I__. - International Military Testing Association

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for this type of material (ignoring the time to create graphics) woul _~.-d have involved a 2OO:l development to instruction time ratio (Lippert, 1989). Both the tool and the model are worth refining. References Andrews, D. H. & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Desicrn, 3(4), 2-16. Falk, R. F. (1987). A Primer for Soft Modelinq. Berkeley, CA: University of California Institute for Human Development. Gagne, R. M. (1985). The Conditions of Learnins and Theory of Instruction. New York, NY: Holt, Rinehart, and Winston. Jonassen, D. H. (Ed.) (1988). Instructional Desians for Microcomputer Courseware. Hillsdale, NH: Lawrence Erlbaum Associates. Hannafin, M. J. & Peck, K. L. (1988). The Desisn, DeveloDment, and Evaluation of Instructional Software. New York: NY: Macmillan Publishing Company. Lippert, R. C. (1989). Expert systems: Tutors, tools, and tutees. Journal of Computer-Based Instruction, 16(l), ll- 19. MacKnight, C. B. and Balagopalan, S. (1989). Authoring systems: Some instructional implications. Journal of Educational Technoloav Systems, 17(2), 123-134. Merrill, M. D., Li, Z., & Jones, M. C. (1990). Second generation instructional design (ID2). Educational Technoloav, 30(2), 7-14. Muraida, D. J. & Spector J. M. (1990). The advanced instructional design advisor (AIDA): An Air Force project to improve instructional design. Educational Technolosv, 30(3), 66. Muraida, D. J., Spector, J. M., & Dallman, B. E. (1990). Establishing instructional strategies for advanced interactive technologies. Proceedinss of the 12th Annual Psvcholosv in the DOD Symposium, 12(l), 347-351. Spector, J. M. (1990). Desianinq and Develonins an Advanced Instructional Desiqn Advisor (Technical Report AFHRL-TP-90- 52). Brooks AFB, TX: Training Systems Division. Tennyson, R. D. (1989). Cosnitive Science Undate of Instructional Svstems Desian Models (AFHRL Contract NO. F-F- F3365-88-C-0003). Brooks AFB, TX: Training Systems Division. L.?-. -.- -. -. 190
MILITARY TWTING ASSOCIATION iYH) Annuiil timkrcnw FORECASTING TRAINING EFFECTIVENESS (FORTE) Mark G. Pfeiffer and Richard M. Evans .--- .-- - -- - Naval Training Systems Cent.er and Training Ferformance Data C:ent.er Orlando, FL A model was developed to simulate a variety of aviation training device evaluation outcomes. This simulation model is designed to explore sources of error threatening the sensitivity of device evaluations. Selection of ._ evaluation designs is guided by a model that elicits information from experienced flight instructors. This practical knowledge is transformed into data that are used i,n simulating a training effectiveness evaluation. Effects of variables such as instructor leniency, task difficulty, and student ability are estimated by two different methods. Available in the output is an estimate of transfer ratios based on trials-to-mastery, a diagnosis of deficiencies, an exploration of possible sources of variance, and an estimate of statistical power and required sample size. Finally, all data analyses can be accomplished in less than 2 man-days and prior to the actual field experiment. Estimates of accuracy, reliability, and validity of the model are high and in an acceptable range. Backwound Major sources of error variance that can mask the true contribution of a training device to training effectiveness include instructor leniency, student ability, and task difficulty (McDaniel, Scott & Browning, 1983). First, instructors' grades are often unreliable criterion measures. Next, individual abilities among students vary widely. Finally, tasks vary greatly in difficulty level. Some tasks can be mastered by students in one or two trials, while others may require 30 trials. These sources of variance make ratings of students' performance insensitive measures of training device effectiveness. However, the magnitude can be identified with sensitivity analysis prior to actual field experiments. Sensitivity Analysis Sensitivity analysis is a planning technique (Lipsey, 1983) which focuses on the impact of variance on variables of interest. The device evaluation must be carefully planned if the results are to have practical value and show a true difference between experimental and control groups. During the planning phase for device evaluations an investment in time may help identify the problems that introduce unwanted error variance into the device evaluation. Performance data qenerated by flight instructors can be used for this purpose. The basic framework of the present "sensitivity" analysis differs from that described by Lipsey (1983) in that it employs the "insensitive" instructor's rating of students as a performance measure. Lipsey .wouid rather seek a more sensitive measure. While this rating measure may not be a particularly good psychometric measure, it is dictated by operational constraints. Instructors' ratings are used extensively in the transfer of training literature. “Approved for public release; distribution is unlimited.” 191
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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
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knowledge-based model (equation 3)
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EVALUATION MODEL The evaluation sys
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and various other sources, we becam
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.--_-.-- .---- ----- -...- -._--_.-
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tally significant. Hotelling's T2 w
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able ancillary information which co
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and a contractor (Westinghouse) was
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‘A’ and what knowledge a typica
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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 and 188: examples then chaining the stages s
Page 189 and 190: I L THE PERSONNEL APPLIED RESEARCH
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: iteration of the evaluation study.
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
Page 239 and 240: the order they were obtained. FoLLo
Page 241 and 242: a regression equation can be create
Page 243 and 244: --__-. -. _ the Army’s near-term
Page 245 and 246: however, would be to determine whet
Page 247 and 248: Development of a New Language Aptit
Page 249 and 250: e preferable to group languages int
Page 251 and 252: Implementation of Content Validity
Page 253 and 254: Air Force enlisted specialties. The
Page 255 and 256: 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. (
Page 423 and 424:
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
Page 451 and 452:
Post Selection Board Analysis Post-
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-- higher. The second approach was
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Figure 1. Lowest Break in Vertical
Page 457 and 458:
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
Page 463 and 464:
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
Page 473 and 474:
. operational capability was valida
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(c) Take-home package observations
Page 477 and 478:
Figure 1. . INHIBITORS OF INITIATIV
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STARTING A TQM PROGRAM IN AN R&D OR
Page 481 and 482:
are used to examine the processes a
Page 483 and 484:
Management must listen, but also le
Page 485 and 486:
32nd Conference of the Miiitarv Tes
Page 487 and 488:
e. Ceployability research On severa
Page 489 and 490:
--- --- We estimate that 25% of all
Page 491 and 492:
e. Furthermore, I have been c:omman
Page 493 and 494:
Acceptance of Change An Empirical T
Page 495 and 496:
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:
--- -_ ------__ -_-._-_--.-_.--- -_
Page 507 and 508:
I were dcrivcd lo optimally prcdicl
Page 509 and 510:
2. While the academically oriented
Page 511 and 512:
Accordingly, the NROTC selection in
Page 513 and 514:
the behavioral statements for guidi
Page 515 and 516:
- .__ the new interview is criterio
Page 517 and 518:
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
Page 525 and 526:
7B---.-- -- rapport with the subjec
Page 527 and 528:
staff concluded that inclusion of t
Page 529 and 530:
Backaround Each of the military ser
Page 531 and 532:
Empirical Scorinq Key Prescreening
Page 533 and 534:
The base rate for applicants who re
Page 535 and 536:
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
Page 545 and 546:
(1) The keynote in interpreting the
Page 547 and 548:
NAVY ': HANDS-ON AND KNOWLEDGE TEST
Page 549 and 550:
The general knowledge test consiste
Page 551 and 552:
I Table 4 Correlations Between Writ
Page 553 and 554:
1 Interrater Reliability as an Indi
Page 555 and 556:
might influence task performance. T
Page 557 and 558:
Figure 2 shows temporal effects at
Page 559 and 560:
ARMY: JOB PERFORMANCE MEASURES FOR
Page 561 and 562:
for MOS-specific tasks, as the perc
Page 563 and 564:
Table 3 shows the intercorrelations
Page 565 and 566:
The USAF Occupational Measurement S
Page 567 and 568:
In addition to SKTs and PFEs, USAFO
Page 569 and 570:
only for the first job, as well as
Page 571 and 572:
The Examirler is a sopilisticated c
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The Examiner Multiple Choice Multip
Page 575 and 576:
Paner and Pencil Testing The Examin
Page 577 and 578:
The Exanliwr is ii sopllis[ic;l(etj
Page 579 and 580:
(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
Page 593 and 594:
Jack R. Dempsey Human Resources Res
Page 595 and 596:
c _.. -. _ ..-___ Mr. G. J. (Jeff)
Page 597 and 598:
Deborah L. McCormick Chief,of Naval
Page 599 and 600:
COL Terry J. Procluk Director of Pe
Page 601 and 602:
Paul P. Stanley.11 USAFOMC/OMD Rand
Page 603 and 604:
Abrahams, N. M., 486 Albert, W, G.,
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