I__. - International Military Testing Association

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device BATTLEBOARD, a robust and transportable table-top terrain modeling simulator, and readily adapted doctrinally based Battle-Task training scenarios, as well as pre-existing knowledge of the general nature of tactical uncertainties of combat arms units, and the compressed time frames and clear field testing which Reserve settings offer. 11. Interrupted Training Schedules Moreover, Army Reserve Unit training curriculum has not yet been specifically addressed in terms of the real constraints confronting a Army Reserve Unit. The Army Reserve Unit soldier trains “part time”, while the “Regular Force” soldier can train “fulltime”. Courses and exercises are not interrupted for the Regulars while they always are for the Reserve Unit. The usual method of fitting training requirements to Reserve Unit needs is to cut parts out of a curriculum, sequence the course curriculum differently, and/ or stretch it out over a longer time period. Clearly these approaches will not be adequate for enlarged Reserve Units in a Total Force Army. Thus, throughout this project there is a concurrent activity devoted to applying the ingredients of a theory/model of linked learning. This theory/model is needed in order to accomodate the time available for training the Reserve Unit person. Usually this time is available in “dribs and drabs”. As a consequence, the curriculum must be parcelled out for the Reserve Unit in such a fashion that the results of training are the same as for the Regulars, who engage the curriculum as a coherent whole. The core assertion of this linked learning notion is that each BATTLE-TASK (e.g. “Advance to contact” - Infantry alone), is taught “wholistically”, in the teams that are in command, using terrain models, with the instructor using the “inductive” mode of instruction. The objective is to increase situational awareness in the team, and enable them to distinguish between “discipline” and “initiative” to increase the teams comprehension of, and the use of, “Disciplined Initiative” 12. Action Figures 2,3,&4, overleaf portray the format of the trials that conform action science research strategy encouraged by Argyris et el(1985), and the Personnel Applied Research method used by the PAR team. Copyright SSC PAR DIV Mar 1990 172
I L THE PERSONNEL APPLIED RESEARCH FORMAT COMBAT FORMATION = INFANTRY TEE MAh’OELVER li ADVAKCE ‘l-0 COSTACT TEE “DELIVERABLE” = A KILLTAKEN FROM AS ESEMY FORCE TACTICAL DOCI‘RIXE = (CEOOSE ONE) + choose one COMBAT FGRMATlONS TRAMPD USING THE BATTLEBOARD TRAl?SlSG SYSTEMS THE ACTION Copyright SSC PAR DIV Mar 1990 THE RESLZT THE THE THE THE TRAm7b.G OFTlOS ACTION RESULT COMPARISON Chax.. OSE . SCRIFI-ED ROLmES . ADAkTED ROL?IThXS . MPROWBATIOSS � SCRIPTED ROLXXES � ADAPTBD ROUI-LSES . IMPROVISATIOSS . SCRWlED ROL-33 . ADAPTED ROLTCIIES . IMPRO”ISA77OSS I I THE PERBOhrlYEL APF‘IED RESEARCH - BASIC DRSIGN THE COMARITWE ANALIS= 177 THE COMPARISON COw*AT FoRx4HATIONS TRANED USING CURREWT TRAIMNG SYSTEMS THE ACTIOX THE RESULT
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32nd ANNUAL CONFERENCE OF THE MILIT
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32nd Annual Conferenae of the Milit
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Registration (Continued) RMC M, McK
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TABLE OF CONTENTS 1990 CONFERENCE C
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305. 306. 307. 308. 309 * 310. 311.
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418. Not Presented. 419. HANSON, Ma
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502. Not Presented. 503. COLLINS, D
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804A. 804B. ao4c. 804D. 805. DOYLE,
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'I'li~; CANADIAN RESERVES: CURRENT
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of ‘;llC 1; e f-;
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easons, followed by social reasons
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Training to support these programs
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USAREC commanders in the field take
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lost; but asking for more quality,
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Background ETHNIC PARTKCIPATION IN
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Tahte 1 The Ten Largest Ethnic Grou
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or 25.6% of foreign horns, :Jero ac
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1990 ARMY CAREER SATISFACTION SURVE
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clashes, etc.). It may be that the
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espondents were so concerned about
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The Use of Artificial Neural Networ
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where: A = (A,, . . . . A,) , B = (
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In attempting to relate ASP score t
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Hispanics in Navy’s Blue-Collar C
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34.81 33.60 34.00 12.60 12.54 12.28
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Work-g;rouD comoosition. The averag
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1 . INTRODKTICi? DESCRIPTORS OF JOB
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c:- TORc OF JOB SPEr:aON RAm ON JOS
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2.1.5.4. Pcrcelitage of Persons Rxe
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----- DESCRIPTORS OF JOE SPECIALIZA
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coum? I 1.1 TIME SPECIALI7,TION, CO
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DESCRIPTORS OF JOR SPECIEJ,IZATIaN
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I ? 3 4 5 n 96 96 96 96 67 49 19 II
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ADDRESSING THE ISSUES OF “QUANTIT
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abilities for test development (Stu
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atings for the incumbents given in
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Psycholoqical Bulletin, 70(61, 534-
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quantitative comparison of the sort
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administrative occupations. The lea
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SUMMARY This exploratory study was
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--- These job descriptions were pri
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Table 2 below illustrates the degre
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However, the degree of agreement ob
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Tosunmmrize, informationgeneratedfr
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Change IIf If 1: 1; 0 tl t2 t3 t4 t
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Recammenaations Werecxararrendthat~
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The ORDB was designed and continues
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qualified resources to support cont
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acquisition. ASD/ALH made extensive
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A Suite of Advanced Interpretive As
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CORCAS - The CORCAS report characte
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Discussion The advanced analysis as
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From a technical point of view, the
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y attending schools, to meet the re
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Literature ------. .-- -.~---.. --
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organizational distribution of the
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in training cost savings, a reduced
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APPLICATION OF THE JOB ABILITY ASSE
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As already shown, rater reliability
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0 a 103 -t \~~.1~--l---1.1-~L-I I
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Table 1 Military Assignments in the
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Preference scores overall sample (N
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Region School’)North Center South
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Aptitude-Oriented Manpower Replacem
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The Psychologist’s Method of Prop
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Table 5: Study on Job Characteristi
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equired for an occupation (Ruck, 19
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For the weapon system design TDS ap
Page 137 and 138: knowledge-based model (equation 3)
Page 139 and 140: EVALUATION MODEL The evaluation sys
Page 141 and 142: and various other sources, we becam
Page 143 and 144: .--_-.-- .---- ----- -...- -._--_.-
Page 145 and 146: tally significant. Hotelling's T2 w
Page 147 and 148: able ancillary information which co
Page 149 and 150: and a contractor (Westinghouse) was
Page 151 and 152: ‘A’ and what knowledge a typica
Page 153 and 154: Develop job oriented electricity th
Page 155 and 156: year career. Instead, CODAP provide
Page 157 and 158: 2E 24 20 I@ 12 8 4 Figure 4 Mean Li
Page 159 and 160: using event history analysis, which
Page 161 and 162: increased student-instructor intera
Page 163 and 164: Exercise Performance Group II (inst
Page 165 and 166: etween CBT and research on teaching
Page 167 and 168: in baseline classes and 39 platoons
Page 169 and 170: --. ..____ s platoons. Team Chiefs,
Page 171 and 172: ._ 50 - BASELINE TRAINING z . WEEK
Page 173 and 174: The scenario must be short, concise
Page 175 and 176: I PEACiTIME TAIKI I ,......_.,,....
Page 177 and 178: have involved complicated procedure
Page 179 and 180: I'd like to start with an brief ove
Page 181 and 182: ~-~___-. -- ---- Brooks et al (1987
Page 183 and 184: BATTLE-TASIUBATTLEBOARD TRAINING AP
Page 185 and 186: 4. Situational Awareness and the Mi
Page 187: examples then chaining the stages s
Page 191 and 192: Typically a commander's awareness o
Page 193 and 194: Table 1 Situational Awareness Items
Page 195 and 196: answers that precisely indicated th
Page 197 and 198: 2. Identifying The Problem 2.1. Scr
Page 199 and 200: 3.1.2. Problem Area: Handling Compl
Page 201 and 202: Analyzing User Interactions With In
Page 203 and 204: lesson templates. Intelligent lesso
Page 205 and 206: iteration of the evaluation study.
Page 207 and 208: MILITARY TWTING ASSOCIATION iYH) An
Page 209 and 210: DATA INPUT Two methods are provided
Page 211 and 212: 10 WE 1ASI YlslRUc70n IS PROMPlED 1
Page 213 and 214: The linear model indicates that the
Page 215 and 216: Cost-Effectiveness of Home Study us
Page 217 and 218: - ---.. Eouinment, Procedure and Da
Page 219 and 220: Figure 1 shows the total course con
Page 221 and 222: (1) Determine criticality of the ob
Page 223 and 224: (4) Length of the material tested.
Page 225 and 226: (e) Average the total responses and
Page 227 and 228: -- ---. ----- --- --.._ _ .I-. I he
Page 229 and 230: On the POMS, two-way ANOVAs for rep
Page 231 and 232: Journal of Clinical Pharmacology, 2
Page 233 and 234: . Stressors An anal.ysis was made o
Page 235 and 236: . The Test After a short demonstrat
Page 237 and 238: then by the principle of transitivi
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the order they were obtained. FoLLo
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a regression equation can be create
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--__-. -. _ the Army’s near-term
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however, would be to determine whet
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Development of a New Language Aptit
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e preferable to group languages int
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Implementation of Content Validity
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Air Force enlisted specialties. The
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clear reference support and accepta
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Barbara Jezior U.S. Army Natick Res
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Figure 2’s scatterplot shows the
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---.---- ---._. -.. \ ASVAB, Descri
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tests in a paper-and-pencil mode; t
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Corps MOSS will include: Motor Tran
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ASSESSMENT OF APTITUDE REQUIREMENTS
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I AFI’ITUDE ASSESSMENT TOOLS FOR
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Currently. most personnel psycholog
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Sample METHOD The sample consisted
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Table 1 Correlation Matrix of Predi
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performance criteria. Classificatio
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Variables Criteria. Two measures of
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Psychometric Properties of NOAE! Pr
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predicts MARS III training success,
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One-hundred and eighty of the most
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Table 2 presents the intercorrelati
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lower) than those of soldiers who r
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For each administration, the tests
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Table IV cont. EM-46 13 Paygrade 1
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Discussion This study failed to sho
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afterwards. The purpose of the curr
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consuming the carbohydrate. This st
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REFERENCES Banderet, L. E., Lieberm
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Virtually all life experiences are
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verified can reduce faking (Schrade
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Glennon, J. R., Albright, L. E., &
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to develop materials to the best le
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considerable time preparing for the
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REFERENCES Laabz., G. ~1.) &‘< Be
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Similarly, a number of vocational i
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tool wi th which tu begin acquaint
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PREDICTING PERFORMANCE WITR BIODATA
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analysis. For biodata items in whic
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Table 6 presents the results of the
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surveyed job incumbent is requested
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overall predictive efficiency, (i.e
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anged from 62% (908X0) to 89% (112X
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THE SURVEY INSTRUMENT The SKT Task
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C. Clusterine of Factor Profiles vs
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DJSCUSSION unit weighting at the E-
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The ODCSPER directed that a Physica
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Factor 1, For purposes of this pape
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Discussion Certain characteristics
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Instruments -.~--..-~---.- --... ._
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Overall, the results replicate the
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REFERENCES Hanson, M.A., Hallam, G.
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Sub jects---Twen ty medical researc
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In the second study, the response r
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SUBJECTIVE STATES QUESTIONNAIRE: PE
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each item on the SSQ was read to th
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I4 BI k3 ; 2 BASELINE WALK 1 FIG. 2
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Validity of Grade Point Average: Do
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elationships. The highest correlati
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College Selectivity Versus Educatio
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Introduction Flight Psychological S
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1) Demonstration Phase The control
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published in the “Wehtpsychologis
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Introduction Leadership in Aptitude
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A further objective was to produce
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his group, to insist on a short che
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ehavior will be invalid. This condi
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In the fire fighting system prevent
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. . . -.-- -.-I to their decision-m
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In the Federal Armed Forces, this c
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Evaluation of the counseling nroced
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TABLE 2. Ranking, Weighting, and Sc
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. EJectronlcs KnowledQg (Table A-3)
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3. Further test the TAE approach on
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* PC.05 * * pc.01. *** pc.001. Corr
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Table 1 Subjects MOS Enlisted Job N
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Table 3 Proportion of Criterion Var
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some ASVAB and Project A predictors
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the higher-scoring examinees will a
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Table 2 Correlation Coefficients of
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-~ . -______ -__--..- REFERENCES La
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REFERENCES Lawshe, C. H. (1975). A
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ubjects in each analysis may differ
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-.- -. -.-- -. The Minnelrota Multi
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the scales based on character of se
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school diploma graduates (10,6%, 14
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criterion.(-.09). Variabk? Table 2
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Laurence, J. H., & Gribben, M. A. (
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Subjects were al lowed to use the a
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-- I
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-~-- -___- - Subjects Sixteen soldi
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The effects of both altitude exposu
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___ .- _- .~- __--_.--~~ .--. --.-
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factors from both enemy and friendl
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Using those systems tasks which are
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'L'KADLNC; OE'k' PEKFOKMANCE, TKAlN
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PPOPORTI ON OF PEOPLE 04 .T.# - 90
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which is a check oE logical necessi
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FINAL REPORT, COMPUTER ASSISTED GUI
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___-. ----- ..~._ ~. ----~--..---.-
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As a further measure of the effecti
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5. Training is essential to the suc
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Post Selection Board Analysis Post-
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-- higher. The second approach was
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Figure 1. Lowest Break in Vertical
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THE USE OF INCENTIVES IN LIGHT INFA
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%5 (+ 40- ‘-J 3 o- Lt) 2 o- 1 3-
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otation, and 6) general job motivat
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COHESION IN CONTEXT Guy L. Siebold
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een used in prior research and thus
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-_._____ __ _.._^.._ _.. _.^ _-- wa
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EVALUATION OF THE ARMY’S FINANCE
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The three critical issues were form
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. operational capability was valida
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(c) Take-home package observations
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Figure 1. . INHIBITORS OF INITIATIV
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STARTING A TQM PROGRAM IN AN R&D OR
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are used to examine the processes a
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Management must listen, but also le
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32nd Conference of the Miiitarv Tes
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e. Ceployability research On severa
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--- --- We estimate that 25% of all
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e. Furthermore, I have been c:omman
Page 493 and 494:
Acceptance of Change An Empirical T
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supervisor-subordinate relations, m
Page 497 and 498:
I_- __-- ____-._ -.- -- -.. .-.----
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TWEEDDALE, J. W. (Chair), Chief of
Page 501 and 502:
____ _.... ___----- .._._ - ___.I.-
Page 503 and 504:
i I I Scholarship: Quality of learn
Page 505 and 506:
--- -_ ------__ -_-._-_--.-_.--- -_
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I were dcrivcd lo optimally prcdicl
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2. While the academically oriented
Page 511 and 512:
Accordingly, the NROTC selection in
Page 513 and 514:
the behavioral statements for guidi
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- .__ the new interview is criterio
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iors, these items are more likely t
Page 519 and 520:
Comuarison with “Honest” Sample
Page 521 and 522:
Conclusions The final experimental
Page 523 and 524:
THE INVESTIGATIVE INTERVIEW> A REVI
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7B---.-- -- rapport with the subjec
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staff concluded that inclusion of t
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Backaround Each of the military ser
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Empirical Scorinq Key Prescreening
Page 533 and 534:
The base rate for applicants who re
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installations were visited to obtai
Page 537 and 538:
Obstacles in Maintainina an Effecti
Page 539 and 540:
Installation security managers also
Page 541 and 542:
The goal for the CVAL system was to
Page 543 and 544:
Based on the feedback received from
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(1) The keynote in interpreting the
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NAVY ': HANDS-ON AND KNOWLEDGE TEST
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The general knowledge test consiste
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I Table 4 Correlations Between Writ
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1 Interrater Reliability as an Indi
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might influence task performance. T
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Figure 2 shows temporal effects at
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ARMY: JOB PERFORMANCE MEASURES FOR
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for MOS-specific tasks, as the perc
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Table 3 shows the intercorrelations
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The USAF Occupational Measurement S
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In addition to SKTs and PFEs, USAFO
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only for the first job, as well as
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The Examirler is a sopilisticated c
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The Examiner Multiple Choice Multip
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Paner and Pencil Testing The Examin
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The Exanliwr is ii sopllis[ic;l(etj
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(c) The Coast Guard will host the 1
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ORGANIZATION ROYAL WSTRALIAR AIR FO
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ORGANIZATION 1990 REPRESENTATIVE RO
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ORGANIZATION NAVAL HILITARY PERSONN
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C. Non-Member Participants. 1. Non-
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committee members shall serve in th
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CDR Mary Adams Naval Education and
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Jack R. Dempsey Human Resources Res
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c _.. -. _ ..-___ Mr. G. J. (Jeff)
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Deborah L. McCormick Chief,of Naval
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COL Terry J. Procluk Director of Pe
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Paul P. Stanley.11 USAFOMC/OMD Rand
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Abrahams, N. M., 486 Albert, W, G.,
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