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Army Interview Process 1

Running Head: TEACHING THE ARMY INTERVIEW PROCESS

Teaching the Army Interview Process

Mitchell Turton

Post University

EDU 623, Designing Learning Environments

Spring Semester 2014

MOD 4 Online


THE ARMY INTERVIEW PROCESS (AIP)

TRAINING MANUAL

Introduction

Military recruitment has been, and continues to be a very important part of American

history. The "art" of recruiting is the practice of masterfully using adaptive methods of

leadership and interpersonal communication to tell the Army story in order to persuade a

prospect to gain enlistment. To succeed in this, recruiters must understand and master the

steps in what is called the Army Interview Process. With the ending of conflict in both

Iraq and Afghanistan, and a down-sizing military, failure to employ this standard could

be detrimental to the success of maintaining an all volunteer force.

Analysis

Although most recruiters understand the Army Interview Process (AIP), some have

difficulty with understanding how to apply the steps that make it a successful recruiting

function. Experienced recruiters, who have been in the field, have adapted to their

current recruiting environment and have honed their skills to be confident and successful

in employing this important recruiting function. Newer, “detail” recruiters are not so

fortunate. In order to get them acceptable competence and proficiency in the AIP, we

must provide effective training that enables them to walk through each step of the

process; and gives them the confidence they need to enjoy a successful recruiting tour.

The training should empower new recruiters and close the gap between more experienced

recruiters.


Audience / Population Analysis

The standard recruiting tour for a detail recruiter is three years. Most come from different

backgrounds and different Career Management Fields (CMF) in the Army. They are

selected among the top 20 percent of their peer group for a recruiting assignment because

of demonstrated excellence and proficiency in their Military Occupational Specialty

(MOS). Most new recruiters are from a Combat Arms or Combat Support MOS that does

not require interpersonal communication. They learn how to communicate with fellow

Soldiers but lack knowledge in three interpersonal communication skills required to

communicate with a potential recruit that has no military background: Verbal, Non-

verbal, and symbolic communication. A large portion of these recruiters have no

interpersonal communication skills. Recruiters who work with Administrative MOSs are

usually inclined to conceptualize the required skills to be successful in recruiting.

Learning Environment Analysis

The instructional method for this training is PowerPoint presentation and role-play

exercises, utilized in a classroom environment. (Please see attached Training Resource

Aids: Frequently Asked Questions, AIP Evaluation Sheet, AIP Phone Scripts and

AIP Practical Exercise/Examination Sheet.)

Task Analysis and Content Mastery

Soldiers will perform a counseling strategy (FM 6-22, B-10) and complete the following

tasks in order to demonstrate required mastery of the Army Interview Process:

1. Prepare for the Interview


Preparation

Develop a blueprint

Creating a good appearance

Choosing a good location

Selecting a suitable time

Inviting influencers

Maintaining organization

Planning a counseling strategy

Establishing the right atmosphere

2. Conduct the Interview

Demonstrate a non-linear, counseling approach

Apply a logical sequence

Demonstrate fundamentals of counseling

3. Establish Trust and Credibility

Opening and Introduction

State the reason for the Interview

Tell a personal Army Story

Tell “The Army Story”

4. Determine Eligibility For Enlistment

Utilize the APPLEMDT acronym to determine:

(a) Age

(b) Prior Service

(c) Physical Limitations and Appearances


(d) Law History and Qualification

(e) Education

(f) Medical Conditions and History

(g) Dependents

(h) Testing (prior testing or give screening test)

5. Identify and Establish Goals

Demonstrate active listening skills

Present facts about the Army

Use skilled counseling techniques executing the following:

(a) Solicit the prospect’s plan for the future

(b) Identify the prospect’s short and long term goals

Eliminate assumptions

6. Generate and Compare Alternatives

Present the following alternatives as a Life Plan alongside a Career Plan:

(a) Non-Military Plan

(b) Regular Army Plan

(c) Army Reserve Plan

7. Provoke the Decision Making Process

Utilize counseling techniques to:

(a) Suggest Alternatives

(b) Give Recommendations

(c) Persuade

(d) Advise


Engender a commitment to enlist

Demonstrate the ability to work through obstacles using Problem Solving

Steps: (See Figure 1.

Figure #1: Problem Solving Steps

8. Execute the Decision

Outline course of action for enlistment

Documentation and follow-up

Situational Analysis

Students who are limited or have no experience in using interpersonal communication

will find this training challenging. They may have minor problems which may hinder the

learning process. Introducing them to Verbal, Non-verbal, and Symbolic communication


should aid in correcting this problem. We must also consider students' ethnic and cultural

backgrounds, and learning styles as they may play a significant role in developing a

more "balanced" training product.

Media/ Technology Analysis

This training could be better facilitated using the Learning Management System (LMS) if

access is available. Video clips for AIP scenarios will also be provided if available and

consent is granted. Since these resources are not always readily available, PowerPoint

presentation and learning aid facilitation will be used. The most important addition to

these are the role-play exercises.

NOTE: Strict attention should be given to the scheduling, course outcomes and

objectives, learning theory, assessment, and media specifications for the training on

the Army Interview Process (AIP). With this in mind, remember that normal

execution is usually non-linear.

The following is a schedule and breakdown of the elements that should be used for

teaching the Army Interview Process followed by guidance objectives for the course.

Schedule (Approximately 10 Hrs, 5 Minutes)

I. Learning Step / Activity 1. Prepare for the Interview (Enabling Objective)

a. Method of Instruction: Conference / Discussion / PPT Slidesb. Instructor to Student Ratio: 1:15c. Time of Instruction: Approximately 60 minutes


This training will cover each enabling sub-task under this topic as outlined during the Analysis phase, followed by learning checkpoint summary given by a random student. Student will demonstrate proficiency on this task by completing task-related written quiz.

d. Time for Task Related Written Quiz: Approximately 30 minutes Enabling Sub-Tasks:

Preparation

Develop a blueprint

Creating a good appearance

Choosing a good location

Selecting a suitable time

Inviting influencers

Maintaining organization

Planning a counseling strategy

Establishing the right atmosphere

II. Learning Step / Activity 2. Conduct the Interview (Enabling Objective)


This training will cover each enabling sub-task under this topic as outlined during the Analysis phase, followed by learning checkpoint summary given by a random student. Student will demonstrate proficiency on this task by completing task-related role play exercise.

d. Time for Task Related Role Play Exercise: Approximately 30 minutes Enabling Sub-Tasks:

Demonstrate a non-linear counseling approach

Apply a logical Sequence

Demonstrate Fundamentals of Counseling


III. Learning Step / Activity 3. Establish Trust and Credibility (Enabling Objective)


This training will cover each enabling sub-task under this topic as outlined during the Analysis phase, followed by learning checkpoint summary given by a random student. Student will demonstrate proficiency on this task by completing task-related role-play exercise.

d. Time for Task Related Role Play Exercised: Approximately 15 minutes Enabling Sub-Tasks:

Opening And Introduction

Stating The Reason For The Interview

Tell A Personal Army Story

Tell "The Army Story"

IV. Learning Step / Activity 4. Determining Eligibility For Enlistment (Enabling Objective)



d. Time for Task-Related Written Quiz: Approximately 30 minutes Enabling Sub-Tasks:

Utilize the APPLEMDT acronym to determine:

Age

Prior Service

Physical Limitations and Appearances

Law History and Qualification


Education

Medical Conditions and History

Dependents

Testing (prior testing to give screening test)

V. Learning Step / Activity 5. Identify and Establish Goals (Enabling Objective)

a. Method of Instruction: Conference / Discussion/ PPT Slidesb. Instructor to Student Ratio: 1:15c. Time of Instruction: Approximately 60 minutes

This training will cover each enabling sub-task under this topic as outlined during the Analysis phase, followed by learning checkpoint summary given by a random student. Student will demonstrate proficiency on this task by completing a task-related role-play exercise.


Determine Active Listening Skills

Present Facts About The Army

Use Skilled questioning techniques executing the following:

Solicit the prospect’s plan for the future

Identify the prospect’s short and long term goals

Eliminate Assumptions

VI. Learning Step / Activity 6. Generate And Compare Alternatives (Enabling Objective)

a. Method of Instruction: Conference / Discussionb. Instructor to Student Ratio: 1:15c. Time of Instruction: Approximately 60 minutes


d. Time for Task Related Role Play Exercise: Approximately 30 minutes


Enabling Sub-Tasks:

Present The Following Alternatives As A Life Plan Along Side A Career Plan

Non-Military Plan

Regular Army Plan

Army Reserve Plan

VII. Learning Step / Activity 7. Provoke The Decision-Making Process (Enabling Objective)

a. Method of Instruction: Conference / Discussionb. Instructor to Student Ratio: 1:15c. Time of Instruction: Approximately 60 minutes



Utilize The Decision-Making Process To:

Suggest Alternatives

Give Recommendations

Persuade

Advise

Engender A Commitment To Enlist

Demonstrate Ability To Work Through Obstacles Using Problem Solving

Steps

VIII. Learning Step / Activity 8. Prepare for the Interview (Enabling Objective)




d. Time for Task-Related Written Quiz: Approximately 30 minutes Enabling Sub-Tasks:

Outline Course Of Action For Enlistment

Documentation And Follow-up

IX. Evaluation Step / Activity 9. Evaluate The Army Interview Process (AIP) (Terminal Objective)

a. Method of Instruction: Conference / Discussion / PPT Slidesb. Instructor to Student Ratio: 1:15c. Time for Evaluation: Approximately 60 minutes


d. Time for Task Related Written Test/Final Role Play Evaluation:

Approximately 30 minutes Note: Final Role Play Exercise is a culmination of what is learned

throughout the entire class. Evaluation Supporting Tasks:

Students demonstrate proficiency in all tasks

Students demonstrate conceptualization of the entire process

Students successfully complete tasks to receive a "GO" rating to pass

Course Outcomes and Objectives

The purpose of this training is to addresses the fundamentals of the recruitment of

individuals into the United States Army utilizing the Army Interview Process (AIP). This

is one of the most difficult tasks for a new recruiter, a very important recruiting element

for them to master, and detrimental to their success for the next 36 months of their Army


careers. Throughout facilitation, instructors must be able to identify training indicators

for assisting those new recruiters who may, or may not have, limited or no experience in

using interpersonal communication skills to engender a commitment to enlist in the

Army. Instructors must ensure that students master Verbal, Non-verbal, and Symbolic

communication skills in order to complete a successful recruiting tour of duty. Instructors

must methodically introduce each step of the training outline to ensure that students

conceptualize the methods and approaches to the Army Interview Process (AIP). By the

end of this training, students should be able to demonstrate sufficient knowledge and

conceptualization of the AIP by participating in a scenario driven and written exercises

covering all eight Enabling Objectives: Preparing for the Interview, Conducting The

Interview, Establishing Trust And Credibility, Determining Eligibility For Enlistment,

Identifying and Establishing Goals, Generating and Comparing Alternatives, Provoking

the Decision-Making Process, and Executing The Decision. Each student will be given a

scenario that they must be prepared to act out. Evaluate them based on how they perform

the requisite steps in the AIP. This will aid in determining if students are prepared to go

out and recruit, and help to determine possible adjustments to make the training better in

the future. Each student will be given a set of tasks that they must perform in order to

screen and qualify a potential applicant for enlistment.

Note: Use task-related, hands-on, and written quizzes provided.

Students will be graded by receiving a “GO” for completing 80 percent of the tasks or a

“NO-GO” for 79 percent and below. All “NO-GOs” will be re-trained and re-tested

when required proficiency is met.


Learning Theory

Since most new recruiters are from a Combat Arms or Combat Support Military

Occupational Specialty (MOS) that does not require interpersonal communication skills,

or a need to learn how to communicate with a potential recruit who has no military

background, employing verbal, non-verbal, and symbolic communication techniques are

vital to a recruiter's success. Simulations of real-world scenarios by the use of "live-

fire", hands on training have proven to be the most appropriate training methods for

Soldiers to use; and support consistent training development through a more realistic

evaluation process. The intended outcome is for Soldiers to "successfully" transfer this

training, and their newly acquired skills, to the operational recruiting environment.

Lesson Structure

The lesson tasks are structured in a manner consistent with the development of a

recruiter's understanding and conceptualization of the Army Interview Process (AIP).

Although the AIP should be considered a non-linear process, developing training that

maintains a step-by-step understanding greatly benefits the newly assigned recruiter. The

enabling steps introduced in the training outline explain the importance of having some

"uniformity" in executing the AIP:

1. The Preparation Step explains what is required to plan a professional interview using

available data and constructing an effective counseling strategy. It aids the recruiter in

determining the appropriate location, time, and setting for an appointment- with the right

atmosphere. An important focus in this step is for the recruiter to utilize blueprint


information: information collected the recruiter's research and casual contact with a

prospective applicant; and maintain organization while presenting a professional and

desirable appearance.

2. Conducting the Interview is the next step where the recruiter's counseling approach,

grasp of interviewing fundamentals, and ability to apply logical sequence to the AIP is

employed and tested.

3. Establishing trust and credibility describes the first important steps to the interview

process. Applying an effective opening and clearly stating the reason for the interview is

next. Besides telling the Army Story and its history, it is very important to ensure that

the student tells their personal Army Story of how and why they joined. This further

enhances their trust and credibility with the prospect.

4. Determining Eligibility for Enlistment is a very important step in the AIP. By

utilizing the APPLEMDT acronym, recruiters can commit to memory, a uniformed

manner in which they can accurately ask qualifying questions to potential applicants that

allow for minimum mistakes during the screening process; and bring greater efficiency to

the interview process.

5. In the fifth step, recruiters aid in identifying and establishing goals for potential

applicants. They present facts about the Army and Army programs while actively

listening to their needs, using skilled questioning techniques to solicit the prospect's plan

for the future, and aiding them in identifying their short and long-term goals.

6. The recruiter then assists in generating and comparing the prospect's alternatives to

their own plan, a plan for serving in the Regular Army full-time, or a plan for serving in

the Army Reserve part-time.


7. After generating and comparing alternatives, recruiters utilize counseling techniques

to provoke the decision making process. At this point, the recruiter must rely on their

effectiveness in conducting the AIP and finally, ask for a commitment to join the Army.

This is considered the hardest step in the process to some recruiters. If the prospect

declines the offer, recruiters must find the root cause using the Problem Solving Steps

and persuade them to reconsider and change their decision to enlist.

8. The final step is executing the decision. This is where the recruiter outlines courses of

action for a new applicant after they make the decision to join the Army. This is a very

important step. If not executed well, a new applicant can become disinterested and

develop what is commonly known as "buyer's remorse" and change their decision.

All of these steps should be evaluated using both role-play and task-related written

quizzes utilizing the counseling strategy in Field Manual 6-22, B-10.

Assessment

Students will be assessed on how well they implement all steps in the Army Interview

Process to include properly determining enlistment eligibility. Since most new recruiters

are challenged in this area, a checkpoint for learning at each step should be included.

Instructors have the option of adding these checkpoints to the currently prescribed

evaluation exercises and quizzes. These checkpoints should consist of questions

pertaining to each important point of information given for each step of the process. A

problem-situation items also provide realistic problems and asks the student to find a

solution. When using the problem-situation item, require the student to think reflectively.

Examples provided below:


Check on Learning Question #1

Q: What must you base your counseling strategy upon in order to maintain your trust and

credibility with the prospect?

A: Facts


Q: Why would you want to clarify any assumptions that a person may have about the

Army?

A: Primarily, to provide clarity from a credible source to assist in engendering a

commitment from a prospect to join the Army.


Q: At a minimum, how many alternatives should the recruiter present to the prospect?

A: Three: Army, Army Reserve and a non-military alternative.

Note: Ensure that the students understand why they are presenting a non-military

alternative. Emphasize the tactic of developing a Network-Centric recruiting

environment—in the event that a prospect decides not to join the Army. Expand on

credibility—the recruiter is there to assist the prospect.


Q: What are the seven steps to Problem Solving?

A: Identify the problem; Identify facts and assumptions; Generate alternatives;

Analyze the alternatives; Compare the alternatives; Make and execute your

decision; Assess the results.


Q: Why do you want to outline the Course of Action in writing for the prospect?

A: To solidify their commitment.

Q: Do you outline a Course of Action if the prospect decides not to join the Army?


A: Yes, because it will perpetuate your standing in the community and has the

potential to result in another person becoming a part of your network-centric

recruiting environment.

Problem-Situation Item Example

You have just entered your new recruiting station. Your station commander (SC)

approaches you and directs that you begin prospecting, stating, “I need you to find me a

senior this month. Here is your market and the tools you need during your prospecting

efforts.” Now what? What methods do you use? How do you determine a “prospect?”

What do you do when you find one? What is “Telling The Army Story?” What do you

do when you find someone interested in hearing about Army programs?” These are just

some of the issues you will face at your new recruiting station. (Refer to: Training and

Doctrine Command Pamphlet 350-70-7, p.35 for the use of Problem-Situation Items)

Media Specifications

Although video media is desirable, hands-on live-fire exercises will be used in

conjunction with PowerPoint presentation and open discussion to provide realistic

training (Refer to: Training and Doctrine Command Pamphlet 350-70-7), Any Learning

Management System platform can be used to facilitate evaluation products.

Delivery Method (Implementation)

The instructional method for this training will be by utilizing a PowerPoint presentation

and role-play exercises in a classroom environment. Students will participate in lecture

series that describe each step of the Army Interview process and each interpersonal

communication form. At the end of this training, students will demonstrate sufficient

knowledge and conceptualization of the AIP by participating in a scenario driven exercise


covering all of the required steps. Students will be graded by receiving a “GO” for

completing 80 percent of the tasks or a “NO-GO” for 79 percent and below. All “NO-

GOs” will be re-trained and re-tested when required proficiency is met.

Evaluation

Implement evaluations tailoring questions in an open-ended manner to capture student

reactions and solicit feedback. For example: Instead of asking “Were the objectives

made clear to you?” Ask probing questions such as: “What do you think you would do to

make the objectives clear?” Instead of asking “Was the room comfortable?” Ask:

“What did you think about the room?” This type of questioning technique is excellent for

gaining more truthful, honest feedback that you would normally not get because students

are forced to “think” about the questions. Keep in mind the benefit of giving the

questions immediately at the end of training. The goal for these evaluations is to discover

learners’ reactions to the process.

The After Action Review (AAR) is a process that allows participants to give their input

on what went right and/or what went wrong during training; and what could or should be

changed to improve a training product in order to meet training objectives. For this

training, this is how we will evaluate and measure results. Evaluation tasks are

developed to match objectives. Using feedback from participants in an AAR–type

process, develop tasks that match training objectives and make adjustments that will

ultimately meet the training's intent. For scenario-driven exercises, focus on the student's

behavior and how the behavior correlates to each given scenario.


Note: Scenarios given to male students that use females as a prospective applicants

might deliver a much different result than with using females for the same purpose.

Evaluate training using "live-fire" exercises (real-life scenarios). These exercises should

require them to perform the skills learned from the training in a real-world setting, and

can be performed in a public place such as a park, restaurant, store etc. Using only what

they have recently learned, and utilizing recently acquired interpersonal communication

skills, students should be able to demonstrate proficiency by first, securing an

appointment with a prospect; and finally, by successfully conducting the Army Interview

Process. Finally, take results gained from the evaluation and the AAR and use them to

immediately to adjust, re-develop, and provide re-training and re-evaluations for students.

Retrain as necessary.

References

United States (2005) Army Planning and Orders Production: Field Manual 5-0, Figure 2-1. Seven Step Problem-Solving Model, Washington DC: Headquarters, Dept of the Army.

United States (2006) Army Leadership (Competent, Confident, Agile): Field Manual 6-22, Washington DC: Headquarters, Dept of the Army.


United States (2013) Army Learning. Army Educational Processes: Training and Doctrine Command Pamphlet 350-70-7, Fort Eustis, Virginia: Headquarters, Dept of the Army.

Training Resource Aids used:

Army Interview Evaluation Sheet - provided with manual

Army Interview Phone Scripts - provided with manual

Army Interview Practical Exercise/Examination Sheet - provided with manual

Frequently Asked Questions - provided with manual

The Army Interview Process (AIP) PowerPoint Presentation - provided with manual

Other resources used for training development:

Cheng, Y.-C., & Yeh, H.-T. (2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. [Article]. British Journal of Educational Technology, 40(4), 597-605. doi: 10.1111/j.1467-8535.2008.00857.x

Ertmer, P. A., & Quinn, J. (2007). The ID casebook: case studies in instructional design (4th ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.

Hodell, C. (2011). ISD from the ground up: A no-nonsense approach to instructional design (3rd Ed.). Alexandria, Virginia: ASTD Press.

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