Research Note 83-17Research Note 83-17 oo A NEEDS ASSESSMENT FOR THE ARMY EDUCATION INFORMATION...

Research Note 83-17

o o

A NEEDS ASSESSMENT FOR THE ARMY EDUCATION INFORMATION SYSTEM

JoAnn Harris-Bowlsbey and Carol M. Rabush Discover Foundation, Inc.

BASIC SKILLS INSTRUCTIONAL SYSTEMS TECHNICAL AREA

APEU 3 1383

U. S. Army

Research Institute for the Behavioral and Social Sciences

December 1979

Approved for public raltMt: distribution unlimited.

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THIS DOCUMENT IS BEST QUALITY AVAILABLE. THE COPY

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UNCLASSIFIED SECURITY CLASSIFICATION OF THIS PAGE (Whm Oat« Bntared)

REPORT DOCUMENTATION PAGE 1. REPORT NUMBER

Research Note 83-17 Jtl.

2. GOVT ACCESSIOH^NO

Z)-fÛ s2>/ 4. TITLE (mid SubttU»}


7. AUTHORf»J

JoAnn Harris-Bowlsbey and Carol M. Rabush

9. PERFORMING ORGANIZATION NAME AND ADDRESS

Discover Foundation, Inc. Western Maryland College Westminster, Md. 21157

11. CONTROLLING OFFICE NAME AND ADDRESS

Army Education Directorate The Adjutant General Center Hoffman I, 2461 Eisenhower Ave., Alex., Va. 22331 14. MONITORING AGENCY NAME ft ADDRESSflf different from Controftln« Office;

U.S. Army Research Institute for the Behavioral & Social Sciences, 5001 Eisenhower Ave., Alexandria Va., 22333

READ INSTRUCTIONS BEFORE COMPLETING FORM

3. RECIPIENT'S CATALOG NUMBER

5. TYPE OF REPORT ft PERIOD COVERED

6. PERFORMING ORG. REPORT NUMBER

8. CONTRACT OR GRANT NUMBERf»)

MDA 903-79-C-0279

10. PROGRAM ELEMENT, PROJECT, TASK AREA A WORK UNIT NUMBERS

2Q162722A777

12. REPORT DATE

December 1979 13. NUMBER OF PAGES

15. SECURITY CLASS, (of thla report;

UNCLASSIFIED

IS«. DECLASSIFICATION/DOWNGRADING SCHEDULE

IS. DISTRIBUTION STATEMENT (of thle Report;

Approved for public release; distribution unlimir.ed.

17. DISTRIBUTION STATEMENT (ol the abetraef entered In BJock 20, If different from Report;

IS. SUPPLEMENTARY NOTES

This project was monitored technically by Ms. Bertha H. Cory and Dr. Roberta W. Day.

19, KEY WORDS fContlnue on reverae eld« If naeeec«>y and Identify by block number;

Career counseling Computer-based information system Army Continuing Education System

^V ABSniACT COmtamm mm remraa e«* H iwaaaty and Identify by block nuaibar;

he purpose of this effort was to identify the specific kinds and quantity of information provided to enlisted personnel by Army Education Center counselors and to determine the feasibility of providing this information by computer. The attitudes of Education Services Officers (ESOs) and counselors concerning the addition of a computer-based information system to their job was also recorded. Based on the results of questionnaires administered to personnel at Army Education Centers worldwide it was determined that much of the transmission of information about the- (cont.)

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SECUR.TY CLASSÎCAT.ON OF THIS PAGEfTO«. D.t. Ent,r*l)

20. (continued)

' terminals. It should ^ ""^f ^Zatlot, Counselors. Counselors and

7stM7£ ZJrZTT^^^''^ °f a -pnter-.ase. systeB for Education Centers.

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ii Unclassified SECURITY CLASSIFICATION OF TH.S PAGEflTh.n D... En,.r,d)

Research Note 83-17


JoAnn Harris-Bowlsbey and Carol M. Rabush Discover Foundation, Inc.

Submitted by: Harold F. O'Neil, Chief

BASIC SKILLS INSTRUCTIONAL SYSTEMS TECHNICAL AREA

Approved by: E. Ralph Dusek, Director TRAINING RESEARCH LABORATORY

U.S. ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SOCIAL SCIENCES 5001 Eisenhower Avenue, Alexandria, Virginia 22333

Office, Deputy Chief of Staff for Personnel Department of the Army

December 1979

Army Project Number Training Technology 2Q162722A777

Approiwd for public relMM; (attribution unlimited.

iii

FOREWORD

The Basic Skills Instructional Systems Technical Area conducts research in support of the development, delivery, and evaluation of the Basic Skills Education program (BSEP). This program is designed to upgrade soldiers' reading, computation, learning strategies and life-coping skills as required by their jobs. The Technology-Based Learning Aids Team is performing research to guide the development of the second generation BSEP in the 1985 - 1990 time frame.

The Adjutant General's Office (TAGO) administers the Army Continuing Education System (ACES) which supports the skill development needs of the Army and enhances the educational development of its soldiers. Soldiers are advised of ACES programs applicable to their career development by counselors at the local Army Education Centers. TAGO asked the US Army Research Institute for the Behavioral and Social Sciences (ARI) to examine a problem which has been developing at the Education Centers: an increasing number of soldiers are requesting information from a decreasing staff of counselors; at the same time,the quantity of educational and vocational information needed to be disseminated is increasing. ARI is exploring the application of computer technology to a solution to this problem.

This report provides an assessment of the career information needs at Education Centers world wide. Attitudinal data was also collected from counselors and Education Services Officers to determine their willingness to use the computer to assist them with their job. The appropriate design of a computer-based career information system has potential for improving Education Center operations by rapidly delivering a variety of information to the soldier and the counselor, thereby freeing counselors to perform one-to-one guidance.

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BRIEF

Requirenent:

To learn about the specific kinds and quantity of information provided to enlisted personnel by Education Center Counselors; to assess whether or not much of this information might be provided by a cotputer-based system; and to poll the reactions of Education Counselors and Education Services Officers about the use of a computer- based system in Education Centers.

Procedure:

TVo survey questionnaires were developed, one for ESO's and one for Education Counselors. These questionnaires were mailed to Anry Education Centers worldwide. A 72% return was achieved. The responses to the questionnaire items provided detailed information about the vrork load of Education Counselors, the informational topics most often addressed by them, the present utilization of computers by Education Centers, and the reaction of both ESO's and Counselors to the possible use of a oatputer-based system to assist with their mission. Answers were tabulated and analyzed.

Findings:

Education Counselors have a very heavy wark load. They have, on the average, 1600 soldiers assigned to them. They conduct approximately 2400 one-to-one inter- vi&is per year, thus providing an average of two interviatfs for each of 64% of their assigned load. Ihis direct one-to-one work with soldiers takes about 52% of their time, and the remainder is spread over administrative duties, orientation/outreach programs, clerical duties,liaison and conmunication, research and development, and other assorted duties. The primary mode of delivery of services is the one-to- one interview. In these interviews, specific information is bîng given to soldiers regarding approximately 20 ACES programs. The transmission of this information, though not the application of it to individuals, could be acocrplished by catrputer terminals. Further, many of the clerical and administrative tasks which both the ESC and the Counselor perform could be done by ccnputer software specifically designed to meet these needs; this software could run on the same ootputer and terminals as the system developed for soldiers. Approximately half of the Education Centers worldwide are already using the ocrputer on post for sonne batch-processed functions. Counselors and ESO's react favorably to the development of a ocnputer-based system for Education Centers. They see sane real advantages for themselves and identify very positive outocmes for soldiers.

utilization of Findings:

This survey clearly identifies the need for additional modes of delivery of information to enlisted personnel. Further it delineates the content needed in a system which would provide soldiers with extensive information about ACES programs and which would serve Counselors and ESO's in administrative and clerical functions. These findings could be used as the basis for conceptualization and development of such a system.

vii TiiMBii« ^muLiM^niMH

i


OONTENTS

INTRDEHmON

Background Objectives

NEEDS ASSESSMENT: Method

NEEDS ASSESSMENT: Findings

Darographic Information about the Education Center Environment

Kinds of Information Provided in Education Centers and its Relative Frequency and Importance

Counselor and Education Services Officer Attitudes about Possible Use of Ccmputer

INFERENCES AND CONCLUSIONS

APPENDIXES

A. Survey Instruments and Cover Letters Cover Letter Education Services Officer Questionnaire Education Counselor Questionnaire

B. Detailed Tables of Data

Page 1

1 2

3

4

13

17

19

21 21 & 33

23 35

45

I «*smm A« auMwiOT nuw ix

TABLES

Table 1. Number of Soldiers en Post, by Location

2. Mean Nurnber of Counselors on Post, by Location

3. Mean Counselor:Soldier Ratio," by Location

4. Mean Use of Counselor Time

5. Methods Used by Counselors

6. Counselor Interview Data per year

7. Coirputer Usage in Education Center Functions

8. ESO and Counselor Means and Rank Order, Frequency of Questions Asked (about ACES Programs)

9. ESO and Counselor Means and Rank Order, Level of Inportance of Information

10. EPO and Counselor Means and Rank Order, Frequency of Questions Asked (about career planning topics)

11. ESO and Counselor Means and Rank Order, Level of Importance of Information

12. Counselor and ESO Means and Rank Order, Usefulness of Computerization of Specific Types of Information

13. ESO and Counselor-Ejected Effects of Catpiterized System, in Rank Order

14. ESO and Counselor Overall Reaction to Ocmputerized System

Page

4

4

5

5

6

6

9

10

12

12

14

15

16

dfaurid

INTRDDUCTION

BACRGRCWND

A basic objective of the U.S. Ant^ is to produce a oanbat-ready force through the developnent of personal skills and military proficiency. The Arm/ Continuing Education System (ACES) plays an inportant role in this developmental process by assisting service manbers to reach ideitif ied educational and vocational goals which will result in greater effectiveness in both their personal lives and their military experience. The objectives of the ACES program are threefold: a) it aids Anry readiness by providing service members with opportunities for individual growth, pro- fessionalism, and skill proficiency; b) it provides educational opportunities at least equal to those available to the civilian population; and c) it gives soldiers the opportunity to continue their education while on active duty and to develop career goals that include military service and post-service education and training.

Within the ACES program, the primary means of delivering information about educational and vocational opportunities rests with the Education Counselors assigned to the Education Center on each military post. Recently, however, tw developments have harrpered the activities of the Education Center: the proliferation of the quantity and ccrplexity of educational and vocational options, with a resultant ex- plosion of resource information; and restriction in the number of Education Counselors available.

An iitportant elenent of career development theory is that of decision making. Effective decision-making strategy implies that one identifies goals, generates all possible options, ocrpares each with a basic value system, predicts all possible outcones, and then selects the option which has the greatest likelihood of achieving the desired goals while producing the fewest negative consequences. As our society has advanced technologically, the number of options which must be considered has increased dramatically. New occupations are appearing; old ones vanishing. Qn- ployment trends, never static, are beconing even more difficult to predict; career patterns are changing radically in a short span of time. More diverse educational alternatives are emerging. This increase in options has resulted in a necessary expansion of the informational resources available to counselors. Further, the information is produced in varying levels of specificity and delivered via different media; hence counselors are spending an increasing amount of their time gathering routine information fron a wide variety of sources and dispensing it over and over again. Ironically, just at a time when the career counseling need is so great and the informational resources are burgeoning, the human element so vital to the counseling process is beocming less available to those individuals who are seeking assistance. The total number of counselors functioning within the ACES program has suffered a 16% reduction, exascerbating an already insufficient counselor:soldier ratio; and Education Centers, increasingly more understaffed, are experiencing diffi- culty in adequately serving their constituency.

Hence it has becone evident that other means of supplying standardized, up-to- date, easily accessible educational and vocational information are needed. One such means is the ccrputer-based infomation system. Over the past decade a growing number of guidance professionals have beoone increasingly ocnnitted to the use of the conputer to assist with the delivery of educational, vocational, and self-information.

The unique capabilities of the cottputer to store, search, retrieve, and update large masses of information; to relate educational and vocational data to information about the user; to simulate an interactive dialogue; and to serve many users simultaneously with tailor-made information have validated the worth of this technological aid to the counseling process.

The oarputer-based information system, then^ has functioned in concert with, not instead of, the activities performed by the counselor. As the octputer has carried out information retrieving and dispensing functions and clerical duties, counselors have gained more time to engage in the professional duties for which they were trained and for which they are needed — one-to-one interviewing, group guidance, and consultation. In the military environment, such a system can enable Education Center clients to obtain general, as well as specific, information and to explore various educational and vocational options at their cwn pace before conferring with a counselor about their career plans.

OBJECTIVES

With this as a focus, the DISCOVER Foundation, at the request of the Anry Research Institute (ARI), undertook to develop a prototypal computer-based interactive system which would provide information on military and civilian education programs that relate to the Array enlisted career progression system.

To achieve this goal, the project was planned for two phases of activity. The first phase, eight months in duration, included the follcwing objectives:

1. Conduct a needs assessment survey to determine what kinds of information are needed in such a system

2. Design the Army Education Information System (AEEIS) in terms of its overall structure, content and interface with the Education Counselor's special skills and expertise

3. Develop a prototypal dialogue module on th_ TUBS (Army Continuing Education System) for field tryout and evaluation.

The second phase, lasting nine months, will include the field test and cost-benefit analysis of the AREIS and the design of a preliminary plan for the utilization of the overall product.

The time line which follows demonstrates graphically the conduct of the major activities of Phase One.

1979

April

--C

May June July August

Objective 1

Sept

\ Öbnective 2 L

Oct Nov

1 Obiectivß 3 i

Ihis report focuses on the first objective of Phase One: the development, iitplanentation, and analysis and findings of the needs assessment survey.

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NEEDS ASSESSMENT: Method

Initially, the project staff researched various Department of Anny regulations and other pertinent documents to further their kncwledge of the administration, management, and conduct of the ACES programs and of the overall structure of the Army. They then held meetings with the ART oontract monitors and Ann/ Education Directorate of the Adjutant General's Center (TPLCW) personnel to gain an understanding of the scope and sequence of the total project.

Thereafter, visits were made to Education Centers at various posts in the United States Array Training and Doctrine Conrand (TRADOC), Uhited States Anny Forces Oomnand (PORSOCM), and united States Anny Material Development and Readiness Ccmand (DftRCOM) to assess the similarities and differences in programs as affected by the mission and the environment of the host installation. Detailed information regarding the functions of the Education Center, the counselors, the testing center, the learning resource center, on- and off-post postsecondary institutions, the language laboratory, and the MDS library was obtained.

As a result of information gained during early visits, the staff and the contract nonitors decided to develop assessment instruments for tvro target populations: the Education Services Officer (ESO) and the Education Counselor. Many of the items in both instruments were identical; other items were unique to one population or the other. (See Appendix A for a copy of each questionnaire and letter). Counselors were asked to respond for themselves, ESO's were asked to respond for themselves, and their staff.

A development plan evolved which called for drafting topics for the questionnaires at the first on-site visit, testing than at each subsequent post,and refining the items after studying the test subjects' reactions. Throughout the development process, the ARI scientists provided review and critique of the instruments. Three limited field trials of the draft questionnaires took place at Fort Meade, Aberdeen Proving Ground, and Fort Bragg. The needs assessment instruments underwent four major revisions prior to the acceptance of the final form.

The ESO and Counselor survey instruments were packaged by post and sent to the headquarters of each major ccmand with a letter requesting appropriate dissemination. Using information provided by TAGCEN, project staff mailed a total of 182 ESO questi- nnaires and 494 Counselor questionnaires.

As of September 19, 1979, or five weeks after mailing date, the total mmber of ESO questionnaires returned was 131, for a 72% return rate; 313 Counselors, or 64%, returned their questionnaires. The response rate by post within major ccrtmands is as follcws (nunrbers in parentheses refer to total number of posts within the command):

8th Army (Korea) US Amy Health Serv. Ccnmand US Army Comunication Oommand US Army Japan/IX Corps US Military Academy US Anny Europe & 7th Army

As the survey instruments were returned, they were reviewed, coded, and prepared for statistical analysis. Posts were grouped by location for this analysis. The following categories were delineated:

OONUS TRADOC IJRSOOM Other (CAROOM; US Military District; MMT; INSCOM; WESCOM; US Health Services Cormand; US Army Ocnmunication Cormand; US Army Military Academy)

TRADOC (18) 100% FORSCOM (20) 69% DARCOM (10) 40% US Military Dist. (4) 50% MIMC (1) 100% INSOOM (2) 100% WESCOM (1) 100%

(19) 67% (4) 75% (2) 50% (5) 25% (1) 100% (138) 40%

US Army Europe and 7th Army Far East (US Army Japan/IX Corps;

8th Army - Korea)

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NEIDS ASSESSMENT: Findings

Data collected fron the vrorldwide survey of ftnry Education Centers are reported in three categories: 1) demographic information about the Education Center environment, 2) kinds of information provided for soldiers in Education Centers, its relative frequency and iirportanoe, and 3) Counselor and Education Services Officer attitudes about possible use of a oonputer to assist Education Center functions. In each of these areas, summary data can bfe found in the body of the report, and more detailed tables, where indicated, are included in Appendix B. All data were analyzed by location as defined in the previous section.

DEMDGRAPHIC INPOPMATICN ABOUT THE EDCCATICN CEMER ENVIRONMENT

Number of soldiers and counselors on posts. Education Services Officers were asked to report the permanent party population on post. On the 144 posts which responded, the permanent party population ranged fron 50 to 48,000. By location, tliis range is as follows:

Table 1

NUMBER CF SOIDIERS ON POST, BY LOCATION

USAEUR FAR EAST TRADOC OONUS

PORSOTM Other TUTAL

Minimum

Maximum

300

25,000

400

48,000

200

18,000 35

50

612

200

8500

50

48,000

Education Services Officers were also asked to report the nurnber of Education Counselors on their staffs, including taiporary vacancies. Ihe means (by location) reported in Table 2 vary fron 2.2 Counselors per post in the Far East to 11.5 in P0RSC0M posts in the continental United States.

Table 2

MEAN NUMBER OF OOUNSELORS ON POST, BY LOCATION

ÜSAEUR TRADOC OONUS PORSfTTM Other' FAR EAST

5.5 11.5 3.3 4.0 2.2

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r Oounselor;Soldier ratio. Data supplied by both Counselors and Education Services

Officers support the general statement that Counselors serve between 1000 and 2000 , soldiers each, the average being around 1600. I • The official oounselor:soldier ratio for each pest was provided by ESO's;

Counselors provided their am assigned loads. Mean responses are shewn in Table 3.

Table 3

MEAN 00ÜNSEDDR:90IDIER RATIO, BY lOCATION

OONUS TRADOC PORSOQM Other' USAEUR FAR EAST TOTAL

ESO-reported 1835 1564 992 1359 1216 1453

Counselor-reported 1567 1952 1209 1458 2019 1684

Use of Counselor time. On the average, one-to-one counseling constitutes 35% of counselor time; an additional 17% is devoted to information-giving. Other activities, in descending order, are as follows: administrative duties, orientation/ outreach programs, clerical work, liaison and ocmnunication with other professionals, and research and development activities. This breakdown of use of time is very consistent across carmands (See Appendix B, Page 50); therefore, only aggregate data are reported in Table 4.

Table 4

MEAN USE OF OOUNSEDOR TIME (See Appendix B, Page 50)

Rein Activity Percentage of Time

One-to-one counseling 35#1 One-to-one information giving 17.4 Administrative duties ||#o Orientation/outreach programs g^g Clerical duties g^g Liaison/catrwnication with professionals $£ Research and developnent 5,0 Other 7^2

Methods used by Counselors. Methods used by Education Centers to reach military personnel with information about ACES are as follows, in declining order of frequency: 1) one-to-one counseling, 2) one-to-one information-giving, 3) printed

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■F'ISSE-

itaterials, and 4) group information-giving. Media (films, videotapes, etc.) are seldom used; canputers, almost never.

ESO's arvä Counselors were asked to respond to each of the above methods, in terms of use, by the following number code:

1 = never 2 = seldan 3 = occasionally 4 = frequently 5 = always

Table 5 shows mean responses by method. The rank order of the methods is identical in the ESO and Counselor surveys.

Table 5

METHODS USED BY OOUNSEIDRS (See Appendix B, Pages 42, 43, 49, 50)

One-to-one counseling One-to-one information giving Printed materials Group information giving Media (films, videotapes) Cctrputer terminal

fcaeaa RanK Ordex of Means ESO Counselor ESO Counselor

4.5 4.2 1 1 4.3 4.1 2 2 4.1 3.8 3 3 3.7 3=2 4 4 2.5 2.2 5 5 1.2 1.2 6 6

Counselor interview data. Education Counselors see approximately 64% of their assigned counseling load in one-to-one interviews each year, holding an average of approximately two interviews per year with each. These interviews average less than half an hour in length (See Appendix B, Page 48).

Table 6

COUNSELOR INTERVIEW DATA PER YEAR (See Appendix B, Page 47)

Mean number of interviews Mean number interviwed Mean Percentage of load interviewed

Counselor-reported ESO-reported ,

htean number of interviews per soldier^

Total

2421 1072

63.7 65.2 2.2

Percentage of' load interviewed (counselor-reported) is derived by dividing the number interviewed by counselor-reported load (Table 3). bMean per soldier is derived by dividing number of interviews by nurrber interviewed.

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A

Oorrpjter usage in education center functions. Half of the ESO's report that the post ooitputer is used in sane way to support their programs; however, more than 75% cite the lack of files (such as military personnel records, course offerings, or student enrollments) in conputer-usable form (such as punched cards or tapes).

Ways in which corputers do support Center programs, include monthly education level print-outs, personnel qualification print-outs, apprenticeship enrollments, and other participation data.

Table 7

COMPUTER USAGE IN EDUCATION CENTER FUNCTIONS (See Appendix B, Page 46)

Computer Support Cotputer-Ready Files

1 = No 47.11 2 = Yes 48.2% No response 4 „7% Mean 1.5

78.8% 18.8%

2.4% 1.2

KINDS OF INFORMATiaN PROVIDED IN EDUCATION CENTERS AND ITS RELATIVE FREnUENCY AND IMPOKEANCE

Information about ACES programs. Given twenty ACES programs, ESO's and Counselors were asked to consider each with regard to hew often they are asked questions about them:

1 = never 2 = seldom 3 = occasionally 4 = frequently

•ftie same topics were then reconsidered on the basis of their general level of importance:

1 = no importance 2 = slight importance 3 = moderate inportance 4 = considerable importance 5 = extreme importance

Data about these questions is summarized in Tables 8 & 9 with extensive detail in Appendix B, Pages 51 to 70. Inportant findings are as follows:

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Frequency of Topics

1. Both Counselors and ESO's ranked tuition-assistance programs, college course offerings on or near post, and information about tests (DANTES, SAT, CLEP) as the topics about which they are most frequently asked.

2. Next in frequency, in declining order, were the follcwing: orientation to services in the Education Center, associate degree programs, college degree programs, ACE credit for military experience, and BSEP.

3. The responses of Counselors and ESO's were positively correlated (Pearson produ -nanent correlation coefficient = .40). Differences are noted in those âas where the functions of ESO's and Counselors are different, e.g., preparation for SQT's, language programs, and MOS improvement.

4. ESO's placed higher values (i.e., greater frequency) on all topics (with the exception of high school completion programs) than did their counselor counterparts.

Importance of Topics

1. Counselors and ESO's once again agreed on three most important topics: orientation to services of the Education Center, tuition-assistance programs, and college course offerings on or near post. (Counselors placed high school completion programs in second place, with tuition- assistance and college courses tied for third).

2. Next in importance, in declining order, were the follcwing: information ahout tests, BSEP, associate degree programs, and college degree programs.

3. Counselors and ESO's shewed extremely high correlation in their responses in this area (Pearson product-rrcment correlation coefficient = .96).

4. As before, ESO's placed high values (i.e., greater inportance) on all topics with the same exception: high school competion programs.

Correlation

Tnere is positive correlation between frequency and importance of topics (Pearson product-mement correlation coefficient = .76).

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Table 8

ESO ÄND OOüNSEDüR MEANS AND PflNK ORDER FRECÜENCY OF QUESTIONS ASKED (See Appendix B, Pages 51-60)

Topic Mean

ESO Counselor Rank Order of Means ESO Counselor

Orientation to services of the Education Center

Tuition-assistance programs College course offerings on/near post SOC program Information about tests DANTES courses Apprenticeships Preparation for SQT's ACE credit for military programs BSEP High school ccrcpletion programs Associate degree programs (A.A.) College degree programs (B.A., M.A., Ph.D) Language programs VEAP Army service school correspondence courses Descriptions of civilian occupations Vocational-technical courses MDS inprovement *Other

3.9 3.6 3.9 3.8 3.9 3.9 2.8 2.5 3.9 3.7 3.0 2.7 3.0 2.7 3.1 2.4 3.7 3.6 3.5 3.5 3.5 3.6 3.8 3.7

3.8 3.6 3.4 3.0 3.0 3.0

3.6 3.1 3.0 2.8 3.5 3.5 3.3 2.9 3.5 3.4

1 4 1 2 1 1

10 12 1 3 9 11 9 11 8 13 3 4 5 5 5 4 2 3

2 4 6 9 9 8

4 7 9 10 5 5 7 9 5 6

*Note: Other topics written in by Counselors and ESO's are VA benefits, external degree programs, education for dependents, and resume preparation.

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Table 9

ESO AND OOUNSELOR MEANS AND RANK ORDER LEVEL OF IMPORIANCE OF INFOFMATIGN

(See Appendix B, Pages 61-70)

Mean Rank Order of Means Topic ESCT Counselor ESO Counselor

Orientation to services of the Education Center 4.8 4.7 1 1

Tuition-assistance programs 4.7 4.6 2 2 College course offerings on/near post 4.7 4.6 2 2 SCC program 3.6 3.4 11 10 Information about tests 4.6 4.4 3 4 DAMilS courses 3.4 3.1 13 11 Apprenticeships 3.7 3.5 10 9 Preparation for SQT's 4.3 3.9 6 7 ACE credit for military experience 4.4 4.2 5 5 BSEP 4.5 4.5 4 3 High school oottpletion programs 4.5 4.6 4 2 Associate degree programs (A.A.) 4.5 4.4 4 4 College degree programs (B.A., M.A., Ph.D.) 4.5 4.4 4 4 Language programs 4.1 3.7 8 8 VEÄP 4.0 3.9 9 7 Army service school correspondence courses 4.1 3.9 8 7

Descriptions of civilian occupations 3.5 3.5 12 9 Vocational-technical courses 4.2 4.2 7 5 MDS improvement 4.3 4.1 6 6 ♦Other 4.2 4.1 7 6

- AAS Äsr-sr-'-"»-"""-

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A

Infonnation about career planning topics. Given a list of nine career planning topics, Counselors and ESO's were asked to indicate haw often they provide assistance in each

1 = never 2 = seldom 3 = occasionally 4 = frequently

and also to indicate the general level of iirportance

1 = no iirportance 2 = slight iirportance 3 = moderate importance 4 = considerable iitportance 5 = extreme iirportance

they attached to each topic. Sxirmary data are presented in Tables 10 and 11; oarplete data are tabulated in Appendix B, Pages 71 to 80. The data indicate the following:

Frequency of Assistance

1. Counselors and ESO's listed the following as the topics most frequently addressed, in desceiding order of frequency: developing a personal career plan in and beyond the military, assessing interests, and making a transition from military to civilian job.

2. Responses of Counselors and ESO's were positively correlated (Pearson product-mcment correlation coefficient = .85).

3. In this question, ESO and Counselor responses fell roughly within the same range of values.

Iirportance of Topics

1. Both Counselors and ESO's considered developing a personal career plan in and beyond the military and making a transition from military to civilian job within the three most iirportant topics. The additional topic differed: assessing interests, for Counselors; other, for ESO's. A sutimary of the suggested "other" topics is included with Table 11.

2. Responses of Counselors and ESO's were positively correlated (Pearson product-mcment correlation coefficient = .68).

3. Again, ESO and Counselor responses fell within the same range.

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Table 10

ESO AND OOÜNSEUOR MEANS AND RANK ORDER FREQÜENCT OF QUESTIONS ASKED


Topic Mean


Learning to mate decisions Assessing interests Developing a personal career plan in and beyond the military

Understanding and relating to EPMS Understanding and relatmg to OPMS Deciding about re-enlistment Making a transition fron military to civilian job

Learning about the promotion prodecure

♦Other

2.5 2.9 7 3.2 3.4 3

3.3 3.5 2 2.7 2.5 6 2,?. 2.2 9 2.4 2.4 8

3.0 3.3 4

2.8 2.7 5 3.6 3.2 1

5 2

1 7 9 8

6 4

*Note: Other topics mentioned more than once are personal problems and VA benefits.

Table 11

ESO AND COUNSELOR MEANS AND RANK ORDER LEVEL OF IMPORTANCE OF INFORMATION


Mean Rank Order of Means Ttopic EST Counselor ESO Counselor

3.9 4.2 6 3 4.1 4.2 4 3

4.4 4.6 2 1 4.0 3.6 5 7 3.7 3.4 8 8 3.8 3.7 7 6

4.2 4.4 3 2

4.0 3.9 5 5 4.6 4.1 1 4

Learning to make decisions Assessing interests Developing a personal career plan in and beyond the military

Understanding and relating to EPMS Understanding and relating to OPMS Deciding about re-enlistment Making a transition from military to civilian job

Learning about the pranotion procedure

*Other

*Note: Other topics which Counselors and ESO's wrote in include learning about SQT remedial courses, job opportunities, educational advancement, personal finances, and pre-retirement seminars.

-12-

.

COUNSELOR AND EDUCATION SERVICES OFFICER ATTTTODES ABOUT POSSIBIE USE OF COMPUTER

Usefulness of Oomputerization of Information new in paper form. Both ESO" s and Counselors were asked to respond toTthe relative degree or usefuEiiss of the oatputer- ization for at-the-terminal recall of nine different kinds of üiformatioti, all of which are new produced or can be created in hard copy form. Respondents were asked to use the following:

1 = not at all useful 2 = slightly useful 3 = moderately useful 4 = considerably useful 5 = extremely useful

Beth Counselors and ESO's judged that the ccitputer would be "considerably useful," for all nine. As was true for previous questions, all ESO means (ranging from 3.8 to 4.7) were higher than Counselor means (ranging from 3.7 to 4.4) on the same items. Table 12 reports aggregate means for both groups and rank order of the items; Appendix B (see pages 81-85) reports frequency and means by location.

In general, Counselors and ESO's agree (Pearson product-mement correlation coefficient of + .66) on the relative usefulness of the conputerization of these types of information. Both groups chose "updates of ACES information from a central source" as priority #1. Counselors rated "information about new programs or regulations from DA" as equally important. Both groups selected "information about courses available at other Army posts" as the lowest priority item. Worth noting is the difference in the rank order assigned by the two groups on three« items: a) master schedule of courses (rank order #3 for Counselors and #5 for ESO's); b) information about the relationship between MOS's and civilian occupations (rank order #4 for Counselors and #6 for ESO's); and c) data compilations for summary report to DA (rank order #4 for Counselors and #2 for ESO's). It is assumed by the investigators that these differences are due to the differing roles and functions of the tvio groups. In other words. Counselors deal with the master schedule of courses and the relationship between NDS's and civilian occvpations more than ESO's do; conversely, ESO's deal with sunmary reports to DA more than Counselors do. Both groups place other functions, not specified in the questionnaire, in the #2 rank order.

-13-

J

Table 12

OOUNSEDOR AND ESO MEANS AND BANK ORDER, USEFUIflESS OF OOMPOTERIZATION CF SPECIFIC TYPES OF INPOBJftTION

(See Apperdix B, Pages 81-85)

Item Mean Rank Order of Means

ESO Counselor ESO Counselor

Information from Form 669 Information about new programs or regulations f rcm DA

Updates of existing ACES infor*- mation from a central source

Master schedule of courses available Information about courses available at other Arm/ posts

Tailor-made lists (such as names of soldiers who have just com- pleted BSEP II) Information about PCES credits, SOC programs, DANTES courses

Information about relationship between MDS and civilian occupations Data ccrpilations for sutmary reports to DA

«Other

4.3 3.9 4

4.5 4.4 3

4.7 4.4 1

4.2 4.1 5

3.8 3.8 7

4.3 3.9 4

4.3 4.1 4

4.0

4.6 4.6

3.9

3.9 4.2

4

1

1

3

5

4

3

2 2

4 2

*Note:Other topics written in by seme ESO's (under "other") were job bank information, ccrmercial oorresponclence course information, the ACE guide, and budget information. Sate Counselors wrote in \5>-to-date listings on GI Bill regulations, master lists of inservice eligibles with months retaining of entitlement, lists of courses in popular associate and baccalaureate degree programs, college entrance requirements, and job placement information.

Possible effects of a cenputerized system on military personnel and Counselors. Ihirteen possible effects of a cenputerized system on military personnel and Counselors were proposed. Both ESO's and Counselors were asked to rate each effect:

1 = no likelihood 2 = slight likelihood 3 = moderate likelihood 4 = considerable likelihood 5 = extreme likelihood

There was almost total consistency (items 2 and 3 were reversed by the two groups) in rank order between the responses of ESO's and Counselors. (Bie Pearson product-

-14-

sj^M

itonent correlation bets-reen the means of the tsro groves was + .95). Table 13 presents the means for Counselors and ESO's on the items in rank order. Effects assaned by the investigators to be positive Cquestioraiaire items 11a - i) all have means over 3.0 (moderate likelihood) except soldiers who would not come to a counselor would use the computerized system. Effects assimed to be negative (questionnaire items llj - m) all have means below 3.0. Other effects vMch both ESO's and Oounselors believe have "considerable likeühood* of occurrence are described following Table 13.

Table 13

ESO AND OXJNSELOR-EXPBCTED EFFECTS OF A CGMPÜ1ERIZED SYSTEM m RANK ORDER


Item Mean


Effects Assumed to be Desirable

Soldiers would receive consistent information.

Other (see below) Counselors wauld welccroe the assistance of a oonputerized system.

Counselors would be able to do more in-depth educational counseling.

Counselors would be able to serve more clients.

Counselors would spend less time finding and giving information.

Counselors would be able to spend more time with each client.

Soldiers would use the system with great frequency. Counselors vould spend less time doing paper work.

Effects Assimed to be Undesirable

4.3 4.1

4.0

4.1 3.8

3.8

1 2

1 2

4.0 3.8 3 2

3.7 3.6 4 3

3.6 3.5 5 4

3.6 3.4 5 5

3.4 3.2 6 6

3.4 3.1 6 7

Soldiers would get "turned off by machine "oounseling." Soldiers who would not come to a counselor would use the ocnputer- ized system.

Counseling would beccroe inperscnal. Soldiers would have fewer contacts with counselors. Fewer counselors would be needed.

2.5

2.5 2.1

2.0 1.8

2.9

2.6 2.5

2.5 2.1

7 8

9 10

9 10

10 11

-15-

wM J

Effects that a few ESO's wrote in included: 1) credibility and rapport in counseling vrould be increased; 2) Counselor tine vrould be increased; 3) there would be more counseling for more people; 4) soldiers would get information they can't interpret or would not understand; and 5) the machine would cause counseling conflicts.

A few Counselors wrote in the follcwing additional effects: 1) all Counselors would receive the same information; 2) Counselors would still rely on subjective techniques; 3) Counselors would need adequate training; 4) Counselors oould complete administrative duties more effectively; 5) Counselors may need to interpret results because soldiers may make mistakes in interpretation; 6) more accurate information for decision making will be available; 7) the system may becone out-dated rapidly; 8) sane Counselors might be confused by the system, and others may not use it; and 9) more Counselors will be needed.

Overall reaction to a conputerized system in Education Centers. Both ESO's and Counselors were asked to Indicate their overall reaction to having a ocrputerized education information system on post for vise by Counselors and ESO's arri/or for direct use by military personnel. Respondents used the following scale:

1 = negative 2 = neutral 3 = positive

In general, both ESO's and Counselors were "positive" about such a system for use by Counselors and ESO's vMle they were "neutral" about such a system for direct use by military personnel. As has been true in previous sections of tids report, the ESO means were higher than Counselor means, indicating a somewhat more positive acceptance of a carputerized system. Table 14 sunmarizes the data.

Table 14

ESO AND COUNSELOR OVERALL REACTION TO A COMPUTERIZED SYSTEM, PERCENTAGES AND MEANS

(See Appendix B, Page 93)

ESO Responses Counselor Responses

Use by Counselors/ESO's

Use by Use by Use by Military Personnel Counselors/ESO's Military Personnel

1 « Negative 26.5% 6.8% 26.5% 2 = Neutral 10.0% 25.3% 15.1% 32.9% 3 = Positive 89.4% 44.7% 76.5% 34.2% No Response .6% 3.5% 2.0% 6.4% Mean 2.9 2.2 2.7 2.1

-16-

JM

INFEREIOS AND CONCLUSIONS

1. Ihe work load of the Education Counselor is a very heavy one.

Ttie data fron this survey indicate that Education Counselors on Amy posts report a counselor:client ratio of approximately 1:1600. In spite of conducting approximately 2400 interviews per year, the average Education Counselor reports that he/she sees only 64% of his or her clients in a year. The clients who are among the interviewed group receive approximately tvro interviews per year of less than one-half hour in length. This heavy cotmitinent to one-to-one interviewing constitutes only 35% of the counselor's vrork load. Approximately 17% of the remaining time is spent in information-giving, 11% in administrative duties, 10% in orientation and outreach programs, 9% in clerical duties, 6% in oatmunication with other professionals, 5% in research and development activities, and 7% in assorted othur duties.

2* 51 aäd^tdo" to a continual effort to increase significantly the number of Education Counselors tö~handle this one-to-one mode of delivery, serious attention should be given to alternate nodes of delivery of information; especially oanputers and otlür * ■ | — ■ — ■!■■ «i ■ ■ ■ i ■ - ' ■ — II ■■■ ■ ■ i ii in i.i ■■■— —— ■ i ■ ■■■ii ■!■■■■ m miiw ■■ ■ —— ■ ■"■—-■■ "

media.

The primary methods which are currently being used to deliver services in Army Education Centers, as reported by both Counselors and ESO"s, are one-to-one counseling and one-to-one information-giving. Printed materials and group information-giving hold third and fourth place, follcwed by very light use of media and no use of computer terminals.

3. Many of the frequently-asked questions, consistently agreed upon by both ESO's and Counselors, couldbe handled in a~camputer-assisted instruction mode. "

Doing so should have the following positive effacts upon the use of counselor time.

a. Counselors should be able to see most or all of the other 36% of their clients whan they are not currently seeing.

b. Counselors should have the opportunity to spend more than "a half-hour or less" with a client, if needed.

c. Counselors should be able to perform more in-depth educational counseling since a great deal of information would already be possessed by the soldier who had used a computer-based information system before caning to the counselor.

11 d. Given the simultaneous development of a Counselor/ESO oarputer-based system.

Counselors should be able to reduce the amount of time currently spent in one-to-one information-giving, administrative duties, orientation, and clerical duties. Any time saving in these categories will provide more time for one-to-one counseling.

4. The specific content needed in a computer-base^^ system for Education Centers is Charly defined in the survey with a higE degre of consistency between ESO's and Counselors. °

-17-

At a miniimin, the system for military personnel must contain information about tuition-assistance programs, college offerings on or near post, tests, the services of the Education Center, college degree and associate degree programs, ACE credit for service school correspondence courses, basic skills, developing a personal career plan, interests, and transition frcm a military to a civilian job. The system for Counselors and ESO's must contain at least updates of existing ACES information, information on ACE credit, SCC programs and DANTES courses, data compilations for sunmary reports to DA, and possibly a master list of courses available on post.

5. Developnent of a ccmputerHaased system for Army Education Centers vrould meet with field appEJväl since Counselors and ESO's have agreed that such a system~vröÜLLcr produci""positiviref fects.

Chief among these effects are: 1) Soldiers mild receive consistent information; 2) Counselors vrould be able to do more in-depth counseling; and 3) Counselors vrould be able to serve more clients. As indicated in Table 13, neither Counselors nor ESO's expressed negative feelings about the effects of such a system.

6. Due to the heavy vprk load which Education Counselors and ESO's have and to the particular enthusiasm which they have for~a ocmputer-based system for their use, a Oounselör/ESO support system should be developed simultaneously with the "system 7or direct use by military personnel.

Though Counselors and ESO's identified many positive effects of a ocmputer- based system for use ty military personnel, they were more enthusiastic about a system for their cwn use which vrould include updates of the existing ACES information fron a central source, information about new programs or regulations, and the ccrputer- ization of the Form 669. It is entirely feasible to develop the system so as to serve both purposes—Counselor and Soldier—and to operate it as one integrated program.

7. A corpiter^based system for use by military personnel and Education Center staff can provide tHe basis for a stroty support to the objectives of the Enlisted PersonncT Management System TEPMS) .

The data collected on item 9 of both questionnaires indicate a very high need for information which relates to career planning (specifically to developing a career plan in the Army). understanding and relating to EPMS, deciding about re-enlistment, and learning about the prcmotion procedure. Good coverage of these topics in the proposed conputei^-based system, ocmbined with the personalization of information made possible by the storage of the Fbrm 669 for each soldier, would greatly enhance the understanding of EPMS.

-18-

■iL

F

Appendix A

(Dover Letters and Questionnaires

19

JäLM

DEPARTMENT OF THE ARMY OFFICE Or THE ADJUTANT GENERAL AND THE ADJUTANT GENERAL CENTER

WASHINGTON, D.C. Z0314

RCM.VTO ATTENTION OT:

DAAG-EDP

MEMORANDUM FOR EDUCATION SERVICES OFFICER

SUBJECT: Inclosed Questionnaires

1. The U.S. Army Research Institute (ARI) is conducting research on the design of a computer-based education information system with the goal of aiding Education Centers in carrying out their mission as required by AR 621-5. Experience in schools, in Industry, and other places has shown that Interactive computer systems can function as an aid to counseling; computers can answer questions in an up-to-date fashion, have motivational appeal, can reduce clerical burdens, and can be cost-effective.

2. The request for this research was initiated by the Education Direc- torate, TAGCEN. ART has contracted with the DISCOVER Foundation, Inc. Westminister, MD to assist in the conduct of this research. As a first step, opinions are being sought from Education Services Officers and Education Counselors by means of the inclosed questionnaires, a blue one for each ESO or Deputy ESO, and a white one for each Education Counselor. Each questionnaire takes about 15 minutes to complete.

3. You are requested to fill out a blue questionnaire and to have each Deputy ESO do the same. Please give each Education Counselor an envelope containing a white questionnaire and a letter. Each Education Counselor is requested to 1111 out the questionnaire, seal it in the envelope, and return all questionnaires in the large self-addressed envelope to the DISCOVER Foundation.

4. If you did not receive enough questionnaires or if you are uncertain whether a member of your staff should receive an ESO or a Counselor qucdtlonnaire because of his/her responsibilities, please call Dr. Day at the Army Research Institute (ATV 284-8275) or Ms Rabush at the DISCOVER Foundation (Commercial 301-8^8-1113).

r

L mscaum PACX BUIK-MOT niMso

21

-Af,-^,'"J--'---ilMhni JL-A^^r^^w^ .- . .-.,■..■.■■^■.,Î|[ M^Â^^^^-.^^..^ . -■:Mnti-rrto:aiillltill[aiiB»iiyiTirl>i ' "''' -iilll'lilüiiTTiailiiiiililii ui

DAAG-EDP SUBJECT: Inclosed Questionnaires

5. All replies will be used for research purposes only and will not be associated with individual ESO's or Counselors.

6. Your cooperation is greatly needed and appreciated.

FOR THE ADJUTANT GENERAL:

$),£&. 1 lncl ' R. E. BROWN as Colonel, GS

Director of Education

22

r

EDUCATION INFORMATION SYSTEM QUESTIONNAIRE

EDUCATION SERVICES OFFICER

Not to be shown to unauthorlztd parsoni Not to be reproduced In any form

without the specific permission of the TECHNICAL DIRECTOR, ARMY RESEARCH INSTITUTE

FOR THE BEHAVIORAL AND SOCIAL SCIENCES OFFICE OF THE DEPUTY CHIEF OF STAFF FOR PERSONNEL

DEPARTMENT OF THE ARMY

PT 5302a

00021

23

-J

DATA REOUIHED BY THE PRIVACY ACT OF 1974 is rs.c. 5i?ii

TITLE of: FOHM Educat;ion Information System Questionnaire Education Services Officer

PHtSCHldNG OHK.'1 ■:■>

AR 7Ü L 1 AUTMOniTV

10 USC Sec 4503

2. PRINCIPAL PURPOSE(S)

The data collected yith the attached form are to be used for research purposes only.

3. ROUTINE USES

This is an experimental personnel data collection form developed by the U. S. Army Research Institute for the Behavioral and Social Sciences pursuant to its research mission as prescribed in AR 70-1. When identifiers are requested they are to be used for research administration and statistical control purposes only. Full confidentiality of the responses will be maintained in the processing of these data .

4. MANOATOnv OR VOUUNTARV DISCLOSURE AND EFFECT ON INDIVIDUAL NOT PROVIDING INFORMATION

Your participation in this research is strictly voluntary Individuals are encouraged to provide complete and accurate information in the interests of the research but there will be no effect on individuals for not providing all or any part of the information This notice may be detached from the rest of the form and retained by the individual if so desired.

FORM

DA Form 4368-R, 1 May 75

Privacy Act Statement ■ 26 Sep 75 p

J0022 24

EDUCATION INPOPWfllON SYSTEM QÜESnONNAIRE EDUCATION SERVICES CFFICER

The U.S. Army Research Institute is oonducting research on the design of a oarputer^based education information system with the goal of aiding the Education Centers in carrying out their mission as required by AR 621-5. Tte purpose of this questionnaire is to obtain your opinions concerning such an education information system.

An education information system has the potential for a variety of functions and could be used by Education Center clientele, ESO's and Education Counselors. It would be available to users by means of ocnputer terminals which lode like television sets with keyboards. Using telephone lines, these terminals could be located nearly anywhere and undoubtedly would be available in the Education Centers. Users ocxild interact with the ocnputer system through the terminals in a "conversational node" to obtain information on education opportunities and other aspects of the Army Continuing Education System. In addition, ESO's and Education Counselors could use such a system for -functions such as display and update of soldier records, production of reports, obtaining latest changes in programs and regulations, and obtaining local ACES information from other posts.

Please give us your frank opinions. Replies will be used for research purposes only and will not be associated with individual ESO's or Counselors. Responses will be ocnpiled and used only in the aggregate.

Please return your questionnaire and those of your Education Counselors in the envelope provided.

Thank you for your cooperation.

000^3

25

EDDCAXIGN DttOWKnON SYSHM QUESTXOIiAIRE EDUCATION SEEWICES GCFICER

1. The name of your post Is FOR OCFICE USE ONLJf: n 2 3 4

Please supply the following identifying data about the location of your post by darkening the apptopciata spaoe (s).

GOMOS ill USRBUR 5

2l\ Far East i 31)

If OGNUS, which ocDnand? TBfDOC FOBSOOM « Other (Specify)

It] 2[]

L^tl

2. To what extent does your sauoation Center use each of the following methods to reach military personnel with infocmaticn about ACES? Please respond by darkening one of the spaces after each item.

a. One to-one counseling

b. One to-one infannation giving

c. Group infannation giving

d. Madia, such as videotapes, slides, or RLcxofidie

e. Printed naterials, such as poqphlets or bulletins

f. Oenpuber terminal

ww» SBUXN ccaenmua rmaaanwi MWOS 12 3 4 5

u []

(]

[]

[1

[]

7

•

9

U

U

u

3. AtpoEOodmately what percentage of the military personnel on your post sees an Education Oounselor in a one-to-one interview at least cnoe during a given year? Circle your response.

u-u 0 10 20 30 40 50 60 70 80 90 100

4«. Bow many oounselars do you have on your staff (include tenparary vacancies in your count)? Exi If you have 12, enter 12; if you have % enter OS. ■ i i

TTxT i>. What is the ansooduiate pemsnent party population on your poet? fit: If you have 9900

soldiers, enter 09900; if you have 650, enter 00650.« I I I I i

c. What is the appctadnate counselor: soldier ratio on your post? 1» I^XJLXJ »MM»

5. Is the cenputer on your post used to support your pcogran in any wey?

„ [itl If yes, how? 71 Un MO Yea

i0024

26

J

Do you have «my files (such as military personnel records, course offerings, or student enrollments) in your center whidi are already in oanputer-usable form (e.g., pund»a cards, tape)?

No Yes

in If yes, «that files?.

vihat form?

7. Indicate how often you or your staff are asked questions about eadi of the following by darkening a apace after each item.

General Topics

a. Orientation to the services of the Education Center

b. Tuition assistance prograns c. College course offerings on

or near post d. The SOC program e. Information about tests

(such as DfiNTES, SAT, OBP)

mm mem ccassasKis naQOBRiar

i 2 3 4

29 [] [] n n 30 I] 31 U

[1 []

[] n [i

M [] n 11 []

f. g« h. i.

k.

1.

m.

n. o.

DMHES courses Apprenticeships Preparation for SOT's ACE credit for military egeperienoe

r. s. t.

High school ccnpletion prograns (CB>, diploma) Associate degree pcogcams (A.A.) College degree programs (B.A., M.A., Fh.D.) language prograns VERP

Any service school correspondence oourses Descriptions of civilian oocu- patiens yDoaticnal-tedhnical courses MD6 inpeovonent Other:

3«[]

3«n

[] [] [] [] (1

[] [i [i [i

n [] [] [] []

»n [] (i [i

«n [1 [i i]

«in U [i [i

on 43(1

n []

(i [i [i

** i] (] [] []

«u n [] n «Ml «Ml <• [1

[i (i n

n [i

[] [i

)0025

27

Without regard to how infonnation is delivered, what is your opinion of he general level of iiBportanoe of providing information about each of the following? Darken a space elfter earfT item.

General Ibpics NO SUSSIt HXBtKIE CQNSITHaBU! EXISDe OfORXMCE mPORDOOt OfORCUCE IMPCROMX IMPOREMCE

a. Orientation to the services the Bduoation Center

b. Tuition assistance programs c. Obliege course offerings en

or near poet d. the SOC program e. Information about tests

(such as DANTES, SAT, OfP)

of 1 2 3 4 5

«n u [] 0 []

50 [] sit]

I] []

I] []

[] []

tl n

M[] 53 []

I) []

[I [I

[] []

[] n

f. g- h. i. j.

DANTES courses Apprenticeships Preparation for SQT's ACE credit for military eaqperience

54 (] 55 [] 56 (1 57 []

n [] I] (] (]

f] [] [] n []

[] I] 11 [) []

[] [] n n

k. Hiî school ccnpletion programs st [] (GED, dlplcma]

1. Associate degree programs « (] (A.A.)

m. College degree programs tt [] (B.A., M.A., Wi.D.)

n. Language ppograniB a [] o. VEAP «3 [j

0

[]

[]

[] (]

11

[]

[]

[] n

[]

I]

[]

tl u

t]

t]

t]

I] tl

r. s. t.

Any service school CPLTSS M [] ponoGnoB couir9Q0 Descriptions of civilian occu- a [J patiens \tocBtlonal-technical courses M [] MDB inpuuvsnent ^ ri Other» „ []

tl

I]

tl I] []

t]

I]

tl (1 (1

tl

n tj ti ti

ti

ti

ti ti ti

,0026 28

9 A. indicate hw often you or your staff pcovida aasistanca on each of the following fay darkening a space! alter each item.

9b.

Personalized Aspics

a. Learning how to make decisions

Assessing Interests

UNO.

b.

c. Developing a personal career plan in and beyond the military

i 69 []

a n

3 (]

4 I]

70 [] [] [} (1

n I] (] (] (]

d. IMerstanding and relating to the Quieted Personnel Manage- ment system (SMS)

e. (Mentanding and relating to the Officer Personnel Manage- ment System (CFMS)

f. Deciding about re enlistment

g. Making a transition fron military to civilian job

h. Learning about the promotion procedure

1. Otheri

72 (1

73 [J

n

n

(]

(i

[]

[]

" (1 [] [] [i

75 [] [} [i n

7« [] [] n n

77 n n [] (]

I PC» OCTTCE USE ONUf: Begin card 2. Duplicate ool<inns 1 through 6. I

What is your opinion of the general leyel of importance of providing the following information or services? Daxken a space after each item.

NO smew Mjuswas oaffiiiPiwHa SfORMCE OVORMCS DVORMCi INPORENCE Personalized Itoplcs

a. Learning how to make decisions

b. Assessing interests


d. Understanding and relating to the Quieted Personnel Manage* ment System (SMS)

c. Understanding and relating to the Officer Personnel Manage- ment System (OPMB)

f. Deciding about re-enlistment

g. Making a transition fron military to civilian job

h. Learning about the prcnotion procedure

i. Other:

i ' 11

t []

» tl

10 (1

u tl

2 []

(1

[]

(1

[]

3 (]

(1

(]

[]

(]

4

u tl

n

ii

s (i

(i

(i

[i

n

u [] [1 [i [] ti

U [] (1 [i tl ti

14 (1 (1 (i ti ti

"[1 n (i ti ti

i0027

29

10. Ihe following infomaticn may eadst or be created in hated copy fom, but oould also be stored in a conpiter. For the fbllowing, indicate hau useful it would be to you to be able to recall eadv frcn a ocniuter terminal.

a. mfonwitton from Boom 669

b. mfonwitlon about new proggaas or regulations from Vk

c. Ujpdates of eadsting ACES infor- natlon fixnt a central source

A. Master sdwdtals of courses available

e. mfomatian about courses available at other Any posts

f. Tailac-nade lists (such as names of soldiers «ho have just cenr- plstadBSBP n)

g. InfooBBtian about ACES credits, SOCpcogxans, DWWES courses

h. Inftanaticn about relationship bebmnMOG and civilian

1. Data oonptlaticns for sumaxy reports to EA

j. Other»

«XKtKl, UBBKL

tvxaavt osatii

NDEBMSUT OSHPUL

OGHSTDBABUf asaai.

Bomms QBSOL

1 2

[1 3 []

4 5 []

«n [] tl U

»[] [] tl []

i» n [1 U Cl

20 [] [} tl tl

»ti U [1 tl

»n [1 [1 tl

23 [] n tl tl

Mtl 11 [1 11

25 [] (1 (1 11

• »0028

30

11. Of the tollming possible effects of a ocniuterlaed system for milxtaxy persomel and oounselocs. Indicate your estimate of the likelihood of each.

a. Counselors Mould spend less time doing paper work.

b. Oounselocs would spend less time finding and giving infocmticn.

c. OounMlocs would be able to serve Boxe diente •

d. Oounselara would be able to spend nars time with each client.

e. OouMelors would be able to do note in-dqpth educational oounseling.

f. OBwelOCT would weloone the asslstanos of a acnpufaerised systsBu

g. Soldiers would receive ccnsisteRt infounation.

h. Soldiers would use the system with greet frecpmcy.

1. Soldiers who would not ocme to a oamselar would use the acncuter- Ised system.

j. Fewer orawelars would be needed.

k. Oounseling would beoane laperscnal.

1. Soldiers would have fewer contacts with oounselars.

a. Soldlsrs would get "turned off*

n. Othart

i 2 j 4 5 26 1] n [) (1 n

27(1 (i (i [I [i

»n [i ii [1 ti

»n. [i [] U n

»n n [i (1 n 31 n ii [i (1 n

»n [i [i (1 ti

33 n (i [] (1 ii

34 n ti [i 11 (i

3sn [i (i (1 n 3«tl n (i (1 (i

«n ii (i (1 (i

j»n (i [] [] ti

»n (i ii 11 ii

12. Overall« what would your reaction be to having a ocnpiterixed education infOKmaticn system on your post?

mOKTtVE MBORN. KBOtm

12 3 a. For use by counselors and ESO's «o(l (1 II

b. Bar use by military personnel «(1 [) (1

31

Do you have any oonments or reactions not covered in this questionnaire? We want your frank opinions. Use this space to reooxd your remarks.

0030 32

DEPARTMENT OF THE ARMY OFFICE OF THE ADJUTANT GENERAL AND THE ADJUTANT GENERAL CENTER

WASHINGTON, D.C. 203)4

RIFUV TO ATTINTION OT:

DAAG-EDP

SUBJECT: AM Education Information System Questionnaire For Education Counselors

1. The U.S. Army Research Institute is conducting research on the design of a computer-based education information system with the goal of aiding Education Centers in carrying out their mission as required by AR 621-5. Experience in schools, in industry, and other places has shown that interactive computer systems can function as an aid to counseling; computers can answer questions in an up-to-date fashion, have motivational appeal, can reduce clerical burdens, and can be cost-effective.

2. Your opinions are requested on the inclosed questionnaire as an aid in this research effort. It will take about 15 minutes of your time. Do not put your name on the form. Your replies will be used for research purposes only and will be compiled with replies of other counselors.

3. You are asked to answer frankly, seal your questionnaire In the envelope, and return it to your ESO, who will mail all questionnaires, sealed, to the DISCOVER Foundation, a contractor who is supporting the research effort. Please turn in your questionnaire within three days.

4. Your cooperation is greatly needed and appreciated.

FOR THE ADJUTANT GENERAL:

1 Incl as

R. E. BROWN Colonel, GS Director of Education

»I

33

EDUCATION INFORMATION SYSTEM QUESTIONNAIRE

EDUCATION COUNSELOR

ii

Not to be shov.^ :o unauthonzeä persons Not to De reD'OCUice^ in any form

without the '-XC'tic po'mission of the TECHNICAL DIRECTOR ARMY RESEARCH INSTITUTE

FOR THE BEHAVIORAL AND SOCIAL SCIENCES OFFICE OF THE DEPUTY CHIEF OF STAFF FOR PERSONNEL

DEPARTMENT OF THE ARMY

PT 5302b

00032

35

-J^feb .ji

DATA REQUIRED BY THE PRIVACY ACT OF 1974 15 I'.S.C. 552n)

iiTLEOF-FORM Education Information System Questionnaire - Education Counselor

PntSCBIB'NG DlHtCTIVK

AK 70-1 1 AUTMOniTV

10 ÜSC Sec 4503

2. PRINCIPAL PURPOSEIS)

The data collected with the attached form are to be used lor research purposes only.

3. ROUTINE USES

This is an experimental personnel data collection form developed by the U. S. Army Research Institute for the Behavioral and Social Sciences pursuant to its research mission as prescribed in AR 70 1. When identifiers are requested they are to bfe used for research administration and statistical control purposes only. Full confidentiality of the responses will be maintained in the processing of these data.

4. MANDATORV OR VOLUNTARV DISCLOSURE ANO EFFECT ON INDIVIDUAL NOT PROVIDING INFORMATION

Your participation in this research is strictly voluntary. Individuals are encouraged to provide complete and accurate information in the interests of the research but there will be no effect on individuals for not providing all or any part of the information This notice may be detached fron the rest of the form and retained by the individual if so desired.

FORM Priw.icy Act Statement - 26 Sep 75

DA Form 4368-R. 1 May 75

36

>0J33

.,.»....^■..■■-^.-,..^.^^,.J-.- j

EEÜCÄTICN INPORMRTION SYSTEM QÜESTICNNAIRE EDUCATION COUNSELOR

The U.S. Army Research Institute is conducting research on the design of a catiwter-based education information system with the goal of aiding the Education Centers in carrying out their mission as required by AR 621-5. The purpose of this questionnaire is to obtain your opinions concerning such an education infontHtion system.

An education information system has the potential for a variety of functions and could be used by Education Center clientele. Education Counselors, and Education Service Officers. It would be available to users by means of ccrpiter terminals which look like television sets with keyboards. Using telephone lines, these terminals could be located nearly anywhere and undoubtedly would be available in the Education Centers. Users could interact with the computer system through the terminals in a "conversational mode" to obtain information on education opportunities and other aspects of the Army Continuing Education System. In addition, Education Counselors could use such a system for functions such as display and update of soldier records, production of reports, obtaining latest changes in programs and regulations and obtaining local ACES information fron other posts.

Please give us your frank opinions. Do not sign your name. Replies will be used for research purposes only and will not be associated with individual Counselors or ESO's. Responses will be oonpiled and used only in the aggregate.

Please place your questionnaire in the envelope provided, seal it, and return it to your E90.

Thank you for your cooperation.

00034

37

EDoavnoN nffammoN SYSTEM QUESTICMJAIRE

FOR CBFICE USE CNKf: [~] | j ■The name of your poet is , ~ 2 3 4

Please svgply the following identifying data about the location of your poet by darkening the appropriate spaoe(s).

CONUS USftBUR Far Bast L 31]

If QGNQB, whidh acmiand? TEKJCC FODSCXM Other (Specify)

rm 2n

131]

2. ^praxiinately how many soldiers are aasignad to you as your oounseling load? (Ex: 920 should be entered as 0920). m I I

7 8 9 10

3a. Approximately how nary one-to-one interviews do you have with soldiers in a year? (Ex: If you see the Sine soldier ten different times, count all ten visits. Pill any empty boxes with a zero; e.g., 657 Should be entered as 0657). _«-»___—

U 12 13 14

3b. Appiroodsately how many of your total assigned nmfcer of soldiers do you see at least once a year? ffixs Even if you see the same soldier ten different times, count only once. Fill any empty boxes with aero; e.g., 975 should, be entered as 0975). -^——

I i i I I IS 16 17 18

4. What is the average length of a oounseling interview? Darken the appropriate space.

a. Less than one-half hour b. Half-hour to an hour c. Moire than an hour

19 2(1 im 5. lb what extent do you use each of the following methods? Darken one space after each itan.

a. One-to-one counseling

b. One-to-one infozroation giving

c. Group infoonation giving

d. Madia, such as videotapes, slides, or microfiche

e. Printed materials, such as paqgiilets or bulletins

f. Oonputer terminal

««ER sacm oaasKNtux FHaQuasn» Mwats

1 JO n

2 []

3

n 4 []

5

n 21. [] [] [] n []

22 [] [] [] [] []

23 (I tl n u []

24 [] [] tl ii []

» [] [] [] n []

AT^

38

^H

6. Appradmately «hat percentage of your tine do you spend in each of the following activities? Ex: 25% should be entered as 25; 5% as 05. Total should be 100%.

a. Qrientaticn/outxeach programs H-27

b. Infonnaticn giving a-»

c. Clerioal work 3^n

d. One-to-one counseling tt-s)

e. Adninistrative duties *"»

f. Liaison and oaimmication with other professionals ^c*,7

g. Research and developnent activities *'3*

h. Other: «o-«

CU

CD en □n cm en

Indicate hw often you are asked questions about each of the following by darkening a space after each itan.

General Topics

a. Orientation to the services of the Education Center

b. Tuition assistance programs c. College course offerings on

or near post d. The SOC program e. Information about tests

(such as EftNTES, SAT, OS»)

f. DANIES courses g. Apprenticeships h. Preparation for SQT's i. ACE credit for military experience

k. High school ccnpletion programs {OS), diplana)

1. Associate degree programs (A.A.)

m. College degree programs (B.A., M.A., Ph.D.)

n. Language programs o. VESP

p. Amy service school oorres- pondenoe courses

g. Descriptions of civilian occupations

r. Uacational-technical courses s. WDS iiqprovaoBnt t. Other:

mm man oorasiaamr FüSDüHOTty

l 2 []

3 []

4 t]

**i] t] []

[1 []

[] []

45 [] « n

[] []

n [] []

4«[] 49 [] 50 n 51 []

[] [1 [] a []

[] [] [] [] []

[] n [] (1 []

»[] [] [] []

53 n n [] []

54 [] [} [1 []

55 (] 5« []

[] (i

n []

[]

57 [] ti ti []

sa[] [] [] []

*[] »[] an

[i []

[] tl [] []

I TOR OCTTCE USE ams. Begin card 2. Duplicate colurnis 1 through 6. 1

»01)36

39

Without regard to how information is delivered, v*iat is your opinion of the general level of iiqportanoe of providing information about eadi of the following? Darken a space after each item.

General Ttapics NO suarr HxmaE ansmsABu: ExnanE IWURinNCE DfORCMCB DfORBMZ DCORmtCE IMPORSTWCE

l 2 3 4 5 a. Orientation to the services of

the Bducation Center '11 [] [] [] tl

b. Tuition assistance programs ■[] [] [] 11 tl c. College course offerings on

or near post »n [] H [] tl

a. the SCX: program 10 [] [1 [] 11 tl e. Information about tests

(such as DftNIES, SAT, CLBP) U[] [1 11 [] tl

f. DfiKEES oourses "[] [1 [] [1 tl g- ApprentKjeships 13 n [1 [1 11 tl h. Preparation for SQT's "H {1 tl [1 tl i. ACE credit for military experienoe «[i [1 (1 [1 tl j- VSEP 16(1 11 11 (1 tl

k. Hic^ school ocnpletion programs [GED, diplana)

"U [1 (1 (1 11

1. Associate degree programs CA.A.)

"U [] n u tl

m. (B.A., H.A., Ph.D.)

ull [] [i I] tl

n. Language programs 20 [] tl (i 11 tl o. VBBP a» n [i 11 11

P. Arny service school correspondence courses

22 [] [i [i tl tl

q- Descriptions of civilian occupations

23 1] [i ii 11 tl

r. Vbcaticnal-technical oourses 24 [1 [] [i tl tl s. 2» n (i [i tl tl t. Othert »11 n ii tl tl

00037

40

«AH

9a. Indicate bs often you {sovide assistanoe on each of the follawing by daxkening a space after each item.

Fersonalized Ibpics

a. Learning haw to make decisions

b. Assessing Interests


d. Understanding and relating to the Enlisted Personnel Msnage- nent System (EPMS)

e. Utaderstanding and relating to the Officer Personnel Manage- ment System (GFNS)

f. Decidirg about re-enlistxnent

g. Making a transition fron military to civilian job

h. Learning about the pronDtion procedure

i. Other:

mm i

»n

30 n

SEUXM

2 3

31 []

32 []

33 11

«[]

35 []

Fmoieinur

4 U

I]

[]

[}

II

(1

n

(]

n 9b. what is your opinion of the general lewel of importanoe of providing the foUowing information

or services? Darken a space after each Item. NO suxsa MocHaa OCMSHBABUS HORBB DfOREMCE OVORIMCE DFORDWCE MCRBWCE OCORIMCZ

13 3 4 5 Personedized Tbpics

a. Learning ton to make decisions x 11

b. Assessing interests 37 []

c. Developing a penrmal career 38 [] plan in and beyond the military

d. Uhderstandlng and relating to the Bilisted Personnel Manage- ment System (EFMS)

3» []

e. iMerstanding and relating to « II the Officer Personnel Manage- ment System (OEMS)

f. Deciding about re-enlistment ^ I]

g. Making a transition fron mill- 0 (1 tary to civilian job

h. Learning about the pcanotion *' II procedure

i. Other: ** II

I]

11

n

n

n

n n

n

n

JCR38 41

10. The föUcwing inftsnmtlon may eadst or be created in hard copy form, but could also be stored in a ODRfuter. For the foUcwing, indicate how useful it would be to you to be able to recall each from a oonpiter terminal.

a. mfonnation from Fuuu 669

b. Infotnation about new proyms or regulations from tA

c. qpdBtas of existing ACES infcr- natlon fton a central source

d. Master schedule of courses available

e. nifonnation about courses avail" able at other Any posts

f. tailor-made lists (such as names of soldiers «to have just com- pleted BSEP II)

g. Infamaticn about PtSS credits, SOCpcogxans, DMinss courses

h. iBfonaatien about relationship between JOS and civilian cocqaations

i. Data conpilatlcns for sunnary reports to DR

j. Othari

mrxrjtu. asau.

suxsiiur tEBPDL

KXBMBUr tEOUL

OQNBlGERKEGSr UBETUL

BCRBfl UBETUL

i 2

(]

3

n 4

[] 5

tl

«[] 11 [] [] (1

«[] (1 (i (] n

48 11 (1 ti [] (]

49 [] [] [] (1 (1

so n n [] [J (1

a[] I] [] 0 []

52 [] [] ci (1 (1

53(1 (1 [] [] (1

54 n n [] (1 tl

J003S 42

11. Of the following possible effects of a ocnpiterized system for military personnel and counselors, indicate your estimate of the likelihood of each.

NO SLKKT nXBBKSS CaEEDBMU QCBBte UKSJDCOD LXKQJHDGD LZKBÜSCOD UKQJHOOD IJIZLIHOOO

i 2 3 4 5

a. Counselors would spend less time doing paper work.

»[1 (1 [] n [1

b. Counselors would spend less tine finding and giving infaomtion.

«11 [] [] n [1

c. Counselors would be able to serve more clients.

57 0 n [] u 11

d. Counselors would be able to spend more time with each client.

58 [] [] [] [] [1

e. Counselors would be able to do more in-depth educational counseling.

59 [] ti [1 ti n

f. Counselors would weloome the assistance of a ccnputerized syston.

60 [] u [] [] [i

g. Soldiers would receive consistent information.

61 [] [] [] [] [i

h. Soldiers would use the system with great frequency.

o[] [] tl [] []

i. Soldiers who would not acme to a oounselor would use the ccnputerized system.

63 [] [] [1 ti u

k.

Fewer counselors would be needed.

«5 []

[]

[]

[]

[]

ti

[]

[i

[i

1. Soldiers would hove fewer contacts with counselors.

66 [] u n ii [i

m. Soldiers would get "turned off" by machine "counseling."

«Ml [] [] ti [i

n. Other: " [] [] [] ti [i

12. Overall, what would your reaction be to having a ccnputerized education infotmation system on your poet?

wBKnvE mnMi vosrmk 17 3

a. RUT use by counselors and ESO's <* 11 11 ü

b. For use by military personnel TO [] [1 [1

0004< 43

Do you have any amnants or inactions not oowopad in this questixxnaixe? MB «ant your frank opinions. USe this ^paoa to zaoonS your zanBffioi«

00041

44

Appendix B

Detailed Tables of Data

Note

The data reported here follow the sequence of the questionnaires shown in Appendix A. As questions 7-11 on both questionnaires are identical, data are presented side-by-side; questions 1-6 differ and are therefore presented separately: ESO 1-6, then Counselor 1-6.

In each table, each response is shewn in relative percentage of the to 31. No response to an item is indicated in the (0) rcw. Mean scores are reported in the bottom row of each table.

45

A

H-S

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Research Note 83-17Research Note 83-17 oo A NEEDS ASSESSMENT FOR THE ARMY EDUCATION INFORMATION...

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