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4. PERFORMING ORGANIZATION REW UMBER(D Q 5. MONITORING ORGANIZATION REPORT NUMBER(S)

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ARD Corporation I6c. ADDRESS (City, State, and ZIP Code) 7b. ADDRESS(City. State, and ZIP Code)

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5001 Eisenhower Avenue PROGRAM PROJECT I TASK WORK UNITAlexandria, Virginia 22333-5600 65502A 502 45B 04

11. TITLE (include Securrty 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 GregoryWebster, Karen Kelly

13a. TYPE OF REPORT 13b. TIME COVERED 14. DATE OF REPORT (Year, Month,Day) 15. PAGE COUNT

Final Report I FROM 3/5/87 TO,!L1i.17 1987, November 5 4916. SUPPLEMENTARY NOTATION

17. CCSATI CODES 18. SUBJECT TERMS (Continue on reverse if necessary and odentify by block number)FIELD GROUP SUB-GROUP Attitudes about ROTC, ROTC recruitment, career information

and counseling.

19. ABSTRACT (Continue on reverse if necessary and identify by block number)"- The Career Information Survey (CIS) was developed and administered with two existing

instruments, the Career Development Inventory (CDI) and the Values Scales (VS), to agroup of 64 college-bound high school males. Students with positive, neutral, and

negative attitudes about the Army ROTC program were compared on the CDI and VS scales

and on four variables measured by the CIS: knowledge and importance of knowledge about

the Army ROTC program; credibility of sources of information and advice about the Army

ROTC program; desirability of occupations within military and non-military settings;

and preferences for alternative military career paths. The results indicated 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. Accurate

information can best be received from military personnel and good advice can best bereceived from educational personnel. Although the Army military setting overall is less

appealing than the government and private sectors, it is equally appealing for those

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.,-Continuation of BLOCK 19

with positive attitudes about the Army ROTC program who plan-careers in the sciences.Various active and reserve duty career paths appeal to different types of individuals.Individuals with a more positive attitude about the Army program are more planfulabout their careers than those with neutral and neg~tive attitudes. Suggestions forfuture efforts include: refining the CIS; collecting data from other regions, collegestudents (both within and outside of the Army ROTC,.and females, both in high schooland college; gathering additional information to further explore individualdifferences; pilot testing of recruitment efforts using both pencil and paper testingand physiological measurement technology to examine experimentally manipulated variablessuch as type and source of information and modalityof-presentation; and developingmodel career information and counseling programsgor implementation at severalcampus ROTC units.

il l I l illli• H IK ( mL

4

Contract *: 9DAg03-87-C-0067 Contractor: ARD Corporation

Contract E

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ABSTRACT

The Career Information Survey (CIS) was developed a.dadministered with two existing instruments, the CareerDevelopment Inventory (CDI) and the Values Scale (VS), to agroup of 64 college-bou d high school males. Students withpositive, neutral, and negative attitudes about the Army RCprogram were compared on the CDI and VS scales and on fourvariables measured by the CIS: knowledge and importance ofknowledge about the Army ROCM program; credibility of sources ofinformation and advice about the Army ROIC program; desirabilityof occupations within military and non-military settings; andpreferences for alternative military career paths. The resultsindicated that knowledge about Army ROTC and most specificallyknowledge about career prospects is strongly related to having apositive attitude about the Army ROTC program. Accurateinformation can best be received from military personnel andgood advice can best be received from educational personnel.Although the Army military setting overall is less aMX alingthan the government and private sectors, it is equally appealingfor those with positive attitudes about the Army ROTIC programwho plan careers in the sciences. Various active and rese-;eduty career paths appeal to different types of individuals.Individuals with a more positive attitude about the Army ROTCprogram are more planful about their careers than those withneutral and negative attitudes. Suggestions for future effortsinclude: refining the CIS; collecting data from other regions,college students (both within and outside of the Army ROTC) andfemales, both in high school and college; gathering additionalinformation to further explore individual differences; pilottesting of recruitment efforts using both pencil and papertesting and physiological measurenent technology to examineexperimentally manipulated variables such as type and source ofinformation and modality of presentz' *--; and developing modelcareer information and counseling prri '-< s for implET-entation atseveral campus ROIC units.

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TABLE OF CCE1S

Section Pace

ABS'IPAcT 2

TABLE OF CCN=S 3

LIST OF TABLES 4

ITRODUCTION 6

{OD 9

RESULTS 19

DISCUSSION AND DIPLICATICNS 31

FTURE EFFORTS 33

REFEREDL-ES 36

APPEDIDL - Career Information Survey (CIS) 39

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LIST OF TABLES

Pace

1. Mean Ratings for Knowledge and Importance of 20knowledge Regarding College Issues, Post-College Comnitments and Career ProspectsRelated to the Army ROTC Program by SubjectGroup

2. Mean Ratings for Credibility of Information 21and Advice Regarding Army ROTC from Family/Friends, Educational and Military Personnel

3. Mean Ratings of Occupations by Specific 22Settings and In General

4. Mean Ratings of Engineer in Specific Settings 23by Subject Group

5. Mean Ratings of Business Manager in Specific 23Settings by Subject Group

6. Mean Ratings of Research Scientist in Specific 24Settings by Subject Group

7. Mean Preference Scores for Active Duty and 25Reserve Duty Career Paths by Subject Group

8. Mean Preference Scores for Long-Term Active 25Duty and Long Term Reserve Duty Career Pathsby Subject Group

9. Mean Preference Scores for Active Duty and 26Long-Term Active Duty Career Paths by SubjectGroup

10. Mean Preference Scores for Active Duty and 27Long-Term Reserve Duty Career Paths bySubject Group

11. Mean Preference Scores for Reserve Duty and 27Long-Term Active Duty Career Paths by SubjectGroup

A ROn n5

Pace

12. Mean Preference Scores for Resere Dity and 23Long-Term Reserve Duty Career Paths by SubjectGroup

13. Mean Scores on the CDI Scales by Subject Group 2?

14. Highest and Lowest Rated Value Scale Dimnen- 30sions by Subject Group

Anny ROTC

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ITI'ROhDIJCTIICN

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

Career information and guidance systans 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 Armw officercan greatly enhance the possibilities of attracting andretaining our most outstanding and capable youth. Certainchanges occurring in our society can provide 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 meaningfulenployment following a college education. A college educationno longer guarantees stable employment which will lead toreasonable coniensation. 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 remain in that career withthe same body of knowledge that was learned during the formaleducational process. Today, it is important to renain currentand to be involved in continuing training and education. Careerchoices and erployment decisions are increasingly affected by anindividual's perceptions of prospects for growth and developmentin the future.

I IArmy RU M7

Previous investigators have exanined the aspirations of Americanyouth and their perceptions of the ROCM and the military tHick{,Collins, & Weldcn, 1979). Among the factors investigate-! weredemographic profiles, school and eCucational aspirations, jobplans and aspirations, perceptions about ROTC and the militar-y,and factors related to RC and comitment to an Army career.The results of data from 2,131 sturents showed that ROTC andJROTC cadets were primarily male. SianifiP-ntly 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 t-heir entering ROTC wereparents and military persoTnel. College cadets' own attitudeswere more positive toward the military than were those ofnoncadets. In addition, noncadets did not possess much acv'rateinformation about ROTC.

An investigation which in~lved an analysis of junior officertraining needs was carried out to insure that thepreconmmissioning training for ROTC cadets is both comprehensiveand relevant (Wellins, Rtansey, & Gilbert, 1980). Some 1,300officers, t>COs and enlistees were interviewed and surveyed inthe field to determine problens encountered by officers in thefield, evaluate ROTC curriculum and gather suggestions forimproving ROTC training. The problems encountered were of aninterpersonal and organizational nature, including relationshiipswith subordinates, military justice, discipline, counseling, andcormaond and leadership. Methods for improving ROIC trainingwere discussed. The results demonstrate that being counseled aswell as learning how to counsel is an important part of the ROTCexperience.

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. Nbreover, much more can be done to foster evenmore positive attitudes and perceptions concerning thedesirability of a military career. A key factor in prorotingsuch positive attitudes is career information and guidance thatpotential R= 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 energes from theexamination of career theories taking a developmental focus. Itis defined as an attitudinal and cocnaitive readiness to copewith 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

Army I P8

systematic series of stages in career development as t-hey pro-gress tIrcugh the lifespan. The measurement of this variableallows an assescent ol the rate and progress of the seqnce of

these activities for an ir diviciul. The indivichial can then heclassified depending upon how far he or she is from an expectednorm.

Work values is a second construct which is valuable both inresearch and career guidance. Values that an individual holdsare clearly an important factor in 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 important input data regardingcareer decisionmaking.

The Army Research Institute for the Behavioral and SocialSciences has investigated attitudes toward counseling and careerdevelopment provided to Army Officers (rtPherson, 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 computer-aided system an acceptablesource of information for specific data on potential assigrme._ntsand assignment options. They also found that officers wholacked information or did not understand the assignmentprocedures were likely to conside. the Army system arbitrary andirrational, and were somewhat less likely to make the Army acareer.

Subsequently, the Army Research Institute did develop and test acomputerized 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 computertechnology make such a system mre a-tractive, particularly foruse in ROCW.

The 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 condicted to examine attitudes about themilitary as an outcome criterion affected by a variety of careerinformation factors.

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r-YHE !D

Identification of Variables

The first part of this effort has involved thie identificaticnand development of instmrentation to assess the variables ofinterest as attitudes toward and perceptions of the Arry RCTCprogram are related to a range of career dimensions.Specifically, existing instmerr ntation was used for measuremntof career maturity and values, whereas new instrumentation wasdeveloped for assessing background information, knowledge andimortance of knowledge about ROTC, credibility of sources foraccurate information and god advice, desirability of particZlaroccupations in selected military P-d non-military settings,perception of alternative active duty and reserve duty careerpaths, and attitudes and feelings about Army ROTC.

Existinq Lnstrzjmentation

Career matur ity

The Career Development Inventory (CDI; Super, Thompson,Lindeman, Jordaan, & M yers, "181) was chosen as the mea'mure ofcareer maturity as a result of its overall utility for t hepurposes required in this current research program. The natureof its sub-scales, its reliability and validity, th~e variety offorms designed for high school and college use, and its historyof successful use in research and a~plied settings make it theinstrument of choice for this application.

Indices of career development include occupational awareness,planfulness, the desire to explore the world of work,recognition of changes in vocational development tasks with ageand social responsibility, ar knowledge of the world of workanrd of appropriate occupations. As the educational levelincreases, the occupational implications of career decisionsbecome clearer. Questions regarding the time at which toinitiate instructicn 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).

Researc, in assessing career development and vocational orcareer maturity was initiated in 1951 (Skper, Crites, Htumnel,roser, Overstreet, & Warnath, 1957). Sucn research paved theway for thie development of practical measures, and then led totest and inventory developmenpt work, ur-derway since 1967 (Myers,Thcmpson, Lindeman, Super, Patrick, & Frie], 1972). The CDI hasa School Form, designed for use in jimior and senior highschools, and a College and University Form, for use in higher

Armly ROTC

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ed~ucatio-. 'T . forms are similar in rationale and structre.They differ in it-m ccntent, which is adapted to th.e aprcrriateoptions and levels of echdcaticn.

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

* Career Planing (CP) comprises 20 it-ans involving ti.ereport of career planning activities in which thestudent has been engaged and the degree of suchengagement.

* Career E

Army ROTC11

Test-retest correlaticis over a three-week period nTiqed betee.70 to .90 for the combined scales (CEA, CDK, and COT) arx 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 ard Lohnes (1968, 1969), Asis (1971), Vriend (1961),and Willstach (1966). Crites (1973) slightly modified the modeland further tested it, and Super (1974) further refined themodel in light of accumlated 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 dimersicns 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.

Ev.idence 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 developmentalcharacteristic which should increase as students progress frcmthe 9th to 12th grade. Such an increase has been obseredacross grade levels for all separate and ccmbined scales.Infrequent yet moderate gender differences have been obsered tooccur in grades 11 and 12 on DM and WW, the cognitive scales.Fenales 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 tactor, and the DM, WW and PO had high loadings on theo- , consistent with the attitudinal and cognitive factors

are being measured. Sufficient content and construct-' idity for the use oF the CDI in this application has been

der'",r-- ated.

T-A irk Values

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

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on values related to the world of work, th e nature of itssubscales and its reliability and validity make i: t"Ieinstrument f c for this application.

The VS was developed by the Work Impo-tance 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 life roles; and 2) to assess therelative imortance of the work roles as a means of valuerealization in the context of other life roles.

Super (1970) describes values as the objectives scucht 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 needs. 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 value-,, scme ofwhich are independent while others are interrelated but can beconceptually differentiated. The values measured are: abilityutilization, achievement, advancement, aesthetics, altraism,authority, autonomy, creativity, economic rewards, life-tyle,personal development, physical activity, prestige, risk, socialinteraction, social relations, variety, working conditicns,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-item 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 theitpms according to the agreed upon definitions of the values.Three specialists from different countries wrote the items, andall project directors reviewed the items 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 to the construct validity of the VS. In highschool, females tended to value Altruism mre than males, while

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males tended to value Risk and Physical Prcwess mere t2-infemales. In college, only the difference in Physical Prc,;essremained. The high school sample scored higher on PhysicalProwess, Physical Activity, and Risk than the college sample.Close inspection of the factor structure gives farther suppcr-tfor 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 econcnuics,high school students think primarily in terms of advancament andare not concerned about the economics of the marketplace.College students have learned economic reNards and advancemePntgo 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 th us more related to thrill- seking. By college ageand aduilthocd, Physical Activity and Prowess are viewed as asingle factor with the emphasis on using one's physicalabilities in sports. Further evidence of construct validitycomes from cross-national studies in whiich the factor structureof the VS was found to be similar in samples of students frcmvarious countries (Sverko, 1982; Lokan, 1983).

TnstrnT=entat ion Developed for the Oarrent Study

The primary purpose of this first phase study was thedevelopment of the instrnnentation 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)Knowledge and Importance of Knowledge about RTC; 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.

Bac.Lgrourd 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 furtherccmparisons. Items for this section were written to parallelitems on the U.S. Army Cadet Command ROTC Student Surivey inorder to allow for comparisons with thlat instmxnt.

14

Knowledge and TInrrance of Know ledqe About ROTI

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 ardperceptions in a positive manner. Individuals are asked toassess three informational aspects of Army ROM using elevenitems. This information includes knowledge about college,post-college connit7nts, and career prospects. It is rated ona five point scale from "no knowledge" to "very muchknowledge." Additionally, these same aspects of Army R=QI 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 Scurces

Attitudes and perceptions are strongly affected by the sourceswhich provide information and advice. The purpose of thissection was to determine how individuals valued a variety ofsources that might provide information and advice about the ArmyROTC program. Each source was rated on a 5-point scale from"not valuable" to "extreimely 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 Occupations and Settinqs

It is Lmportant 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 ccmbination was rated on a seven-point scalefrom "highly undesirable" to "highly desirable." Couparisons 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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Preferences for Military Career Paths

The purpose of this section was to compare reaction ofindividuals to career paths 1,hich vary according to a n=ter of

dimensions. These include: point of entry into ROTC; length of

service, and ccmbinations of active and reserve duty. Eightcomparisons of t,;o 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 Feelimas About Army ROIC

Attitudes and feelings about Army ROTC were measured by

individuals responding to a question which asked them toindicate what best describes their attitudes and feelings aboutROTC 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 ROTCprogram by answering "Yes" or "No." Furthermore, individualswere asked in an open-ended manner to indicate both the"advantages" and "disadvantages" of enrolling in the Army ROTCprogram.

Procedures for Instrumentation Revie.

ARD project team members were involved in the development 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 review and for presentation to a group of prominentsubject matter experts who could contribute additionalinformation regarding their own expertise. This group ofsubject matter experts was composed of individuals from avariety of settings, including the military, academic andbusiness sectors.

The positions held by the specific individuals who reviewed 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 Army

Reser,7es as well as a Director of Marketing in his civilian

employment; and the Lieutenant Colonel, Chief of MarketingResearch ard Analysis for the ROTC Cadet Coimand, representingthe input from his department. Each of these individuals wasable to make a unique contribution to the development of the

Army iurc16

instrument based upon his knowledge of characteristics of thesample, aspects of Army ROTC and military service, and/orgeneral knowledge about the development and use of sux-;evinstrumentation. 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;accurate indication of the particular time periods for activeand reserve duty; and the identification of the desirablecomparisons of career paths to rate. With these revisions 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 Testina

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

Subiects

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 ROTrC, 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 ROTC seeks. 69' of the subjects had a B orgreater average in a college preparatory program, with many of

Army ROTC17

the subjects coming form highly competitive schcol systems. Ofthose ccmpleting the SAT or PSAT (often in their sophcmore orjunior year), 86% had a composite 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 mthers completed a four-year college degree. 43% of thefathers and 31% of the mothers completed an advanced degree.57% of t7ie subjects had a family member who was in the militarservice.

Testing Procedures

Once a potential subject contacted ARD regarding "participaticnin a career survey," either as a result of reading theadvertisenent 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 Colunbia,Maryland. At the time of completion of the instruments,subjects were paid the $15.00 for their participation and toldabout the subject referral program.

Hvotheses - 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 ROTC career-relateddimensions. Additionally, differences within the sample groupwith regard to positive, neutral and negative attitudes aboutArmy RO=C 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 amcng 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 RUI, were computed for the range of variablesinvolved in this study.

Army ROTC18

Knowledge ard Importance of Knowledge. With regard toknowledge held and its importance, three general areas wereinvestigated: information about college; information aboutpost-college ccmmitments and requirements; and information aboutmilitary career prospects. Data are provided regarding theactual knowledge held as well as the importance of suchknowledge for this sample. Attitudes about RC= 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 ROTC students aswell as potential cadets. Differences among the three groups ofsubjects regarding their views of credibility of sources canalso be instructive.

Desirability of Occurations-Settinls. 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 i-formation about the types of individuals whohave positive perceptions about the Army ROMC 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 ROTC program were made. General preferences aswell as preferences of the three subject groups have beenascertained and can be helpful in understanding what potentialArmy ROTC cadets desire.

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

Army ROMC19

Values. Specific hypotheses are not offered wit-h recard todifferences among the three subject groLms in their resporses tothe VS. It is expected t1at 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: Kncwledgeand Importance of Knowledge; Credibility of Sources;Desirability of Occupations-Settings; ard 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 ROTI have been investigated andreported. Wherever relevant, tabular information is presentedin order to augment the text.

Kncwledqe and Thnortance of Knowledc-e

The mean ratings for Inowledge of and imfportance of ]ncwledge ofinformation regarding the three areas of college issues,post-college commitments and career prospects for the threesubject groups determined by attitude toward Army RCfr arepresented in Table 1.

Anry ROTC20

Table 1

Mean Ratinas for Knowledge arfd Importance of Knowledqe RecardingCollege Issues, Post-Collece Ccmmitments and. Career Prcsr"ctsRelated to the Army ROTC Prooram by Subject Group. (Defined byattitudes toward the Army RC Prooram)

Group

Content area Negative Neutral Postive Overall

Knowledge 1.61 1.75 2.38 1.91

Importance 2.90 3.28 3.46 3.17

Knowledge 1.49 2.04 2.53 1.96Post-college 3

Inmortance 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

Importance 3.31 3.54 3.65 3.47

For knowledge about college issues, strong differences wereobserved amng the three subject groups, F(2) = 5.634, p =.006.The positive group indicated uch more knowledge than thenegative group, F(l) = 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 anong the three subject groups, F(2) = 9.619, p <.0005. The positive group indicated much nore knowledge thanthe negative group, F(l) = 18.190, p

21

No differences were observed for the importance of informaticnacross the three subject groups. This was obsered for coileeissues, F(2) = 1.265, p = .289, post-college cormutments, 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 RQTC 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 vie.ed as the mcstcredible source of accurate information. Educational persornelare viewed as the most credible source of good advice.

Table 2

Mean Ratings for Credibility of Information and Advice RegardingArmw ROC frcm Family/Friends. Educational and Nlitari Sources

Area

Accurate GoodSource information advice

Family/friends 2.98 3.12

Educational 3.38 3.26

Military 3.66 2.82

Desirability of Occupations-Settings

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 obserzed 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) = 22.6:6; Engineer, F(3,183) =21.008; Psychologist, F(3,183) = 28.447; Computer Scientist,F(3,183) = 9.765; Business Manager, F(3,133) = 33.199; and

Army R=T22

Research Scientist, F(3,183) = 7.427. In general, strongerpreferences a

Army ROTC

23

Table 4

Mean Patinas of Enqineer in Siecific Settinas by Sjibject GrcuD

Setting

Armv- Anry- Goverrnent Private OccupaticnGroup military civilian non -mi I i tary 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

Pfosi t ive 4.55 4.55 5.32 5.91 5.46

,:erall 3.91 4.0) 4.63 5.27 4.94

Table 5

Mean Ratinas of Business Manager in Specific Settinas bySubiect Group

Setting

Army- Army- Gover t Private eccupat ionGroL'p miIitary civilian non-military sector in general

Negative 2.14 2.52 3.38 4.86 4.14

Neutra1 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 4.23

Alry RC"TYM

Table 6

Mean Ratirs of Rese-arch _-entist in Sc, _ fic P 7 as -I:Subject Group

Setti;ng

Ar-y- Ar my- Goverme-nt Priv vate Occu':rat icnGrCul mlitary C'7 1 ia non-mi litary s

Amy IIFMC

25

Table 7

Mean Preference Scores for Active Duty and Reserve Duty CareerPaths by Subject Group

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 ROCI preferredlong-term active to long-term reserve duty career paths, whereasnegative and neutral subjects had the opposite preference, F =2.548, p =.087.

Tables 8

Mean Preference Scores for LonG-Term Active Duty and LonG-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

An-fy ROWI26

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

Army ROW

27

Table 10

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

Army ROMI

28

Table 12

Mean Preference Scores for Reserve Duty and Lonq-Term Reserve

Duty Career Paths by Sub lect Grou

Career path

Reserve Long-termduty reserve

Group dutv

Negative 1.76 1.31

Neiural 2.15 1.77

Positive 3.27 2.05

Overall 2.36 1.66

Anny R=iC

29

Career Maturity

The mean scores for the subject groups on the CDI 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 RO7IM scored higher than the neutral andnegative groups on this scale.

Table 13

Mean Scores on the CDI Scales by Subject 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 104.21 102.23 106.13 104.47Skills

CareerOrientation -Total 107.38 100.77 109.86 106.89

Knowledge ofOccupationalGroup 114.13 108.78 113.00 112.43

Army FIC

30

Values

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. Mose with positive attitudestoward Army ROMC attained the highest scale scores on PhysicalProwess, Ability Utilization, and Physical 7'--ivity and thclowest scale scores on Cultural Identity, Social Relations, andPrestige. Those with neutral attitudes toward Army ROCattained the highest scale scores on Social Interaction,Autonomy, and Advancement and the lowest scale scores on AbilityUtilization, Achievenent, and Physical Prowess. Those withnegative attitudes toward Army R= attained the highest scalescores on Lifestyle, Prestige and Cultural Identity and thelowest scale scores on Physical Prowess, Advancement, and Risk.

Table 14

Hichest and Lowest Rated Value Scale Dimensions by Subject Group

Group

Rating Negative Neutral Positive

High Lifestyle Social Interaction Physical ProwessPrestige Autonomy Ability UtilizationCultural Identity Advancement Physical Activity

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

Army ROC

31

DISCUSSIMI AND IMPLICATIMS

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 ROTC (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 o' knowledge about the Army Rrprogram, credibility of source, of information and advice aboutthe Army ROTC program, desirability of occupations withinmilitary and non-military settings, and preferences foralternative military career paths.

Initial drafts of the CIS were refined through input from arange of prominent subject matter experts. Even within thesmall group in which pilot testing was perforned, differences inthe expected direction were observed among students who hadvarying attitudes and perspectives about the Army POIC 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 needs for further refinement, the results of thepilot study have important implications for how to approach anddeal with both potential Army ROIC cadets as well as those whohave already enrolled in the Army ROTUIC program.

The knowledge that the subjects had about the Army UIC programand the importance of that knowledge for the different subjectgroups and across the content areas is particularlyinstructive. The strong relationship between greater knowledgeof the Army RO=C program and more positive attitudes about theArmy ROIC program suggests that strong benefits may result byefforts to convey more knowledge to potential Army RIC 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 whichmay 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 FDICcadets.

Army IIIl

32

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 develoxnentadvice through educational personnel, might encourage retentionwithin the Army ROTC 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 Compter Scientist andResearch Scientist occupations. Those with positive attitudesabout the Army ROIC program are oriented toward rating moredesirably specific occupations such as engineer, businessmanager and research scientist. Depending upon the particularmanpower needs which the Army ROIC 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 recommend 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 ROIC cadet. Future manpowerneeds for reserve officers might lead to attracting a broaderrange of students to the Army ROTC program.

With regard to career maturity, those with a positive attitudetoward Army ROIC 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 ROTC. This finding suggests thatprograms directed at enhancing career planning both forpotential Army cadets as well as for those already enrolled inthe Army RIC 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 ROMC. 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.

Army ROM

33

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 ROTC cadet and military officer.

To briefly summarize the results, knowledge about Army ROi, 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 RIUprogram. Successful assignment to career paths that differ incommitment 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 RIC may contribute to understanding thetype of individual who is best suited to this type of position.

FUTURE EFFORTS

This Phase I research effort is the first step in a program ofresearch aimed at developing an understanding of how the ArmyRoC program and a subsequent military career are perceived inorder to determine the types of programs to be implemented 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 ROIC. The following areas require specific attention:

The Refinement of the Career Information Surve'

The Career Information Survey has proved to be a tremendousresource for gathering the data necessary to come 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 Army ROTC cadets and other college students aswell as additional college-bound high school students, andincluding female as well as male subjects.

Army R=TC

34

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 Procrrams Prior toLarge-Scale Implementation

With current paper and pencil testing and physiologicalmeasurement technology, it is possible to assess reaction topromotional materials and programs prior to inplementingsuch 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 Proram

The importance of providing accurate information and goodadvice to both potential as well as existing Army ROTCcadets 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 campus ROM 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 aninstrument of this type. Although the first application hasbeen with potential Army ROTC cadets from 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, ECsuburban 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 ROM training program. Data from a collegepopulation, both within and outside of Army ROM, would behighly desirable to obtain in order to compare results withthose of the current study.

AIry ROTC

35

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 asomewhat 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.

Army R=rC36

REFERENCES

Asis, E. G. (1971). The vocational maturity of eighth-gradeFilipino boys: A comparative study. Unpublished doctoraldissertation, University of California at Berkeley.

Banikiotes, P. G. (1973). A preventive approach to mentalhealth in the schools. Counselinq and Values, 17, 112-117.

Banikiotes, P. G., & Bartlett, W. E. (1983). Career choice:Problens and issues. In C.W. Walker & M.C. Roberts (Eds.),Handbook of clinical-child psycholoqy, New York: John Wiley,823-842.

Crites, J. 0. (1973). The Career Maturity Inventory,Monterrey, CA: CTB/MGraw-Hill.

Gribbons, W. R., & Lohnes, P. R. (1968). Emerging careers. NewYork: Teachers College Press.

Gribbons, W. R., & Lohnes, P. R. (1969). Career develo=mentfrom age 13 to age 25. Washington, D.C.: U.S. Dept. of Health,Education, and Welfare, Office of Education Project No. 6-2151.

Hicks, J. M., Collins, T., & Wel n, J. S. (1979). Youthaspirations and perceptions of ROIC/military: A comparison.Research Problem Review 79-2, Alexandria, VA. U.S. ArmyResearch Institute for the Behavioral and Social Sciences.

Katz, M. R. (1973). The name and nature of vocationalguidance. In H. Borow (Ed.), Career guidance for a new age,Boston: Houghton Mifflin, 84-134.

Knowdell, R. L. (1982). Comprehensive career guidance programsin the workplace. Vocational Guidance Quarterly, 30(4),323-326.

Knowdell, R. L. (1984). Career planning and developmentprograms in the workplace. In N.C. Gysbers (Ed.), Designincareers, 482-504.

Leibowitz, Z. (1980). Career development at all levels atGoddard Space Flight Center. Career Planninq and AdultDevelopmient Newsletter, 2(8), 1-2.

Lokan, J. J. (1983, April). The factor structure of life andwork values held by students in diverse cultures. In D.E. Super(Chair) , Values and roles in diverse modern societies.Symposium conducted at the meeting of the American EducationalResearch Association, Montreal, Canada.

Army ROTC37

MacPherson, D. H., Eastman, R. F., & Yates, L. G. (1978).Career counseling attitudes and opinions of Army officers.Research Problem Review 78-27, Alexandria, VA. U.S. ArmyResearch Institute for the Behavioral and Social Sciences.

Mitchell, A. M., (1979). Evaluating career education. SaltLake City: Olymptis.

Myers, R. A., Cairo, P. C., Turner, J. A., & Ginzberg, M.(1980). Cost-benefit analysis of the officer career informationand planning systen. Research Report 1257, Alexandria, VA.U.S. Army Research Institute for the Behavioral and SocialSciences.

Myers, R. A., Thompson, A. S., Lindeman, R. H., Super, D. E.,Patrick, T. A., & Friel, T. A. (1972). Educational and careerexploration syste n: Report of a two-year trial. New York:Teachers College, Columbia University.

Nevill, D. D., & Super, D. E. (1986). The Value Scale. PaloAlto, CA: Consulting Psychologists Press, Inc.

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. ResearchProblem Review 77-14. 7 lexandria, VA. U.S. Army ReserarchInstitute for the Behavioral and Social Sciences.

Phillips, S. D., Cairo, P. C., Myers, R. A., Ryan, T. G.,Hoffer, G. L., & Croes-Silveran, 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.

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

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

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

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

ArIy IIII38

Super, D. E., Thompson, A. S., Lindean, R. H., Jordaan, J. P.,& Myers, R. A. (1981). Career Develoment Invento. PaloAlto, CA: Consulting Psychologists Press, Inc.

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

Thompson, A. S., & Lindera~n, R. H. (1981). Career DeveiomentInventory: Volume I: User's manual. Palo Alto, CA: ConsultingPsychologists Press, Inc.

Vriend, J. (1968). The vocational maturity of seniors in twoinner-city high schools. Unpublished doctoral disseration,Wayne State university.

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

Army ROTC39

APPENIX

CARPEER INFXJRM4TION SURVEY (CIS)

CAREER

INFORMATION

SURVEY

-CAREER INFORMATION SURVEY

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

Most 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, fill in only cnecircle for each question. Those questions that require you to wrie in a response are followed by the words *FILL IN".

1. BACKGROUND INFORMATION 4. What is/ w.-,:a your high school gradeaverage?

(F!,i in Only One)

1. What is your birthdate? Letter Grade NurmberGrade

M onth A - to A + ............................... above 90 ........ .

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

Year C- to C ............c.o............... 70 to 79 ..........

D - to D + .......................... 60 to 69 ..........

Lower than D-. ....................... below 59 .........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 ......................................... C did you participate?

College freshman (F-! in All Thcse that Apply)(i.e., 1987 high school graduate) ........ ....... / spos ...................

Student governm ent ......................................

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 C:ub, 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

(Fil in Only One) (yearbook, newspaper, etc.'.........

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

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

114 1 - 1220 ................................................... N one .................................................... ..

1070 - 1140 ................................................... C ther (Fil in) ............................................ C

9 3 1 - 10 6 9 .....................................................

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

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

B e lo w 8 0 0 ..................................................... .

D id not take either test ....................................

* 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) Fm.her Mct.er

Did not graduate high school .....

Hich school graduate ................

If you are a high school junior or senior, Trade school ............................list the colleges you are considering. Associate's degree ........(F i n)

Bachelor's degree ....................Advanced / graduate degree ..... C

10. What are your parents'occupations?

(FI in)

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 disciplines)... o military service (Army, Navy, Air

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

Science(physics, chemistry, biology, m athem atics Yes ..................................................................geology, agriculture, forestry, etc.) ............ . No ..............................................................

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

N u rsing .......................................................... o

Liberal Arts Relationship (Fill in)_(histo ry , art, etc.) ...................................... A

Cther ................................................... ......... Rtve ..........................

Undecided ............................................. ........

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?(F711l in Only One) Reserve .....................................................

Large city (more than 500,000) ....................... Relationship (Fill in)_

Suburb of large city (w ithin 30 m iles) ................ Active .........................................................

M id-sized city (250,000 - 500,000) .................. . Reserve .....................................................

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

Small city (100,000 - 249,999) ........................ Relationship (F:l in)

Large tow n (50,G00 - 99,999) ......................... Active .........................................................

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

11I. 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 mi!itary service, valuable the following sources would be for

cbtaining:

CID (CD (CD1 (CD (CD a. Accurate informationNo Lattle moceraf. Good :deal Very MurmiMrole Kowledge Knowledge of Knoweocge ( Owlecqeb.Goadie

A. ROTC entry requirements ..... c)

i ( c The specific work settings are:o CD G , (ea 8y G y 1. Military person serving in the Army

2. Civilian person working for the Army

3. Government worker who is not aCollege counselors military employee

a. Accurate information ......... z : i c,4. Worker employed in the private

b. Good advice .sector (i.e., private business,corporation or private practice)

J. Army ROTC Goldminer Enrollment Officer

a. Accurate inform ation ......... c : z 2) cD

b. Good advice ...................... c D D zD cD Higry Moceraiely S gitty Neher Sl,,o, ty Merawy ° -gryuncesLra Dle LUr'.esirais Unces.,raois e stao le Desralble ,esraz,;e Descram

K. Army ROTC personnel on campus Uncevrable

a. Accurate information ......... .z :

b. Good advice ..................... Physician

a. Army-military .............. C C) < C)

L. Army recruiter b. Army-civilian .............. C a ( C C:

a. Accurate information ....... c c D c. Government non-military. c cD z c c

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

(:E) ( D CK) (D 1. Career Stages

HKgrly Mdratery S'g-11Y Noaner S'grtty WI.'e-8Y H-qnly CAREER______ PATH ______A_,noesiraola Ur'des~raole Uno.esiraois Destrata~re Osra C Ora~rCAREER PATH A

norUncesarablo En~ter Army ROTC as a college freshma-'.

F. Ccmputer SpecialistComplete all four years of college,.un e :n-rclled ina. Army-military...................................... ROTC.

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

c. Government non-military ...................

d. Private sector..................................... Serve in Active Duty for two years;

G. Business Manager

a. Army-military...................................... Serve in Reserve Duty for six years while holdingb. Army-civilian ...................................... another job.

c. Government non-military ...................

d. Private sector ...............................CAREER PATH B

H. Reearc ScietistComplete freshman and sophomore cczlege yearsa. Army-military...................................... as non-ROTC student and enter Army RCTC by

b. Amy-iviian......................attending Camp Challenge (basic camp) during thesummer prior to the junior year.

c. Government non-military ...................

d. Private sector ...............................

Complete remaining two years of college whileenrolled in ROTC.

+Serve in Active Duty for two years;

Serve in Reserve Duty for six years whiie holdinganother job.

Very Mooerataty N.ether Modenuely VeryUnaesirable UnoesaraoI Oewao Desxable Oeiaoi

nor

VI. Following are examples of the career paths _______________________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 ..........presented for your comparison. For each Desirability of CAREER PATH B ...........pair rate the desirability of each optionseparately, and also indicate which of the Which (A or B) is the more desirabletwo options is more desirable to you. career path? .............................. DCDC

* 2. Career Stages 3. Career Stages

CAREER PATH A CARRER PATH A

Enter Army ROTC as a college freshman. Enter Army ROTC as a coilege 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 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 ncn-ROTC student and enter Army ROTC by CAREER PATH Battencing Camp Challenge (basic camp) during thesummer prior to the junior year. Enter Army ROTC as a college freshman.

Complete 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.

(a CD C CID G: ( CD CD (a CDVery Moderately Neither Moderately Very Very Moderately Neither Moderately Very

Unoesirable Undesiraole Desiraole Ceseracie Desirable Undesirable Uresirable Oes tale Des aole Desraoienor nor

Unesiraole Undesirable

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

Desirability of CAREER PATH B ......................... Desirability of CAREER PATH B ..........................\Wlhich (A or B) is the more desirable Which (A or B) is the more desirable

career path? ............................................. ZD

% 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 freshma.Z..

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

+ 4Serve in Active Duty fcr twenty years. Serve in Active Duty for two years-

4CAREER PATH B Serve in Reserve Duty for six years while holding

another Ob.Enter Army ROTC as a college freshman.

CAREER PATH BComplete all four years cf college while enrolledin ROTC. Enter Army ROTC as a college freshmlan.

+ 4Serve in Active Duty for three months; Complete all four years of college while enrolled in

ROTC.

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

(a) CD CD (a GD (a) (a (a (2) (aVery MoWderatety NedUher Ml eraxey Very Very Uoderafeoy Nelher Moeraleay Very

Jndes oable Unaesiratle Desirade Oeswac e DesiraDle Unaessrable Urales ra O l e Oesrave e"raole"or nor

UnoeelranoI Urdesirale

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

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? .......................................... D C Z career path? ........................................... C CD

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.

+ 11Compglete all four years of college while enrolled inROTC. Complete all four years of college while enrciled in

4 ROTC.

Serve in Active Duty for two years:4 Serve in Active Duty for three months:Serve in Reserve Duty for six years while holding4another job.

Serve in Reserve Duty for eight years while holdingancther lob.

CAREER: PATH B

Enter Army ROTC as a college freshman. _________PATHS

4 Enter Army ROTC as a coilege freshman.Complete all four years of college while enrolled inROTC. 4

4 Complete all four years of college while enrolled inServe in Active Duty for three months; ROTC

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

(a) (a) (a) (a) (a) (a) CD) (a) CD Ci)Very Moderately Nether Mo~Orateiy Very Very Mooeraleiy Neither Nwera Very

UrdBsjraCle U srtao~q Das~raoe Oesirable Dessraole 'jndewiable UrKcesirable Desiraole Destable Des~ratienor nor

Urdesranle Undesgrable

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

Desirability of CAREER PATH B .............. Desirabilly of CAREFEi PATH B .................

Which (A or 8) is the more desirable Which (A or B) is the more desirablecareer path?".....................................CDDCDcareer path?"..................................C

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

CAREER PATH AYes ..............................

Enter Army ROTC as a colle-e freshma-n.Ent r A m y OTC as c0 1eg fr shm n.No ................................................ ..........

' In general, which one of the following bestdescribes your attitudes and feelings about

Complete all four years of college while enrolled tnhe y o gra m?

ROTC.the Army ROTC program?ROTC.

4 ' Extrem ely positive ....................................Serve in Active Duty for three months; Very positive

............................................

Som ew hat positive ...................................

Slightly positive ........................................ r

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

another c S;ightly negative .......................................

Som ewhat negative ..................................

Very negative ...........................................

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

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

,+ Army ROTC program? (F-i

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? (FJi in)

a)C C) C)Very Mo erately Neither Moderately Very

Uncesrable Undesrable OesrabO Desracle ,esiraoler

Ur'des~rafle

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

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

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