several

techniques recommended by West (1969) were incorporated into both jobtask training methods. These techniques included the delivery of consistent and timely knowledge of results regarding speed and accuracy of

work, use of unarranged training materials, and exposure to a variety of

job tasks. Straight-copy typing performance also was measured to assess

its value as a predictor of job-task typing performance.

METHOD

Subjects

Seventeen male and thirteen female Administrative Specialists, 71L

Military Occupational Specialty (MOS), from Fort Belvoir, Virginia,

served as subjects. All soldiers were working in their MOS at Skill

Level 1 but differed in their grades and job titles. Table 1 shows the

distribution of soldiers by grade and job-title. The median time in MOS

for this sample of soldiers was 18 months and the range was 69 months.

Table 1

Number of Soldiers from each Grade and Job-title Category

Grade Number

E2 6

E3 5

E4 19

Job Title

Administrative Clerk 9

Clerk/Typist 10

File Clerk 3

Keypunch Operator 1

Mail or Distribution Clerk 4

Personnel Clerk 2

SIDPERS Clerk 1

3
Design

The 2x4 mixed-treatment design shown in Figure 1 was used. The

between subjects variable was Groups (Study, Recall) and the withinsubject-variable was Sessions (1-4). Fifteen soldiers were assigned

randomly to each of the two groups with the constraint that sex and

grade be equated roughly across groups.

Materials

Two parallel sets of training materials were developed for both jobtask and straight-copy typing. These sets were bound separately into

booklets labeled either Form A or Form B.

Job-Task Booklets. Job-task booklets (Appendix A) contained test

materials for the Military Letter, Memorandum, Indorsement, and Disposition Form. For each category of correspondence, test materials consisted

of a test copy and an information copy. Test copies were arranged in

the same format as the correspondence lesson materials contained in the

Self-Evaluation Test Segment of Resource Workbooks prepared by the US

Army Institute of Administration and were representative of standard

military correspondence. Thus, the test copy contained the material to

be typed bu did not display it in the proper modified block style

format. Instead, individual elements of correspondence (e.g., date,

reference symbol, etc.) were placed on the right half of the test copy,

and the labels identifying each element were placed on the left half.

The information copy displayed the test copy material in the correct

format.

Straight-copy Booklets. Straight-copy booklets (Appendix B) contained a 5-minute warmup exercise and two 5-minute typing tests. The

two tests contained in Form A were prepared by the US Army Adjutant

General School. Administration School officials used these tests for

end-of-course testing when this research was conducted. Scientists at

the US Army Research Institute for the Behavioral and Social Sciences

(ARI) developed the two tests in Form B for use in an earlier research

project (Hagman, 1979).

Because of the relationship between test difficulty and typing speed

(Robinson, 1967), tests in each Form were equated for difficulty.

Difficulty level was defined in terms of stroke intensity (average

number of typewriter strokes per dictionary word, including interword

space) and syllabic intensity (average number of speech syllables per

dictionary word). The average values of stroke and syllabic intensity

for each test Form are listed in Table 2. These values represent the

average difficulty level of written business communication (West, 1969).

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Table 2

Stroke Intensity and Syllabic Intensity for Straight-copy Typewriting

Contained in Each Training Form

Form Stroke Intensity Syllabic Intensity

A 6.07 1.67

B 6.14 1.64

As shown in Table 3, two orders of Form presentation were used

across sessions. Eight soldiers from the Study and Recall groups were

tested using Order 1, while seven soldiers in each group were tested

using Order 2.

Table 3

Order of Form Presentation Across Sessions

Order Sess ions

1 2 3 4

A B B A

2 B A A B

Apparatus

Typing was performed on IBM Selectric II typewriters. Standard stop

watches were used to measure typing speed to the nearest second.

Questionnaires

Soldiers completed a questionnaire prior to the start of each session.

The purpose of the Session 1 questionnaire was to provide information on

the demographic characteristics of the soldiers tested and the amount

6
I

and kind of typing each performed on the Job. Questionnaires distributed

during Sessions 2, 3, and 4 were designed to provide information on the

soldiers' intersession typing experiences. The questionnaires appear in

Appendix C.

Procedure

Each soldier participated in four successive training sessions.

Sessions lasted approximately one hour and were separated by an average

of seven days. Two to six soldiers were trained at one time, and this

training consisted of straight-copy testing, 5 minutes rest, and then

job-task testing.

Straight-copy testing. Soldiers were instructed to type the warmup

exercise and the tests word for word and line for line. They also were

instructed not to correct their errors while typing. The experimenter

used a countdown procedure to begin each test and the word "stop" to end

each test.

Job-task testing. During job-task testing, soldiers received the

relevant job-task test booklet and a copy of Army Regulation (AR) 340-

15. Soldiers were instructed to arrange each test copy into the correct

modified block style format as specified in the AR. They were also

reminded not to correct their errors while typing.

Soldiers were tested on all aspects of job-task typing, including

inserting the paper, setting the margins and tabulator, key-stroking,

and the planning and placement of individual elements of correspondence.

Upon completion of each test, soldiers raised their hands and the

experimenter recorded their completion times to the nearest second.

Soldiers then compared their typed version of the test copy with the

information copy located on the next page of the test booklet. The

information copy was included to provide soldiers with immediate and

precise knowledge of results about the quality of their work. Upon

completing this comparison, soldiers signaled the experimenter and began

typing the next test. At the end of each session, soldiers were given

knowledge of results regarding their individual and composite task

typing times.

As shown in Figure 1, the Recall and Study groups experienced the

same procedure during Sessions 1 and 4. The main difference between

these groups was in the way each used the AR during Sessions 2 and 3.

Soldiers in the Study group opened the AR and used it for reference

while arranging the test copy into the proper format. 1 They always were

free to consult the AR, and therefore did not have to commit format

information to memory. The Recall group attempted to arrange test

1 Soldiers reported this to be the standard on-the-job typing procedure.

7

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copies without using the AR. As a result, format information had to be

retrieved from memory while typing. After typing each test, soldiers in

the Recall group were allowed to check the AR as well as the information

copy in the test booklets. Typing time and AR checking time were

recorded for each test typed by the Recall group. These two times were

added and the resulting completion time scores compared to the completion

time scores resulting from the concurrent typing and AR checking performed

by the Study group.

RESULTS AND DISCUSSION

Job-task Typewriting PerformanLe

Job-task typing performance was evaluated for speed and accuracy.

Task completion time was used as the measure for speed, while both

format and content errors were used to measure accuracy. Errors were

scored using a procedure similar to that used by end-of-course testing

personnel at the Administration school. Each element of correspondence,

e.g., date, body, etc., was examined for format and content errors.

Format errors consisted of: (1) incorrect horizontal or vertical placement of all or part of an element, (2) incorrect punctuation, (3)

addition of extra-task format material, and (4) omission of format

material. The specific guidelines on format arrangement contained in AR

340-15 were used to score format errors. Content errors consisted of

incorrect key stroking and reflected straight-copy typewriting accuracy

on job-task materials.

Separate analyses of variance were performed on speed and accuracy

scores for both individual and combined test typing. These analyses

revealed that: (1) training improved job-task typing time; (2) both

training methods produced this improvement; and (3) the improvement was

not offset by a concomitant increase in either format or content errors.

Speed. As shown in Figure 2, the average total amount of time taken

to complete all four tasks decreased for both groups across the four

training sessions. These decreases amounted to 37.8% for the Study

group ang 35.1% for the Recall group and were responsible for a significant main effect of Sessions, F (3, 84) - 69.49. This main effect

also was significant for the individual tests of Military Letter, F (3,

84) - 32.07, Memorandum, F (3, 84) = 8.61, and Disposition Form, F (3,

84) - 37.08. No other significant effects were found. Thus, training

reduced job-task typing times, but the magnitude of these decreases was

not a function of the specific training method used.

Accuracy. As shown in Figure 3, combined test format and content

errors remained essentially constant across sessions for both groups.

Additional analysis of individual test performance revealed that only

2The rejection region equalled .05 in all cases.

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the main effects of Groups and Sessions were significant for format

Aerrors committed in Memorandum typing. The Groups effect revealed that

the Recall group was inferior to the Study group, F(1.28) - 3.91 and the

Sessions effect revealed that both groups increased their errors over

sessions, F (3, 84) - 4.24. These two effects were not consistent with

the accuracy comparisons performed on both the combined test error data

of Figure 3 and on the error data from the other individual tests, i.e.,

Military letter, Indorsement and Disposition Form. Thus, in general,

neither the study nor the recall method of training produced an observable

decrease in the number of format or content errors committed over sessions.

As West (1969, p. 415) has suggested, it is likely that format accuracy

would have benefitted more had it been given added emphasis during

training.

The lack of an observed performance change in number of errors may

have been the result of an over emphasis on speed. Test instructions

stressed both speed and accuracy. However, the competitive atmosphere

associated with group testing and the knowledge of results regarding

speed given after each session may have induced soldiers to force speed

at the expense of accuracy. If no learning had occurred during training,

this emphasis on speed would have caused a typical speed-accuracy trade

off with an increase in format errors. This did not occur, therefore,

it appears likely that format learning was sufficient to offset these

expected errors but not sufficient to yield an observable increase in

accuracy across sessions. Content errors, on the other hand, probably

remained constant over sessions because insufficient training time was

given to have an appreciable impact on straight-copy typing. As indicated

earlier, content errors result from incorrect key-stroking and reflect

straight-copy typewriting accuracy on job-task materials.

Use of the AR at Session 4 may have precluded the expected job-task

typing benefits resulting from emphasizing recall during testing. With

the AR present during testing, it was unnecessary for soldiers to retrieve

format information from memory. As a result, they may have returned to

their usual on-the-Job typing method which involved dependence on the

AR. Although a better test of the two training methods would have

involved removing the AR for both groups at Session 4, this is not the

way typing is done on the job. Therefore, the results would not have

related to actual on-the-job typing procedures. Data obtained using the

present design can be interpreted as supporting the conclusion that

emphasizing recall in a job situation where soldiers rely on performance

aids is not superior to emphasizing study.

Straight-copy Typewriting Performance

Straight-copy typing was scored in terms of speed (gross words per

minute (GWPM)), accuracy (errors), and a combined weighting of speed and

accuracy (net words per minute (NWPM)). Scoring methods used by the

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Administration School were adopted to score straight-copy typing performance. The formulas for GWPM and NWPM are shown in Appendix D; the

rules used to evaluate errors are listed in Appendix E. Separate analyses

of variance were performed on the average G1PM, NWPM, and error scores

obtained from the two straight-copy tests taken at each session.

Speed. As shown in Figure 4, the average GWPM of each group increased

across sessions. These increases produced a significant main effect of

Sessions, F (3, 84) - 24.22. No other significant effects were found,

indicating that typing speed did not differ across groups and that the

magnitude of this benefit did not differ between groups across the four

training sessions.

Accuracy. Figure 5 shows the average number of straight-copy errors

committed by each group over sessions. The main effect of Sessions was

significant, F (3, 84) = 7.17, revealing that errors generally increased

across sessions. The magnitude of this increase varied between groups

and contributed to a significant Groups x Sessions interaction, F (3,

84) - 3.19. Individual comparisons using the least squared difference

(LSD) method (Carmer & Swanson, 1973), revealed that the Recall group's

63% increase in error between Session I and Session 4 was significant,

LSD(84) - 7.03, but that the Study group's 21% increase in error was

not.

Net Performance. Figure 6 shows the average NWPM typed by each

group over sessions. Analysis of these data revealed no significant

effects. Thus, the increase in speed observed across sessions was

offset by a decrease in accuracy. As a result, no changes in net

performance were found. Soldiers typed an average of 23 NWPM. This is

above the minimum standard of 20 NWPM in effect when most of these

soldiers graduated from AIT. However, it is below the current minimum

AIT graduation standard of 25 NWPM.

Correlational Data

Questionnaire responses. It is possible that the obtained improvements in typing speed were the result of typing correspondence between

sessions rather than during the sessions themselves. To examine this

possibility, the relationship between soldier's reported amounts of

intersession typing and their session to session increases in typing

speed were examined using Spearman Rank-Order Correlational Analyses.

As shown in Table 4, the correlation between these two variables was

significant early in training. This indicates that soldiers who typed

infrequently between Sessions 1 and 2 benefitted more from training than

those who typed frequently. However, this relationship failed to appear

at later sessions. This lack of a consistent relationship between these

two variables supports the interpretation that training, and not on-thejob typing, was responsible for the observed increases in typing speed.

12

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Table 4

Correlations Between Amount of On-the-job Typing and Increases in JobTask Typing Speed Occurring Between Successive Sessions

Sessions Correlation Coefficients

1 and 2 .43*

2 and 3 .25

3 and 4 .03

*p = .05

The improved job-task typing performance was the result of session

to session increases in the ability of soldiers to arrange test materials. This improvement was not a function of increased key-stroking

ability for net straight-copy typing performance did not improve over

sessions.

Another correlational analysis revealed that increased job-task

typing speed was not related to time in MOS, r = .06. This result is

particularly compelling because 87% of the soldiers tested were typing

at least some correspondence while on the job. Thus, the benefits of

job-task typing training extended to experienced as well as inexperienced Administrative Specialists.

Speed-error Relationships. Table 5 reveals the intercorrelations

for speed and accuracy of straight-copy and job-task typing at each

training session. Although there was a consistent tendency for lower

job-task typing times to be related to higher straight-copy typing

speeds (Row 1); this relationship was nonsignificant at all sessions.

However, one would expect the relationship between straight-copy and

job-task typing speed to increase with the task length. As reported

previously (Muhich, 1974), no relationship was found between speed and

errors in straight-copy typing (Row 5). Job-task speed and errors were

also not related with the exception of the speed-content error relationship at Session 4. Although nonsignificant, the relationship

between job-task speed and format errors decreased over sessions while

the relationship between job-task speed and content errors increased

from Session 2 to Session 4. These trends could be interpreted as

suggesting that as job-task training progresses, the contribution of

format errors to job-task typing speed decreases while the contribution

of content errors to job-task typing speed increases. The relationship

between straight-copy errors and job-task content errors was significant

16
I

at 3 of the 4 training sessions (Row 2). This relationship was expected

because job-task content errors were straight-copy errors committed in

the context of job-task typing. Significant correlations were found

between straight-copy and format errors at Sessions 2 and 3 (Row 3).

Perhaps disallowing Recall group soldiers to use AR 340-15 during these

sessions in some way was responsible for the obtained significance. Of

more interest was the significant relationship between job-task format

and content errors at all sessions (Row 4). It appears that within the

context of job-task typing, soldiers who are accurate at typing content

also are accurate at typing format.

CONCLUSIONS

Refresher training not only provides an opportunity to establish

lost skill, but also provides an opportunity to establish new learning,

even among tasks performed routinely on the job. In the present research,

refresher training improved the ability of Administrative Specialists,

71L MOS, to type routine Military Correspondence. This improvement was

demonstrated primarily in the form of increased format arrangement speed

without an associated increase in error.

One possible reason for this improved job-task typing performance is

that refresher training provided consistent and timely knowledge of

results regarding typing speed and accuracy. Consistent and timely use

of knowledge of results is perhaps the fundamental difference between

formal training and on-the-job experience. Presumably, if immediate and

consistent knowledge of results were given to soldiers while on the job,

improved job-task typing would result. Supervisors could adopt this

approach immediately using actual job-tasks rather than specially

developed training materials. Knowledge of typing results could be

provided by current supervisory personnel and an appropriate job-task

manual, such as AR 340-15. The benefits of refresher training extended

to experienced and inexperienced typists within Skill Level 1. Thus,

formal job-task typing training or a similarly structured on-the-job

environment could be of general benefit to Administrative Specialists.

Straight-copy typing speed was not related to job-task typing speed.

As a result, knowledge of soldiers' straight-copy typing ability does

not reveal necessarily their ability to type job tasks. This conclusion

will apply more to the short job-task used in the present research which

emphasizes format arrangement rather than key-stroking.

17

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References

Caruer, S. G., & Swanson, M. R. An evaluation of the pairwise multiple

comparison procedures by Monte Carlo methods. Journal of the

American Statistical Association, 1973, 68, 66-74.

Gates, A. I. Recitation as a factor in memorizing. Archives of

Psychology, 1917, 6, No. 40.

Hagman, J. D. Typewriting: Retention and Relearning. (Research

Report 1211) Alexandria, VA: US Army Research Institute for the

Behavioral and Social Sciences, 1979.

Hogan, R. M., & Kintsch, W. Differential effects of study and test

trials on long-term recognition and recall. Journal of Verbal

Learning and Verbal Behavior, 1970, 10, 562-567.

Lachman, R., & Laughery, K. R. Is a test trial a training trial in

free recall learning. Journal of Experimental Psychology, 1968, 76,

40-50.

Muhich, D. Measuring empirical properties of psychomotor skills in

different psychological environments. Perceptual and Motor Skills,

1974, 39, 1315-1330.

Newell, K. M. Knowledge of results and motor learning. In J. Keogh and

R. S. Hutton (Eds.), Exercise and sport sciences reviews (Vol 4).

Santa Barbara, CA: Journal Publishing Affiliates, 1977.

Raffel, G. The effects of recall on forgetting. Journal of Experimental

Psychology, 1934, 17, 828-838.

Robinson, J. W. The relation of copy difficulty to typewriting performance.

Delta Pi Epsilon Journal, 1967, 9, 9-24.

Rosner, S. R. The effects of presentation and recall trials on

organization in multitrial free recall. Journal of Verbal Learning

and Verbal Behavior, 1970, 9, 69-74.

Showel, M. An evaluation of alternative programs for training beginning

typists in the Army. (HumRRO Tech Rep 72-33). Alexandria, VA:

Human Resources Research Organization, November, 1972.

Thompson, C. P., Wenger, S. K., & Bartling, C. A. How recall facilitates

subsequent recall: A reappraisal. Journal of Experimental Psychology:

Human Learning and Memory, 1978, 4, 210-221.

US Army Administration Center. Directorate of Evaluation. Evaluation

of perceived needs and actual skills of personnel in DMOS 71L and 75B.

Evaluation Report 77-3, December, 1977.

West, L. J. Acquisition of Typewriting Skills. Pitman Publishing

Corporation: New York, 1969.

19
APPENDIX A

JOB-TASK BOOKLET

FORM A

Military Letter

LETTERHEAD: DEPARTMENT OF THE ARMY

Headquarters, 9th Infantry Division

Fort Lewis, WA 98433

CURRENT DATE: 14 January 1976

SUSPENSE DATE: S-19 January 1976

REFERENCE SYMBOL: AFZH-FE

SUBJECT: Wood Fuel for Heating

ADDRESS: Commander, 1st Signal Group, 9th Infantry

Division, Fort Lewis, WA 98433

AUTHORITY LINE: FOR THE COMMANDER

SIGNED BY: WILLIAM E. JOHNSON, COL, AGC, Adjutant General

INCLOSURE: I Incl as

BODY:

1. There is a supply of green oak and pine on hand in the wood yard near

the Southern Pacific Railroad yard. There are also large quantities of dry

blocks and scrap lumber. A map of the area is inclosed to help you locate

the yard. 2. In order to conserve the supply of dry wood, your organization will accept 50 percent of the wood requirements in the form of

green oak and pine and 50 percent in the form of dry wood, consisting of

the blocks and scrap lumber. 3. Remove the wood from the present site

without delay.

2

21
I

DEPARTNT OF THE ARMY

Headquarters, 9th Infantry Division

Fort Levis, WA 98433 6)

6-19 January 1976 00

AFZH-FE 14 January 1976

SUBJECT: Wood Fuel for Heating

Commander

1st Signal Group, 9th Infantry Division

Fort Lewis, WA 98433

©

1. There is a supply of green oak and pine on hand in the wood yard near

the Southern Pacific Railroad yard. There are also large quantities of dry

blocks and scrap lumber. A map of the area is inclosed to help you locate

the yard.

2. In order to conserve the supply of dry wood, your organization will

accept 50 percent of the wood requirements in the form of green oak and pine

and 50 percent in the form of dry wood, consisting of the blocks and scrap

lumber.

3. Remove the wood from the present site without delay.

FOR THE COIMER:

1 Incl WILLIAM E. JOHNSON

as COL, AC

Adjutant General

22
Memorandum

LETTERHEAD: DEPARTMENT OF THE ARMY

Office of the Chief of Information

Washington, D.C. 20310

i OFFICE REFERENCE SYMBL: DAIO-PI-B

TODAY'S DTE: 15 November 1976

ADDRESS: ARI, DCSPER

SUBJECT: ADY Committee Meeting

SIGNATURE BLOCK: MATTHEW R. CHAPMAN, LTC, AGC, ADY, Director

AUTHORITY LINE: FOR THE CHIEF OF INFORMATION

INCLOSURE: 1 Incl as

BODY:

1. The proposed meeting of the ADY Committee has been postponed from

Monday to Tuesday. The meeting will be held in ADY Committee Meeting

Room. 2. The agenda for the meeting is inclosed.

23
DEPUATTNZT OF THE ARMY

Office of the Chief of Information

Washington, D.C. 20310

DAIO-PI-B 15 November 1976

MMORANDUM FOR: ARI

DCSPER Q

SUBJECT: ADY Committee Meeting

1. The proposed meeting of the ADY Committee has been postponed from

Monday to Tuesday. The meeting will be held in ADY Committee Meeting

Room

2. The agenda for the meeting is inclosed.

FOR THE CHIEF OF INFORMATION

1 Incl MATTHEW R. CHAPMAN

as LTC, AGC

ADY Director

24
Indorsement

SUSPENSE DATE: S-19 Jan 77

CURRENT DATE: 8 Jan 77

DATE OF ORIGINAL LETTER: I Jan 77

REFERENCE SYMBOL: ABPT

INDORSEERNT NUMBER: 3d Ind

SUBJECT: Army Correspondence Course

PREPARING AGENCY: Headquarters, US Army Field Artillery

Center, Fort Sill. Oklahoma 73503

ADDRESS: Commander, 100th Supply and Service

Battalion, Fort Sill, Oklahoma 73503

SIGNED BY: ALBERT G. CAMPBELL, MAJ, AGC, Asst AG

AUTHORITY LINE: FOR THE COMMANDER

INCLOSURES: I Incl as

BODY:

1. The information requested by your battalion is inclosed. 2. The

correspondence course will be of benefit to all.

25
-07 S-19 Pa 77

ABT (1 Jan 77) 3d Ind

SUBJECT: Army Correspondence Course

Headquarters, US Army Field Artillery Center, Fort Sill, Oklahoma 73503

8 Jan 77

TO: Commander, 100th Supply and Service Battalion, Fort Sill,

Oklahoma 73503

1. The information requested by your battalion is inclosed.

2. The correspondence course will be of benefit to all.

FOR THE COriANDER:

1 Incl ALBERT G. CAMPBELL

as HAJ, AGC

Asst AG

26
Disposition Form

REFERENCE SYMBOL: FORSCOM

DATE: 15 July 77

SUSPENSE DATE: S-30 July 77

WRITER: CPT Cramer, phone 3241

TYPIST: PFC Paul Wilson

THRU: TRADOC

TO: ARI

FROM: AG

SUBJECT: Military Personnel Officer Class

SIGNED BY: A. W. DRSOTO, LTC, AGC, Adjutant General

INCLOSURES: 1 Incl as

BODY:

1. Classes for Military Personnel officers will begin on 3 Aug 77.

These classes will be conducted by the Personnel Management Branch.

Enrollment is limited to 25 students. 2. At inclosure 1 is additional

information about the course.

27

iI
MWDOS ON RNS30 July 77

Far~~~~ e.seA we fti 4-5 0 ta vnyis Th* Adjutant Gonerals Oftic.

(p CPT Cramer/pwl 3241

TO 0R

1. Classes for Military Personnel officers will begin on 3 Aug 77. These classes

will be conducted by the Personnel Management Branch. Enrollment is limited to 25

students.

2. At inclosure 1 is additional information about the course.

1lIncl A. W. DESOTO

as LTC, ACC

Adjutant General

28

fA PONS 24 96 FEPLACU @0 POAM 4%RK SUSY PUPUS OP WHICH WILL DR DA Fe pa~ ma1 AND WED UNTIL I F69 0 UINISSOE 03*3 R NAUITED. Oo~ 191 0 .
Nonmilitary Letter

LETTERHEAD: DEPARTMNT OF THE ARMY

Headquarters, 25th Artillery Brigade

Fort Sill, Oklahoma 73503

REFERENCE SYMBOL: AFFS-CAA

DATE: 12 April 1977

ADDRESS: Colonel James J. Reese, USA, 47th Ordnance

Group, APO New York 09046

SALUTATIN: Dear Colonel Reese:

COMPLI M TARY CLOSE: Sincerely,

SIGNED BY: G. D. WALKER, COL, PC, Commanding

BODY:

Welcome to Fort Sill, Oklahoma. I was pleased to learn of your assignment

to 25th Artillery Brigade.

COL Harry Owens, my Deputy Commanding Officer, will be your sponsor. He'll

contact you in the near future.

I look forward to meeting you and your wife. Have a safe Journey and,

again, welcome to 25th Artillery Brigade.

2,

29i
DEFARTHENT OF THE ARMY

Headquarters, 25th Artillery Brigade

Fort Sill, Oklahoma 73503

AFFS-CAA 12 April 1976

Colonel James J. Reese, USA

47th Ordnance Group

APO New York 09046

Dear Colonel Reese:

Welcome to Fort Sill, Oklahoma. I was pleased to learn of your assignment

to 25th Artillery Brigade.

COL Harry Owens, my Deputy Commanding Officer, will be your sponsor. He'll

conta2you in the near future.

I look forward to meeting you and your wife. Have a safe journey and,

again, welcome to 25th Artillery Brigade.

Sincerely,

G. D. WALKER

Commanding
JOB-TASK BOOKLET

FORM B

Military Letter

LETTERHEAD: DEPATMENT OF THE ARMY

Headquarters, 6th Infantry Division

Fort Jones, Georgia 30312

CURRENT DATE: 10 October 1975

SUSPENSE DATE: S-25 October 1975

REFERENCE SYMBOL: HFEF-ZA

SUBJECT: Line of Duty Investigation

ADDRESS: Commander, 4th Infantry Division, Fort

Oheefenohee, Georgia 30314

AUTHORITY LINE: FOR THE COMMANDER

SIGNED BY: REGINALD A. GARDNER, COL, AGC, Adjutant General

INCLOSURES: 1 Incl as

BODY:

1. The attached Form 188 pertaining to PFC John A. Jones, formerly of the

62nd Medical Group, is forwarded for inclusion with the line of duty

investigation. This process should be considered normal and an example

of standard procedure. 2. Current regulations require that line of duty

investigations be submitted two days after the injury. In this case, the

injury was a broken bone in the wrist. 3. Reasons for the delay in the

submission of this line of duty investigation will be explained by the

indorsement to this letter.

31
DEPARTMENT OF THE ARMY

Headquarters, 6th Infantry Division

Fort Jones, Georgia 30312

S-25 October 1975 0

HFEF-ZA 10 October 1975 0

SUBJECT: Line of Duty Investigation

Commander

4th Infantry Division

Fort Oheefenohee, Georgia 30314

1. The attached Form 188 pertaining to PFC John A. Jones, formerly of the

62nd Medical Group, is forwarded for inclusion with the line of duty

investigation. This procedure should be considered normal and an example

of standard procedure.

2. Current regulations require that line of duty investigations be

submitted two days after the injury. In this case, the injury was a

broken bone in the wrist. CL)

3. Reasons for the delay in the submission of this line of duty investigationCill be explained by the indorsement to this letter.

FOR THE COMMANDER

,()

1 Incl REGINALD A. GARDNER

as COL, AGC

Adjutant General

32
Memorandum

LETTERHEAD: DEPARTMENT OF THE ARMY

Army Corps of Engineers

Fort Benning, Georgia 36104

REFERENCE SYMBOL: DAEN-AS-C

DATE: 8 April 1976

ADDRESS: CA1B, ARTS

SUBJECT: TDY Lecture Session

SIGNATURE BLOCK: R. D. GRAVES

COL, Inf

Training Coordinator

AUTHORITY LINE: FOR THE CHIEF OF ENGINEERS

INCLOSURES: 1 Incl as

BODY:

1. As of this date, twenty-five people are planning to attend your

lecture. Please have a sufficient quantity of adjunct materials available

for those who attend. 2. A map of the post is inclosed.

33

. p. 4..
! 7

DEPARTIMENT OF THE ARMY

Army Corps of Engineers

Fort Benning, Georgia 36104

DAEN-AS-C 8 April 1976

MEM)RANDUM FOR: CATB

SUBJECT: TDY Lecture Session

1. As of this date, twenty-five people are planning to attend your

lecture. Please have a sufficient quantity of adjunct materials available

for those who attend.

2. A map of the post is inclosed.

'a)

FOR THE CHIE OF KIMIMRS

I Incl R. D. GRAVES

as COL, Inf

Training Coordinator

34
Indorsement

SUSPENSE DATE: S-25 Aug 76

CURRENT DATE: 19 Jul 76

DATE OF ORIGINAL REQUEST: 12 Jul 76

REFERENCE SYMBOL: ATZR

INDORSEMENT NUMBER: 2nd Ind

SUBJECT: Computer Test Review

PREPARING AGENCY: Headquarters, US Army Finance and Accounting

Center, Fort Benjamin Harrison, IN 46216

ADDRESS: Commander, DARCOM, 5001 Eisenhower Ave,

Alexandria, VA 22333

SIGNED BY: JOHN F. HARCOURT, LTC, FC, Asst Executive

Officer

AUTHORITY LINE: FOR THE COMMANDER

INCLOSURES: 1 Incl as

BODY:

1. The inclosed tests on the central processing unit have been completed.

2. Request the status of your review.

35

am1
(2) S-25 Jul 76

ATZR ( 12 Jul 76) 2nd Ind

SUBJECT: C(uter Test Review

Headquarters, US Army Finance and Accounting Center, Fort Benjamin Harrison,

IN 46216 6 Jul 76

TO: Commnander, DARCOM, 5001 Eisenhower Ave, Alexandria, VA 22333

1. The inclosed tests on the central processing unit have been completed.

2. Request he status of your review.

FOR THE COMMNER

C7)

1 Incl JOHN F. HARCOURT

as LTC, FC

Asst Executive Officer

36
Disposition Form

REFERENCE SYMBOL: KILPERCEN

DATE: 17 June 76

SUSPENSE DATE: S-27 June 76

WIRITER: 2LT Bill George jTYPIST: PFC John Doakes

THRU:, DCSLOG

TO: ITSE

FROK: GAO

SUBJECT: Requisition for Manual Typewriters

SIGNED BY: JOSEPH P. PARSONS, COL, Inf, Claims Officer

INCLOSURES: 1 Inci as

BODY:

1. Requisition Number 87, for manuAl typewriters is returned without action.

2. A copy of your requisition has been held for discussion with the budget

officer in order to determine the availability of funds.

37
DSPOSMON FORM S-27 June 76

Fqew use of ohtem. see Alt 340-15; d*e ateie agency is The Adjimaent Geeeda Offic.

MILPERCEN Requisition for Manual Typewriters

THRU DCSLOG FIM GAO OATC 17 June 76 CO

2LT George/jd/5176

TO ITSE

*1. Requisition Number 87, for manual typewriters is returned without action.

2. A copy of your requisition has been held for discussion with the budget officer

*in order to determine the availability of funds.

1 Inci JOSEPH P. PARSONS

as COL, Inf

Claims Officer

II 38

DD A Frame 2496 .2 M"..,0,0,7,PnI W "W~"xASE M F an:: 01-411
- 7 -

Nonmilitary Letter

LETTERHEAD: DEPARTMENT OF THE ARMY

U.S. Army Administration Center

Fort Benjamin Harrison, IN 46216

REFERENCE SYMBOL: PERI-ID

DATE: 17 March 1974

ADDRESS: General John P. Jones, Letterman National

Hospital, San Francisco, California 94129

SALUTATION: Dear General Jones:

COMPLIMENTARY CLOSE: Sincerely,

SIGNED BY: James B. David, MG, USA, Commanding

BODY:

Soon I will be taking leave and will be in your area. For once in my life,

I really plan to take it easy on this vacation.

I am going to check on some real estate there and then do some fishing. If

you can find your way clear, I sure could use some company on the lake.

As you know, Joyce is no fisherman At all.

139
DEPARTMENT OF THE ARMY

U.S. Army Administration Center

Fort Benj;min Harrison, IN 46216

PERI-ID 17 March 1974

General John P.' Jones

Letterman National Hospital

San Francisco, California 94129

Dear General Jones:

Soon I will be taking leave and will be in your area. For once in my life,

I really plan to take it easy on this vacation.

0

I am going to check on some real estate there and then do some fishing. If

yow-an find your way clear, I sure could use some company on the lake.

As you know, Joyce is no fisherman at all,

Sincerely,

James B. David

M, U3SA

Commanding

_ 

40 _ _0
APPENDIX B

STRAIGHT-COPY TEST BOOKLETS I!

FORM A

Warm-up Exercise

The postal number that we type so neatly on labels and envelopes

emerged from the Zoning Improvement Plan that the Post Office started

in the spring of 1963 as a way to speed delivery of the mail. The five

figures in the number are a special code that lets mail be sorted much

more quickly and accurately. The plan caught on at once, and business

I firms throughout the nation put the codes on their mailing lists.

There are two phases, one concerned with bulk mail and another

that has to do with individual cards and envelopes. Although typists

are involved only in the second kind, they should know that ZIP numbers

do not apply to letters alone.

The bulk mail, like magazines and circulars, has to be placed in

bags, one for each local postal zone to which the mail is to go. The

mailers like the plan fir, once they adjust their mailing lists, it is

easy to bag what they are mailing, and the bags start on their way

without any delay.

Handling a single card or envelope is different. Such pieces must

be sorted in the Post Office. If cards and envelopes .have the full

postal zone number in precisely the right place, the sorting can be

done ten times as fast by a scanning machine as it ever could be by

human eye and hand.

What is the proper place? It is after the state name, preceded by

some blank space. How much space? The scanner requires not less than a

sixth nor more than a half inch of space. The postal department stresses

that the code be not less than two nor more than six spaces away from

the state.

INSERT NEW PAPER AND BEGIN TYPING WITH THE WORDS, "The postal number....".

41
Typing Test CC

Military leadership is the art of influencing and directing

men in such a way as to obtain their confidence, respect, and

loyal cooperation in order to fulfill the mission. A leader is

a person who influences and directs others.

An officer maintains close personal contact with only a few

individuals. He must depend upon these individuals to make his

will known and to carry out his purposes. The success of a unit

depends upon the leader's capacity to promote desirable relationships between himself, the.unit, and the individual members of

the unit. Such conditions will result in highly motivated

individuals, working as a team, with mutual confidence and

respect.

A leader must know that his own character has an important

influence on his subordinates. If he demonstrates high moral

principles and integrity, these qualities will influence other

people. A person who has matured in our society usually has

acquired spiritual and moral values which not only strengthen

the individual's character but also provide him with a source of

inner strength and stability during times of crisis. Man's need

to live up to the accepted spiritual and moral code of his

society will help him to overcome fear. It will help provide

courage to face difficult issues in his daily life or to fight

well in combat.

INSERT NEW PAPER AND BEGIN TYPING THE NEXT PAGE.

42
IJ

Typing Test CC (continued)

The leader's religious life, which serves as a bulkwark in

his own life when he is confronted with difficult challenges, is

a vitally important factor in producing stable qualities in

other men. If he thoroughly understands and exhibits moral and

spiritual values, he will be prepared to lead his own men even in

this nuclear era in which men will have to face the danger of

tremendous destructive forces.

A good leader, by control of his voice and gestures, can

have a firm and steadying influence over those around him,

especially in combat. Few things can steady the morale of

troops more than the realization that their leader, with full

knowledge of the difficulties of a situation, neither looks nor

acts worried as perhaps he has a right to do.

Knowledge of other men's behavior and of the reasons for

this behavior is necessary for leadership. For example, certain

conditions must be met if an individual's pattern of behavior is

to be socially acceptable and satisfying to himself. These

conditions, or roots of behavior, may be called basic human

needs. The desire for group approval is one of the strongest

urges of man. He will put forth great effort to win this

approval.

INSERT NEW PAPER AND BEGIN TYPING WITH THE WORDS, "Military leadership...." I

43

4 T
Typing Test DD

Before a selection of training activities can be made, a

decision must be reached as to the immediate mission of a

particular unit. Needs differ with the type of troops involved,

their age, their physical condition, stage of training, and other

local factors. The administration of a suitable program of

training is not dependent upon elaborate facilities. Many of the

activities require no special apparatus or facilities. However,

the availability of equipment will have some effect upon the

planning of the program.

The terrain and the type of climate of an area govern the

selection of the courses for the training program. In regions

where changes of climate are frequent, inclement weather

schedules have to be planned. The availability of suitable

local terrain for the various courses and games always has to

be considered in working out a training program and schedule.

The training program, to be adequate, must insure the

conditioning of all personnel. Improvement of muscle tone,

strength, and muscular endurance is essential. The program

should be well balanced and should provide opportunity for

conditioning, variety, recreation, and the development of skills

in addition to fostering desirable individual and team trait3.

Conditioning drills, grass drills, and guerrilla tactics

should be included in the program, but to a limited extent.

INSERT NEW PAPER AND BEGIN TYPING THE NEXT PAGE.

44
Typing Test DD (continued)

These activities provide a warmup for the sports and games and,

in addition, reach muscle groups which may not be used

in the athletic programs.

The athletic activities used should be of the most vigorous

type. Such sports as soccer, basketball, and other similar

games are recommended. Games such as softball and volleyball

should not be used during the toughening and slow-improvement

stages of the physical training program because they are not

sufficiently strenuous. Football is an excellent game for wellconditioned men, but does not lend itself to use during the

on-duty program because it requires a large amount of equipment.

The foot march may be used as part of physical conditioning.

Obviously, foot care is essential to foot marching. The foot is

deisgned to cushion the body against the shock of walking. The

heel and ball of the foot and the ankle have little padding.

The foot's blood vessels are close to the surface and are easily

compressed by tight socks or shoes.

Prevention of foot trouble is the best first aid for feet.

The Soldier can prevent many minor foot ailments by personal

care. Blisters are caused by friction. Therefore, if the cause

can be controlled, the blister may be prevented.

INSERT NEW PAPER AND BEGIN TYPING WITH THE WORDS, "Before a selection...."

45
I STRAIGHT-COPY TEST BOOKLETS

FORM B

ev Warm-up Exercise

The postal number that we type so neatly on labels and envelopes

emerged from the Zoning Improvement Plan that the Post Office started

in the spring of 1963 as a way to speed delivery of the mail. The five

figures in the number are a special code that lets mail be sorted much

more quickly and accurately. The plan caught on at once, and business

firms throughout the nation put the codes on their mailing lists.

There are two phases, one concerned with bulk mail and another

that has to do with individual cards and envelopes. Although typists

are involved only in the second kind, they should know that ZIP numbers

do not apply to letters alone.

The bulk mail, like magazines and circulars, has to be placed in

bags, one for each local postal zone to which the mail is to go. The

mailers like the plan for, once they adjust their mailing lists, it is

easy to bag what they are mailing, and the bags start on their way

without any delay.

Handling a single card or envelope is different. Such pieces must

be sorted in the Post Office. If cards and envelopes have the full

postal zone number in precisely the right place, the sorting can be

done ten times as fast by a scanning machine as it every could be by

human eye and hand.

What is the proper place? It is after the state name, preceded by

some blank space. How much space? The scanner requires not less than a

sixth nor more than a half inch of space. The postal department stresses

that the code be not less than two nor more than six spaces away from

the state.

INSERT NEW PAPER AND BEGIN TYPING WITH THE WORDS, "The postal number .......

, "47
Typing Test AA

The research dealing with decline in mental abilities as

a result of aging has often produced contradictory results.

Thus, in some studies, definite and pronounced declines are

found, whereas in other studies these declines, if any, are

slight. When the results of many studies are combined, they

show a gradual decline in ability. However, what this average

decline represents is really a mixture of two populations--the

elderly who are relatively stable in their abilities and those

who decline abruptly and seriously in their abilities.

Although a lot of research has been done on intelligence,

a number of methodological problems are come across by some

who are concerned with the relationship of mental ability and

age. What should be used as the criterion of mental ability?

Typically, some form of intelligence test is.used, and the

performance of groups of old persons is compared with groups of

younger persons. This procedure has several problems with it.

Intelligence tests were not designed to be used with old persons;

in most cases, they were designed and tested with young subjects.

There are other measurement problems. Jones has discussed

some of the other considerations involved in testing mental

measurements of older persons.

INSERT NEW PAPER AND BEGIN TYPING THE NEXT PAGE.

48
Typing Test AA (continued)

Often, tests used to measure overall mental ability will

contain subtests that stress different abilities. Thus, in

some cases, verbal ability may be critical, whereas on other

subtests, speed of performance may be important. Often, the

49 result of the test is given as one score, which combines the

various subttsts. We have already pointed out that a decline

in speed of performance is found in older persons, and there

is considerable evidence to indicate that there is a constant

decline in performance in these types of subtests as a function

of age. However, evidence for deline on verbal tests is much C

less clear; some studies show even a rise in performance with

age.

BEGIN TYPING WITH THE WORDS, "The research dealing with ............

4

A.

i t.. ... ... .. ..... .. .... .. .... ... .. . .. ... .. ... ...... ........ .. ..... . .. ... ........ .
Typing Test BB

* Experiments concerned with hearing loss induced by noise

present the researcher with some problems. Records of industry

can be examined to determine the approximate exposure to

tsound of persons who have since discovered that they have a

hearing loss. This serves as a rough guide of the effect of

some particular sound- level on hearing loss. However, such

factors as the frequency or frequencies of the sound, distance

from the source, age of the worker, and a number of independent variables may have contributed to the observed hearing

loss. The controlled laboratory experiment will reveal which

variables are most suspect, but nothing can duplicate the

exposure the worker might have received. The advantage of

laboratory results is the certainty of the results; specific

antecedent sound levels can be related to observed hearing

losses. With this certainty comes the problem of induced

hearing loss itself. No experimenter would approach the situation with the intention of damaging someones hearing. Human

subjects might be exposed to noise and the effects observed,

but ethics require that the experiment be stopped if a decrement

is observed. As a result, there is no certainty that higher

noise levels would continue to damage hearing; perhaps the

noise had already done the greatest amount of damage possible.

INSERT NEW PAPER AND BEGIN TYPING THE NEXT PAGE.

50
Typing Test BB (continued

To ascertain the limits of noninjurious exposure to intense

sounds, animals are often used. There is no direct generalization from the anim-l studies to humans, but there are not

major changes between induced hearing loss in animals with

specific noise conditions and those observed in men exposed,

4without intent to induce a hearing loss, to the same sound.

Regardless of the difficulties encountered in research in

the area of noise-induced hearing loss, there is little question

that it does take place. At one time the concern was primarily with industrial noise and noise in certain other

occupations, but more recently, with the hard-rock groups, it

*appears that there may be a whole generation with noise-induced

hearing loss.

BEGIN TYPING WITH THE WORDS, "Experiments concerned with ........
APPENDIX C

Session 1

Questionnaire Project 2

Home

1. Name Phone

Work

2. Social Security Number

i 3. NOS

4. Time in 0S Months

5. Location of AIT

6. Sex

7. Grade(circle one) El E2 E3 E4 E5 E6 E7 E8 E9

8. Skill Level(circle one) 1 2 3 4 5

9. Unit Address

10. How much of your work day has been devoted to typing since beginning

your job? (circle one)

1. None

2. Some typing but less than two hours per day

f 3. Between two and four hours per day

4. Between four and six hours per day I 5. Between six and eight hours per day

6. All day

NOTE: If you have done no typing since beginning your job, do not

answer questions 11 and 12, but instead, on the back of this

sheet write a short description of your duties during this time.

11, Vhat percentage of your tyVing time has been on correspondence since

beginning your job? (circle one)

1. 0-20%

2. 20-40%

3. 40-607.

4. 60-80.

5. 80-1007.

12. What percentage of your time spent typing correspondence has been

devoted to each of the following categories of correspondence since

beginning your job?

Disposition Form %_

Indorsement %

Memorandum %

Military Letter %

Nonmilitary Letter %_

53

7 -T~ ~
Sessions 2, 3, and 4

Project 2

Questionnaire

1. Name

2. How much of your work day has been devoted to typing since your last

testing session approximately 2 weeks ago?

1. None

2. Some typing but less than two hours per day

3. Between two and four hours per day

4. Between four and six hours per day

5. Between six and eight hours per day

6. All day

NOTE: If you have not done any typing since the last testing session,

do not answer questions 3 and 4, but instead, on the back of

this sheet write a short description of your duties during this

time.

3. What percentage of your typing time has been spent on correspondence

since your last testing session? (circle one)

1. 0-207

2. 20-40%/

3. 40-607.

4. 60-807.

5. 80-1007.

4. What percentage of your time spent typing correspondence has been

devoted to each of the following categories of correspondence?

Disposition Form 7.

Indorsement %_

Memorandum 7%

Military Letter 7%

NonmilitAry Letter %

54
APPENDIX D

FORMULAS FOR GWPK AND NMPM

Scoring Formulas

GWPM =Total Number of Typing Strokes/s

Number of Minutes in Test

NIIPM =GNPM -ERRORS

55
APPENDIX E

RULES FOR SCORING ERRORS

Rules for Determining Errors

A. Only one error will be charged to each word regardless of how many

actual errors are made in the word. The following list describes the

kinds of errors which will be counted:

1. A misspelling will be an error.

2. An omission will be an error. The omission of an entire line

or more, or part of a sentence (two or more words), will also

1be an error

3. A substitution or insertion will be an error.

4. A punctuation mark omitted or incorrectly copied will be an

error unless it follows a word in which an error has been made.

5. If only part of a capital letter is typed, count one error;

however, if the whole letter is visible as a unit, even though

not properly in the line, no error is counted.

6. Any variation from the capitalization in the text of the test

will be an error.

7. A strikeover will be an error.

8. An erasure will be an error.

9. An X-ed out word or word fragment will be an error.

10. A transposition will be an error.

11. If a fragment (any length) is typed twice, count the entire repeated fragment as only one error. In addition, count any errors made within the repeated fragment as one error. Words in

the repeated fragment will not be counted in the word count.

12. Each failure to return the carriage to the left margin for the

start of the next line will be an error unless due to equipment

malfunction.

13. Each failure to double space between lines will be counted as

an error. Single spacing and triple spacing between lines will

be counted as errors. Only one error per line will be charged

for this type of error.

57
14. Each paragraph which is not indented five spaces will be

counted as an error unless due to equipment malfunction.

B. Types of questionable performance not counted as errors.

1. A faint impression, due to striking a key too lightly, is not

an error if the entire letter is visible.

2. Failure to type word for word and line for line will not result

in any error.

3. Any error which occurs in a last incomplete word will be

ignored.

4. Incorrect spacing will not be counted as an error because of

typewriter malfunctions.

I
DISTRIBUTIONj

ARI Ditribution List

4 OASD IM&AI 2 HOUSACOEC. Ft Ord. ATTN: Library -u atr

IHODA IDAPE PORI 2 USAEEC, Ft Benjamin Harrison. ATN: Litwaey

1 NOVA IOAtdA-ARI I USAPACOC. Ft Benjamin Harrison, ATTN! ATCP -HR

1 I400A (DAPE.HRE-PO) USA Comm-Elec Sell. Ft Monmnouth. ATTN: AISN -EA

I NOVA ISGRD.ID) I USAEC. Ft Monmouth. ATTN: AMSEL - CT- HOP

IOVIA IgoMlDooT-C) I USAEC. Ft Monmiouth. ATTN: AUSEL-PA. P

1 NOVA IDAPC-PMZ-A) I USAEC. Ft Monmouth, ATN, AMSEL--Sl-CS

N ODA IVACH-PPZ-AI I USAEC. Ft Monmouth. ATTN: C. Fad Dow Of

N OVA (VAPE-HRE) 1 USA Materials Sys Anal Agcy. Aberdeen. ATTN: AMXSY -P

I NODA (DAPEMPO0-C) 1 Edgewd Arsenal. Aberdeen. ATN: SAREA. U.--H

1 NOVDA fVAPE-DWI I USA Ord Ctr & Selh. Aberdeen. ATTN: ATSL-TEM-C

1 NOVA IDAPE-HRL) 2 USA Hum Enr Lab. Aberdeen. ATTN: LibroeylDir

1 NOVA 1DAPE-CPS1 1 USA Combat Arms Tng Sd. Ft Banning. ATTN: Ad Supervisor

I NOVA (DAFD-MFA) I UISA Infaritry Hum Ruch Unit. Ft Banning, ATN: Chief

1 NOVA IDARD-ARS-PI 1 USA Infantry 9d. Ft Berining. ATTN- STEBC-TE-T

1 NOVA 1DAPC-PAS-A) I USASMA. Ft Bliss, ATTN: ATSS--&RC

1 NODA fVUSA-ORI 1 UISA Air of Sch. Ft Bliss, ATTN- ATSA CTO ME

I tIOVA fDAMO-RORI I USA Air Oaf Sell, Ft Blin. ATTN: Tech Lib

I HODA (DM61) 1 USA Air Del Bd. Ft Bliss. ATTNI: FILES

1 HOOA (DAIO.P) 1 USA Air Of Sdl. Ft Bliss, ATTN: STEBO-PO

I Chief, Consult Div IDA-OTSG). Adelphi, MD 1 USA Cmd & General Stf College. Ft Leavernworth. ATTN: Lill

1 Met Asst. Hum Res. ODOR&E. DAD IEILS) I USA Cmd & General SOf College. Ft Leavenworth. ATTN: ATSW-SE -L

1 HO USARAL. APO Seattle. ATTN: ARAGP-R 1 USA Crud & Genral St College. Ft Lesavwuwrrtla, ATTN: Ed Advisor

I NO Firmt Army. ATMP: AFKA-0l TI 1 UISA ConfAlinad Arms Crutt 0ev Act. Ft Leavenwvorth. ATTN: DepCdr

2 NO Fifth Army. Ft Sell Houston 1 USA Combined Arms Cmbt 0ev Act. Ft Leavenworth. ATTN C$

I Oar. Army Stf Studies Ofc. ATTN: OAVCSA (DSP) 1 USA Combined Anrta Cnil Dow Act. Ft Leavenwortsh. ATTN: ATCASA

1 Ole Chief of Stf. Studies Ofc I UISA Combined Arms Cmnbt 0ev Act. Ft Leavenworth. ATTN: ATCACO-E

I (3SPE R. ATTN: CPSIOCP 1 USA Cramilint- Arms Cmbt Dee Act. Ft Leavenworth. ATTNd: ATCACr-41I

I The Army Lib, Pentagon. ATTN: ASS Chief 1 USAECOM. Night Vision Lab. Ft Belvoir. ATTN. AMSEL-NV-S

1 The Army Lib. Pentagon. ATTN: ANRAL 3 UISA Computer Sys Cmd. Ft Balvoir. ATTN: Tech Library

I Oto. Ant Sect of the Army IRGD) I USAMEIPDC, Ft Balvor. ATTN: STSFE--DO

1 Tech Support 0fc. OJCS 1 USA Eng Scll. Ft Belvoir. ATTN: Library

I USASA. Arlington, ATTNd: IARD-T I USA Topographic Lab. Ft Belvoir. ATTN: ETL TO-S

1 USA Rab Olc. Duchamn, ATTN: Life Sciences Dir I USA Topographic Lab, Ft Belvoir. ATTN- STINFO Center

7 USARIEM. Naoick,. ATTN: SGRD-UE-CA I USA Topographic Lab, Ft Selvoir. ATTN: ETI OSI.

I USAT rc. I t Ckoytoas. Al r N: rr TC MO A I USA Iniatleaanr- Cir & Sdi, Ft Hisiethara. ATTN: CTD MS

I USAIMA, Ft Bragn ATTN: ATSU-tCTOOM 1 UISA Intelligenwe Ctr & Sell, Ft Huschuca. ATTN: ATS-CTD-MS

1 USAIMA, Ft Bragg. ATTN: Mantuat Lib 1 USA Intelligence Ctr & Sell. Ft Huathuca. ATTN: AiSI-TE

1 US WAC Ctr & Sch, Ft McClellan. ATIT Lib I USA Intelligence Ctr & Sell Ft Huachuca, ATTN* ATSI-TEX--GS

I US WAC Ct & Scb. Ft McClellan. ATTN: Trig Dir 1 USA Intelligence Ctr & Sch, Ft Huachuca. AITN: ATSI-CTS-OR

I USA (0aerlarmaeser Sch, Ft Lae. ATTN: ATUM-TE 1 USA Intelligence Ctr & Sell. Ft Huelkuca. ATTN: ATSI-CTV--VT

1 Intellige soMaerial Dew Ofc. EWL. Ft Hotebid 1 USA Intelligence CIt & Sch. Ft Huathuca. ATTN: ATSI-CTO-,CS

i USA SIE Signal Sell. Ft Gordon, ATTNI: ATSO! A 1 USA IntellIgence Ctr & Sell. Ft Nuedcs. ATTN: DASISRD

1 USA Chaplain Ctr & Sofa, FtI Hamnilton. ATTN: ATSC-TE-RD 1 USA Intelligence Ctr & Sel. Ft Nuedbtc. ATTN: ATSI-TEM

I USAYSCH. Ft Euwti. ATTN:. Educ Advkac I USA Intelligence Ctr & Sell. Ft ldusefwca. ATTN: Library

I USA War Collee. Carlisle Barracks. ATTN: Lib I CDR, NO Ft Nuaichuce, ATTN: Tech Ref Div

2 WRAIR. Ideuroipychiany Div 2 CDR, USA Electroniic Prvg Grit ATTN: STEEP MT-S

I DLI. SDA. Mrnne I HO. TCATA. ATTN: Tath Lbrary

1 USA Carcept Anal Amoy. Setheeda. ATTN. MOCA-MR I NO. TCATA. ATTM: AT CAT-OP-O. Ft Hood

1 USA Concept Anal Agoy. Betheedet ATTN: MOCA-JF 1 USA Recnii W Cmd. FtiherIda . ATTN: USARCM.P

1 USA Anctic Too Cit. APOSeatle. Aim1: STEAC-PL41MI i SeBorm Army Ads.. USAFAGOOITAC. Elght AF DAux Fid No. I

1 USA PActi Tost Ctv. APO Seatte. AiM AMTE-PL-1I 1 N0. UISAMPAC. OCSPER. AV PO S hE ATTN: OPE-SE

ItISA Dneet Curedetsoet Aetnd ATTN: ATSK-TEM 1 Stintson Lhb. Medemy.14Heflth Sces Ft Sumit uoe

i USA DAmnetf Crid. Rode Ite ATMN: AMEARTOC 1 Marine Corter l(nt.. ATTM: DosAn-MI

IFAA4WAEC. Atlaicl CRY. ATTN: Library I HIX U1111C. Coemeetden ATTN: Cobe MINT i

1 FAA NAPEC Atlantic City, ATTN Iluits Engr Br 1 NO. UWIIC. Coranedant ATTN- "ai uWG3

1 FAA Aerenu tle l. Cbdshue City. ATYN: AAC.4Q 2 USCO Aoot t. Raw London. ATIN1: Anodalos

2 USA FM Arty Sib. Ft 3111. AFIN: Library 2 tACO Anesmy New London, ATTN: Libriny

I USA DAser Sthk Pt Knort. AITM: tihery I USCO Tuainig Clv. NY. ATIiM: CO

i USA DAnew SdW Ft Kom. AI: ATMOW.! I USCO Trar"ht Ct. NY. ATTN:- IdE in Oft

I USA Dan Sib., Ft Knew. ATTN: ATMBOT-TP I USC ord fetha O~r. OC. ATTiM OP IM2

i ISA DAner Ide. Ft Kne. ATTN: ATWXICD~A I NO Wid.Aange Or. MC ot. atce.a ATTM: PW OWe

59
I US Marina Cornn Liaison Oke AMC. Alexandria. ATTN. AmcGs-r I Drf St Civil Inet of Envlro Meine Canada

I USATRADOC, Ft More ATTN- ATRO-ED I AIR CRESS. Kennington. ATTN: info Ss Sr

6 USATRADOC. Ft Mamasa. ATTN- ATPA- AD I Mitlitsiaiykelssil Tionesta. Copenhsagen >1I 1 USATRADOC. Ft Monrte@ ATTN: AT1S-EA 1 Military Attafina. French Embassy. ATTN: Doe See

USA Forces Crod. Ft McPhirson. ATTN: Library 1 Medecin Chef.CU .RP.A.-Arunel, aulon/Nave Franc

2 USA Aviation Test Old. Ft Rucker. ATTN: STESO-PO 1. Prin Scientific Off. Appl Hunt Engr Rich owv. Minlatry

I USA ApyV for Aviation Safety. Ft Rucker. ATTN: Library of Deene Nowe Delhi

1 USA AVey for Aviation Safety, Ft Rtucke ATTNl: Ediac Advisor I a Rich O1c Library. AKA. Inrtent Defenee Forces

1 USA Aviation Sch. Ft Ruckear. ATN: PO Dra~ 0 1 Ministeris van Defense. DOOP/KL_ Aid Soial

1 HOUSA Aviation SYS Cmd. St Louis. ATTNe: AMSAV-ZDRt PsyiloglWdi Zaken. The Hampa. Netisertandst

2 USA Aviationo Sys Tstt Act.. Edwards AFS. ATTNd: SAVTE-T

I UISA Air Del Sch. Ft Bliss ATTN: ATSA TEM

I USA Air Mitiility RL. & 0ev Lai). Moffett Fli. ATTN: SAVOL -AS

1 USA Aviation Sch. Res Trig Mgt, Ft Rucka. ATTN: ATST-T-RTM

1 UISA Aviation Sds. CO. Ft Runaka. ATTN: ATST-0-A

I HO. DARCOM. Alexandria. ATTN: AMXCD-TI.

1 HG0. DARCOM. Alexandria. ATTN: CDR

I US Military Academy. West Point ATTN: Swnk Unit

1 US Military Acadermy. West Paint. ATTN: Oft of Milt Ldrilip

I US Military Academy. West Paint. ATTN: MAOR

I USA Stendarditation Gp, UK. FPO NY. ATTN: MASE-GC

1 Oc of Naval fitch. Arlington. ATTN: Code 452

3 Olc of Naval Rsch. Arlington. ATTN: Code 456

1 Oft of Naval Rich. Arlington. ATTN: Code 450

1 Ole Of Naval Rich. Arlington. ATTN: Code 441

1 Naval Aerostic Med Res Lah. Pensaola. ATTN: Acaus Scis Div

I Naval Astrotgir Mad Res Lab. Pensacola. ATTN: Code 1.51

I Naval Aftrosix Mod Res Lab. Penscola. ATTN: Coda LS

1 Chief of Navfs. ATTN: ParsOR

I NAVAIRSTA. Norfolk, ATTN: Safety CtV

1 Nav Oceanroraphic. DC. ATTN: Code 6251. Charts &Tech

1 Center af Naval Anal. ATTN: Doe Ctr

1 NavAirlysComn. ATTN: Allt--5313C

I Nov BuMed. ATTN: 713

1 NinlkOaIIWpaSubqSA 2. FPO SF50NM1

I AFHRL IFT) VAIln&M AFS

I APHAL ITT) Lowry AFB

1 AFHRL IASI WPAFS. OHl

2 AFHRL IDOJZ) Brooks AF8

I AFHRL I031 Lecklan AFB

I HOUSAF (INYSO)

I HOUSAF IDPXXA)

1 AFVTG (RD) RandolPh AF6

3 AMRL (HE) WPAF8. ON

2 AF Inst of Tech. %WAFS. OHl. ATTN: ENEISL

1 ATC IXPTOI Randolph AFR

1 USAF AWrOMWI Lih. Brooks AF8 ISUL-41. ATTN: DOC SEC

I AFOSR INL). Arlington

I AF Log Cmd. McClelln API. ATTN: ALC/DPCRS

1 Air Fores Academy. CO. ATTN: Dept of Sal Scn

5 flNasernsisCi. Son Diego

2 Nav Med Neuroptychiatrie Rech Unit. Sen Diego

1 Nov El ern ic Lab, Sen Diego. ATTN: Rie Lab

I Na, TnIgCe. San DOeo. ATTN: Code 9000-Lib

I likslosatGreich. Monterey. ATTN: Coda U1A@

I NasPOat~raScf i. Monterey. ATTN: Code 2124

I NavTrngqmlpCw. Orlando. ATTN: Tefh Lib

I US Depit of Labor. DC. ATTN: Manpower Admin

I US DeW of Amatlee DC. ATM:2 Dnug Enfrm aiAint

I Net Smv of Standick DC. ATTN: Cosspsau Infon Seto

I DeueFedera Cv._ Laavo. AT11N:1111M1

It dfnm DMa"MeNtal Cente

4 Dir Ps". Army NmL Ria Ofte, Cenbue

I SclItc Adn-. ON 11K Arnew 00% *AWNes01111i, Cen bera

1 MR id Air Atftft. AritsW Embmy

1 Centre Acharcheendi e Facs min dae Defence

fimelosal. buseek

2 can" Joint Staf Weimogee

I C/Air Staff. Noyal Ca- Ofa- AF. AM Post Sid Anio

3 Chiefl. CosilN Do flesh SWf. ATTNO: C/CDS(W

4 Suisutsh 00 Suaff. Sriklu Eeing. Wodsbni

60