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QU
III
TRAINING ACTIVITY
(U)
A.
(U)
Method
of Approach
.
(U)
General Design
(U)
The purpose
of
this effort
is
to apply
the
RV procedures
described
in
the previous
section as
a
technology
transfer/ tra ining
methodology.
Training consists
of
a
series
of
lectures
by
a
training
instructor/monitor
(Mr.
I.
Swann),
interspersed with
RV
sessions.
In
the
lectures,
the principles
of
a particular
stage under consideration are
thoroughly discussed.
In addition,
a number
of practical exercises
are
carried
out,
such
as drills
in
sketching,
exercises
in
listing possible
sensations
one
could experience
at
a
site,
and
so
forth.
In
the
overall
design
of
the
training effort,
emphasis
is
placed
on extended practice
under
close
supervision
of
the
training monitor.
2.
(U)
Target
Site
Preparation
(U)
Because
the RV
training procedure
involved
targeting on
sites
around
the world,
given only
the
geographical coordinates
of
those
sites,
an
important preparation
step
is
the generation
of
target materials.
An
SRI analyst charged with
this responsibility prepares
these materials
(folders with
site
information).
The primary use
of
these materials
is
to provide feedback at
session
end;
for
the purposes
of
training and
evaluation,
sites
are
chosen
for which feedback information
in
some
form
is
available.
Si tes/ feedback materials
consist
of > 5000 map
sites
(U.S.G.S.
Series
E maps,
G.N.I.S.;
Army Map Agency maps;
World Aero-
nautical Charts;
atlases),
specially-obtained materials
on various
technological
sites,
and over
1500 National Geographic magazine
sites.
These materials
are continually updated.
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3.
(U)
Session Protocol
(Training)
(U)
At
the beginning of
the
session,
the monitor and
the
RVer
enter
the
RV session chamber.
The monitor has
in his possession
target-
ing information
in
the
form of
a
folder
of
feedback materials;
coordi-
nates
are notated
on
the
outside.
The monitor reads
the coordinates
as
a prompter
(stimulus)
for
the
RVer,
takes notes
for
later discussion,
and
so
forth.
Unlike
the protocols used
in
the documentation
studies
(see,
for example,
reference
referred
to
in Introduction
Section),
the
monitor here
is not blind
as
to
the
target.
Thus,
the
training sessions
are not carried
out
in
a double-blind
protocol.
As
part
of
the beginning
gradient
of orienting
the
trainee
to
the
RV structure,
the
training
monitor has
the
option
of providing
intrasession feedback as
the
session
progresses.
The environment
of
the
training sessions,
not being cue-
free,
therefore constitutes
a
separate category of activity
as
compared
with double-blind
testing conditions
required
for documentation
of proof-
of-pr inciple
.
B.
(U)
Trainee
Progress
1.
(U)
Task Scheduling
(S/CL-3/N0F0RN)
Beginning
in January
1984,
four INSCOM RV
trainees were assigned
to
S-I
through S-III
training.
A training
schedule
for
the year was
set up
in accordance with
the
following
time
estimates derived
from earlier development work:
Stage
I
to
7 weeks
Stage
II
to
6 weeks
Stage
III
to
16 weeks
Total
Approximately
24 weeks
The
training effort was generally broken up
into
2-week sessions
each,
with 2-to-4-week breaks between
sessions.
Training was
carried
out
at
both
the SRI/New York and
the
SRI/Menlo Park facilities
on
a
site
schedule
that was mutually agreed upon
by INSCOM and
SRI personnel.
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2.
(U)
Baseline.
Data
( S/CL-3/N0F0RN)
In accordance with
standard practice
in
SRI
training programs:
•
The
four INSCOM RV
trainees were assigned random three-digit
code designators
(Numbers
146,
344,
596,
and
765)
by which all
report data would
be
coded.
•
Psychological profile
tests were administered
to provide data
for
a
separate
Selection/Screening Task.
•
As
a measure
of baseline response
to coordinate-designated
target
sites,
each
trainee
generated,
under double-blind
testing
conditions,
a descriptor- lis t
response
to
six
sites,
using
latitude
and
longitude
in degrees,
minutes
and
seconds.
These
data were
then archived
to
be available
for
later
comparative
evaluation.
(See Appendix
for Descriptor
List
forma t
.
)
3.
(U)
Stage-by-Stage Training Rates
a.
(U)
Stage
I
( S/CL- 3/N0F0RN)
The
point
of completion
of each
of
the
training stages
for each of
the
trainees
is determined
by
the
training
monitor.
The monitor
tracks
the progress
of
the
trainees
in accordance
with certain evaluation procedures
that
indicate
to him
that
the
trainee
has
grasped
the
fundamentals
of
the
stage
in
question.
All
four client-
selected
trainees who embarked
on
S-I
training
at
the beginning of
the
year completed
S-I around mid- July--af ter approximately
13 weeks
of
training.
The numbers
of
training
sites required
for each
trainee
to
achieve proficiency
in Stage
I
procedures are
shown
in Table
2.
( S/CL-3/N0F0RN)
The
total number
of
training
sites used
was
somewhat
in excess
of what was anticipated.
The
average
of approx-
imately
sites
per
trainee was compared with
that
of
two earlier
trainee
groups:
a prototype development
group
of
four
(average
of 54
sites
per
trainee),
and
a
previous,
client-selected
group
of
two
(also
average
of
sites
per
trainee).
We also
see
a wide variation
in
the
number
of
sites per
trainee
to complete
Stage
I.
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Table
(U)
TRAINING
SITES FOR PROFICIENCY
IN
STAGE
I PROCEDURES
RVer
Number
of Training
Sites
#344
# 146
#765
#596
Total
330
UNCLASSIFIED
(U)
With regard
to
the above
statistics,
it would
seem
natural
to interpret
the differences
as
an indication
of
increased
difficulty with
the
present
trainee group
as
compared with earlier groups,
or with certain individuals
in
the
group relative
to
the
others.
This
interpretation
should
be
discouraged.
The difference
in
the
amount
of
sites during any given period
only reflects
that
a
greater
’’noisy"
period
was encountered
at
this particular point before
consolidation
of
the
emerging aptitude--a
period
that emerges
in every
trainee
at
some
point.
Experience has
shown
that
the number
of
sites
required during any par-
ticular
training sequence does not appear
to
be an
important
factor
in
the
long
run.
b.
(U)
Stage
II
( S/CL-3/N0F0RN)
All
four
trainees completed
Stage
II
in
mid-October,
after five weeks
of
training, which
is within
the expected
parameters.
The numbers
of
training
sites required
for each
trainee
to
achieve proficiency
on Stage
II
are
shown
in Table
3.
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Ta b 1c
(U)
TRAINING SITES FOR PROFICIENCY IN
STAGE
II PROCEDURES
RVer
Number
of Training Sites
#344
#146
#765
#596
Total
UNCLASSIFIED
c.
(U)
Stage
III
( S/CL-3/NOFORN)
Stage
III
training has been brought
to
a
completion
in
the month of December,
after
five weeks
effort.
The
decrease
in
time
required
(below
that originally estimated)
was
due,
in
part,
to
the
introduction
of
a new procedure
in
the use
of
sketching,
which resulted
in considerable shortening
of
the
overall protocol
(detached analytical
sketching following generation
of
signal-line
data).
The numbers
of
training
sites utilized
by
the
trainees
in
S-III
training
are
shown
in Table
4.
.
( U )
S-III Proficiency Level
( S/CL-3/N0F0RN)
Some
indication of
the
level
of proficiency
reached
in S-III
training can be
seen
in selected
samples
of RVer
response
in
the
training
format.
In Figure
3,
the
RVer's results are
summarized
in
the
form of
a
sketch, which can be
compared with
the
accompanying photograph
of
the
target
site.
Similar results are
shown
in Figures
through
6.
Shown
in Figure
are
the responses
of
two
RVers
to
a
surprise
technological
site.
The
final product of
S-III
training
is
the routine
generation
of results
of
this
caliber.
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