a study on the effectivenes of ta improving organizational performance tez master 76

7/28/2019 A STUDY on the EFFECTIVENES of TA Improving Organizational Performance Tez Master 76

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A STUDY ON THE EFFECTIVENESSOF TRANSACTIONAL ANALYSIS FOR

IMPROVING ORGANIZATIONAL PERFORMANCE

Daniel W. Buckner


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AVAL POSTGRADUATE SCHOOLMonterey, California

THESISA STUDY ON THE EFFECTIVENESSOF TRANSACTIONAL ANALYSIS FOR .IMPROVING ORGANIZATIONAL PERFORMANCEby

Daniel W. BucknerSeptember, 1976

Advisors J. W. CreightonJ. C. Kiley

Approved for public release; distribution unlimited.


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UNCLASSIFIEDCLASSIFICATION OF THIS RACE (Whan Dmm Sntorod)

REPORT DOCUMENTATION PAGErIporT NuCTf*

READ INSTRUCTIONSBEFORE COMPLETING FORM2. OOVT ACCESSION NO. S. RECIPIENT'S CATALOG NUMBER

TITLE (ond Subtlll*)STUDY ON THE EFFECTIVENESS OF

TRANSACTIONAL ANALYSIS FOR IMPROVINGRGANIZATIONAL PERFORMANCE

i. TYPE OF REPORT * PERIOO COVEREOMaster's Thesis:September, 1976

S. RERFORMINO ORO. RERORT NUMBERAUTMOdflJ

Daniel W. Buckner. CONTRACT OR GRANT NUMBERfaJ

PERFORMING ORGANIZATION NAME ANO AOORESSPostgraduate SchoolCA 93940

10. PROGRAM ELEMENT. PROJECT, TASKAREA * WORK UNIT NUMBERS

CONTROLLING OFFICE NAME ANO AOORESSPostgraduate SchoolCA 93940

12. REPORT DATESftpfpmhft

IS. NUMBER OF PAr r 1976AGES75

MONITORING AGENCY NAME * AOORESSflf dlltotont horn Controlling Oltlco)

Postgraduate SchoolCA 93940

IS.. SECURITY CLASS, (ot thf riocrt)

UNCLASSIFIEDIS*. OECLASSIFICATION/OOWNGRAOINGSCHEDULE

DISTRIBUTION STATEMENT (ot thi Hopott)

for public release; distribution unlimited

DISTRIBUTION STATEMENT (ot tho mmotrmet ontorod In Block 20, II dltttmnt Report)

SUPPLEMENTARY NOTES

KEY WORDS (Conttmio on roworoo olmo If nocooomrr mn4 lomntllr r olock numtAnalysisImproving Organizational PerformanceTrainingupervisory TrainingBasic Human NeedsABSTRACT (Conltnuo on rororoo too It nocmooorr ond identity *T otooM ntmmmt)

study investigates the effectiveness of Transactionalused in personnel training by surveying two populations,one that had taken Transactional Analysis training, and one thattaken conventional training. Questionnaires were administeredto the two populations. Responses were compared to determine ifransactional Analysis training resulted in greater awareness ofhuman needs than did conventional training. Results


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UNCLASSIFIEDftCuWlTY CLASSIFICATION OF THIS BtGEfWiiw,


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c./


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JUULEY KNOX LIBRNAVAL POSTGRADUATE SCHI

TEREY, CALIFORNIA 23S4Q

ABSTRACT

This study investigates the effectiveness of TransactionalAnalysis used in personnel training by surveying two popula-tions, one that had taken Transactional Analysis training,and one that had taken conventional training. Questionnaireswere administered to the two populations. Responses werecompared to determine if Transactional Analysis trainingresulted in greater awareness of basic human needs than didconventional training. Results indicate no significantdifference between the two.


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TABLE OF CONTENTS

I . INTRODUCTION 6OBJECTIVE AND SCOPE OF THIS STUDY 7

II. A DESCRIPTION OF TRANSACTIONAL ANALYSIS ANDTHE COMPARED TRAINING PROGRAMS 9DESCRIPTION OF CONVENTIONAL TRAINING USEDAT NAVAL AIR TEST CENTER 11DESCRIPTION OF PROGRAM USED AT PACIFICMISSILE TEST CENTER 13

III . THE QUESTIONS AND THEIR RESULTS. 15DESCRIPTION OF THE QUESTIONNAIRE 15RESPONSES TO ATTITUDINAL QUESTIONS 17RESPONSES TO DEMOGRAPHIC QUESTIONS 24ANALYSIS OF DATA 28

APPENDIX A - QUESTIONNAIRE 3 2APPENDIX B - CHI -SQUARE CALCULATIONS 36APPENDIX C - POPULATION HISTOGRAMS 37APPENDIX D - HISTORICAL DATA BANK 69BIBLIOGRAPHY 73INITIAL DISTRIBUTION LIST 74


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I. INTRODUCTION

Organizations are concerned with improving performance(Drucker, 1973). Empirical evidence supports the theory thatawareness of basic human needs by management can improveperformance of the organization (Maslow, 1970)

Further highlighting the importance of an understandingof the basic human needs for improved performance is astatement by Maslow, "When we talk about the needs of humanbeings we talk about the essence of their lives". Managers,then, must be concerned with basic human needs in order toimprove performance.

Much work has been done on the study of basic human needsand the relationships of people working together, but no onesystem of describing and analyzing human behavior has provencompletely successful. Management cannot wait untilscientists and scholars have completed their work in thisarea. Management must try to make the organization performtoday (Drucker, 1973).

A new system for understanding basic human behavior hasbeen developed in recent years . This new system for explain-ing human behavior is called "Transactional Analysis" and wasdeveloped by the late Dr. Eric Berne.


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OBJECTIVE AND SCOPE OF THIS STUDYSupervisory and personnel training utilizing both

conventional human needs concepts and Transactional analysistechniques have been given to employees in the Department ofDefense. The purpose of this study is to compare therelative effectiveness of conventional training and Trans-actional Analysis for improving performance.

This study is based on the assumption that a greaterawareness of basic human needs will lead to improved perfor-mance (Maslow, 1970) . The study was conducted by use of asurvey to determine whether Transactional Analysis, as usedat the Pacific Missile Test Center, Point Mugu, California,contributed to a greater awareness of basic human needs thandid conventional training, as used at the Naval Air TestCenter, Patuxent River, Maryland.

To conduct this study, two populations suitable for thepurpose of this investigation were first identified. Aquestionnaire was then developed and administered to the twopopulations. The responses were then compared usingstatistical analysis to determine if Transactional Analysistraining resulted in a greater awareness of basic humanneeds than did conventional training.

The populations considered for use in this study werelimited to employees at two Naval Air Systems Command fieldactivities

With .the assistance of the Civilian Personnel Office atthe Naval Air Test Center, Patuxent River, Maryland, a group


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of personnel was identified who had received human needstraining using conventional theories. At the Pacific MissileTest Center, Point Mugu, California, the Civilian PersonnelOffice helped identify a group of personnel who had receivedtraining using Transactional Analysis.


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II. A DESCRIPTION OF TRANSACTIONAL ANALYSISAND THE COMPARED TRAINING PROGRAMS

Transactional Analysis is based on the observations ofDr. Eric Berne, during his work as a psycotherapist inSan Francisco, that each person demonstrates three verydifferent forms of behavior. At times a person acts andfeels like his parent or parent figure. When a persongestures, sounds, and carries himself very nearly as hisparent figure did, Berne said that the person was in hisParent ego-state. At other times a person reasons objec-tively, processes data, solves problems, asks questions, andgives information essentially without feelings, rather likea computer. A person behaving in this manner is. in his adultego-state. At other times a person may think and feel as hedid when he was a child, in this case he is in his Childego-state. Berne used these three ego states to describe hisanalysis of human behavior. In this paper Parent, Adult, andChild when capitalized will refer to ego states and not toactual parents, adults, or children.

Berne observed that a person in the Parent mode directshimself at another Parent or at a Child. The Child directshimself at another Child or at a Parent. An Adult looks foranother Adult. If the Parent is being critical then probablya rebellious or compliant Child will respond. If the Parentis being huturing then probably a grateful, appreciative


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a rebellious Child usually stimulating a critical Parent.The Adult, like a computer, must be turned on to activate.Internally, the Adult is a good mediator between Parent andChild. Externally, the Adult is a good problem solver, butlacks spontaneity (Berne, 1964).

An exchange of recognition between two persons is saidto constitute a transaction. All transactions can beclassified as either complementary, crossed or ulterior(James and Jongeward, 19 71)

A complementary transaction occurs when a message sentfrom a specific ego state, gets the predicted response froma specific ego state in the other person. The following isan example of a complementary transaction:

Stimulus: Adult to Adult - Where are my cuff links?Response: Adult to Adult - On the desk.In this case the lines of communication are open, and the

people can continue transacting with one another.A crossed transaction occurs when an unexpected response

is made to the stimulus. The following is an example of acrossed transaction:

Stimulus: Adult to Adult - Where are my cuff links?Response: Parent to Child - Why don't you keep track of

your cuff links?In this case communications are broken off and the people

will tend to withdraw from one another.An ulterior transaction occurs when a stimulus is directed

to one ego state, but is intended to hook another ego state.


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The following is an example of an ulterior transaction:Stimulus: Open - Adult to Adult - This car is our

finest, but it may be too expensive for you.Hidden - Adult to Child - You probably can'tafford it.

Response: Adult to Adult - Yes, it is too expensive forme .Child to Adult -I'll take it.

In this example the hidden message is rejected if theAdult responds, and it is accepted if the Child is hooked.

Berne also observed that people early in life very oftenmade decisions about their life position when there was muchconfusion and insufficient data. These decisions such as"I'm O.K. - You're Not O.K.", "I'm Not O.K. - You're O.K.",which made sense to a very young child, provide the basis fora life script. The person lives his life according to hisscript in order to reinforce the life position he adoptedduring childhood. Berne believed that in the proper atmos-phere unfortunate early decisions could be redecided in amore favorable manner (Holloway and Holloway, 1973).

DESCRIPTION OF CONVENTIONAL TRAINING USED AT NAVAL AIR TESTCENTER

At the Naval Air Test Center each person queried hadattended at least one of the following courses:

- Basic Supervisory DevelopmentThe objectives of this course was to acquaint new


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supervisors with the rudimentary skills of super-vision. The instruction was principally by lectureand stressed leadership, communications, cooperation,and personnel functions.

- Supervision and Group PerformanceThis course was given to explain the human behaviorinvolved in accomplishing a group project. After anintroduction to human relations, the course wastaught using a participative style where the studentsconducted group projects in order to experience firsthand the interactions involved in a group effort.

- Supervision of the Low Skilled and Culturally DifferentThis course was intended to provide supervisors anawareness of other cultures besides their own. Thecourse involved participation in which participantshad to perform task from a disadvantaged position inorder to get a feeling of what it was like to bedisadvantaged.

These courses were classified as conventional trainingbecause they were based on the traditional theories of work,organizational design, and human needs. Frederick Taylor'sstudy of work and Henri Fayol's organization design modelprovided part of the bases for the traditional training(Drucker, 1973). Mas low's "hierarchy of basic needs" wasused to explain basic human needs in traditional training(Maslow, 1970) .


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DESCRIPTION OF PROGRAM USED AT PACIFIC MISSILE TEST CENTER

The Pacific Missile Test Center employees had each takenat least one of the following courses:

- Transactional Analysis CommunicationsThe objective of this course was to provide anunderstanding of and an improvement in personalcommunications . The dynamics of communications wereexplained in terms of Transactional Analysis egostates. Exercises were conducted to enable thestudents to feel their various ego states, and toexperience the use of the ego states in problemsolving.

- Career Women SeminarThis seminar was intended to enable the participantsto realize job satisfaction, and to make more effec-tive contributions to their respective agencies . Thisseminar addressed questions such as "Who am I atwork?", and "Do I want changes in my job or career?".

- Transactional Analysis and Your CareerThis course was intended to assist the participantsin applying Transactional Analysis to their currentjobs and to expand their goals. The course providedthe students an introduction to Transactional Analysisas it might be applied to unblocking their potentialpower to get their careers moving.


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- Communication for WomenThe objective of this course was to increase theparticipants' ability to communicate more effectivelyThe course included group discussions, films, andexercises to provide an opportunity for understandingand practicing effective communication skills

These courses used Transactional Analysis as their base.


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III. THE QUESTIONS AND THEIR RESULTS

An instrument was developed for use in measuring theemployees' awareness and understanding of basic human needs.Demographic questions were also included in order to evaluateother factors that might influence the responses of theemployees. The questionnaire was carefully worded to avoidthe use of Transactional Analysis terminology which mightcause a conditioned or triggered response on the part of theemployees who had taken the Transactional Analysis training.The questionnaire was pretested by administering it tomembers of the Naval Aviation Executive Institute ManagementProgram, Point Mugu, California. After pretesting andincorporating corrections, a total of 561 questionnaires weredistributed at the Naval Air Test Center and the PacificMissile Test Center. Appendix A contains a copy of thequestionnaire and the cover letter.

Table 1 gives a breakdown of the number of returnedquestionnaires from the two bases.

DESCRIPTION OF THE QUESTIONNAIRETwelve questions contained in the questionnaire were

designed to be answered by selection of one of five responseswith numeric values as given on the following page.


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Response Numeric ValueStrongly Agree 1Agree 2No Opinion 3Disagree 4Strongly Disagree 5

To prevent the respondents from perceiving a pattern ofdesired answers, five of the questions were worded negatively(inverted) so that positive responses would be disagree orstrongly disagree. To aid in analysis of the data, theresponses for the inverted questions were recoded prior tothe computer analysis so that disagree and strongly disagreewere equated to agree and strongly agree. This recodingallowed all of the attitudinal data to be looked at with auniform ranking scheme. Under this scheme, strongly agreeand agree were taken as an indication of awareness andacceptance of the life position or human need addressed bythe question.

RESPONSES TO ATTITUDINAL QUESTIONSQuestions 3, 9, and 11 were designed to measure the

respondents' own perception of his personal O.K.-ness. Noneof these questions were inverted and respondents who felt apersonal sense of O.K.-ness would tend to respond with anagree or strongly agree.Question .3 - "Qiviz.Ka.lly, I i up


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This question is based on the premise that a personholding an I'm O.K. life-position has faith in himself(Harris, 1967).

The frequency of response for each population is givenbelow:

PMTC NATCStrongly Agree 26 42Agree 124 115No Opinion 18 10Disagree 10 4Strongly Disagree 1 1Missing 5

Question 9 - "When In a. AULpzivlAoiy fiolz, I can adjust myatt-itu.dm towasid* tmpi.otjQ.z6 && -teqtuAed fion.


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Question 11 - "I {eel confident o{ my abtltty to kandleZntel-pelAOnal Kelatto tt4 OYl tke job."

This question is based on the idea that a person with anI'm O.K. life-position feels capable of handling personalrelationships

The responses to this question are given below:PMTC NATC

Strongly Agree 47 32Agree 127 125No Opinion 7 11Disagree 3 4Strongly DisagreeQuestions 1, 8, and 10 were designed to measure the

respondents' feelings about the O.K.-ness of others.Question 1 - "V/iom my peiAonal expeKten.ce I kave. {oand that

the conce.pt taught tn textbooks Mhtch Ata.te.6'mo&t employee* axe competent, capable pei^on*'li> tncoxtiect. "

This question is inverted and respondents who felt thatothers are O.K. selected a disagree or strongly disagreeanswer

The raw responses to this question are given below:PMTC NATC

Strongly Agree 6 10Agree 47 64No Opinion 13 10Disagree 98 71


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Question 8 - "In my zxpe.sUe.ncz, I kavz &ound moi>t zmployzz*ah.z not za.pa.blz ol zkangtng tkztn. wonk atti.tu.dzt>and habtt& to tmpnovz tkzth. woik pzK^ofimanzz."

This question reflects the view of persons who believethat others are not O.K. Respondents who felt that othersare O.K. selected a strongly disagree or disagree answer tothis question (Holloway and Holloway, 1973) .


Strongly Agree 5 3Agree 33 27No Opinion 7 8Disagree 109 112Strongly Disagree 30 22

Question 10 - nMo& zmptoyzzb can bz th.u.&tzd to pzn.^on.m anddo a zon&ztznttou.* job wkzn tz{t on tkz-in. own."

This question is based on the theory that most peoplewant to perform to the best of their abilities (James andJongeward, 1967). Respondents who believed this theoryselected an agree or strongly agree answer.




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Question 2 - "I nave faund that fax mott employee.* the bougie4 a.tA.&l action o doling tfnZA.fi woxk well nlA.mlYia.tzt>the need fax any additional xecognition."

This question is based on the theory that people have abasic need for recognition (Berne, 1964). Respondents whowere aware of this need selected a disagree or stronglydisagree response to this question.


Strongly Agree 6 3Agree 17 20No Opinion 3 2Disagree 85 82Strongly Disagree 73 64Missing - 1

Question 4 - "Employee.* have a definite need fan. emotionaland physical 6t-lmu.la.tton to continue to bepA.odac.ttve in the vtonk situation."

Question 4 is based on the fact that people have abiological, phychological , and social need for stimulation(Berne, 1964). An agree or strongly agree response wasselected by respondents who were aware of this need.


Strongly Agree 81 65Agree 88 89No Opinion 7 6Disagree 4 8


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PMTC NATCStrongly Disagree 3 4Missing 1

Question 5 - "I dt* agn.ee ivttk the concept that employ ee* vtJULZ.*eek dtt2.YitX.OYi on the job, even t tt beYie.ga.ttvz, n.athen. than accept no fiecognttton atall."

This question is intended to measure the respondents'awareness of the fact that the need for recognition is sostrong that people will even seek adverse recognition in theabsence of positive recognition (Berne, 1964). Respondentswho were aware of this fact selected a disagree or stronglydisagree response to this question.


Strongly Agree 12 11Agree 63 69No Opinion 18 14Disagree 58 63Strongly Disagree 30 15Missing 3

Question 6 - "Mo*t employee* nave had tkeln. ba*tc wolkattitude* and pen.*onalttte* e* tabIt* Wed pfiton.to entering the wotik ion.ee."

Question 6 was included to test the respondents' aware-ness of childhood scripting. This theory is based on thehypothesis that most people live their lives according to


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decisions that they made in early childhood (Holloway andHolloway, 1973)



Question 7 - "Most &mploye.zA nave, a dz&tnZtz nzzd ^oh. a.4 tn.u.ctu.n.2.d datty wonh. 4c/iedu.e. "

This question is based on the observation that peoplehave a definite need to avoid boredom which results in a timestructure-hunger (James and Jongeward, 1971) . Awareness oftime structure-hunger was reflected by selection of an agreeor strongly agree response.


Strongly Agree 9 29Agree 109 95No Opinion 10 8Disagree 45 37Strongly Disagree 11 2Missing - 1

Question 12 - "In my axpeA-tewce I have, not ound tkz needIon opin and comptttz communtcatZon* on tkt jobto be oui> tmpon.ta.nt cu> btatad tn tzx.tbook.6- ."


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Question 15 - "Wkat I* you/i Rank on. Gxadd lzve.1?"The responses to this question were ranked in interval

order. The responses to this question are given below:Group PMTC NATCGS 2$3 5GS 4$5 72 46GS 67 26 28GS 89 10 17

GS 1011 23 30GS 1213 34 40GS 1415 6 6Missing 8 5

Question 16 - "What 16 you.fi ago.?"1. Twenty-four or under2. Twenty-five to twenty-nine3. Thirty to thirty-nine4. Forty to forty-nine5. Over forty-nine

The responses to this question are given below:Group PMTC NATC

1 9 112 31 413 47 594 44 325 48 29

Missing 5


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ANALYSIS OF DATAThe statistical Chi-square test was used to compare the

responses of the two populations. Application of this testdetermined if the responses from the two populations differedat the 0.05 level of statistical significance (951 confidencelevel) . For each question where the populations differed atthe 0.05 level of statistical significance, the results werethen checked to see if the responses showed a meaningfuldifference

Table 3 contains the results of the Chi-square test forthe two populations' response to each question. At the 0.05level of statistical significance the two populations differedon only two of the attitudinal questions, 3 and 7, and two ofthe demographic questions, 15 and 16.

The findings of the data from the attitudinal questionsshow that the two populations were statistically alike 83%of the time. It is interesting to note the similarity of theaverage responses of the two populations as shown in Table 2.PMTC had an average percentage of 80.3 agree responses, andNATC had an average percentage of 79.9 agree responses.On the disagree responses PMTC had an average percentage of14.1, and NATC had an average percentage of 15.8. Theseresults show that both populations had a good awareness andacceptance of the concepts of basic human needs.

Table 3 indicates that the two populations differed at the0.05 level of statistical significance on grade level and age.Because the two populations showed essentially the same over


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all response to the attitudinal questions, the differencesbetween the two populations in these two demographic areaswere not meaningful to this study.


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APPENDIX AQUESTIONNAIRE

This appendix contains an exact copy of the letter ofintroduction and questionnaire that was sent to 561 individualsat the Pacific Missile Test Center, Point Mugu, California andthe Naval Air Test Center, Patuxent River, Maryland


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NAVAL POSTGRADUATE SCHOOLMONTEREY, CALIFORNIA - 93940 in reply refer to

Code 550001-2

To Questionnaire Recipient:This questionnaire has been sent to you in order togather research data for a study on attitudes of employees

located at a NAVAIR SYSCOM Field Activity. This study is part ofa project being conducted through the Naval Postgraduate School,Monterey, California. The data is being analyzed by a member ofthe Naval Aviation Executive Institute Program located at PointMugu, California.

Your answers will provide valuable and unique data forestablishing a baseline on employee attitudes. Your personalidentity and individual response will not be divulged. Thequestionnaires do not have to be signed. The success or failureof this research project will depend upon your response.


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v 000) cdu CO00 Hco co T3>s H >iH e aj H60 H u 00c u a 00 co 0) o aj o1-1 u en u-J 00 o H uC/3


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enter the most appropriate answer in the box at the right

indicate the level of your formal education.High school / /Associate of A~rts degree or equivalent /_/More than two years college /_/Undergraduate degree /_/Graduate degree /_/ Please state whether graduate degreeis at the masters or Ph.D. levellong have you been in government service?One year or less /_/Two or three years /_/Four or Five years /_/Six to ten years /_/More than ten years /_/is your Rank or Grade level?

is your age?. Twenty- four or under /_/. Twenty- five to twenty-nine /_/. Thirty to thirty-nine /_/. Forty to forty-nine /_/. Over Forty-nine / /

35


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APPENDIX BCHI-SQUARE CALCULATIONS

The Chi-square values shown in table 3 were calculated as follows

* 2 - C C coi.i- Ei-i )i=l j=l E.where

0. . = observed number of responses assigned to the i row of the jcolumn.

E. . = number of resposes expected to be assigned to the i row of the.th ,J column.

The expected values for each cell (E. .) were found by multiplying thecolumn total times the row total, for each cell in the contingency tableand dividing this product by the total number of responses.

2The values of OC resulting from the formula are distributed approximatelyas chi-square with df= (r-l)(k-l), where r = the number of rows and k = thenumber of columns in the contingency table.


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APPENDIX C

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APPENDIX D

Historical Data Bank

Statistical data bank is contained in this appendix forboth populations. Populations are identified by the lastinteger of each line. The integer i, corresponds with PacificMissile Test Center, and the integer 2, corresponds withNaval Air Test Center.


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BIBLIOGRAPHY

Berne, E., The Structure and Dynamics of Organizations andGroups , J. IT Lippincott Company, New York, 1963

Berne, E., Games People Play , p. 13-15, 29-30, and 58, GrovePress, Inc., New York, 1964.Berne, E., What Do You Do After You Say Hello ?, p. 11-21,Grove Press , Inc. , New York, 1972Drucker, P. F., Management: Tasks, Responsibilities,Practices , p. 24^ 181, 200-202, 456, and 520-523, Harper

Row, Publishers, New York, 1973.Harris, T.A. , I'm O.K. - You're O.K. , p. 33-37, 74-77, Harper

Row Publishers , Inc. , New York , 1967.Holloway, H. W. and Holloway, M. M. , Change Now! , p. 16-22,Midwest Institute For Human Understanding, Medina, Ohio,1973.Isacc, S., and Michael, W. B., Handbook in Research andEvaluation , p. 58, Edits Publishers , San Diego, 1971James, M. and Jongeward, D., Born To Win , p. 1-3, 56-59, and265, Addison-Wesley Publishing Company, Menlo Park,California, 1971.Kress, G., The Business Research Process , I Candid Publica-tions, Fort Collins, Colorado, 1974.Maslow, A. H. , Motivation and Personality , 2nd Ed., p. xii,35-58, Harper $ Rox, Publishers, Inc., New York, 1970.Nie, N. H., Statistical Package For The Social Sciences ,2nd Ed., McGraw-Hill Book Company, New York, 1970.


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INITIAL DISTRIBUTION LIST

No. Copies1. Defense Documentation Center 2Cameron StationAlexandria, Virginia 223142. Library, Code 0212 2Naval Postgraduate SchoolMonterey, California 939403. Chairman, Department of 2Administrative SciencesCode 54Naval Postgraduate SchoolMonterey, California 939404. Naval Air Systems Command 4Naval Aviation Executive InstituteWashington, D.C. 203615. Professor J. W. Creighton 1Code 540fDepartment of Administrative SciencesNaval Postgraduate SchoolMonterey, California 939406. Professor J. C. Kiley 11026 Bronco Rd.Pebble Beach, California 939537. Ms. S. M. Coray 1Code 0222Career Development Division

Pacific Missile Test CenterPoint Mugu, California 930428. Mr. E. Stokel lEmployee Development DivisionCivilian Personnel DivisionNaval Air Test CenterPatuxent River, Maryland 206709. Mr. K. L. Wilkinson 1AT0 2

Naval Air Test CenterPatuxent River, Maryland 20670


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10. Mr. D. W. BucknerP. 0. Box 328Lexington Park, Maryland 20653

11. Mr. L. Trettin1293 Buena VistaVentura, California 93001


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