AD-A226 319

ARI Research Note 90-72

DTIC FILE COPY.The Development and Implementation of

Career Information and Guidance SystemsTo Enhance Recruitment and Retention

of ROTC Cadets for Army Careers

Paul G. Banikiotes and Karen K. WebsterARD Corp.

for

Contracting Officer's RepresentativeMichael Drillings

Basic ResearchMichael Kaplan, Director

July 1990 DTICELECTE

QSE10fl

United States ArmyResearch Institute for the Behavioral and Social Sciences

Approved for public release; distribution is unlimited

U.S. ARMY RESEARCH INSTITUTEFOR THE BEHAVIORAL AND SOCIAL SCIENCES

A Field Operating Agency Under the Jurisdictionof the Deputy Chief of Staff for Personnel

EDGAR M. JOHNSON JON W. BLADESTechnical Director COL, IN

Commanding

Research accomplished under contract forthe Department of the Army

ARD Corp.

Technical review by

Michael Drillings

NOTICES

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NOTE: The views, opinions, and findings in this report are those of the author(s) and should notbe construed as an official Department of the Army position, policy, or decision, unless sodesignated by other authorized documents.

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ART Research Note 90-72

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11. TITLE (Include Security Classification)The Development and Implementation of Career Information and Guidance Systems to Enhance

Recruitment and Retention of ROTC Cadets for Army Careers

12. PERSONAL AUTHOR(S)Banikiotes, Paul Gregory; and Webster, Karen Kelly

13a. TYPE OF REPORT 13b. TIME COVERED 14. DATE OF REPORT (Year, Month, Day) 15. PAGE COUNTFinal FROM 87/03 TO 87/11 1990, July 49

16. SUPPLEMENTARY NOTATION

Contracting Officer's Representative, Michael Drillings

17. COSATI CODES 18 SUBJECT TERMS (Continue on reverse if necessary and identify by block number)

FIELD IGROUP SUB-GROUP -*t]' tj1tudes ,t--ttrr-R0C recruitment, £ . (u--C--aeer-information and cauniseling-

19, ABSTRACT (Continue on reverse if necessary and identify by block number)

he Career Information Survey (CTS) was developed with two existing instruments, the

Career Development Inventory (CDI) and the Values Scales (VS), and administered to a group

of 64 college-bound high school males. Students with positive, neutral, and negative

attitudes about the Army ROTC program were compared on the CDT and VS scales and on four

variables measured by the CIS: knowledge and importance of knowledge about the Army ROTC

program; desirability of occupations within military and nonmilitary settings; and prefer-

ences for alternative military career paths. The results indicate that knowledge about

Army ROTC and, most specifically, knowledge about career prospects is strongly related to

having a positive attitude about the Army ROTC program. In addition, accurate information

can best be received from military personnel and good advice can best be received from

educational personnel. Although the military setting overall is less appealing than the

government and private sectors, it is appealing for those with positive attitudes about

(Continued)

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ARI Research Note 90-72

19. ABSTRACT (Continued)

the Army ROTC program who plan careers in the sciences. Various active andreserve duty career paths appeal to different types of individuals. Individuals

with a positive attitude about the Army program have more career plans than

those with neutral and negative attitudes. Suggestions for future effortsinclude refining the CIS; collecting data from other regions, college students(both in and out of the Army ROTC), and females, both in high school and

college; gathering additional information to further explore individualdifferences; pilot testing recruitment efforts using both pencil and paper

testing and physiological measurement technology to examine experimentallymanipulated variables such as type and source of information and modality of

presentation; and developing model career information and counseling programs

at several to implement at several campus ROTC units.

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OME DEVELOPMEW AND It NThTCt OF CAREER IN KION ANDGUIDANC SYSTEM TO ENHANCE JM AND RETENTI OF FICCAETIS FOR AR4Y CAREERS

Page

INI ODU'TION . .. .. .. .. .. .. .. .. .. .. . .. 1

ME9I1. .D ............ ........................... 4

RESULTS ......... .......................... .... 14

DIscussION AND IPLICATIONS ..... ................ ... 26

FrJLR EFFURI........ ....................... .... 28

REFERENCES ........ ......................... ... 31

APPENDIX. CAREER INFO4TICN SURVEY (CIS) ........... ... A-I

LIST OF TABLES

Table 1. Mean ratings for knowledge and importance ofknowledge regardir college issues, post-college ommitments, and career prospectsrelated to the Army FIC program by subjectand group ...... .................... ... 15

2. Mean ratings for credibility for informationand advice regarding Army FIRC from family/friends, education, and military sources ....... 16

3. Mean ratings of occupations by specificsetting and in general ...... .............. 17

4. Mean ratings of engineer in specific settingsby subject group ............... ......... 18

5. Mean ratings of business manager in specificsettings by subject group ...... ........... 18

6. Mean ratings of researd scientist in specificsettings by subject group ...... ........... 19

7. Mean preference scores for active duty andreserve duty career paths by subject group. . . . 20

iii

Page

Table 8. Mean preference scores for lcrg-term activeduty and long-term reserve duty career pathsby subject group ........ ................. 20

9. Mean preference scores for active duty andlong-term active duty career paths by subjectgroup ........... ...................... 21

10. Mean prefereic scores for active duty andlong-term reserve duty career paths bysubject group ......... .................. 22

11. Mean preferenc scores for reserve duty andlong-term active duty career paths by subjectgruOUP, .......... ...................... 22

12. Mean preference scores for reserve duty andlong-term reserve duty career paths bysubject group ...... .................. .... 23

13. Mean scores on the CDI scales by subject group. 24

14. Highest and iwest rated value scaledimensions by subject group .............. .... 25

iv

THE DEVELOPMENT AND IMPIEMENTATION OF CAREER INFORMATIONAND GJIDANCE SYSTEMS TO ENHANCE RECRUITME T AND

RETENTION OF iRCTC CADETS FOR ARMY CAREERS

INTRODUcrION

The importance of the provision of career information iscritical in the career development process. Rather than waitingfor individual problems to develop, many psychologists andcounselors have developed programs directed at assistingeffective career development. Banikiotes (1973) has identifiedthe school as the primary target institution for preventive anddevelopnental programs. BEnikiotes and Bartlett (1983) havereviewed the literature describing how progranatic inter-ventions of schools have an important effect on the vocationaldevelopment of our youth. The significance and inportance ofthese programs has been demonstrated repeatedly. T7he pastdecade has seen substantial growth in the implementation ofcareer guidance and development programs in business, industry,and government (Knowdell, 1982; Leilxwitz, 1980). Severalphenomena have been identified as contributing to the eimergEnceof such programs (Knowdell, 1984): technological change; socialchange; management selection and development; and successionplanning and manpower forecasting.

Career information and guidance systens are especially importantin affecting the perceptions of careers and the decisionsindividuals make regarding the career directions that theypursue. The positive perception of a career as an Army officercan greatly enhance the possibilities of attracting andretaining our most outstanding and capable youth. Certainchanges occurring in our society can prc-ide an opportunity fora military career to be perceived in a more positive manner.For example, greater career consciousness exists among ouryouth. There are increasing difficulties in securing meaningfulemployment following a college education. A college educationno longer guarantees stable enployment that will lead toreasonable compensation. A military career can offer stabilityand security. Furthermore, escalating expenses for a collegeeducation require an increasing proportion of students to seekoutside financial funding for their schooling, and ROTC is onepossible source of such funding.

The world of work is changing rapidly. There is an increasingfocus on technology and the need to receive continual trainingto remain current with state-of-the-art technologies. Such needapplies to almost any career. No longer does one preparehimself or herself for a career and renain in that career withthe same body of knowledge that was learned during the formaleducational process. Today, it is important to remain currentand to be involved in continuing training and education. Careerchoices and employment decisions are increasingly affected by anindividual's perceptions of prospects for growth and developmentin the future.

Army R=IC

Previous investigators have examined the aspirations of Americanyouth and their perceptions of the RCM and the military (Hicks,Collins, & Weldon, 1979). Among the factors investigated weredemographic profiles, school and educational aspirations, jobplans and aspirations, perceptions about R=YC and the military,and factors related to R(IU and commitment to an Army career.The results of data from 2,131 students showed that R=lJC andJROC cadets were primarily male. Significantly more cadetsthan noncadets were black, from lower-income families, from theSouth, and more likely to have friends and family in themilitary. The strongest influences for their entering ROIC wereparents and military personnel. College cadets' own attitudeswere more positive toward the military than were those ofncncadets. In addition, noncadets did not possess much accurateinformation about ROMfC.

An investigation which involved an analysis of junior officertraining needs was carried out to insure that theprecormmissioni.ig training for R1IC cadets is both comprehensiveand relevant (Wellins, Rumsey, & Gilbert, 1980). Some 1,300officers, NCOs and enlistees were interviewed and surveyed inthe field to determine problens encountered by officers in thefield, evaluate ROM curriculum and gather suggestions forimproving ROIC training. The problems encountered were of aninterperson al and organizational nature, including relaticnshipswith subordinates, military justice, discipline, counseling, ardccn rand and leadership. Methods for improving FIC trainingwere discussed. The results demonstrate that being counseled aswell as learning how to counsel is an important part of the RICexperience.

Our current youth is more career conscious than they have beenin the past. Such career consciousness has probably led to morepositive perceptions and attitudes about the desirability of amilitary career. Mreover, much more can be done to foster evenmore positive attitudes and perceptions concerning thedesirability of a military career. A key factor in promotingsuch positive attitudes is career information and guidance thatpotential ROM candidates and individuals in the early phases ofthe ROTC program receive. The type of career information andguidance that is received and the means by which it is presentedmay have a powerful effect on students considering and thoseaspiring to a career as an Army officer.

Career maturity is an important construct which emerges from theexamination of career theories taking a developmental focus. Itis defined as an attitudinal and cognitive readiness to covewith the developmental tasks of finding, preparing for, gettingestablished in, pursuing and retiring from an occupation,depending upon the life stage of the individual (Super, 1984).From this perspective, individuals pass through a relatively

2

Army ROIC

systematic series of stages in career developnent as they pro-gress through the lifespan. The measurement of this variableallows an assessment of the rate and progress of the sequence ofthese activities for an individual. The individual can then beclassified depending upon how far he or she is frcn an expectednorm.

Work values is a second construct which is valuable both inresea:.-ch and career guidance. Values that an individual holdsare clearly an important factor Ln determining career choice,according to Katz (1973). The Work Importance Study (WIS;Super, 1982) evaluated the work values of adults and youth.Work values were found to be of two types: extrinsic -concomitants or outcomes of work (security, colleagueship,prestige, social interaction); and intrinsic - aspects inherentto the activity itself (creativity, skill utilization). Anability to effectively measure a structure of these valuesprovides an individual with iportant irpt data regardingcareer decisionmaking.

The Army Research Institute for the Behavioral and SocialSciences has investigated attitudes toward counseling and careerdevelopment provided to Army Officers (McPherson, Eastman, &Yates, 1978). In general, officers felt a need for .moreguidance and information at critical career decision points.While they preferred counseling by a trained, knowledgeablecounselor, they considered a coaputer-aided systen an acceptablesource of information for specific data on potential assignmentsand assignment options. They also found that officers wholacked information or did not understand the assignmentprocedures were likely to consider the Army system arbitrary andirrational, and were somewhat less likely to make the Army acareer.

Subsequently, the Army Research Institute did develop and test acuiputerized career information and planning system for Armyofficers (Oliver & Day, 1977; Phillips, Cairo, Myers, Ryan,Hoffer & Croes-Silverman, 1980; Myers, Cairo, Turner & Ginzberg,1980). Although the system is not operational, its feasibilityand usefulness were established. Recent advances in ccmputertechnology make such a system more attractive, particularly foruse in RUIX.

he primary focus of previous studies investigating backgroundcharacteristics and attitudes was to use these factors aspredictor variables of performance and retention. In thiscurrent study, instrumentation has been selected and developedand a pilot study conducted to examine attitudes about themilitary as an outcome criterion affected by a variety of careerinformation factors.

3

Army ROC

MEfll(

Identification of Variables

The first part of this effort has involved the identificationand development of instrumentation to assess the variables ofinterest as attitudes toward and perceptions of the Army ROICprogram are related to a range of career dimensions.Specifically, existing instrumentation was used for measurementof career maturity and values, whereas new instrumentation wasdeveloped for assessing background information, knowledge andimportance of knowledge about ROTC, credibility of sources foraccurate information and good advice, desirability of particalaroccupations in selected military and non-military settings,perception of alte-native active duty and reserve duty careerpaths, and attitudes and feelings about Army ROC.

Existing Instrumentation

Career Maturity

The Career Development Inventory (CDI; Super, Thompson,Lindenan, Jordaan, & Myers, 1981) was chosen as the measure ofcareer maturity as a result of its overall utility for thepurposes required in this current research program. The natureof its sub-scales, its reliability and validity, the variety offorms designed for high school and college use, and its historyof successful use in research and applied settings make it theinstrument of choice for this application.

Indices of career developnent include occupational awareness,planfulness, the desire to explore the world of work,recognition of changes in vocational development tasks with ageand social responsibility, and knowledge of the world of workand of appropriate occupations. As the educational levelincreases, the occupational implications of career decisionsbecome clearer. Questions regarding the time at which toinitiate instruction in specific vocational and professionaldisciplines, the appropriate points for choices between coursesleading to different types of education, and the readiness of astudent or group of students are very important and need to beanswered (Mitchell, 1979).

Research in assessing career development and vocational orcareer maturity was initiated in 1951 (Super, Crites, Hummel,Moser, Overstreet, & Warnath, 1957). Such research paved theway for the development of practical measures, and then led totest and inventory development work, underway since 1967 (Myers,Thompson, Lindenan, Super, Patrick, & Friel, 1972). The CDI hasa School Form, designed for use in junior and senior highschools, and a College and University Form, for use in higher

4

Army RIC

education. The forms are similar in rationale and structure.They differ in item content, which is adapted to the appropriateoptions and levels of education.

The CDI consists of eight scales. Five scales assess specificdimensions of career development, two measure two group factors(conative and cognitive), and one combines the two factors toprovide a total score.

0 Career Planing (CP) comprises 20 items involving thereport of career planning activities in which thestudent has been engaged and the degree of suchengagement.

* Career Zxploration (CE) ccmprises 20 items ratingspecific individuals, printed materials and media assources of career information and for usefulness ofinformation.

0 Decisionmaking (r4) comprises 20 brief sketches ofpeople making decisions and assesses the ability of thestudents to apply knowledge and insight to the careerplanning and decisiormaking situations presented.

* World-of-Work Information ( J) comprises 20 items whichassess knowledge of career development tasks,occupational structure and techniques for getting andholding a job.

* Knowledge of the Preferred Occupational Group (PO)consists of 40 multiple choice questions that pertainto all occupations. After identifying the group thatinterests him/her the most, the student answers thequestions with that group in mind.

* Career Development-Attitudes (CEA) ccTbines CP and CEto measure attitude.

0 Career Develorment-Knowledge and Skills (CDK) combinesDM and WW to neasure knowledge and skills.

0 Career Orientation Total (COT) combines CP, CE, EM andWW. This approaches a global measure of overall careeror vocational maturity.

Reliability for the CDI has been established by both internalconsistency analyses and short-term-test-retest analyses(Thompson & Lindeman, 1981). The measure of internalconsistency (Cronbach alpha coefficients) for the combinedscales of the CDI ranges from .79 to .88 with a median of .86for the variety of gender-grade in school categories.

5

Army ROIC

Test-retest correlations over a three-week period ranged between.70 to .90 for the combined scales (CA, CDK, and COT) and forscale CP.

Validity for the CDI has been examined in a number of ways. TheCDI is based on a theoretical model developed and tested in theCareer Pattern Study. This model has been tested independentlyby Gribbons and Lohnes (1968, 1969), Asis (1971), Vriend (1968),and Willstach (1966). Crites (1973) slightly modified the modeland further tested it, and Super (1974) further refined the

model in light of accumulated evidence. The model postulatesfive basic dimensions, the measures of which show varyingdegrees of intercorrelation, sufficient to justify the use ofthe general construct of career maturity, but low enough to makeclear its multidimensionality. The identified dimensions areplanfulness, exploration, decisionmaking, general world-of-workinformation, knowledge of preferred occupation, and realityorientation. There are close parallels between this model andthe items on the scales of the CDI.

Evidence of the CDI's construct validity is based on subgroupdifferences (gender, grade and program) and on the factorstructure of the instrument. Career maturity is a developrkentalcharacteristic which should increase as students progress fromthe 9th to 12th grade. Such an increase has been obseredacross grade levels for all separate and combined scales.Infrequent yet moderate gender differences have been observed tooccur in grades 11 and 12 on EM4 and W4, the cognitive scales.Females tend to make higher scores consistent with the genderdifferences often observed in academic achievement. Differenceshave been observed among grade 10 to 12 students in variouscurricular programs. On the cognitive scales students in honorsprograms were observed to have higher scores than otherstudents. Students in college preparatory and business programstended to have higher scores than those in general andvocational programs. On the conative or attitudinal scales, thevocational/technical students scored higher, likely reflectingtheir earlier entrance into the work force and thus the planningand exploration necessary for such entrance. Factor analysesfor the five separate CDI scales by gender and grade hasresulted in two factors. The CD and CE scales had high loadingson one factor, and the IJM, W and PO had high loadings on theother, consistent with the attitudinal and cognitive factorswhich are being measured. Sufficient content and constructvalidity for the use of the CDI in this application has beendemonstrated.

Work Values

The Values Scale (VS; Nevill & Super, 1986) was chosen as themeasure of values as a result of its overall utility for thepurposes required in this current research program. Its focus

6

Army ROCW

on values related to the world of work, the nature of itssubscales and its reliability and validity make it theinstrument of choice for this application.

The VS was developed by the Work Importance Study (WIS), aninternational consortium of vocational psychologists in a dozencountries. The objective of this collaborative effort wastwofold: 1) to understand the values that individuals seek orhope to find in various -ife roles; and 2) to assess therelative importance of the work roles as a means of valuerealization in the context of other life roles.

Super (1970) describes values as the objectives sought inbehavior and interests as the activities in which the values aresought. A given value may be satisfied in more than one kird ofactivity, but the connection between goal and activity is closerfor values than for neefs. The VS is designed to measure bothintrinsic and extrinsic values, the former being inherent in theactivity and the latter concomitants or outcomes of theactivity.

The VS contains 106 items and is scored for 21 values, some ofwich are indeoendent while others are interrelated but can beconceptually differentiated. The values measured are: abilityutilization, achievenent, advancearent, aesthetics, altruism,authority, autoncmy, creativity, economic rewards, lifestyle,personal development, physical activity, prestige, risk, socialinteraction, social relations, variety, working conditions,cultural identity, physical prowess, and economic security.

The measures of reliability were computed for the VS: 1)internal consistency (alpha coefficients) for high school,college and adult samples; and 2) stability (test-retest) forthe college sample. Alpha coefficients for the 5-item VS scaleswere generally above .70 for all three populations. Test-retestcorrelations of less than .70 were found for several of the5-iteh scales. Ability Utilization, Life Style and PersonalDevelopment failed to reach reliabilities of .70 on bothinternal consistency and stability measures.

The face validity of the VS was assured by the writing of theitems according to the agreed upon definitions of the values.Three specialists from different countries wrote the items, andall project directors reviewed the itens for face validity. Thedevelopment process included item-scale correlations and factoranalytic procedures designed to assure internal consistency andscale independence.

The observation of trends in gender differences and across agegroups contributes te) the construct validity of the VS. In highschool, fenales tended to value Altruism more than males, while

7

Army ROMY

males tended to value Risk and Physical Prowess more thanfenales. In college, only the difference in Physical Prowessremained. The high school sample scored higher on PhysicalProwess, Physical Activity, and Risk than the college sample.Close inspection of the factor structure gives further supportfor the construct validity of the VS. Eight of the value scalesfactor into essentially the same six factors for all threesamples. Several factors changed across the three groups in amanner consistent with age changes. In the area of economics,high school students think primarily in terms of advancement andare not concerned about the economics of the marketplace.College students have learned economic raards and advancementgo together, but see economic security as a separate entity.Also, high school students see Physical Activity and PhysicalProwess as two independent factors with the latter factored withRisk, and thus more related to thrill- seeking. By college ageand adulthood, Physical Activity and Prowess are vie4ed as asingle factor with the emphasis on using one's physicalabilities in sports. Further evidence of construct validitycomes from cross-national studies in which the factor structureof the VS was found to be similar in samles of students frcmvarious countries (S-verko, 1982; Lokan, 1983).

Instr~nentation Develored for the Current Stry

The primary purpose of this first phase study was thedevelopment of the instrumentation to examine how attitudes andperceptions of Army ROTC are related to a number ofcareer-oriented variables. The Career Information Survey (CIS)was developed in order to assess the variables of interest forsubsequent phases of this program of research.

The CIS consists of six sections: 1) Background Information; 2)Knoledge and Importance of Knowledge about RdI=; 3) Credibilityof Sources; 4) Perceptions of Occupations and Settings; 5)Preferences for Military Career Paths; and 6) Attitudes andFeelings about Army ROIC. A description of each of thesesections of the CIS follows.

Backqrourd Information

The purpose of the Background Information section is to gainidentifying data about each individual related to age,educational experience, academic performance, academicinterests, extracurricular interests, educational goals, andfamily background. Some of these variables have previously beenobserved to be related to attitudes and perceptions of amilitary career, and gathering such data will allow for furthercomparisons. Itens for this section were written to parallelitemns on the U.S. Army Cadet Command ROTC Student Survey inorder to allow for comparisons with that instrument.

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Army ROC

Knowledge and Importance of Knowledge About ROTC

An especially important factor in determining attitudes andperceptions is knowledge. It is therefore particularlyimportant to assess the knowledge that exists among individualsand relate this knowledge to the attitudes and perceptions thatthey hold. Of further significance is to identify whatknowledge is important. Knowing what knowledge is important candetermine the specific type of information that should bepresented and can contribute to the shaping of attitudes andperceptions in a positive manner. Individuals are asked toassess three informational aspects of Army ROTC using elevenitems. This information includes knowledge about college,post-college commitments, and career prospects. It is rated ona five point scale from "no knowledge" to "very muchknowledge." Additionally, these same aspects of Army ROC arerated with regard to the importance of knowledge about suchaspects to the individuals on a five-point scale frcm "notimportant" to "extremely important."

Credibility of Sources

Attitudes and perceptions are strongly affected by the sourceswhich provide information ard advice. The purpose of thissection was to determine how individuals valued a variety ofsources that might provide information and advice about the ArmyROI program. Each source was rated on a 5-point scale frcm"not valuable" to "extr mely valuable" regarding the provisionof "accurate information" and "good advice." The range ofsources that were rated included family members/friends,educational personnel, and military personnel.

Perceptions of Occ-upations and Settings

It is important to understand how various occupations and thesettings in which they are held are perceived. The occupationschosen covered a wide range of jobs that college-educatedindividuals might enter and which are also represented in themilitary. The eight occupations included those in the medical,legal, health service, sciences, engineering, business andcomputer areas. The individuals rated each of the occupationsin general, and then rated the desirability of an individualholding the occupation in each of four settings. The settingsincluded: Army-military; Army-civilian; governmentnon-military; and private sector. Each occupation andoccupation-setting combination was rated on a seven-point scalefrom "highly undesirable" to "highly desirable." Comparisons ofreactions to particular settings and occupations can be made,and in addition, interactions of settings and occupations candetermine whether preference for settings might vary acrossdifferent type of occupations.

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Army FIC

Preferences for Military Career Paths

The purpose of this section was to compare reaction ofindividuals to career paths that vary according to a number ofdimensions. These include: point of entry into RIU; length ofservice, and combinations of active and reserve duty. Eightcomparisons of two matched career paths were made. Afterreading each career path (A and B), the individual rates it on afive-point scale from "very undesirable" to "very desirable."Then the individual indicates which of the career paths is moredesirable, with the possibility of answering "neither."

Attitudes and Feelings About Army ROC

Attitudes and feelings about Army ROTC were measured byindividuals responding to a question that asked them toindicate what best describes their attitudes and feelings abcutROTC on a nine-point scale from "extremely positive" to"extremely negative." Additionally, the individuals were askedhow they would respond to an opportunity to enter the Army R=lprogram by answering "Yes" or I'MN." Furtherore, individualswere asked in an open-ended manner to indicate both t2he"advantages" and "disadvantages" of enrolling in the Army RIcprogram.

Proc-e-dures for Instrumntation Review

ARD project team members were involved in the developnent of theinitial draft through the selection and writing of specificitems relevant to each of the sections of the CIS. This initialdraft was reviewed by the ARD project team members in order toavoid item redundancy, to integrate the items in a consistentmanner, and to contribute to face validity through determiningthat each particular item related to the purpose of eachspecific scale. A second draft was then developed for furtherinternal revie and for presentation to a group of prominentsubject matter experts who could contribute additionalinformation regarding their own expertise. This group ofsubject matter experts was coirposed of individuals from avariety of settings, including the military, academic andbusiness sectors.

The positions held by the specific individuals who revie.ed thesecond draft were: Director of a University Counseling Center;Chairman of a University Psychology Department, AssistantDirector of a University Placement Center; Research Psychologistand Human Factors Specialist; Brigadier General in the ArmyReserves as well as a Director of Marketing in his civilianemployment; and the Lieutenant Colonel, Chief of MarketingResearch and Analysis for the ROIC Cadet Command, representingthe input from his department. Each of these individuals wasable to make a unique contribution to the developnent of the

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Army F)IO

instrument based upon his knowledge of characteristics of thesample, aspects of Army ROTIC and military service, ard/orgeneral knowledge about the development and use of surveyinstrumentation. Each person was sent the instrument in draftform for review and then was interviewed by one of the ARDproject team members. The purpose of these interviews was togain information regarding the suggested changes and reasons forthose changes. Specific areas in which alterations were madeincluded: revisions in items requesting biographicalinformation to make it appropriate for the age level of thecurrent sample; the addition of certain areas on which knowledgeexists or is important; the addition of relevant sources ofinformation to rate on credibility; the revision of format topresent specific settings for occupation; the identification ofthe most relevant range of occupations to include for reaction;accarate indication of the particular time periods for activeand reserve duty; and the identification of the desirableccmparisons of career paths to rate. With these revisiors theFinal Draft of the CIS was prepared. This Final Draft of theinstrumentation was then reviewed by the ARD project teammembers for consistency and integration prior to the preparationof the form for use in the pilot project.

Pilot Testing

The purpose of pilot testing was threefold: to determine howindividuals would respond to the various segments and items onthe CIS; to gather descriptive statistics regarding this newinstrumentation; and to conmpare individuals with differingperceptions and attitudes about ROIC across the sections of theCIS and the established instruments, the CDI and the VS.

Subjects

Subjects for the pilot testing included 64 male, college boundhigh school students ranging in age from 15 to 19 and ingraduating class from 1987 to 1989. These students weresolicited through advertisements in local newspapers in theBaltimore-Washington, D.C. suburbs. Each student was paid$15.00 for his participation in approximately two hours oftesting. In addition, subjects were asked to refer othersubjects and were paid $3.00 for each referral which they made.On the basis of their responses to the item indicating attitudesand feelings about Army ROIC, the respondents were separatedinto three subject groups. The positive group includedtwenty-two subjects, the neutral group included thirteensubjects, and the negative group included twenty-nine subjects.

The constellation of characteristics of the subject group isconsistent with the type of college bound high school studentthat the Army ROC seeks. 69% of the subjects had a B orgreater average in a college preparatory program, with many of

11

Army R=C

the subjects ccming form highly competitive school systems. Ofthose completing the SAT or PSAT (often in their sophomore orjunior year), 86% had a ccoposite score of greater than 900 and52% had a composite score of greater than 1070. 98% of thesubjects were involved in at least one extracurricular activityand 70% were involved in two or more activities. Of thoseindicating a choice of major field of study in college, 45%chose engineering or science. The parents of the subjectsrepresent a highly educated group. 83% of the fathers and 56%of the mothers completed a four-year college degree. 43% of thefathers and 31% of the mothers completed an advanced degree.57% of the subjects had a family member who was in the militaryservice.

Testing Procedures

Once a potential subject contacted ARD regarding "participationin a career survey," either as a result of reading theadvertisement or being referred by a subject, a preliminarytelephone interview took place to determine the viability of thepotential subject. The telephone interview ascertained age,gender, graduating class and the college plans of the subject.If the subject met the necessary qualifications, he wasscheduled for a testing session. Parental and subject consentforms were sent to the subject with instructions to have thensigned and brought to the testing session. Subjects were testedin small groups at ARD Corporate headquarters in Columbia,Maryland. At the time of completion of the instruments,subjects were paid the $15.00 for their participation and toldabout the subject referral program.

Hypotheses - Ouestions

The information provided through the CIS, the CDI and the VS wasused to examine how this college bound high school sample ofmales responded to a number of Army ROTrC career-relateddimensions. Additionally, differences within the sample groupwith regard to positive, neutral and negative attitudes aboutArmy ROCM were related to the subjects responses to knowledgeand importance of knowledge, credibility of sources of bothinformation and advice, occupational-setting desirability, andcareer path preferences. Further, differences among the threesubject groups with regard to the scales of the CDI and VS werealso examined.

Thus, descriptive statistics, characterizing the sample as awhole, and comparative statistics, examining differences amongindividuals holding positive, neutral and negative attitudesabout Army RUIC, were computed for the range of variablesinvolved in this study.

12

AnTry ROMe

Knowledge and Imrortance of Knowledge. With regard toknowledge held and its importance, three general areas wereinvestigated: information about college; information aboutpost-college conintments and requirenents; and information aboutmilitary career prospects. Data are provided regarding theactual knowledge held as well as the importance of suchknowledge for this sample. Attitudes about ROTC may bepositively related to the amount of knowledge held. Theidentification of areas which are considered important, butwhere little knowledge is held, can lead to efforts directed atbetter providing knowledge in such areas.

Credibility of Sources. With regard to credibility ofsources of information and advice, three specific types ofsources were investigated: family and friends; educationalpersonnel; and military personnel. Specific attention was givento investigating differences with regard to credibility forproviding accurate information in contrast to good advice. Suchviews regarding credibility can determine how best to presentinformation and provide advice to both Army R(= students aswell as potential cadets. Differences among the three groups ofsubjects regarding their views of credibility of sources canalso be instructive.

Desirability of OCcupnations-Settinq$. With regard to theperceptions of desirability of occupations and work settings,eight specific occupations were rated in general, and then eachoccupation was rated for the four specific settings of interestin this study: Army-military; Army-civilian; governmentnon-military; and private sector. Interactions betweenoccupations and settings can be instructive in understandingwhether the settings differ in their desirability depending uponthe particular occupation involved. Further, occupation-settingdesirability differences across the three subject groups canprovide valuable information about the types of individuals whohave positive perceptions about the Army RUIC program.

Career Path Preferences. With regard to career pathpreferences, comparisons between differing lengths of duty,active and reserve duty commitments and choice of entry pointsinto the Army ROC program were made. General preferences aswell as preferences of the three subject groups have beenascertained and can be helpful in understanding what potentialArmy ROYC cadets desire.

Career Maturity. Although no specific hypotheses areoffered with regard to differences among the particular scalesof the CDI, it is ex.pected that those with more positiveattitudes toward Army ROC will score higher than those withneutral and those with negative attitudes toward Army ROYC onthe variety of indices of career maturity.

13

Army R(=

Values. Specific hypotheses are not offered wi i regard todifferences among the three subject groups in their responses tothe VS. It is expected that a different pattern of valuepreferences exists among the three subject groups.

RESULTS

Results are presented in terms of the mean scores andstatistical significance tests conducted for each of the fourmain content areas of the Career Information Survey: Knowledgeand Importance of Knowledge; Credibility of Sources;Desirability of occupations-Settings; and Preferences of CareerPaths. Means are also provided for the scales on the CDI, andthe VS scale patterns are presented. Subject group differenceson the basis of views of Army ROIC have been investigated andreported. Wherever relevant, tabular information is presentedin order to augment the text.

Knowledge and Importance of Kr.cwledre

The mean ratings for knowledge of and importance of knowledge ofinformation regarding the three areas of college issues,post-college commitments and career prospects for the threesubject groups determined by attitude toward Army ROTC arepresented in Table 1.

14

Army RI=

Table 1

Mean Ratings for Knowledge and Importance of Knowledge RecardingCollege Issues, Post-College Ccumitments and Career ProspectsRelated to the Army ROTC Program by Subject Group. (Defined byattitudes toward the Army ROTC Proaram)

Group

Content area Negative Neutral Postive Overall

Knowledge 1.61 1.75 2.38 1.91College

Importance 2.90 3.28 3.46 3.17

Knowledge 1.49 2.04 2.53 1.96Post-college

Irportance 3.42 3.65 3.74 3.58

Knowledge 1.86 2.02 2.83 2.23Career

Importance 3.61 3.69 3.74 3.67

Knowledge 1.65 1.94 2.58 2.03Total

Imrortance 3.31 3.54 3.65 3.47

For knowledge about college issues, strong differences wereobserved among the three subject groups, F(2) = 5.634, p =.006.The positive group indicated mich more knowledge than thenegative group, F(1) = 10.717, p = .002, and the neutral group,F(l) = 4.680, p = .034. Although differences did not exist,between the neutral and negative group, F(l) = .256, p = .615.For knowledge about post-college commitments, strong differenceswere observed among the three subject groups, F(2) = 9.619, p <.0005. The positive group indicated much more knowledge thanthe negative group, F(M) = 18.190, p <.0005, and somewhat moreknowledge than the neutral group, F(1) = 2.619, p = .111. Theneutral group indicated rore knowledge than the negative group,F(l) = 3.673, p = .06. For knowledge about career prospects,strong differences were observed among the three subject groups,F(2) = 5.746, p = .005. The positve group indicated much moreknowledge than the negative group, F(l) = 4.896, p = .031. Theneutral group did not differ from the negative group, F(l) =.225, p = .637.

15

Amy ROM

No differences were observed for the importance of informationacross the three subject groups. This was observed for collegeissues, F(2) = 1.265, p = .289, post-college ccmnitments, F(2) =.373, p =.690, and career prospects, F(2) = .062, p = .940.

Credibility of Sources

The means ratings for credibility of information and adviceregarding Army ROTC from family/friends, educational militarysouces are presented in Table 2. No patterns of differenceswere observed across the three subject groups for eitherinformation or advice related to any of the sources, F(2,61) =.0086, p = .918. There were differences observed in the ratingsof information and advice from the three sources, F(5,315) =9.030, p < .0005. Military personnel are viewed as the mcstcredible source of accurate information. Educational perscnnelare viewed as the most credible source of good advice.

Table 2

Mean Ratinas for Credibility of Information and Advice RecardinaArmy ROIC frcm Familv/Frieands Educational and Military Sources

Area

Accurate GoodSource information advice

Family/friends 2.98 3.12

Educational 3.38 3.26

Military 3.66 2.82

Desirability of Occurations-Settinsg

The mean ratings for the desirability of the eight occupations,both in general and in specific settings, are presented in Table3. Differences in desirability of setting were observed acrossall of the occupations. Probability levels in each instancewere observed to be less than .0005 and F values were asfollows: Physician, F(3,183) = 41.273; Lawyer, F(3,183) =39.524; Accountant, F(3,183) = 22.696; Engineer, F(3,183) =21.008; Psychologist, F(3,183) = 28.447; Computer Scientist,F(3,183) = 9.765; Business Manager, F(3,183) = 33.199; and

16

Army ROTC

Research Scientist, F(3,183) = 7.427. In general, strongerpreferences existed for the private and government settings incontrast to the Army civilian and Army military settings. Forthe Computer Scientist and Research Scientist occupations, suchdifferences were not so pronounced even though the privatesector setting was still the most preferred.

Table 3

Mean Ratings of Occupations by Specific Setting and In General

Setting

Army- Arry- Government Private OccupationOccupation military civilian non-military sector in general

Physician 2.97 3.39 4.16 5.23 4.31

Attorney 3.06 3.30 4.41 5.17 4.70

Accountant 2.63 2.69 3.42 3.97 3.22

Engineer 3.91 4.00 4.63 5.27 4.94

Psychologist 3.05 3.16 3.80 4.86 4.25

Computerscientist 3.63 3.73 4.11 4.67 4.20

Businessmanager 2.77 3.05 3.86 4.92 4.23

Research iscientist 3.73 3.72 4.11 4.63 4.30

TOIIL 3.22 3.38 4.06 1 4.84 4.27

Additionally, for three of the occupations (Tables 4 to 6),differences were observed among the three subject groups:Engineer, F(2,61) = 3.213, p = .047; Business Manager, F(2,61) =3.383, p = .04; and Research Scientist, F(2,61) = 7.247, p <.0005. In general, the positive group had rore favorable viewsof these occupations across settings and also does not differ-entiate among the settings to the extent that the other twogroups do.

17

Army R=T

Table 4

Mean Patinas of Enaineer in Specific Settinas by Subject Group

Setting

Army- Army- Covernment Private OccupationGroup military civilian non-military sector in general

Negative 3.76 4.03 4.52 4.97 4.97

Neutral 3.15 3.00 3.69 4.85 4.00

Positive 4.55 4.55 5.32 5.91 5.46

Overall T -3.91 4.00 4.63 5.27 I 4.94

Table 5

Mean Ratinas of Business Manager in Specific Settings bySubject Group

Setting

Army- Army- Governent Private OccupationGroup military civilian non-military sector in general

Negative 2.14 2.52 3.38 4.86 4.14

Neutral 2.77 3.00 3.69 5.31 4.46

Positive 3.59 3.77 4.59 4.77 4.23

Overall 2.77 3.05 3.86 4.92 IF 4.23

18

Army ROI

Table 6

Mean Ratings of Research Scientist in Spcific Settinqs bySubject GrOuD

Setting

Army- Army- Government Private OccupationGroup military civilian non-military sector in general

Negative 3.21 3.31 3.90 4.72 4.41

Neutral 3.23 3.15 3.15 3.77 2.92

Positive 4.73 4.59 4.96 5.00 4.96

Overall 3.73 3.72 4.11 4.63 F 4.30

Career Path Preferences

In defining the career paths compared by the study, thefollowing scenarios were employed: Active Duty - 2 years activeduty followed by 6 years of reserve duty; Reserve Duty - 3months of active duty followed by 8 years of reserve duty;Long-term Active Duty - 20 years of active duty; Long-termReserve Duty - 3 months of active duty followed by 20 years ofreserve duty.

Differences in overall reaction, as well as certain differencesby subject group, were observed in the ratings of alternativelength of time for active and reserve duty career pathassignments.

Mean preference scores of subject groups for active duty andreserve duty career paths are presented in Table 7. Althoughthere was no overall preference for either active duty orreserve duty, F(1,61) = .022, p = .883,there were differentpreference patterns for those with positive attitudes and thosewith negative attitudes about Army ROTC, F(2,61) = 9.174, p <.0005. Those participants with a positive view generally ratedboth career paths to be more desirable than did those with anegative view. Also, those with a positive view showed astronger preference for active duty in contrast to reserve dutycareer paths, while those with a negative view showed a strongerprefercnce for reserve duty over active duty career paths.

19

Army RDIC

Table 7

Mean Preference Scores for Active Duty and Reserve pity CareerPaths by Subject Grou)

Career path

Active ReserveGroup duty duty

Negative 1.76 1.93

Neutral 2.15 2.15

Positive 3.18 2.96

Overall 2.33 2.33

Mean preference scores of subject groups for Long-term ActiveDuty and Long-term Reserve Duty career paths are presented inTable 8. There was no general preference for long-term reserveduty rather than long-term active duty, F(1,61) = 1.635, p =.206. Those with a positive attitude toward Army ROC preferredlong-term active to long-term reserve duty career pF-s, whereasnegative and neutral subjects had the opposite preference, F =2.548, p =.087.

Tables 8

Man Preference Scores for Long-Term Active Duty and Lonq-TermReserve Duty Career Paths by Subject Group

Career path

Long-term Reserveactive duty

Group duty

Negative 1.28 1.72

Neutral 1.39 1.77

Positive 2.18 1.86

Overall 1.61 1.78

20

Army IOYC

Except for a generally more positive view of all the careerpaths by the positive attitude subject group, the overallpreferences of all the subject groups for a number of careerpath comparisons were similar. Specifically, Active Duty wasrated to be preferred more than both Long-term Active Duty(Table 9), F(1,61) = 17.707, p <.0005 and Long-term ReserveDuty (Table 10), F(1,61) = 18.044, p <.0005. Reserve Duty wasrated to be preferred ore than both Long-term Active Duty(Table 11), F(1,61) = 19.778, p <.0005 and Long-term ReserveDuty (Table 12), F(1,61) = 26.573, p <.0005.

Table 9

Mean Preference Scores for Active Duty and Lonm-Term ActiveDuty Career Paths by Subject Group

Career path

Active Long-termduty active

Group duty

Negative 1.93 1.21

Neutral 2.23 1.54

Positive 2.91 2.18

Overall 2.33 1.61

21

Army UIC

Table 10

Mean Preference Scores for Active Duty and Lonc-Term ReserveDuty Career Paths by Subject Group

Career path

Active Long-termduty reserve

Group duty

Negative 1.76 1.31

Neutral 2.15 1.85

Positive 3.23 2.36

Overall 2.34 1.78

Table 11

Mean Preference Scores for Reserve Duty and Lonm-Term ActiveDuty Career Paths by Subiect Group

Career path

Reserve Long-termduty active

Group duty

Negative 1.83 1.17

Neutral 2.23 1.69

Positive 3.23 2.27

Overall 2.39 1.66

22

Army ROC

Table 12

Mean Preference Scores for Reserve Duty and Lonq-Term ReserveDuty Career Paths by Subject Group

Career path

Reserve tong-termduty reserve

Group duty

Negative 1.76 1.31

Neutral 2.15 1.77

Positive 3.27 2.05

Overall 2.36 1.66

23

Army FMC

Career Maturity

The mean scores for the subject groups on the CI)I scales arepresented in Table 13. Differences in patterns of responses forthe subject groups were observed for the Career Planning scale,F(2,61) = 2.021, p = .141. The subject group with positiveattitudes about Army RII scored higher than the neutral andnegative groups on this scale.

Table 13

Mean Scores on the CDI Scales by Subiect Group

Group

CDI scales Negative Neutral Positive Overall

CareerPlanning 100.97 96.46 109.00 102.81

CareerExploration 113.52 106.46 108.96 110.51

Decision-making 103.41 98.00 101.91 101.80

World of WorkInformation 104.24 103.00 106.13 105.67

CareerDevelopment -Attitudes 108.41 101.61 110.46 107.73

CareerDevelopment -Knowledge and 104.21 102.23 106.13 104.47Silis

CareerOrientation -Total 107.38 100.77 109.86 106.89

Knowledge ofOccupationalGroup 114.13 108.78 113.00 112.43

24

Army IIC

Difference scores were calculated between the overall score oneach scale and the score of each subject group on each scale.Such scores were used to identify the three highest and thethree lowest scale scores for each subject group. In theexpression of priorities of values, a different pattern wasobserved for each of the three subject groups. The threehighest and three lowest scales for each of the three subjectgroups are presented in Table 14. Mse with positive attitudestoward Army ROTC attained the highest scale scores on PhysicalProwess, Ability Utilization, and Physical Activity and thelowest scale scores on Cultural Identity, Social Relations, andPrestige. Those with neutral attitudes toward Army RYCattained the highest scale scores on Social Interaction,Autonomy, and Advancement and the lowest scale scores on AbilityUtilization, Achievement, and Physical Prowess. Those withnegative attitudes toward Army FIC attained the highest scalescores on Lifestyle, Prestige and Cultural Identity and thelowest scale scores on Physical Prowess, Advancement, and Risk.

Table 14

Highest and Lowest Rated Value Scale Dimensions by Subject Group_

Group

Rating Negative Neutral Positive

High Lifestyle Social Interaction Physical ProwessPrestige Autony Ability UtilizationCultural Identity dvancement Physical Activity

Low Physical Prowess Ability Utilization Cultural IdentityAdvancement Achievement Social RelationsRisk Physical Prowess Prestige

25

Army Ri9

DISCUSSION AND IMPLICATICNS

The Career Information Survey (CIS) was developed andadministered with two existing instruments, the CareerDevelopment Inventory (CDI) and the Values Scale (VS), to agroup of college-bound high school males. In addition toassessing background information (in order to describe thesubjects) and attitudes and perceptions about Army RIOM (inorder to identify three subject groups), the CIS assessed fourvariables of interest in learning more regarding how studentsthink about the Army ROTC program. These variables includedknowledge and importance of knowledge about the Army RUIYprogram, credibility of sources of information and advice aboutthe Army ROTC program, desirability of occupations withinmilitary and nonmilitary settings, and preferences foralternative military career paths.

Initial drafts of the CIS were refined through input fran arange of prominent subject matter experts. Even within thesmall group in which pilot testing was performed, differences inthe expected direction were observed among students who hadvarying attitudes and perspectives about the Army FOC program.The instrument will require further refinement through testingat a national level and after collecting data from college aswell as additional high school students.

Despite the need for further refinement, the results of thepilot study have important implications for how to approach anddeal with both potential Army 1DTC cadets and those who alreadyhave enrolled in the Army iMvrC program.

The knowledge that the subjects had about the Army RMC programand the inportance of that knowledge for the different subjectgroups and across the content areas is particularlyinstructive. The strong relationship between greater knowledgeof the Army ROI program and more positive attitudes about theArmy ROYC program suggests that strong benefits may result byefforts to convey more knowledge to potential Army ROU cadets.Additionally, the most important area for conveying suchknowledge relates to career prospects.

The results observed regarding credibility of sources ofinformation and good advice suggest certain approaches thatmay prove fruitful in efforts to reach a college-bound highschool student population. It may be extremely valuable formilitary personnel to present information, because they areconsidered quite credible in that role. The offering of adviceand good counsel might better come from educational personnel.Efforts could be made to enlist the support of educationalpersonnel to provide advice and counsel to potential Army ROccadets.

26

Army ROTC

Although the current study was restricted to high schoolstudents, it is possible that the findings regarding knowledgeand credibility of sources would have similiar relevance forcollege Army ROTC cadets. The provision of additionalknowledge, especially regarding career prospects, throughmilitary personnel, and the availability of career developmentadvice through educational personnel, might encourage retentionwithin the Army ROYC program.

The ratings of desirability of occupations and settingscontribute to an understanding of how students see thedesirability of a military career. In general, Army militaryand Army civilian settings are viewed less favorably thangovernment and private sector settings, although thesepreferences are not so pronounced for the Cocpiter Scientist andResearch Scientist occupations. Those with positive attitudesabout the Army RUIC program are oriented toward rating moredesirably specific occupations such as engineer, businessmanager and research scientist. Depending upon the particularmanpower needs which the Army PDM program is oriented towardfilling, this finding may be promising. It may reflect the typeof promotional activity oriented toward conveying the technicaltraining and opportunities available within the Army. Thefinding may also recommvend that future promotional activities bedirectly focused toward specific occupational areas where futuremanpower needs may exist.

Results regarding career path preferences suggest that differenttypes of students may be inclined toward active duty ascontrasted to reserve duty. Traditionally, as expected, thosewith positive attitudes about Army ROTC have a strongerpreference for active rather than reserve duty. If the futureinvolves a higher proportion of individuals who will fillreserve duty roles, then such opportunities might be perceivedpositively by another type of Army RMC cadet. Future manpoerneeds for reserve officers might lead to attracting a broaderrange of students to the Army ROM program.

With regard to career maturity, those with a positive attitudetoward Army ROYC scored higher on the Career Planning scale thaneither of the other subject groups (negative and neutral). Suchattitudes about exploring the career process and planfulness inpreparing for one's future career are highly related to a posi-tive attitude about Army RIOIC. This finding suggests thatprograms directed at enhancing career planning both forpotential Army cadets as well as for those already enrolled inthe Army ROIC program may be worth initiating and/or expanding.

The results of the analysis of the work values scores indicate apattern of priorities related to individuals who have a positiveperception of Army RCII. Areas of both physical prowess andphysical ability as well as ability utilization are valuedhighly, while low scores were attained on the dimensionsmeasuring cultural identity, social relations, and prestige.

27

Army ROIC

The portrait of an individual who makes the most out of histalents, both physically and mentally, while at the same timehas the independence to be less affected by prestige, socialrelations and cultural identity may be consistent with therequirements for an Army R2IC cadet and military officer.

To briefly summarize the results, knowledge about Army RCFD, andmost specifically career prospects, is strongly related tohaving a positive attitude about Army ROTC. Accurateinformation can best be received from military personnel andgood advice from educational personnel. Although theArmy-military setting is overall less appealing than the privatesector and government non-military setting, for certaintechnical occupations such preference is not so strongespecially for those with positive attitudes about the Army RTCprogram. Successful assignment to career paths that differ inccmiutment to active duty and reserve duty may require seekingdifferent types of individuals for each of the duties.Fostering career planning may lead to more positive perspectiveson the Army ROTC program and military careers, and valuedifferences among individuals with positive and negativeperspectives about Army ROMC may contribute to understanding thetype of individual who is best suited to this type of position.

FUI URE EFtRTS

This Phase I research effort is the first step in a program ofresearch aimed at developing an understanding of how the ArmyROMC program and a subsequent military career are perceived inorder to determine the types of programs to be impleTented forrecruitment and retention. The development of the CIS and itspilot testing has proved very fruitful in meeting the objectivesof this study. It has demonstrated the feasibiity of examiningcareer-related dimensions in relationship to attitudes aboutArmy RO=C. The following areas require specific attention:

The Refinenent of the Career Information Surv

The Career Information Survey has proved to be a tremendousresource for gathering the data necessary to came to theconclusions in this pilot study. It has only been used with64 college-bound high school males within a narrowgeographical area. In order to become a more valuable tool,more data must be collected. Future data collection shouldinclude testing in different regions of the country,examining Anrmy ROTC cadets and other college students aswell as additional college-bound high school students, andincluding female as well as male subjects.

28

Army ROIM

The Exploration of Individual Differences

Even within the small sample of subjects utilized in thecurrent pilot study, the impact of individual differenceswas great. It is important to identify critical individualdifferences variables and direct specific recruitmentefforts and programs at high priority target groups withmessages particularly aimed toward the interests of thosegroups.

The Pilot Testing of Recruitment Programs Prior toLarge-Scale Iiplementation

With current paper and pencil testing and physiologicalmeasurement technology, it is possible to assess reaction topromotional materials and programs prior to implanentingsuch programs on a large scale. Experimental manipulationof a range of variables such as type of information, sourceof information, and modality of presentation for varioustarget populations can insure the suitability andeffectiveness of the eventual product.

The Development of a Model Career Informationand Counseling Program

The importance of providing accurate information and goodadvice to both potential as well as existing Army RMCcadets is essential. A combined program where suchinformation can be provided by military personnel and suchadvice by educational personnel is likely to lead to anoptimal outcome. It is proposed that a model program bedeveloped for implementation at several campius RIMC units.

The primary focus for the Phase II effort will be in the furtherdevelopment and application of the Career Information Survey.The successful development in its initial stages of the CareerInformation Survey demonstrates the viability and utility of aninstrunent of this type. Although the first application hasbeen with potential Army JUIC cadets fram a suburban Easternregion, further development efforts are to focus on othersamples of potential Army ROTC cadets as well as otherpopulations both within and outside of the military.

The data collected in the current study was from 64college-bound students residing in the Baltimore-Washington, DCsuburban area. Without further data collection, these findingscan not be generalized to either an urban or rural area or toother regions within the country. Further, this data reflectedattitudes and perceptions of those not yet enrolled in collegeor in the Army ROC training program. Data fram a collegepopulation, both within and outside of Army ROCI, wuld behighly desirable to obtain in order to cacpare results withthose of the current study.

29

Army ROTC

Perceptions and attitudes about careers are important to obtainat a variety of stages. Three primary stages include timeperiods prior to training, during the training process and whileon the job after training. Each of these time frames requires ascmewhat different perspective regarding the specific variablesto investigate, yet there are many similarities across theselevels which make the general framework and specific items ofthe Career Information Survey applicable.

Commercial applications of the Career Information Survey gobeyond its utilization in the military. It has broadapplications to government and civilian settings, especiallywhere there are existing or projected manpower shortages. Theremay be certain priorties established in identifying where suchefforts can best be utilized. Such priorities may relate tonational security or industrial competitiveness.

30

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Nevill, D. D., & Super, D. E. (1986). The Value Scale: Theory,application and research. Palo Alto, CA: ConsultingPsychologists Press, Inc.

Oliver, L. W., & Day, R. W. (1977). Field tryout of the Armyofficer career information and planning system. ResProblem Review 77-14, Alexandria, VA. U.S. Army ReserarchInstitute for the Behavioral and Social Sciences. (AD A076 705)

Phillips, S. D., Cairo, P. C., Myers, R. A., Ryan, T. G.,Hoffer, G. L., & Croes-Silverman, M. (1980). Career planningmodules for the officer career information and planning system.Research Report 1257, Alexandria, VA. U.S. Army ResearchInstitute for the Behavorial and Social Sciences. (AD AI00 959)

Super, D. E., (1970). Work Values Inventory. Chicago:Riverside.

Super, D. E. (Ed). (1974). MeasurinM vocational maturity forcounseling and evaluation, Washington D.C.: National VocationalGuidance Association.

Super, D. E. (1984). Perspectives on the meaning and value ofwork. In W.C. Gysbers (Ed.), Desiqnin careers, 27-53.

Super, D. E., Crites, J. 0., Hummel, R. C., Moser, H. P.,Overstreet, P. L., & Warnath, C. F. (1957). Vocationadevelorment: A framework for research. New York: TeachersCollege Press.

32

Anry FIUI

Super, D. E., Thmpson, A. S., Lindeman, R. H., Jordaan, J. P.,& Myers, R. A. (1981). Career Development Inventory. PaloAlto, CA: Consulting Psychologists Press, Inc.

Sverko, B. (1982, July). The structure of work values: Anational couparison. In D. E. Super (Chair), The relativGimportance of work, reports fron eight countries. Symposiumconducted at the meeting of the International Association ofApplied Psychology, Edinburgh, Scotland.

Thmpson, A. S., & Lindeman, R. H. (1981). Career DevelopmentInventory: Volume I: User's manual. Palo Alto, CA: ConsultingPsychologists Press, Ire.

Vriend, J. (1968). The vocational maturity of seniors ininner-city high schols. Unpiblished doctoral disseration,Wayne State university.

Wellins, R. S., Rumsey, M. G., & Gilbert, A. C. F. (1980).Analysis of junior officer training needs. Research Reort1236, Alexandria, VA. U.S. Army Research Institute for theBehavioral and Social Sciences. (AD A096 034)

Willstach, I. M. (1966). The vocational maturity ofMexican-American youth. Unpblished doctoral dissertation,University of Southern California.

33

Army 1UrC

APPENDX

CA~REER INEUF~T- N SURVEY (CIS)

A-i

CAREER INFOR MATiON SURVEY

The CAREER INFORMATION SURVEY asks you about your career goals and attitudes. SECTION I is czrcernedwith background information. SECTION I I through V I I investigate your knowledge of and preference fcr careersin the military, government and private workplace.

Mcst of the questions ask you to choose the point along a range of responses that best describes your response.Please fill in the corresponding circle on the answer sheet. Unless the directions state o:hervise, fiil in only orecircle for each question. Those questions that require you to write in a response are followed by the words "FiLL IN'.

1. BACKGROUND INFORMATION 4. What is /was your high school gradeaverage?

(RII in Only One)1. What is your birthdate? Letter Grade NurmberG.-ade

Month A - to A + ............. above S0 ........

Day B - to B + ............................... 80 to 89 ..........

Year C- to C .............C-oC............. 70 to 79 ..........

D - to D + ............................... 60 to . ..........

Lower than D-. ....................... below ...........2. What class will you be in during the

1987-a8 school year?

High school junior ........................................ .5. While in high school, in which of thefollowing extracurricular activities do /

High school senior.........................................o did you participate?

College freshman (F~il in All Those that Apply)(i.e., 1987 high school graduate) ................ i sports ...................

Student government .......................

3. When you took the PSAT / SAT, what was Musical activities / drama / art ........................... )the total (math plus verbal, or composite) Community activities / service clubsscore? (If you took both tests, please (Key Club, Junior Rotary, etc.) ..................respond with your SAT score. If you tookthe test more than once, indicate the Career Organizationsmost recent total score.) (FFA, 4-H, Junior Achievers, etc.).....

Journalistic activities

(Fill in Only One) (yearbook, newspaper, etc.) .....................

1300 - 1600 ................................................... Social clubs ....................................................

1221 - 1299 ................................................... Foreign language club ....................................

1141 - 1220 ................................................... N one ....................................................... . :

1070 - 1140 ................................................... O ther (Fill in) .................................................. o

981 - 1069 .....................................................

9 0 1 - 9 8 0 .......................................................

800 - 9 00 .......................................................

B elow 800 .....................................................

Did not take either test ....................................

A-2

6. If you are a college freshman, what 9. What are your parents' educationalschool will you be attending in levels (highest degree earned)?September, 1987? (Fill in) Faher Mc, er

Did not graduate high school ..... Co

High school graduate ................ CD

If you are a high school junior or senior, Trade school ............................ c Clist the colleges you are considering. Associate's degree ................... >(F7lin) Bachelors degree ................... o o

Advanced / graduate degree ..... o D

10. What are your parents'occupations?

(Fi n)

Father

7. What is your intended major in college? Mother

Business(accounting, administration, management,economics, advertising, etc.) ..................... 11a.Has any member of your immediate

family (father,mother, brother, sister)Engineering served or is serving in anybranch of

(architecture, all engineering disr. plines)... military service (Army, Navy, Air

Computer Science and Information Systems .... o Force,Marines)?

Science(physics, chemistry, biolcgy, mathematics Yes ..................................................................geology, agriculture, forestry, etc.) ............ C No ...................................................................

Social Science(education, communications, political 11b.lf yes, indicate relationship (father,science, sociology, etc.) ........................... ( mother, brother, sister) and if in Activeor Reserve Duty.

N ursing .......................................................... D

Liberal Arts Relationship (Fill in)_(history, art, etc.).........................(hi tor , a t, tc. ............................. A ctive .........................................................

Other .......................................................... .Acsive .......................

U ndec-ded .....................................................

8. What is the population of the community Relationship (Fill in)_in which you are spending / spent the Active ........................................................majority of your high school years?(FT// in On/y One) ~Reserve.....................................(Fill in Only One)Large city (more than 500,000) ....................... Relationship (Fill in)-

Suburb of large city (within 30 miles) ................ o Active .........................................................

Mid-sized city (250,000 - 500,000) .................. o Reserve .....................................................

Suburb of mid-sized city (within 30 miles) .........

Small city (100,00 - 249,999) ........................ o Relationship (Fill in)

Large town (50,000 - 99,999) ......................... Active ....................................................

Sm all tow n / rural (under 50,000) ..................... : Reserve .....................................................

A-3

il. Indicate to what extent you currently have IV. When you consider enrolling in Army ROTCknowledge about the following areas as they you will probably seek both information andrelate to the Army ROTC program and advice from different people. Indicate howsubsequent military service, valuable the following sources would be for

obtaining:

(a CD C (2D a. Accurate informationNo tall Mocerale Good el Ve"y Much

Knowied;. Knowiege Knowege of K ,no,. o*.o. b. Good advice.

A. ROTC entry requirements ........ : c GD CD C CD G)B. ROTC selection procedures .... o c 2> (m Val vauao Valual. Valuab* VLab.

C. Major areas of study allowed .... o c c z

D. Scholarship possibilities ........... C CD C Cc> A. ParentsE. ROTC cadet responsibilities .... o m = c= > a. Accurate information ......... o m cD c

F. Post-college commitments ....... o cD c <: b. Good advice ................ ) a D z

G. Active Duty requirements ......... .= C C

H. Reserve Duty requirements ..... B Sister(s) Brother(s)

I. Salary and benefits .................. a. Accurate information.

J. Training opportunities .............. Good advice...........

K. Career opportunities ........ C CD CD C Frd / acaintens

a. Accurate information ......... c D z)

b. Good advice ..................... c c m

Ill. In your consideration of enrolling in theArmy ROTC program, indicate how important D. Friends / acquaintences-college studentsknowledge about each of the following a Accurate information ......... a cDaspects of Army ROTC would be to you inmaking your decision. b. Good advice ................. o D ( <

CD CD CD CD CD E. Friends / acquaintences-adultsNot S.-,ntry Mocaot yh Hqgnly Er.rernety

im=narnt Impornt Imporant Imponant a. Accurate information ......... : D ( D

b. Good advice ....................... .c

A. ROTC entry requirements ........ D :D o c

B. ROTC selection procedures cD cD CD cD F. High school teachers

C. Major areas of study allowed .... > D cD a. Accurate information..c c cD C:D

D. Scholarship possibilities ..... CD CD CD CD b. Good advice............. CD

E. ROTC cadet responsibilities ... c, c cD m G. CoachesF. Post-college commitments ...... .= c D cD m a. Accurate information ........ D o oG. Active Duty requirements ......... CD (D CD C CD b. Good advice ..................... cDcD <:j cD

H. Reserve Duty requirements ... c cD cD CD

I. Salary and benefits .................. C <7> C> CD cz> H. High school counselors

J. Training opportunities ..............C CD CD C1 CD a. Accurate information ......... cD E

K. Career opportunities ................ CD o CD b. Good advice ..................... c cD cD cz

A-4

CD C. D CD C:D CD The specific work settings are:

Not b S~ghlly Mooorateo' K.ghy Exremey 1. Military person serving in the Army2. C'vilian person working for the Army

1. College counselors 3. Government worker who is not amilitary employee

a. Accurate information ....b. God dvie ................. 4. Worker employed in the privateb. God avicesector (i.e., private business,

corporation or private practice)J. Army ROTC Goldminer Enrollment Officer

a. Accurate information .... DD

b. Good advice..................~ g:, hc.De (z)~t CDih~ CDr~~ CD.ae CD D 2Unde~wanoe Un~ai Urdasvale O~waot Dewranoe Dowsaz- OWs3ai

K. Army ROTC personnel on campus Undewrabe

a. Accurate information....... (m o(j)ab. Good advice .............. c: cD => c2 A. Physician

a. Army-military ........... CD CD (Z CD D

L. Army recruiter b. Army-civilian ........... oz o: o= CD <Da. Accurate information....o mD = cD c. Government non-mflitary. cD D (a (z (z<zcb. Gcod advice...............0 (z: cD => Z)cD d. Private sector............ cD D c: cD =>cD c)

M. Cther Army personnel B. Attorney

a. Accurate information....~ c- 0: 0:)a a. Army-military.............~ C) CDC >aDC

b. Good advice ........... 0: (c = i b. Army-civilian ........ 0.. D: CD C) C CD<

c. Government non-military. c: 0D 0= D 0 0

N. Cther military (non-Army) personnel d. Private sector............~ D <D 0D c> (ma. Accurate advice...........0 0> <D 0= 0: C. Accountantb . G o o d a d v ic e ... .... . . . . . . .~ C D 0D 0D c 0 Da r y m l t r ..... .....C D C D < D

V. Following is a list of jobs that individuals b. Army-civilian ............. 0 c: 0z 0= C) CD C

may hold in a variety of work settings. First c. Government non-military. ) (z 0D (z c <D0

Indicate how desirable you view each ofthese jobs. Then indicate how desirable d. Private sector............0 0 0z 0 0D 0 a>cyou see each specific work setting for aperson in that particular job. D. Engineer

The specific jobs are: a rymltr ......... DC >( DC

A. Physician ~~b. Army-civilian ............. 0 0z 0D 0= 0z <D

B. Attorneyc. Government non-military. ) (= >cD D 0

C. Accountant d. Private sector ........... o a> D 0D 0 0

D. Engineer E. Psychologist

E. Psychologist a. Army-military.............0 CD 00000DD<DC

F. Computer Specialist b. Army-civilian ............. (D <D 0) 0z CD CD 0D

G. Business Manager c. Government non-military. 0 CD 0 CD CDCDC

H. Research Scientist d. Private sector ......... CD C C) a CD C>0

A-5

CD CD C C CD C1. Career Stages14.Ny Meodw)rately Slbgmtly Neither Sl~g %tty Mocerately Hqtfly

Unas.sa.= u , Unasrao, oestable D.,a, ole De.siae Desao, CAREER PATH Anot

U__ _ _ _,_b,_ Enter Army ROTC as a college freshman.

F. Computer Specialist 4Complete all four years of college while enrolled in

a. Arm y-m ilitary ................................................ .... ROTC.

b. Arm y-civilian ................................................

c. Government non-military ..............................d. Private sector .............................................. Serve in Active Duty for two years;

G. Business Manager 4a. Army-military ............................................... Serve in Reserve Duty for six years whi!e holdingb. Arm y-civilian ................................................ another job.

c. Government non-military ..............................d. Private sector ..............................................

CAREER PATH BH. Research Scientist

Complete freshman and sophomore co;e.ge yearsa. Army-military ............................................... as non-ROTC student and enter Army RCTC byb. Army-civilian ................................................ attending Camp Challenge (basic campt during the

summer prior to the junior year.c. Government non-military ..............................d. Private setod. P rvate sector ..............................................

Complete remaining two years of college whileenrolled in ROTC.

Serve in Active Duty for two years;

Serve in Reserve Duty for six years while holdinganother job.

Very Nkoem"ad Nedher h~.w"01 VeryUmdesabNe Lisurcwble Owsdavi Oesable C.,vrawi

VI. Following are examples of the career paths LIM_ _ _

that an Army ROTC cadet and Army officermay take. In each situation two differentseries of career stages (A and B) are Desirability of CAREER PATH A ....................... Cpresented for your comparison. For each Desirability of CAREER PATH B .........pair rate the desirability of each option e.separately, and also indicate which of the Which (A or B) is the more desirabletwo options is more desirable to you. career path? ........................................... CD D

A-6

2. Career Stages 3. Career Stages

CAREER PATH A CARRER PATH A

Enter Army ROTC as a college freshman. Enter Army ROTC as a college freshman.

4 4Complete all four years of college while enrolled in Complete all four years of college while enrolled inROTC. ROTC.

+ +Serve in Active Duty for three months; Serve in Active Duty for two years;

Serve in Reserve Duty for eight years while holding Serve in Reserve Duty for six years while holdinganother job. another job.

CAREER PATH B

Complete freshman and sophomore college yearsas non-ROTC student and enter Army ROTC by CAREER PATH Battending Camp Challenge (basic camp) during thesummer prior to the junior year. Enter Army ROTC as a college freshman.

4 4Complete remaining two years of college while Complete all four years of college while enrolled inenrolled in ROTC. ROTC.

Serve in Active Duty for three months- Serve in Active Duty for three months;

+ +Serve in Reserve Duty for eight years while holding Serve in Reserve Duty for eight years while holdinganother job. another job.

Very Mocrately Netter Moderately Very VoY Mod6.ly Nedhwr &oWo rfiny V"Urnesiabi. Urnaesaole Desraoe Oesirae Desirable UnkxLsw l.e Uresoable Dowable Oesr e Desirabe

no, nor

Un.sranle newb

Desirability of CAREER PATH A ......................... Desirability of CAREER PATH A ..........................

Desirability of CAREER PATH B ......................... C Desirability of CAREER PATH B ..........................

Which (A or B) is the more desirable Which (A or B) is the more desirablecareer path? .......................... . . . . . . .. .. . . . . . . . .. z career path? ..................... . .. . . .. . . .. . . . . . . . D D C

A-7

4. Career Stages 5. Career Stages

CAREER PATH A CAREER PATH A

Enter Army ROTC as a college freshman. Enter Army ROTC as a college freshman.

+Complete all four years of college while enrolled in Complete all four years of college while enrolled inROTC. ROTC.

Serve in Active Duty for twenty years. Serve in Active Duty for two years;

CAREER PATH B Serve in Reserve Outy for six years whiie holdinganother job.

Enter Army ROTC as a college freshman.

CAREER PATH BCmplete all four years of college while enrolledin ROTC. Enter Army ROTC as a college freshman.

+ +Serve in Active Duty for three months; Complete all four years of college while enrolled in

ROTC.

Serve in Reserve Duty fcr twenty years whileholding another jcb. Serve in Active Duty for twenty years.

Vetf oeratl.y Niher Mwervely Veryi VMY h00draa"y Ne4her Mwcnrmesy VONUnc.5rarg e UcessraoDle Dwabts Deseacle Desra-Dle U srtabie Ucesirabie Doulrwab Dearable CDesn

nor n

Desirability of CAREER PATH A ....................... Desirability of CAREER PATH A ......................... C

Desirability of CAREER PATH B ....................... Desirability of CAREER PATH B .........................

Which (A or B) is the more desirable Which (A or B) is the more desirablecareer path? ........................................... CD CD C career path? ........................................... C CD

A-8

6. Career Stages 7. Career Stages

CAREER PATH A CAREER PATH A

Enter Army ROTC as a college freshman. Enter Army ROTC as a college freshman.

o oComplete all four years of college while enrolled in

ROTC. Complete all four years of college while enrolled in

+

ROTC.

Serve in Active Duty for two years;

4 Serve in Active Duty for three months:

Serve in Reserve Duty for six years while holding +another job.

Serve in Reserve Duty for eight years wr.iIe holdinganother job.

CAREER PATH B

Enter Army ROTC as a college freshman.CAREER PATH

4 r Enter Army ROTC as a ccllege freshman.

Complete all four years of college while enrolled inROTC. 4

Complete all four years of college while enrolled in

Serve in Active Duty for three months; ROTC.

+ +,Serve in Reserve Duty for twenty years whileholding another job. Serve in Active Duty for twenty years.

CD> CD CDC (Z) CD CDC CDVery Mowosraely Nether Moer e y Very Very Mooertey Nearh Moca.rmely Very

UnCeso uraole U ot Do 0esrswe O.,E3 OsIFlbh UnjlewaahS U eiSrabe 008-Ir Oest" Oei.raoenorfo

Unaesrac~le Und 1 b

Desirability of CAREER PATH A .........................o Desirability of CAREER PATH A ...........................

Desirability of CAREER PATH B ......................... Desirabilty of CAREER PATH B ............................ c

Which (A or B) is the more desirable Which (A or B) is the more desirablecareer path? ........................................... cD cD o career path? ......................... C a o

A-9

8. Career Stages VII. If you were given the opportunity to enterthe Army ROTC program, how would yourespond?

CAREER PATH AY es ...............................................................

Enter Army ROTC as a college freshman. No ............................................................

4, In generai, which one of the following bestdescribes your attitudes and feelings about

Complete all four years of college while enrolled in th e y o gra?ROTC.the Army ROTC program?

ROTC.

Extrem ely positive ....................................

Serve in Active Duty for three months; Very positive ............................................

Somewhat positive ...................................

S;ightly positive ........................................ C

Serve in Reserve Duty for eight years while holding Neither positive nor negative ..................... (

ancther jcb. Slightly negative .......................................

Somewhat negative ...................................

Very negative ........................................... C

CAREER PATH B Extremely negative ....................................

Enter Army ROTC as a college freshman. What are the advantages of enrolling in the

4 Army ROTC program? (Fil in)

Complete all four years of college while enrolled inROTC.

Serve in Active Duty for three months;

Serve in Reserve Duty for twenty years whileholding another job.

What are the disadvantages of enrollingin the Army ROTC program? (Fil in)

CDE CD: CD C (aVery Moosratoly NOnhw Moworaley Very

Urdesrable Uncesorabie D avue ODrsabIe Desiraolenor

Desirability of CAREER PATH A ......................... o

Desirability of CAREER PATH B .........................

Which (A or B) is the more desirablecareer path? ............................................ <D CD C

A-1O