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How effective is the militaryclassification and assignment system?
Item Type text; Thesis-Reproduction (electronic)
Authors Wunder, William H.
Publisher The University of Arizona.
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HOW EFFECTIVE IS THE MILITARY CLASSIFICATIONAND ASSIGNMENT SYSTEM?
by
Major William H. Wunder
A Thesis Submitted to the Faculty of the
DEPARTMENT OF MANAGEMENT
In Partial Fulfillment of the Requirements For the Degree of
MASTER OF SCIENCEIn the Graduate College
THE UNIVERSITY OF ARIZONA
1 9 6 7
STATEMENT BY AUTHOR
This thesis has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in The University Library to be made available to borrowers under rules of the Library.
Brief quotations from this thesis are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in their judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the author.
SIGNED: £ 2 * r \y
APPROVAL BY THESIS DIRECTOR
This thesis has been approved on the date shown below:
JOHN H. TRIMM sistant Professor of
Management
ACKNOWLEDGMENTS
The author wishes to express his sincere gratitude and appreciation to Mr. John H. Trimm, Assistant Professor of Management, who provided immense assistance, guidance and constructive criticism in directing the preparation of this thesis.
The cooperation of the military units which participated in this research is also acknowledged with appreciation.
To his wife, Dorothy, the author wishes to express his admiration and appreciation for her limitless enthusiasm and patience During those periods when frustration and despair prevailed, she supplied the requisite inspiration for the completion of this manuscript.
To these, and all others who supported him in this work, the
author extends sincere appreciation.
iii
TABLE OF CONTENTS
ACKNOWLEDGMENTS . . . . . . . . . . .
LIST OF TABLES ...............
LIST OF ILLUSTRATIONS........ .. . .A B S T R A C T o o e o o o o o o o e o o o
o o o o o e ill0 0 - 0 0 6 0 VI
o o o o o o V11.......... viii
Page
Chapteri. 'introduction ....................................... 1
' . - - .
II. DEVELOPMENT OF TME CLASSIFICATION. AND ASSIGNMENT SYSTEM . . 8Military Classification and Assignment . . . . . . . . 8
General . . . . . . . . . . . . . . . . . . . . . . 8Definition of Classification and Assignment . . . . 9Responsibilities . . . . . . . . . . . .......... 9
The Enlisted MOS Structure . . . . . . . . . . . . . . 10Grouping of Related Duty Positions Into an MOS . . 10Development 10The Enlisted MOS Code .............. 13
, Special Coding Problems . . . . . . . . . . . . . . 17MOS Categories . . . . . . . . . . . . . . . . . . 20
Enlisted Classification Tests . . . . . . . . . . . . . 21.Development . . . . . . . . . . . . . . . . . . . . 21The Amed Forces Qualification Test (AFQT) . = , , 22The Army Classification Battery . . . . . . . . . . 23
Job Specifications . . . . . . .......... . . . . . . 26General . . . . . . . . . . . . . . . . . . . . . . 26
Standards of Grade Authorization . . . . . . . . . . . 28General . . . . . . .............. . . . . . . . . 28
• Classification Structure for Commissioned Officers . . 28General . . . . . . * . . . . . . . * . # . . . . . 28
The Profiling System . . . . . . . . . . . . . . . . . 31General . . . . . . . . . . . . . . . . * * . . . . 31
The Need for Additional Research . . . . . .......... 32
III. METHQDQLOGY . . o o o 33Selection of Participating Units . . . . . . . . . . . 33
Basis for Selection of Personnel . . . . . . . . . 34Number of Personnel Participating . . . . . . . . . 34
Personnel Record Data . . . . . . . . ........ . . . . 34iv
V
TABLE OF CONTENTS--Continued
Chapter PageThe Questionnaire . . . . . . . . . . . . . . . . . . . . . 35
The Major Hypothesis . .......... . . . . . . . . 35Inter-Related Questions ........................... 35
Job Satisfaction . . . . . . . . .......... . 35Morale . . . . . . . . . . . . . . . . . . . . 36Guidance Available . . . . . . . . . . . . . . 37Education Development Program . . . . . . . . . 38
IV. QUESTIONNAIRE RESPONSE . . . . . . . . . . . . . . . . . . 40
Classification of Participants . . . . ..............Group. Is Total Responses . . . . . . . . . . . . .Group II, Responses of Army Personnel . . . . . . .Group III, Responses of Air Force Personnel . . . .
Response to the Questionnaire . . . . . . . . . . . . .Job SatisfactionMorale « . . . . . . . . . . . . . . . . . . . ... Guidance Available . . . . . . . . o . . * * . . .Education Development Program.......... .. . . . .
404040414142 47 50 55
V. QUESTIONNAIRE RESPONSE ANALYSIS . . . . . . . . . . . . . . 58Job Satisfaction 58Morale . . * . * . . . * . . . . . * . . . . . . . . . 61Guidance Available . . . . . . . . . . . . . . . . . . 64Education Development Program . . . . . . . . . . . . . 65
VI. CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . 68General Remarks . . . . . . . . . . . . . . . . . . . . 68Summary . . . . . . . . . . . . . . ............ . . . 68
Job Satisfaction . . . . . . . . . . . . . . . . . 68Morale . . . . . . . . . . . . . . . . . . . . . . 69Guidance Available . . . . . . . . . . . . . . . . 69Education Development Program . . . . . . . . . . . 70
General Conclusion ‘ 70Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
A. PARTICIPATING UNITS . . . . . . . . . . . . . . . . . . . . . 73B. INTER-RELATED QUESTION ASSOCIATION . . . . . . . . . . . . 74G. QUESTIONNAIRE . . . . . . . . . . . . . . . . . . . . . . . 75D. QUESTIONNAIRE RESPONSE ANALYSIS . . . . . . . . . . . . . . 77
BIBLIOGRAPHY
LIST OF TABLES
I o Response Comp air is on o o 0 o e 9 o o o 6 o o o o » o 6 o o o 4b
II o Level of Moirale 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 47
IIIo Factors Affecting Morale . 0 0 0 . 0 0 . . 0 0 0 0 0 0 0 0 49IVo Comparison of Educational Intent and Effort . 0 0 0 0 0 0 0 57
Table Page
vi
LIST OF ILLUSTRATIONS
1. Grouping of Duty Positions . . . . . . . . . . . . . . . . 112. Occupational Areas--Titles and Characters . . . . . . . . 153. Organization of Career Groups . . . . . . . . . . . . . . 16
4. Development of Career Group . . . . . . . . . . . . . . . . 185. Special Qualification Characters . . . . . . . . ........ 196. Utilization of Capabilities and Experience; In Area
and Out of Area . . . . . . . . . . . . . . . . . . . . 43
7. Military Career . . . . . . . . . . . . . . . . . . . . . 458. Disciplinary Action . . . . . . . . . . . . . . . . . . . 519. Comparison of Morale Between Job Satisfaction and
Dissatisfaction . . . . . . . . . . . . . ■. . . . . . . 52
10. Lack of Confidence in Supervisor . . . . . . . . . . . . . 54
Figure Page
vii
ABSTRACT
Thousands of men are processed*each month into the military services. These men are given various aptitude tests in order to, determine the occupational area in which they are most proficient, and once determined, they are then trained and assigned in this occupational area.
The purpose of this thesis is to determine and evaluate the degree of effectiveness in the existing Military Classification and Assignment System, and to study the resulting implications thereof.
For the collection of data, the close proximity of two military installations prompted this author to develop a question
naire and to process the completion thereof on an individual basis. The collected data was then portrayed and analysed in various tables
and figures throughout the questionnaire response analyses,‘ -r
The results indicate that the Military Classification and Assignment System is highly effective. The results also indicate
that many personnel and internal organizational conflicts are
directly related to personnel being classified and assigned to an
occupational area in which they are not proficient. It is suggested that the Department of Army pursue additional research in this area
in an attempt to resolve these conflicts.
viii
CHAPTER I
INTRODUCTION
The author of this study has been associated with the military
service for the past eight years, during which he has heard numerous
lectures on the effective manner in which men are selected, tested, trained, and placed on a job based on their individual qualifications. However, during several years of experience as a Unit Commander, the
author encountered several incidents which refuted this effective
system. For example, a man with three years of college training in electrical engineering had been trained and classified as a cook.
Another man with four years experience as a cook had been trained and
classified as a mechanic,In processing thousands of men each month into the military
service, it is understandable that mistakes may occur in attempting to
place the "right man on the right job," but how predominate are these mistakes in the classification and assignment of personnel? This
question has troubled the author for some time, thus the reason for
selecting this subject as a basis for study.The major hypothesis tested in this study, is to determine and
evaluate the degree of effectiveness in the existing Military Classifi
cation and Assignment System.To the knowledge of the author, a study of this type has never
been conducted within the military complex. Hence the nonexistence of1
other relevant work makes it impossible to utilize the results of this study for comparison purposes.
Due to the immense size of our military structure, the author determined that it was not feasable, or even possible, to conduct this
study on the entire military populace. Therefore, it was decided to
conduct this study within the limits of two local military installations, assuming that the results of this study will reflect the picture of the entire military establishment.
\In order to realize the importance of the Military Classification and Assignment System, one must have an understanding of the overall Military Personnel Management System, of which classification and
assignment is only a portion thereof.Military Personnel Management is the process of planning,
organizing, directing, and controlling the selection, classification, assignment, and utilization of all personnel in military duties. The
efficient utilization of men, as individuals, is the primary objective of the Military Personnel Management System.*' While formulation of
personnel policies occurs at the department level of each respective
service, it is at the unit level that these policies become daily
practices which directly affect the individual.Given the need for a system of personnel management, the military
utilizes five fundamental principles in this system, all of which merit
*Department of the Army, Personnel Management, Regulation Number 345-5, January 3, 1952, p. 1.
2
osome consideration. The first is the placement of the right man on the right job, always considering the needs of the service. By "the right
man on the right job," means placing a man with qualifications in a job
where those qualifications can best be used. The needs of the service must be kept in mind because frequently the job that needs doing does not have a corresponding man to fill it. One must then realize that,
because in the military the mission comes first, a man who demonstrates the ability to perform a job, is then placed in it, regardless of
whether he wants that job or has any previous qualification for it.The second principle ties in closely with the first. The
military must capitalize on the individual's abilities by training him.A man who was a mechanic in civilian life may show an ability to cook, but unless he is taught how to cook, he will not know how to go about it. So he must be trained in order to be a useful part of the military
team.Having identified his abilities and trained him to do a par
ticular job, the third principle is then applied, namely, stimulate his
desire to produce. This is accomplished by such things as pay, pro
motions, awards, opportunities for additional education, rewards, and so on. If the man can see that his work is appreciated, and that he, as
well as the military, will benefit, he will be more likely to produce
worthwhile efforts.At the same time, his professional development must be con
sidered. This is the fourth principle. Very few people want to do the
2Ibid., p. 2.
same job for the rest of their lives or the rest of their careers <. As
our soldier produces worthwhile efforts, he learns more about his job.It is the task of every supervisor to be sure that his men get the
chance to learn more about their jobs, by giving additional schooling
and assignments in related areas, The cook, for example, will be a better cook if he has a chance to learn something about baking, meat cutting, food inspection, and so on.
Lastly, the soldiers should be used only in essential tasks. A lot of things can be considered essential in the military, so one must
be careful and not let the definition get too large. To continue the story of the cook, he can best be used in the preparation of food. Itwould be foolish to develop him into a first-rate cook and then require
/him to paint signs. It would be just as foolish to make him spend all
his time repairing tents, although this is an essential task. The individual soldier will do better work, and get more satisfaction from it, if he is fully utilized and permitted to do the job he was trained
to do.A brief look at some of the specific portions of the Military
Personnel Management System will reveal how these principles are put
into play. Before a man enters the service, he is given a series of
tests to determine his basic intelligence, physical condition and
abilities. After he enters the service, he is given additional tests
to determine his ability to learn a job in the occupational area in which he is most proficient. This is part of the classification process
5Once the man is trained and classified, he is then assigned to a
job. He must then be stimulated to perform that job. As mentioned previously, this is accomplished by such things as pay, awards, promotions , opportunities for additional education, and rewards.
Pay comes in several different categories, with base pay as the starting point. This is the amount paid to every man for normal
performance of duty, according to his grade or rank. Within each pay
grade there are steps, called longevity steps, which means that as a
man spends more time in the military, his pay increases periodically even though his grade may not change.
There are also some special-purpose pay items. For enlisted
men, foreign service pay fits into this category, as does proficiency pay. These items are called special pay because they are given under
specific conditions and are taxable as pay. In addition, incentive pay
is given for hazardous duty, such as parachute or demolition duty.In addition to pay, a soldier also receives allowances. The
principle difference between pay and allowances lies in the fact that allowances are given in lieu of something, such as a uniform allowance, while pay is earned for the performance of duty, whatever that duty may
be. Also, pay is taxable, whereas allowances are not. Examples of
other allowances are ration allowance, quarters allowance, and clothing
maintenance allowance.Another form of stimulation present in the military is "time-
off" or authorized absence. The most common types of authorized absence
are the pass and leave. Leave is similar to what the civilian world
6calls vacation. Every man in the military, be he officer or enlisted, is entitled to 30 days of leave annually. This is a right, and no restriction can be placed on the taking of leave, except that the time of leave should not conflict with military necessity. The decision as to what constitutes military necessity rests with the commander,^ A pass is a privilege, rather than a right. It is awarded for meritorious duty, or
exceptional achievement, or for any other reason which the commander may
desire. It is for a limited period of time, not to exceed 72 hours APromotion is another form of stimulation, and also ties in with
increased professional development. In official language, the officer is promoted, while the enlisted man is appointed to a higher grade,
Actually, there is not much difference, because each means an increase
in rank. For an enlisted man, minimum periods of time are specified before he can be considered for promotion. His appointment is then based
on job vacancy in the unit to which he is assigned, and his qualifica
tions to hold the next higher rank. This has its advantages and its disadvantages» It does permit an enlisted man to move up rapidly if he
is qualified, but it also can hold him in one position for years if no job vacancy happens to exist in his unit. Officer promotions, on the
other hand, are relatively independent of job vacancies within the unit,
and are based on vacancies within each respective branch of service,
•^Department of the Army, Personnel Absences, Regulation Number 630-5, October 1965, p, 3,
^Department of the Army, Passes, Regulation Number 630-20,January 3, 1966, p, 2,
Additional education, an excellent stimulation, is available to all personnel in the service. This is available to personnel that have performed their duties in a superior manner and have demonstrated the ability to increase their level of education. Various educational programs are available in both military and civilian schools»
A detailed study of all the specific portions of the Military Personnel Management'System is beyond the scope of this research. However, the most important portion, that of classification and assignment, will be discussed in detail. The degree of effectiveness of the Military Classification and Assignment System can best be determined through an
evaluation of the following criteria: Job Satisfaction, Morale, Guidance
Available, and Education Development Program. These criteria are to be
evaluated as they exist within each participating unit, and utilized in
the latter portion of this study in making the determination of the degree of effectiveness. However, in order to understand the results of this study, one must have an understanding of military aptitude tests
and the elements that comprise the military occupational speciality (MOS)
codes. Hence a detailed discussion of the development of the MOS codes and aptitude tests is contained in the following chapter.
The information on the development of the classification and
assignment system will be followed with a discussion of the methodology utilized in collecting the various sources of data, and the manner in
which the data will be utilized in testing the hypothesis of this study.Following the methodology, the remaining portion of this research
will include a discussion and an analysis of the questionnaire response.
7
and the conclusion thereof
CHAPTER II
DEVELOPMENT OF THE CLASSIFICATION AND ASSIGNMENT SYSTEM
The classification and assignment portion of the Military Person
nel Management System is basically the same in each branch of service. Therefore, to keep this study void of duplication, only the Army Classification System will be discussed. References will be made to
other branches of the service as needed for clarification of data in the study.
Military Classification and Assignment
General.— This study concerns itself with only one element of
our military--manpower. When the Army has only a limited supply of this vital element and an increasingly constant demand for its use in more
complex tasks, it must ensure that it procures, trains, and retains the
best talent possible. The method through which this is accomplished is
called the Army Classification System, This personnel management system of the Army is comprised of the military occupational specialty (MOS)
5structure, personnel classification procedures, and personnel records. The Air Force personnel management system is comprised of the Air Force
Specialty Classification (AFSC) structure, personnel classification
^Department of the Army, Personnel Selection and Classification, Regulation Number 611-201, June 2, 1960, p. 1.
8
9procedures, and personnel records.** Under these systems, the welfare of personnel is a matter of primary concern and major responsibility of the command at all echelons.
Definition of Classification and Assignment.— Classification is the initial evaluation of individual skills, knowledge, duty perform
ance, and medical fitness capabilities. Assignment is the placing of an individual in an authorized duty position.''
Responsibilities.— It is the individual soldier's responsibility to maintain proficiency in all aspects of his primary MOS and secondary MOS, making known his desires for duty position assignments and further training which will enhance his MOS proficiency.
Commanders and supervisors are responsible for assigning individuals to authorized duties and recommending classification, re
classification, or reassignment actions.Major and intermediate commanders establish and maintain high
standards for operation of the enlisted occupational classification system. Some of the enlisted occupational classification system func
tions are: classification testings, medical examinations and coding,personnel interviews, and computation of aptitude area scores.
Factors used in the individual classification include military
and civilian training and experience, mental and physical fitness and capabilities, aptitude, education, hobbies, clerical skills, individual
^Department of the Air Force, Airman Classification, Manual Number 39-1, June 30, 1963, p » 2,
7Army, op. cit., p. 1,
preferences, and needs of the service. With the proper designation of
responsibilities and utilization of classification procedures, the goals of the Army can be obtained more efficiently.
The Enlisted MOS Structure
Grouping of Related Duty Positions Into an M0S.--M0S is the term used to identify a grouping of duty positions possessing such close occupational or functional relationship that an optimal degree of inter
changeability among persons so classified exists at any given level of skill. Based on job analysis studies, related duty positions are grouped to form an MOS (Figure 1).
Development.--The current enlisted MOS system is based upon
field experiences. Information on the experience of field commanders, of specialists, and of noncommissioned officers was gathered by means
of field job analysis and surveys. Technical experts were consulted asgwell as personnel, organization, and training staff agencies.
Data on the experience of personnel in the field were gathered
by trained job analyst teams. These analysts studied the jobs where
they occurred in units and prepared a detailed breakdown of duties, skills, knowledges, physical requirements, mental and special require
ments, supervision given, supervision received, and training required for adequate duty performance, These analysts also performed organiza
tional analyses and surveys to ascertain job relationships, personnel
interchangeability, and training needs.
8Ibid., p. 3.
10
Duty Positions MOS Title
Ward Specialist \
Medical Aidman
Dispensary Specialist \ Medical Specialist
Medical Platoon Sergeant
Wardmaster j
FIGURE 1. Grouping of Duty Positions
12The experience and knowledge of experts on various occupational
specialties were utilized to ensure the technical accuracy of job
specifications and position grading. These technical matters were
checked and double checked with subject matter experts of the various arms and services to assure basic soundness and applicability of technical material in various MOS specifications,
Various specialties in the enlisted MOS structure were coordinated with interested organization and training staff personnel to ascertain the effect of the structure on organizational tables and its impact on training, Every effort was made to reduce the number of MOS's authorized in a unit to a minimum consistent with good practices
of manpower utilization, to provide for increased opportunity for progression within the unit.
Current and projected personnel resources were given fullest
consideration in conjunction with development of the current MOS structure. The current primary source of enlisted personnel for the
Army is the short-term draftee who must be made available for assign
ments to a unit in the shortest time possible. The reenlistment rate
and qualifications of the usual reenlistee were taken into consider
ation. Tabulations were made by age groups, civilian skills usable to
the Army within age groups, and the statistical probabilities of the portion of particular groups likely to be inducted into the Army, as well as the usable skills occurring within these portions. Included in those coming into the Army through selective service are a number
of individuals with subprofessional and professional training and
13experience whose utilization poses special problems, yet who should be utilized to the fullest extent of their potentials consistent with the Army's needs.
In development, certain assumptions had to be made; the general organization of the present replacement system would be retained; the
Army would continue to make extensive use of the short-term draftee who
must be made available for assignment to a unit in the shortest possible time; there would be a continued need for the broadly-trained soldier in order to facilitate distribution of personnel; there would be a need for flexibility in assignment to allow for sudden shifts in requirements; and the new structure must be serviceable under peacetime, partial
mobilization, or full mobilization. The number of MOS's was reduced in consonance with Department of Army policy to authorize only the
minimum number compatible with Army needs and military personnel manage
ment system concepts.
The Enlisted MOS Gode.--A five-character coding system is used in the current enlisted MOS structure, with each character given a
specific meaning and serving a specific purpose. Both numeric and alphabetic characters are used. This method of codification provides
for expansion or contraction at each level. The flexibility of this code makes possible identification of broad entry training for purposes
of distribution and precise identification of specialists and non
commissioned officers. The five characters are utilized as follows:
14First Character (numeric)“-Occupational AreaThe first character of the MOS code represents the broad occupational area into which all MOS's are incorporated for purposes of initial selection. There are nine occupational areas, each directly related to an aptitude area of the Army Classification Battery of tests. A tenth area, designated as "Special Assignment" and for which special selection instruments must be applied, is also provided. Broad planning and initial selection are feasible on the basis of the first character of the code (Figure 2)«Occupational areas are also characterized by their individual relationship to aptitude areas and by commonality of physical abilities and job skills. Thus these occupational areas serve as selection factors which simplify initial classification at the reception station and allocation of personnel to training. An occupational area is equivalent to a major element of the structure.
Second Character (numeric)--Career GroupThe second character, in combination with the first, normally identifies a career group which is a major division of an occupational area. Career groups are designed to facilitate the substitution of personnel when necessary to meet fluctuating requirements and to permit broad initial occupational training for a number of entry level positions in closely related MOS's (Figure 3).9Third Character (alphabetic)— Specialty Identification
The third character, in combination with the first two, represents the job specialty without regard to level of skill.There are two types of MOS: entry MOS and advanced MOS. Allthree-character MOS's ending in "A" are entry MOS's which identify the apprentice-level positions common to two or more advanced MOS's. Advanced MOS's are those three-character MOS's ending in "B" through ”Y." They identify those military jobs at the level of journeyman.or higher. An MOS with a third character of "Z" represents a "capper" MOS, which is a term used to identify specialties which normally involve supervision over two or more advanced MOS's of the same career group. MOS specifications are provided for the three-character MOS stage of classification. Each of these three-character
^Ibid., p. 4.
15
Occupational Area Title Occupational Area CharacterTactical Operations ................................ 1Missile and Fire Control
Electronic Maintenance .......................... 2General Electrical Maintenance .................... 3
Precision Maintenance........ ......................4
Auxiliary Services ................................ 5Motors ............................................ 6Clerical .......................................... 7
Graphics . . . . . ................................ 8General Technical .................................. 9
Special Assignment ................................ 0
FIGURE 2. Occupational Areas— Titles and Characters*
*Department of the Army, Personnel Selection and Classification, Regulation Number 611-201, June 2, 1960, p. 4.
16
Related Career Groups Occupational Area Aptitude Area
Medical Care and x \Treatment (91)
Laboratory Procedures (92)
Technical EquipmentOperation (93)
\Food Service (94) y General General
Law Enforcement (95) ( Technical ^— ---- Technical
General Intelligence (96) | (9) (GT)
Special Intelligence (97)Signal Intelligence (98) J
FIGURE 3. Organization of Career Groups
17MOS's represent a significant and distinct job requirement calling for diverse skills, knowledges, and abilities.^Individual jobs are isolated and arranged to form career groups containing specialties related to one another by common basic skill requirements. On the basis of these groupings, an entry MOS is established for each group, thus permitting training of recruits at a low and broad entry level rather than confining it rigidly to a narrow and higher specialized level. Such entry training can be given in training divisions or training centers and the bulk of replacement stream input can be shipped to fill any of the specialist positions supported by the entry MOS (Figure 4).Fourth Character (numeric)--Skill LevelThis character, in combination with the three basic characters, indicates the skill levels within the MOS, These skill levels indicate the level of proficiency required in a specific job and the corresponding qualifications present in the individual and are identified by characters "1" through "5.” Each character has a specific meaning, as follows: l--apprentice;2--journeyman; 3— advanced journeyman; 4— leader; 5— supervisor. The last two, 4 and 5, are reserved for noncommissioned officers only.^^Fifth Character (alphabetic)— Special Qualifications
This character indicates special qualifications or individual qualifications not generally associated with a single MOS but which are generally common to a large number of diverse specialties (Figure 5)
Special Coding Problems.--Some coding problems require special treatment. Among these are instances in which an individual is dual-
qualified insofar as special qualifications are concerned, for example the fifth-character codification; instances in which a soldier possesses
10Ibid., p. 5.11Ibid.12Ibid., p. 6
18
Related MOS( Medical Specialist (91B)
Operating Room Specialist (9ID)Medical Care and Medical j Dental Specialist (91E)
Treatment (91)-----> Corpsman ^ Neuropsychiatric Specialist (91F)(91A) Clinic Psychology Specialist (91G)
y Social Work Specialist (91H)
FIGURE 4. Development of Career Group
19
MOS Title and Code
Medical Specialist
91B4
Special Qualifications Character f A--Technical Intelligence
B— Drill Sergeant C--CBR
<
D— Dog HandlerE— Enlisted Aide
F— Flying StatusG— RangerH— Instructor
K— Logistics NCOL--LinquistN--Nuclear Operations0— No Special QualificationsP— Parachutist
R--Research and DevelopmentS— Special Forces
T— TransitionW--Psychological Warfare
X— Experimental
FIGURE 5. Special Qualification Characters
20linguistic qualifications sufficiently significant to warrant identification; and those military occupational specialties of a classified nature»
Coding of dual qualifications with the fifth character often requires special treatment« In those instances where an individual is qualified by training or experience in more than one special qualification, his MOS classification will reflect the most significant of those
special qualifications depending upon the specific conditions applicablein each case. Current regulations are used to determine the priority
13on assignment of special codes.
In the coding of linguists, two additional numeric characters are authorized for use with the five-character MOS code to identify the specific language in which a soldier is qualified. This will permit the Army to better identify those individuals possessing such qualifications.
While the language code characters will not be used in official organizational tables, they will be used in individual and position classifica
tion. Significant use is to be made of these language characters when the basic MOS is in the military intelligence, general intelligence,
communications security, or radio code entry groups. Codes for specific languages are contained in specific regulations.̂
MOS Categories.--The MOS may be categorized into several types
as follows:
1 Q Department of the Army, Enlisted Personnel Management System, Regulation Number 600-200, March 24, 1965, p. 4.
■^Army, op. cit., p . 6.
21Advanced MOS (ADVMOS)An advanced MOS identifies those military jobs at the journeyman or higher skill level.
Entry MOS (EMOS)An entry MOS identifies a grouping of jobs at the apprentice skill level which relate to two or more advanced MOS's in the same career group,Primary MOS (PMOS)
The primary MOS is the MOS (entry or advanced) representing the highest or most significant job skill which the individual can best perform.
Secondary MOS (SMOS)An MOS, in a specialty other than PMOS, representing the second most significant job skills which the individual can perform.
Additional MOS (AMOS)An additional MOS is an awarded MOS other than those designated as primary or secondary.Duty MOS (PMOS)
The duty MOS is the MOS of the position to which the soldier is actually assigned and in which he is performing duty.
Enlisted Classification Tests
Development.— Initially, testing was able to contribute most
directly to the solution of the classification problems of the Army by
providing a single, uniform measure to indicate a soldier's general
usefulness to the service. The Army General Glassification Test (AGCT)15was developed during World War II to provide such a measure. However,
^Department of the Army, Provisions Governing Qualifications, Regulation Number 715-63, June 17, 1958, p. 1.
22it became evident that a. greater contribution would be made by a variety of different measures designed to indicate the soldier's specific useful
ness to the service in particular kinds of Army jobs or training assignments as well as his general mental ability. Tests of specific kinds of
aptitudes, knowledge, or skills have been developed and incorporated into a battery of tests administered to recruits for initial classification. This battery of tests is known as the Army Glassification Battery (AGB), and includes tests of abilities related to most kinds of jobs performed by enlisted men in the Army. A separate screening test (AFQT)
has been developed to measure general intelligence.̂
The Armed Forces Qualification Test (AFQT).--The Armed Forces Qualification Test is by law administered to all applicants for enlist
ment into any one of the branches of service and to all registrants ordered for induction. The purpose <Sf the test is to determine whether the individual has sufficient general learning ability to become a
satisfactory soldier. The test is scored in a percentile basis and17divided into the following groups:
Percentile Score Group
93 or higher I65-92 II31-64 III10-30 IV
9-less V
16Ibid., p. 2.
17Ibid., p. 4.
23For many years the minimum acceptable score for a Regular Army
applicant ranged between 20 and 31, depending upon the number of
applicants available and required. The minimum score for induction
has been fixed by Federal law at 10, Currently, an applicant for enlistment in the Regular Army must score 31 or higher on the AFQT, if
single, and 50 if he has dependents; a registrant for induction must
score 31 or higher on the AFQT, or between 10 and 30 on the AFQT plus90 or higher on two aptitude areas in a separate battery of tests
18called the Army Qualification Battery (AQB),
The Army Classification Battery.— Aptitude tests have been introduced as an aid in classification so that men can be better placed and Army jobs can be better filled. It has long been recognized that a
man could do better work in one type of job than another» One man may
be better fitted for the job of company clerk than for a machinist specialty. Another may make a better mechanic than a clerk. During World War II the four-part scores of the Army General Classification Test (AGCT) were supplemented by other tests which were useful for
certain groups of occupational specialties. Now all enlisted personnel are given a standard battery of tests immediately upon entering the Army (or prior to entry in the ease of registrant for induction who
score between 10 and 30 on the AFQT). The Army Classification Battery
presently consists of the following:^
18Ibid,, p. 5.^Department of the Army, Administering and Scoring the Army
Classification Battery, Pamphlet Number, 611-100, August 8, 1961, p. 3.
Name of Test AbbreviationVerbal VE*Arithmetic Reasoning AR*
Shop Mechanics SM*Pattern Analysis PA*Army Clerical Speed ACS
Army Radio Code ARCAutomotive Information AI
Mechanical Aptitude MAElectronics Information ELI
Classification Inventory ClGeneral Intelligence Test GIT
*(Part of the Army Qualification Battery as discussed on page 23 of this manuscript«)
In working but a method for selecting men who can be expected
to do well in a given job, a large number of tests are tried out to
find which ones work together best to predict likelihood of success in that job. The same combination of tests turn out to be the best pre
dictor for many Army jobs. This is the basis on which aptitude areas were formed. Each aptitude area represents a set of tests and a group
of Army jobs. This particular combination of tests provides the best means presently available in estimating whether or not a man will do
well in any of the jobs in the group. There are eight such aptitude areas, each made up of two tests from the Army Classification Battery
25and the Army jobs for which this set of tests is the best predictor of
20success. These areas are:Aptitude Area FormulaInfantry (IN) AR * 2Cl
3Armor, Artillery, and Engineer (AE) GIT + AI
2Electronic (EL) MA + 2ELI
3General Maintenance (GM) IPA + 2SM
3
Motor Maintenance (MM) MA -r 2AI 3
Clerical (CL) VE + ACS 2
General Technical (GT) VE + AR 2
Radio Code (RC) VE + ARC 2
Each of the eight composite aptitude area scores indicates likelihood of success in a field of work known as the occupational
aptitude area. For example, the following MOS's are grouped with
others in aptitude area GT:91J Physical Therapy Specialist
94B Cook
96D Image InterpreterEach man’s score shows at a glance the area or areas in which he has
best prospects of success. Classification may be narrowed down to a
20Ibid., p* 5.
26specific job or training assignment by reference to the list of MOS's included in each aptitude area. For example, if an individual makes his highest score in aptitude area GL and has an interest in personnel or clerical work, he could be recommended for training in one of the administrative MOS's. Aptitude areas are most useful in making recommendations for training of individuals without prior military or
civilian experience.
Job Specifications
General.--Job specifications includes the duties the individual
is expected to perform, the skills and knowledges required, and physical
and mental requirements, and the related civilian occupations, if any. Extracted from current regulations, the following describes the
specifications of a job:SOCIAL WORK SPECIALIST
MOS Code 91HDuties
Assists social worker in obtaining information for social case histories and in helping individuals to carry out instructions of professional staff. Interviews individuals to obtain background information relative to family life, early childhood adjustment, economic status, schooling, occupation, illnesses, hospitalization, marital adjustment, and difficulties and experiences encountered in military service. Extracts pertinent information from military records. Assists in requesting information from social agencies, law enforcement agencies, penal institutions, hospitals, and persons familiar with individual's background. Explains to individuals services that may be obtained through public and private welfare agencies <» Submits detailed case reports to social worker. Plans and organizes work schedules, assigns duties, and instructs subordinate specialists in proper work techniques and procedures.
Skills and KnowledgesSpecialist:
Code 91H2. Must know techniques in conducting interviews and gathering social history information- Must understand dynamics of human behavior and importance of contacts with patients. Must be able to secure historical facts from cooperative, communicative and undisturbed patients. Must be able to distinguish between relevant and irrelevant information. Must be able to assist patients in personal matters such as letter writing, telephone calls, and referring for pay and baggage problems. Must be able to prepare clear, concise, and accurate reports. Must be able to make collateral contacts to corroborate data. Must be able to establish rapport and deal effectively with more emotionally disturbed patients. Must be able to secure full social histories from patients having complicated medical and social problems- Must be able to assist individual in understanding treatment and disposition and in making use of treatment and welfare facilities. Must be able to contact patients returned to duty to ascertain their adjustment.
Noncommissioned officer:Code 91H4. Must be qualified as Social Work Specialist
(91H20). Must know administrative channels and organizational structure of unit to which assigned. Must know application and use of regulations and forms used in reports covering unit activities. Must be able to instruct and supervise subordinate personnel in proper work techniques and procedures.
Physical RequirementsRequires good vision and auditory acuity in extracting informa
tion from records and communicating with patients. Requires considerable standing and walking. Requires ability to speak clearly in communicating with patient and in delivering occasional lectures.
Mental RequirementsAptitude Area 6T. Requires good reasoning and verbal ability,
memory, adaptability, attentiveness, effective interpersonal relations, and emotional control in dealing with patients to obtain desired information for the professional staff.
Related Civilian Occupations
DOT classification CodeCase Aide - - - - - - - - - - - - - - - - - - - - - 0-27.50
28Federal Civil Service Classification Code
Social Worker GS 185The above constitute the job specifications of a Social WorkSpecialist.21
Standards of Grade Authorization
General.--In the final section of the specification for each MOS is a table called Standards of Grade Authorization. It does not authorize positions. Instead, it provides the basis for determining
grades in all organizational tables after the number of positions and MOS classification have been determined. The table provides typical
duty position titles, and also indicates how grade levels should be distributed within the total established number of positions. Exceptions to the standards are authorized only when warranted by local
conditions or unusual requirements that do not have Army-wide implica-22 'tions, and are subject to review by the Department of the Army.
Glassification Structure for Commissioned Officers
General.— Current regulations contain the authorized commis
sioned officer military occupational specialties. These MOS's only are to be used for classifying positions in all organization tables and
identifying individuals qualified to perform in these positions. They
O IArmy, Personnel Selection and Classification, p, 937.
22Ibid., p. 8.
29provide a means for determining manpower occupational requirements and
93resources and for matching of men and jobs =
Officer military occupational specialties are generally broad in scope and relatively few in number» This is in accordance with Department of the Army policy, which requires commissioned officer personnel
to be as broadly trained and as widely qualified as possible in order to ensure maximum flexibility in their assignment and utilization.^
Proper occupational classification will facilitate the following; Conservation of available skills through maximum utilization of
experience, education, training, and other pertinent individual qualifications; development of a sound career pattern for commissioned officer
personnel; development and construction of tables of organization and tables of distribution; effective requisitioning and assignment of commissioned officer personnel on an Army-wide basis; and the accurate
reporting and inventorying of personnel by specialty and authorized
strength by position.Generally, the military occupational specialty for commissioned
officers defines the scope of an occupational area without regard to the level of skill, grade, echelon, or responsibility involved. For example, command of infantry troops is a functional group of duties
performed at various echelons ranging from platoon to brigade; and
positions involving command of platoons, companies, or battalions are
^Department of the Army, Personnel Selection and Classification, Regulation Number 611-101, June 2, 1960, p . 1.
^Department of the Army, Career Planning for Army Officers, Pamphlet Number 600-3, June 30, 1964, p. 4.
30all classified as Infantry Unit Commander regardless of the particular
25echelon of command«,
The commissioned officer job consists of tactical, technical, and administrative duties that involve broad command authority, direct staff responsibility, or specialization of a professional nature.
The MOS is designed solely as a classification instrument and, as such, does not preclude the broadest possible utilization of the
officer« This applies not only to certain administrative duties common to all commissioned officer assignments but to additional tactical and technical duties as well. These MOS's are not intended,
nor should they be regarded, as a limitation of the authority of the commanding officer to change or prescribe additional duties and responsibilities for subordinate officer personnel.^
Additional detailed information concerning the composition and
organization of the officer MOS specifications is not considered essential for the successful completion of this study, as it is very
difficult to determine if an officer is being utilized effectively or not. This difficulty arises from the fact that the officer is not normally trained in any one speciality and is utilized in various
occupational duties.
25Department of the Army, Officer Qualifications and Classification, Regulation Number 611-103, November 6, 1962, p. 5.
^Army, Personnel Selection and Classification, p. 4.
31The Profiling System
General.--The physical profiling system is a personnel classification tool that assists in the assignment and distribution of personnel and the compiling of statistics relevant to medical fitness standards. The system is based primarily upon the functional ability of individuals to perform military duty.
The current profiling system was developed during World War II
as a gross screening tool to assure equitable distribution among theservices. It was developed too late to be used extensively for itsoriginal purpose. After World War II attempts were made to use it forclassification into individual military occupational specialties;however, the system was insufficiently definitive for this purpose. It
is currently used to classify personnel for initial assignment to two-
digit MOS training. A long-range study is underway now to develop a27sufficiently definitive system for use with individual MOS1s.
Human functions are considered under six factors, PULHES, which
are as follows:P— Physical capacity or stamina
U--Upper extremities
L--Lower extremitiesH— Hearing
E— EyesS--Psychiatric
^Department of the Army, Standards of Medical Fitness, Regulation Number 40-501, January 18, 1965, p. 3.
32Numerical designators of "1" through "4” are used to evaluate an
individual's functional capacity under each factor. The "1” and ”2"designators will indicate degrees of fitness above procurement standards.The "3" will indicate conditions below procurement but above retention
standards. The "4" will indicate unfitting conditions below retentionstandards. These designators are entered on the individual personnel
record, which provide guidance to unit commanders regarding individual28assignment limitations.
The Need for Additional Research
The content of this chapter has presented the descriptive find
ings from the secondary research necessary for the understanding of the research that follows. The foregoing data has described the manner in which the classification and assignment system should function;
however, before one can make a final determination as to the degree of effectiveness, the end result of placing "the right man on the right job" must be evaluated. The purpose of subsequent research is to make
this evaluation and determine the degree of effectiveness of the system,
the underlying problems, and what efforts, if any, are being made to
correct these problems.
28Ibid., p. 5
CHAPTER III
METHODOLOGY
It is appropriate to continue a discussion of the purpose of
this research by reviewing the questionnaire used in the collection of data, its development and research procedure» In determining the medium to be utilized in the collection of data, the close proximity
of two military installations prompted this author to develop a questionnaire and to process the completion thereof on an individual
basis o
Selection of Participating Units
It is not possible to find civilian related experience for
each of the military occupational positions; for example, there is nocivilian experience that will qualify a man as an infantryman. For
the purpose of this research, two medical units were selected, since
all of the occupational positions within these units have related
civilian occupations» Thus making it possible to determine if civilian29experience was being utilized. Appendix A, contains a list of the
units which participated in the survey,
See Appendix A, "Participating Units," p, 73.
33
(
34Basis for Selection of Personnel
The military officer is not normally trained in any one
specialty, and thus receives the broadest possible training and utili
zation o The enlisted man is trained for a particular job, thus making it possible to determine if he is being properly utilized in a specific occupational field. For the purpose of this research, only the enlisted men were selected to participate in the survey,
Number of Personnel Participating
The assigned strength of the participating units total 196
enlisted men. Every possible attempt was made to secure 100 percent
participation, but because of leave and duty requirements, only 183 (93 percent) of the enlisted men completed the questionnaire,
Personnel Record Data
Civilian occupational experience and aptitude test scores are
entered on all individual personnel records. Information regarding
civilian experience will be utilized and discussed in Chapter V.
Aptitude test scores, as discussed in Chapter II, indicate the occupational area in which the individual has the best prospect for success.
After receiving special permission from the installation com
manders concerned with this study, this author extracted test scores from personnel records of each of the participants in the survey, which
will be used in the collation of data in Chapter IV, The various
branches of the military consider individual test scores to be
35classified data, which prohibits the presentation of the test scores in this study. Therefore, upon completion of the collation of dath in Chapter IV, the material containing the test scores will be destroyed.
The Questionnaire
The Major Hypothesis
The major hypothesis, upon which the questionnaire is founded, is to determine and evaluate the degree of effectiveness in the exist
ing Military Classification and Assignment System, The questionnaire
was designed to determine this degree of effectiveness, the underlying
problems, and the efforts, if any, being made to correct these problems.
Inter-Related Questions
A brief review of the questionnaire will readily reveal relatedquestions designed to investigate the validity of subsidiary hypothesescontained in the major hypothesis. Questions were also interrelated
30for the purpose of cross-checking responses. Other questions merely
investigate subsidiary hypotheses related to the major hypothesis.
Study in four areas, which are indicators in determining the degree of
effectiveness of the Military Classification and Assignment System, is
accomplished in the questionnaire.
Job Satisfaction.— Questions 8, 10, and 18, are designed to
seek individual responses in regard to satisfactory utilization of
^See Appendix B, "Inter-Related Question Association," p. 74.
36personal capabilities and civilian occupational experience. Question 1 was included to determine the percentage of personnel desiring to make a career of the military service, as related to the responses of the
preceding three questions. A subsidiary hypothesis, that individuals not being properly utilized will make an attempt to change their occupa
tional speciality, is tested in question 14; this question is designed to measure individual efforts to change their MOS or AFSC.
Question1. Do you plan to make a career of the military service?
YES/__/ ; NO/__/ ; UNDECIDED/__/
8. Do you feel that your capabilities are being satisfactorily_utilized in your present duty MOS or AFSC? YES/__/; NO/__/
10. Are you working in the MOS or AFSC that you requested upon entry into the military service? YES/__/ ; NO/__/
14. Have you ever requested a change in your MOS or AFSC?YES/__/ ; NO/__/
18. Is your primary civilian occupational experience being utilizedon your present duty assignment? YES/__/; NO/__/ ; NOTAPPLICABLE/ /
Morale.--Question 3 is designed to reveal the impression of respondents' regarding the morale of the unit to which they are assigned.
Questions 5, 6, and 16, are designed to determine if other morale
factors, such as the promotion system, sports program, and leave policy,
are having any effect on the overall unit morale. A cross-check of
responses is made through the use of question 19, which is designed to determine the relationship of disciplinary action and the responses from
question 3.
37Question
3. Which of the following do you feel would describe the morale ofyour Detachment or Squadron? EXCELLENT/__/; GOOD/__/;FAIR/__/ ; POOR/__/
5. Is it difficult to get "leave" in your Detachment or Squadron?YES, BECAUSE OF SHORTAGE OF PERSONNEL/__/ ; YES, FOR REASONSUNKNOWN/ / ; NO/__/
6. Does your Detachment or Squadron participate in any type of acompetitive sports program? YES/__/; NO/__/
16. Which of the following do you feel best describes the promo-tion system in your Detachment or Squadron? EXCELLENT/__/;GOOD/__/ ; FAIR/__/ ; POOR/__/
19. Have you received any official disciplinary action while_assigned to your present Detachment or Squadron? YES/__/;NO/ /
Guidance Available.--Commanders are required to keep their personnel informed of the assistance available to them; question 4 is designed to determine if this requirement is being fulfilled. A lack
of confidence in discussing personal problems with the immediate
supervisor, is a situation which often causes problems to remain unsolved; question 9 is designed to determine if this situation exists. Question 12 is designed to determine the difficulty encountered in
securing advice and assistance from the immediate supervisor. Question 15 and 17, are designed to determine if additional supervisory
guidance, such as job briefing and promotion requirements, is being
provided to all personnel.
Question4. If you received notice to report immediately to the Legal
Assistance Officer of your unit, would you know whom to report to? YES/__/; NO/__7
38Question
9. If you were to express a personal problem to your immediatesupervisor in confidence, do you feel that it would remain in confidence? YES/__/; NO/__/
12. Have you experienced any difficulty in securing advice andassistance from your immediate supervisor? DIFFICULT/__/;LITTLE DIFFICULTY/ /; NO DIFFICULTY/ /
15. Upon arriving at your present duty station, were you given a briefing of your new duty assignment? YES/ / ; NO/ /
17. Are you aware of the requirements you must meet in order to be qualified for your next promotion? YES/ / ; NO/ /
Education Development Program.--Current recruiting programs are
promoting the educational advantages and opportunities available in the military service. Question 13 is designed to measure the per
centage of personnel that have entered the service with the intentions of raising their level of education. Question 11 is designed to determine if the individual has attempted to increase his level of education
through his own initiative. A subsidiary hypothesis, that personnel are not enrolled in "off-duty" educational courses, either because of
the lack of information concerning the benefits to be derived from the
additional education or the lack of permission to enroll, is tested in
questions 2 and 7. The opportunity to obtain additional education at civilian schools, an excellent job stimulation, is available to
qualified military personnel; question 20 is designed to determine if
the awareness of this opportunity is being made available to all
personnel.
39Question
2. While assigned to your present unit, have you ever been refused permission to enroll in "off-duty" educational courses?NO/__/; YES, FOR REASONS UNKNOWN/ /; YES, BECAUSE OF DUTYREQUIREMENTS/__/
7. Has anyone discussed the benefits you might receive by raising your educational level? YES/__7; NO/__/
11. Are you currently enrolled in any "off-duty" educational courses? YES/__1; NO/__/
13. Did you enter the service with the intentions of increasing your level of education? YES/__/ ; NO/__/
20. Are you aware of the opportunity to attend civilian schools while on active duty? YES/__/ ; NO/__/
CHAPTER IV
QUESTIONNAIRE RESPONSE
Glassification of Participants
In collating responses, three categories were utilized in the
classification of respondents for the purpose of enabling group com- 31parison. Although additional separation of data could easily have
been accomplished, the three group categories selected provide the
best classification for comparative purposes and simplicity of
analysis.
Group I, Total Responses.--Group I, merely contains total
responses to each question.
Group II, Responses of Army Personnel, — Group II, contains responses to each question for the Army personnel. Responses are
further separated into two areas: (1) contains 81 percent of the personnel that are classified in the occupational area in which they
are most proficient, and (2) contains 19 percent of the personnel
that are classified out of the occupational area in which they are
31It is suggested that the reader refer to Appendix D, "Questionnaire Response Analysis," p, 77, with regard to the group classification of respondents =
40
41most proficient, with the area of occupational proficiency being
32determined through prior classification tests.
Group III, Responses of Air Force Personnel.— Group III, contains responses to each question for the Air Force personnel. Responses are further separated into two areas: (1) contains 79 percent of thepersonnel that are classified in the occupational area in which they are most proficient, and (2) contains 21 percent of the personnel that are
classified out of the occupational area in which they are most proficient. The area of occupational proficiency is determined in the same manner
as discussed in Group II.
33Response to the Questionnaire
As noted in Chapter III, the questionnaire was developed in a
manner enabling inquiry into four areas. Each of the areas serve as
indicators in determining the degree of effectiveness of the Military Glassification and Assignment System. Interrelated questions are
grouped under these areas to facilitate a review of responses and simplify evaluation of subsidiary hypotheses. The same classifications
are used to present responses to the questionnaire. Responses are
discussed in percentage figures and only perfunctory attention is
given to responses numerically.
^The methods utilized to classify and assign personnel into specific occupational areas, based on classification test scores, are discussed in Chapter II.
33Appendix D, ’’Questionnaire Response Analysis,” p. 77, contains a delineation of responses to the questionnaire.
42Job Satisfaction,— Questions 8, 10, and 18, deal with the
problem of satisfactory utilization of personal capabilities and civilian occupational experience. Figure 6 presents a comparison of In Occupational Area and Out of Occupational Area for questions 8, 10, and 18, since they are closely related.
Viewing the response to question 8, it was noted that 63 percent
of the respondents indicated that their capabilities were being satisfactorily utilized in their present duty MOS or AFSC. In Group II, 81 percent of the In Area participants and 25 percent of the Out of Area participants expressed this view. In Group III, 64 percent of the In Area participants and 29 percent of the Out of Area participants expressed this view.
Question 10, Group II, indicates that 68 percent of those In the Area, in contrast to 32 percent Out of the Area, are working in
the occupational area requested upon entry into the military service. Regarding Group III, 31 percent of the In Area responses and 19 percent of the Out of Area responses stated that they were in the occupational
area requested upon entry into the service.It is noted in viewing the response to questions 8 and 10, that
the Army personnel appear to have a higher rate of satisfactory utiliza
tion of their capabilities and are more successful in obtaining their
requested area of occupation upon entry into the military service, as
compared to the Air Force personnel.Question 18 deals with the utilization of civilian occupational
experience. For Group II, 25 percent of the In Area participants
43
IN AREA OUT OF AREA -
FIGURE 6. Utilization of Capabilities and Experience In Area and Out of Area
I
44indicated that civilian job experience was being utilized, 22 percent
indicated that it was not being utilized, while 53 percent stated that their civilian experience was not applicable in the service„ Of those Out of the Area in Group II, 44 percent stated that their experience was not being utilized and 56 percent stated that their experience was not applicableo In Group III, 9 percent of In Area responses indicated experience was being utilized, 27 percent stated it was not, while 64 percent indicated it was not applicable. Of those Out of the Area in
Group III, 57 percent indicated that their civilian experience was not being utilized, and 43 percent stated that their experience was not
applicable.Closely related to the preceding three questions, question
number 1 attempts to determine the percentage of personnel desiring to
make a career of the military service. Figure 7 contains the response to question 1. In total responses, 47 percent of all participants
indicated that they were not planning to make a career of the military
service. The decision of making a career of the military, as affected
by improper classification, is sharply reflected when comparing responses between the In Area and Out of Area participants in Group II and Group III. The highest percentage opposed to a military career is
noted in Group III, where 76 percent of the Out of Area participants
expressed this opinion.Question number 14 was inserted in the questionnaire to measure
individual efforts to change their MOS or AFSC. Percentage distribu
tion of responses to this question, in the three groups contained
45
FIGURE 7. Military Career
46therein, was approximately the same for each area used in the separation of respondents. In total responses, 30 percent of all participants indicated that an attempt had been made to change their MOS or AFSC.In order to determine the validity of the subsidiary hypothesis, that personnel dissatisfied in their present duty MOS or AFSC will request a change to a different occupational area, a comparison of response data
is necessary. Table I contains the total number of negative responses to question 8, which indicates those participants dissatisfied with their present duty MOS or AFSC, and makes a comparison to the response
of the same participants in question number 14, to determine if an attempt has been made to change to a different occupational area. The validity of this subsidiary hypothesis will be discussed in the
questionnaire analysis in Chapter V.
TABLE IRESPONSE COMPARISON
Response to QuestionsQuestion 8 Question 14Negative Response of Participants AnsweringResponses Question 8 NegativelyTotal Yes No
Groups Number No. % No. 7.Group II 25 9 36 16 64
Group III 43 18 42 25 58
47Morale.--Question 3 is designed to reveal the impression of
respondents' regarding the level of morale of the unit to which they are assigned. The response to question 3 is contained in Table II.
TABLE II LEVEL OF MORALE
Percent ResponseGroup I Group II Group III
Morale Totals In AreaOut of Area In Area
Out of Area
Excellent 9 22 6 1 0Good 32 50 50 19 5Fair 31 21 25 45 19
Poor 28 7 19 35 76
Factors normally affecting the morale of a military unit, include such factors as leave policy, sports program, and promotion systems. These factors are tested in questions 5, 6, and 16.
The military services consider the opportunity of individuals to participate in a competitive sports program, a vital element in
attempting to maintain a high level of unit morale. Question 6 was designed to determine if a problem exists in this area. The response to this question revealed very little variation between the three group classifications, with approximately 98 percent of all parti
cipants indicating that their unit does participate in a competitive
sports program. Hence it appears that no problem exists in this area.
48In the military organization, ’’leave1’ is considered to be one of
several forms of job stimulation, and will normally affect the morale of a unit if it is difficult to obtain. Question number 5 was included in the questionnaire to determine if this difficulty exists. In Group II,
68 of the respondents stated that ’’leave” is not difficult to obtain, while 13 stated that a shortage of personnel is the cause of the difficulty in obtaining ’’leave,” In Group III, 52 of the respondents stated that ’’leave” is not difficult to obtain, while 45 stated that it is difficult to obtain because of a shortage of personnel. Table III
contains the response of all the respondents that stated ’’leave” was difficult to obtain because of a shortage of personnel, and their
corresponding evaluation of unit morale. Does difficulty in obtaining ’’leave” affect the morale of a unit? In viewing the response to question 5, it appears that difficulty in obtaining leave does have
an affect on morale.Question 16 was designed to measure the value of the promotion
system of each unit, as expressed by each participant. The response
to question 16 is contained in Table III, which also contains the manner in which the same respondents evaluated the morale of the unit
to which they are assigned. For example in Group III, where 19 of the
respondents stated that their promotion system was ’’Poor,” also eval
uated the morale of their unit as ’’Poor.” It is notid that the overall
evaluation of the promotion system is lower in Group III, as compared to
Group II,
TABLE IIIFACTORS AFFECTING MORALE
Levelsof
Morale
Number of ResponsesQuestion 5 Question 16 Question 19
LeaveDifficult Promotion System by Values Disciplinary
ActionYes, Shortage of Personnel Excellent Good Fair Poor Yes
Group Group Group Group Group GroupII III II III II III II III II III II III
Excellent 2 1 11 0 4 0 0 0 1 0 1 0Good 1 9 6 4 17 9 13 1 6 5 2 1Fair 3 16 2 3 3 16 8 13 5 10 3 6Poor 7 19 0 1 1 3 2 15 5 19 5 10
Total 13 45 19 8 25 28 23 29 17 34 11 17
4>VO
A cross-check of responses is made with question number 19, which is designed to determine if a relationship exists between the rate of disciplinary action and the evaluation of morale in question 3» The response to question 19 is revealed in Table III, which indicates the number of personnel that checked "Yes" to having received disciplin
ary action, and their corresponding evaluation of morale» A subdivision of the response from question 19, by In Area and Out of Area, is
provided in Figure 8. A review of this chart reveals a higher rate of disciplinary action in the Out of Area categoryo
What affect does job dissatisfaction have on morale? This question is answered in Figure 9, which contains the response to question 8 and its corresponding evaluation of morale in question 3« It will be recalled that the response to question 8, indicated the
respondents satisfaction or dissatisfaction with their present duty MOS or AFSCo The response in Figure 9 will be analysed in Chapter V.
Guidance A v a i l a b l e Questions 4, 12, 15, and 17 were included
in the questionnaire to determine the extent of guidance available to
the personnel.Unit Commanders are required to keep their personnel aware of
the legal assistance available to them; question number 4 is designed to determine if this requirement is being fulfilled. In Group I, 52
percent of all respondents indicated that they knew who to contact for
legal assistance. The response in Groups II and III does not vary
significantly from the percentage in Group I,
50
51
Percent
of P
articipants
That
Check
Yes
lOO90-
80*7rv/ uOU1
5040*30"
-
120"10 $ 1O'
TOTAL IN AREAOUT OF AREA IN AREA
OUT OF AREA
GROUP I GROUP II GROUP III
FIGURE 8. Disciplinary Action
Dissatisfied SatisfiedPercent Response Percent Response
50 40 30 20 10 0 10 20 30 40 50
4
21
31 Fair
44 Poor
Exce
Good
FIGURE 9. Comparison of Morale Between Job Satisfaction and Dissatisfaction
53Normally, if personnel are improperly classified, they will
attempt to change to the occupational area in which they are most
proficiento However, if they distrust their immediate supervisor, there will be a certain amount of reluctance in requesting a change, Question 9 was inserted in the questionnaire to determine if distrust or a lack of confidence exists in discussing personal problems with the immediate supervisor. Figure 10 presents the response to question 9, which reveals the percentage of respondents that do not feel their personal problems would remain in confidence, should they discuss it with their immediate supervisor.
The military has experienced that one of the first requirements in resolving classification problems, is the presence of an atmosphere
where personnel will feel free to seek advice and assistance, without difficulty or restrictions being placed upon them. Question 12 was included in the questionnaire to determine the degree of difficulty encountered in securing advice and assistance from the immediate super
visor. In Group II, 95 percent of all participants stated that they had encountered little or no difficulty in securing advice or assist
ance from their immediate supervisor, and in Group III, 90 percent of the participants responded in the same manner. The response between
the In Area and Out of Area participants was not significant, as little
variation exists in either Group II or Group III.The military services have discovered that briefings on duty
assignments for newly assigned personnel, will often prevent the
problem of job dissatisfaction. Question number 15 attempts to
54
100r
T3Q)(0M2X
<UcO 3
M *H 4Jti <Um oS'g4-i mn ti tc oPh U <44 4-1O O
r X
3
90-80-70-60-50-
40-30-20-
10-
0-TOTAL IN AREA
OUT OF AREA IN AREA
OUT OF AREA
GROUP I GROUP II GROUP III
FIGURE 10. Lack of Confidence in Supervisor
55determine if these briefings are being provided to the personnel reporting for their initial assignment. In total responses, 89 percent
of all participants indicated that briefings on duty assignments are being conducted upon initial assignment. Percentage distribution of
responses to this question, in the three groups contained therein, was nearly the same for each area used in the separation of respondents.
The lack of information regarding the requirements personnel must meet for their next promotion, has often caused the lowering of
morale in many military units. Question number 17 attempts to determine if the personnel are being informed of the requirements they must meet in order to be qualified for their next promotion. In Group I, 90 percent of all respondents indicated an awareness of their promotion requirements. The response in Groups II and III does not vary significantly from the response in Group I.
Education Development Program.—-Additional education, as mentioned in Chapter I, is an excellent job stimulation. Hence the need
for educational development programs is recognized and promoted in the
military services. Questions 2, 7, 11, 13, and 20, are designed to determine if educational programs are being provided to the personnel,
and the extent to which they are being utilized.
Are personnel being refused permission to enroll in "off-duty" educational courses? This question is answered in question number 2.
Ninety-one percent of all respondents checked "No," and 7 percent
checked "Yes, because of duty requirements=" Response percentage
distribution among Groups II and III does not vary significantly from the total response percentage c
Regarding responses to question number 7» very little variation
exists between responses in all three group classifications« The large majority of respondents indicated that they had been informed of the increased benefits that are possible by raising their level of educa
tion oQuestion number 13 attempts to determine the number of personnel
that have entered the service with the intentions of raising their
level of educationo Table IV reveals the total number of affirmative answers to question 13, which indicates the number of participants that have entered the service with these intentions <,
Question 11 was inserted in the questionnaire to measure the individual effort towards obtaining a higher level of education. Table
IV contains the total number of affirmative answers to question 13, and makes a comparison to the response of the same participants in question
11, to determine the number of personnel that have actually carried through with their intentions for more education.
Question number 20 is designed to determine if the personnel
are aware of the opportunity to attend civilian schools while on
active duty. Approximately 95 percent of all participants indicated
an awareness of this opportunity.
56
57TABLE IV
COMPARISON OF EDUCATIONAL INTENT AND EFFORT
Groups
Response to QuestionsQuestion 13 Question 11AffirmativeResponses
Response of Participants Answering Question 13 Affirmatively
TotalNumber
Yes NoNo. 7. No. 7,
Group II
Group III
52
68
6
18
1226
46
5088
74
CHAPTER V
QUESTIONNAIRE RESPONSE ANALYSIS
It will be recalled that the major hypothesis tested in this study, is to determine and evaluate the degree of effectiveness in the existing Military Classification and Assignment System. To simplify review of the major hypothesis, the questionnaire was developed to provide inquiry into four areas. Each of the areas serve as indi
cators in determining the degree of effectiveness, underlying problems, and the efforts being made to correct these problems. Inter-related questions were grouped within these areas and are considered simul
taneously in evaluating the validity of subsidiary hypotheses under the major hypothesis. Responses to the questions are discussed
individually and in relation to other questions in the inter-related group. Emphasis is placed on comparing responses in the three group categories, and special attention given to response comparisons between In Area and Out of Area participants.
Job Satisfaction
It was not surprising that the majority of all Out of Area
respondents stated that their capabilities were not being satisfac
torily utilized in their present duty MOS or AFSC, as revealed in
question 8. The majority of In Area respondents stated that their
58
59capabilities were being satisfactorily utilized. These results tend to emphasize the importance of efficient classification and assignment procedures as related to job satisfaction.
Are personnel classified and assigned into the occupational
area requested upon entry into the military service? Question 10 reveals the response to this question. Regarding In Area participants, an interesting contrast exists since 68 percent of those in Group II, compared with 31 percent of Group III, checked "Yes" to this question.It was not possible to determine the cause of this contrast in response. The majority of all participants, however, responded with a negative
answer. One of two factors could possibly cause this trend of negative responses, and are as follows: (1) personnel are requestingassignment into occupational areas for which they are not qualified or lack the mental ability to be trained to meet the qualifications, or
(2) there are no existing vacancies in the occupational area requested. Aptitude test scores extracted from the personnel records, indicated
that approximately 80 percent of all respondents have been classified into the area in which they are most proficient.^ A comparison of the
response to this question to the data extracted from the personnel
records, tends to support the inference that factor (1), as discussed
above, is predominate.In reviewing the response to question 18, it was noted that 57
percent of all respondents indicated that their civilian occupational
experience was not applicable in the military service, and 30 percent
^Refer to Appendix D, "Questionnaire Response Analysis," p. 77.
60indicated that it was not being utilized» The validity of theseresponses were checked with information on individual personnel
35records <, Of the personnel in the 30 percent category, it was found that only five had civilian occupational experience in areas applicable to the military. The remaining personnel either had no occupational
experience or what they had was not applicable to the military. It was pleasing to note that all personnel with an occupational experience in the field of medicine, were classified and assigned to a related position within the military service.
How does efficient classification and assignment procedures
affect the individual's desire to remain in the service? The response
to question 1 reveals that 16 percent of Out of Area participants intend to remain in the service, compared to 38 percent of In Area
participants responding in the same manner. The highest percentage opposed to a military career is noted in Group III, where 76 percent
of the Out of Area participants expressed this opinion. There was
little variation of the In Area responses between Groups II and III.It must be recognized that a correlation exists between the desire to remain in the service and the dissatisfaction caused by improper
classification and assignment.A subsidiary hypothesis, that personnel dissatisfied in their
present duty MOS or AFSC, will request a change to a different occupa
tional area, is tested in question 14. Table I contains a comparison
^Chapter III, ’’Methodology, ’’ p. 33, discusses this subject.
61of the negative responses to question 8, which indicates those participants dissatisfied with their present duty MOS or AFSC, and the response of the same participants in question 14.^ A study of this data reveals that only 9 of 25 participants in Group II, and 18 of 45
participants in Group III have attempted to change to a different occu
pational area. Hence the subsidiary hypothesis must be considered invalid.
Morale
Question 3 is designed to measure the level of morale within
the military units participating in this study. In Group I, the morale categories of "Good," "Fair,” and "Poor," each contain approximately 30 percent of the total response, A wide variation in response, however,
exists between Groups II and III. The majority of the Group II participants indicated that morale was "Good," compared to Group 111
participants where the majority indicated that morale was "Fair." The
causes of the wide variation of response between Groups II and III, as determined by this author, will be discussed throughout this section on
morale.In Figure 9, a comparison is made of the responses from ques
tions 3 and 8, to determine the effect of job dissatisfaction on morale.̂ A review of Figure 9 reveals that as job dissatisfaction
■^Refer to Table I, "Response Comparison,” p . 46.
^Refer to Figure 9, "Comparison of Morale Between Job Satisfaction and Dissatisfaction," p. 52.
increases, the level of morale decreases. Thus it appears that job dissatisfaction has a serious effect on morale.
Questions 5, 6, and 16, determine the effect of certain morale factors on the overall unit morale. Regarding the response to question 5, the majority of all participants indicated that "leave" was not difficult to obtain. A sharp contrast is noted, however, between Groups II and III. In Group II, 13 of the participants indicated that "leave" was difficult to obtain because of a shortage of personnel, and 45 of the participants in Group III responded in the same manner. The response to this question indicates that the shortage of personnel is one of the causes of a lower evaluation of morale, and particularlyin Group III, which has a higher number of participants in this
38category.The opportunity to participate in a competitive sports program
is considered a vital necessity in maintaining a high level of morale
in a military unit. In viewing the response to question 6, it may be
concluded that both military units have this opportunity, as indicated by 98 percent of all the respondents.
As discussed in Chapter I, promotion is a form of stimulation, and is related directly with increased professional development, and
individual morale. Question 16 measures the value of the promotion system of each unit, as expressed by each participant. The response
to question 16 is contained in Table III, which also includes an
■*®Refer to Table III, "Factors Affecting Morale," p. 49.
62
63evaluation of unit morale by the same p a r t i c i p a n t s A review of the response reveals a variation between Groups II and III, with Group II rating their promotion system higher in nearly every category. It is
also noted, that as the participants opinion regarding the value of
their promotion system declined, their corresponding opinion of the level of morale also declined. It is the opinion of this author, based on the response to this question, that the low evaluation of morale in Group III is caused partially by the existing promotion system.
Is there a correlation between the rate of official disciplinary action and the level of unit morale? A portion of the response
to question 19 is revealed in Table III, which indicates the number ofpersonnel that checked "Yes" to having received disciplinary action,
40and their corresponding evaluation of morale. An analysis of this
data reveals that as the rate of disciplinary action increases, the
evaluation of morale decreases. Hence it appears that a correlation
does exist between the rate of disciplinary action and the manner inwhich the same participants evaluate unit morale. Figure 8 contains a
41subdivision of the response to question 19, by In Area and Out of Area. It is noted that approximately 10 percent of all In Area parti
cipants have received disciplinary action, as compared to approximately
39Ibid.
40Ibid.^Refer to Figure 8, "Disciplinary Action," p. 51.
6432 percent of all Out of Area participants. This data brings to our attention, that personnel in the Out of Area classification appear to be more of disciplinary problem in both Groups II and III.
Guidance Available
Personnel with classification, personal, or legal problems, must have guidance and assistance available to them in order to resolve these problems. Legal assistance, as an example, is one of several sources of guidance and assistance available to the military service man. The response to question 4 revealed that 52 percent of all
participants were aware of the available legal assistance, with only a small variation of response in Groups II and III, as compared to the
total response. The results of this response indicate a need for improvement in this area of guidance.
Personal problems are often solved through a confidential discus
sion with a supervisor. However, if there is a lack of confidence in the discussion remaining confidential, the problem will not even be discussed, and hence unresolved. It was noted in the response to
question 9, that 18 percent of the Group II participants and 35 percent of the Group III participants expressed a lack of confidence to
discuss personal problems with their immediate supervisor. It is
noted that a higher percentage of distrust exists in Group III, how
ever, this author was unable to determine the cause of the variation
existing between these two groups.
65Supervisors must make every effort to establish an atmosphere
where personnel will feel free to seek advice and assistance when
needed, since it is valuable only if utilized. Question 12 determines
the degree of difficulty encountered in securing advice and assistance.
In reviewing the response to this question, it is noted that only 7 percent of all participants checked ’’Difficult.” Hence it may be concluded that advice and assistance is available to a majority of the personnel.
Is supervisory guidance provided to all personnel reporting to the unit for initial assignment? Question 15 attempts to determine if briefings on duty assignments are provided to personnel on their initial assignment. Eighty-nine percent of all respondents indicated that these
briefings are being conducted. Thus it appears that briefing programs are being provided in both Groups II and III.
In order for personnel to be qualified for their next promo
tion, they must be informed of the requirements that they are expected to meet. The response to question 17 revealed that 90 percent of all
respondents indicated an awareness of their promotion requirements. Therefore, it may be concluded that a majority of the personnel in
both military units are aware of the requirements they must meet to
qualify for their next promotion.
Education Development Program
The number of personnel that have entered the service with the
intentions of raising their level of education, is determined in
66question 13. Table IV contains the total number of affirmative responses to question 13, which is approximately 65 percent of the
total r e s p o n s e T h i s response indicates a favorable acceptance of current recruiting programs that are promoting the educational
opportunities available in the military services. However, one question still remains. Considering only those respondents that answered question 13 affirmatively, how many are actually attempting to increase
their level of education? This question is answered in question
number 11, which determines the number of personnel that are applying individual effort towards raising their level of education. A comparison of response from questions 11 and 13, as noted in Table IV, reveals that only 12 percent of Group II and 26 percent of Group III
are making this e f f o r t A variation of response is noted between
Groups II and III, however, this author was unable to determine the
cause of this variation. The response to question 11 presents a striking contrast to the response of question 13, where 65 percent of
all participants indicated that they had entered the service with intentions of raising their level of education.
What has caused this contrast in response? A subsidiary
hypothesis, that personnel are not enrolled in "off-duty" educational
courses, either because of the lack of information concerning the benefits to be derived from the additional education or the lack of
permission to attend, is determined in questions 2 and 7.
^Refer to Table IV, "Comparison of Educational Intent and Effort," p. 57.
Regarding responses to question 2, 91 percent of all respondents indicated that permission to enroll in "off-duty-’ educational
courses had not been refused, and 7 percent of all respondents stated that duty requirements had prevented them from enrolling in these
courses.In viewing the response to question 7, it is noted that 82 per
cent of all respondents indicated that they were aware of the benefits to be derived by raising their level of education.
The results from questions 2 and 7 negate the subsidiary hypothesis, that the lack of permission to enroll or the lack of information on educational benefits, are the causes of the low rate of participation in "off-duty" educational courses. Thus it appears that a majority of the personnel say "Yes," they would like additional
education, but lack the initiative to pursue it.The opportunity to obtain additional education at civilian
schools, an excellent job stimulation, is available to qualified personnel. However, the personnel must be aware of this opportunity
before it can be determined if they meet the qualifications. The
response to question 20 reveals that 94 percent of all participants indicated an awareness of the civilian educational program. Hence it
may be concluded that an educational development program is being
conducted in both Groups II and III.
CHAPTER VI
CONCLUSION
General Remarks
An essential ingredient in the accomplishment of any military
mission is competent personnel- Therefore, in order to assure the presence of competent personnel, the Military Personnel Management
Program must include an effective Classification and Assignment System.
The major hypothesis tested in this study, is to determine and evaluate the degree of effectiveness of the existing Military Classification and
Assignment System. Tests of the effectiveness of the system can be inferred from Job Satisfaction, Morale, Guidance Available, and Educational Development Program awareness. Personnel record data,
which contains information regarding the occupational area in which the individual is most likely to succeed, are also utilized in
determining the effectiveness of the system.
Summary
Analysis results, of the four criteria utilized in determining the effectiveness of the system, are summarized individually.
Job Satisfaction.--The subsidiary hypothesis, that personnel
dissatisfied in their present duty MOS or AFSC will request a change
68
69to a different occupational area, was determined to be invalid. Data derived from the questionnaire dictated the conclusion that the desire
to remain in the service is greatly reduced by improper classification and assignment. Regarding civilian occupational experience, it appears
that the experience is being utilized in most instances. However, the
failure of personnel record data to support the percentage of response indicating that civilian experience is not being utilized, prevents forming a definite conclusion in this area.
Morale.--It will be recalled that a higher level of morale
exists in Group II than in Group III. Interpretation of questionnaire data prompted the conclusion that the shortage of personnel and the
present promotion system, are responsible for the low evaluation of
morale in Group III. It is also concluded that personnel classified out of their area of occupational proficiency, as compared to those classified in it, are more of a disciplinary problem. The results of comparing the rate of job dissatisfaction to the evaluation of morale,
enables this author to conclude that job dissatisfaction is related
directly to the low evaluation of morale.
Guidance Available.— Data derived from the questionnaire
dictated the conclusion that supervisory guidance and assistance is
provided to a majority of the respondents. However, an exception is noted in the area of legal assistance, which revealed a need for
improvement in this area.
70Education Development Program-'--The subsidiary hypothesis, that
personnel are not enrolled in "off-duty” educational courses, either because of the lack of information concerning th§ benefits to be derived or the lack of permission to attend, was concluded to be invalid,
A wide variation was found between the percentage of participants that indicated a desire for additional education, and the percentage of participants actually enrolled. Conclusive determination of the cause of this variation was not possible from data obtained in the questionnaire, Data derived from the questionnaire dictated the conclusion that the majority of respondents are aware of the Education Development Program.and the benefits to be derived thereof. It was also concluded
that permission to enroll in the "off-duty” courses is not difficult to obtain,
General Conclusion
To the extent then that the four criteria are accurate indicators, and that the two units sampled are representative microcosms of
the military establishment and how it functions, the following can be concluded: that the Military Classification and Assignment System is
highly effective, with approximately 80 percent of the personnel being
assigned to the occupational area in which they are most proficient. Response to the questionnaire revealed several underlying problems for
those classified out of their area of occupational proficiency, such as
a lower rate of military retention, greater job dissatisfaction, and a
higher rate of disciplinary action, all of which result in a waste of
military funds and a loss of overall efficiency.
The results of this study emphasize the necessity for UnitCommanders to know the effects of improper classification and assignment, factors affecting morale, importance of supervisory guidance, and the courses of action necessary to resolve the problems involved«
Additional research is essential to fully determine the
validity of the major hypothesis as applied to the entire military structure. Perhaps the stimulus for such research will be provided by the Department of Army through recognition that objective scrutiny of classification and assignment problems may well lead to valuable
results.
APPENDICES
72
APPENDIX A
PARTICIPATING UNITS
The name and location of the units participating in this
survey are listed below.
Unit Location
1. U. S. Army Hospital Fort Huachuca, Arizona
2. U. S. Air Force Hospital Davis-Monthan A. F. B«, Arizona
73
APPENDIX B
INTER-RELATED QUESTION ASSOCIATION
Chapter III, Methodology, discusses the use of inter-related
questions designed to determine the validity of subsidiary hypotheses
continued in the major hypothesis. Chapters IV and V present responses to, and analysis of, questions by inter-related group classification.
The following is a list of these classifications and inter-related questions contained therein,
QUESTIONS1, 8, 10, 14, 18
3, 5, 6, 16, 194, 9, 12, 15, 172, 7, 11, 13, 20
CLASSIFICATION
JOB SATISFACTION MORALEGUIDANCE AVAILABLE EDUCATION DEVELOPMENT PROGRAM
74
APPENDIX C
QUESTIONNAIRE
This questionnaire is part of a study being conducted by a graduate student of the College of Public and Business Administration, University of Arizona. This study is being conducted with the knowledge and approval of your Commanding Officer. Extreme frankness is needed in considering all questions. Your cooperation is requested to make this a meaningful and valid study. Please complete all questions .1. Do you plan to make a career of the military service?
YES/__/ ; NO/__/ ; UNDECIDED/__/2. While assigned to your present unit, have you ever been refused
permission to enroll in "off-duty" educational courses?NO/__/; YES, FOR REASONS UNKNOWN/ /; YES, BECAUSE OF DUTYREQUIREMENTS/ 7
3. Which of the following do you feel would describe the morale ofyour Detachment or Squadron? EXCELLENT/__/; GOOD/__/;FAIR/__/ ; POOR/__/
4. If you received notice to report immediately to the LegalAssistance Officer of your unit, would you know who to report to? YES/__/ ; NO/__/
5. Is it difficult to get "leave" in your Detachment or Squadron?YES, BECAUSE OF SHORTAGE OF PERSONNEL/__/ ; YES, FOR REASONSUNKNOWN/ / ; NO/ /
6. Does your Detachment or Squadron participate in any type of acompetitive sports program? YES/__/ ; NO/__/
7. Has anyone discussed the benefits you might receive by raisingyour educational level? YES/__/; NO/ /
8. Do you feel that your capabilities are being satisfactorily___utilized in your present duty MOS or AFSC? YES/ /; NO/ /
9. If you were to express a personal problem to your immediate supervisor in confidence, do you feel that it would remain in confidence? YES/ /; NO/ /
75
7610.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Are you working in the MOS or AFSC that you requested upon entry into the military service? YES/__/; NO/__/Are you currently enrolled in any "off-duty" educational courses? YES/__/ ; NO/__/Have you experienced any difficulty in securing advice and assistance from your immediate supervisor? DIFFICULT/ /; LITTLE DIFFICULTY/ /; NO DIFFICULTY/ /Did you enter the service with the intentions of increasing your level of education? YES/__/ ; NO/ /Hav ou ever requested a change in your MOS or AFSC? YES/__/;
Upon arriving at your present duty station, were you given a briefing of your new duty assignment? YES/ /; NO/ /Which of the following do you feel best describes the promotion___system in your Detachment or Squadron? EXCELLENT/__/; GOOD/__/;FAIR/__/ ; POOR/__/Are you aware of the requirements you must meet in order to be qualified for your next promotion? YES/__/; NO/ /Is your primary civilian occupational experience being utilizedon your present duty assignment? YES/ /; NO/ / ; NOTAPPLICABLE/ /Have you received any official disciplinary action while assigned to your present Detachment or Squadron? YES/__/; NO/ /
Are you aware of the opportunity to attend civilian schools while on active duty? YES/__/ ; NO/__/
APPENDIX D
QUESTIONNAIRE RESPONSE ANALYSIS
QUESTION NUMBER & CHOICE OF ANSWERS
; GROUP Ia GROUP IIb GROUP IIIC
TOTALSIN
AREA 81%OUT OF
A R M 19%IN
AREA 79%OUT OF
AREA 21%; No. % No. % No. % No. % No. %
1A. Yes 62 34 28 41 3 19 28 36 3 14B. No 86 47 30 44 6 37 34 44 16 76C. Undecided 35 19 10 15 7 44 16 20 2 102A. No 167 91 65 96 15 94 69 89 18 86B. Yes, Reasons Unk„ 4 2 0 0 0 0 4 5 0 0C. Yes, Duty Requir. 12 7 3 4 1 6 5 6 3 143A. Excellent 17 9 15 22 1 6 1 1 0 0B. Good 58 32 34 50 8 50 15 19 1 5C. Fair 57 31 14 21 4 25 35 45 4 19D. Poor 51 28 5 7 3 19 27 35 16 76
4A, Yes 96 52 33 49 7 44 44 56 12 57B. No 87 48 .. 35 51 9 56 34 44 9 43
45A» Yes, Short. Pers. 58 32 10 15 3 19 33 42 12 57B. Yes, Reasons Unk. 5 3 2 3 1 6 2 3 0 0C. No 120 65 56 82 12 75 43 55 9 43
6A. Yes 180 98 66 97 16 100 77 99 21 100B. No 3 2 2 3 0 0 1 1 0 07A. Yes 150 82 54 79 15 94 66 85 15 71B. No 33 18 14 21 1 6 12 15 6 29
8A, Yes 115 63 55 81 4 25 50 64 6 29B. No 68 37 13 19 12 75 28 36 15 71
9A. Yes 133 73 57 84 12 75 51 65 13 62E* No 50 27 11 16 4 25 27 35 8 3810A. Yes 78 43 46 68 4 25 24 31 4 19B. No 1.05 57 22 , 32 12 75 54 69 . 17 81
77
78
QUESTION NUMBER & CHOICE OF ANSWERS
GROUP Ia GROUP IIb GROUP IIIC
TOTALSIN
AREA 817.OUT OF
AREA 197.I
AREAN797.
OUTAREA
OF217.
No. % No. 7. No. 7. No. 7. No. 7.11A. Yes 32 17 7 10 2 13 20 26 3 14B. No 151 83 61 90 14 87 58 74 18 86
12A. Difficult 14 7 1 2 2 13 8 10 3 14B. Little Difficult 46 25 13 19 5 31 22 28 6 29C. No Difficulty 123 68 54 79 9 56 48 62 12 57
13A. Yes 120 65 41 60 11 69 55 71 13 62B. No 63 35 27 40 5 31 23 29 8 38
14A. Yes 54 30 17 25 4 25 25 32 8 38B. No 129 70 51 75 12 75 53 68 13 62
15A. Yes 163 89 63 93 12 75 69 89 19 90B. No 20 11 5 7 4 25 9 11 2 10
16A. Excellent 27 15 18 27 1 6 7 9 1 5B. Good 53 29 22 32 3 19 25 32 3 14C. Fair 52 28 15 22 8 50 22 28 7 33D. Poor 51 28 13 19 4 25 24 31 10 48
17A. Yes 164 90 56 82 15 94 74 95 19 90B. No 19 10 12 18 1 6 4 5 2 10
18A. Yes 24 13 17 25 0 0 7 9 0 0B. No 55 30 15 22 7 44 21 27 12 57C. Not Applicable 104 57 36 53 9 56 50 64 9 43
19A. Yes 28 15 7 10 4 25 9 11 8 38B. No 155 85 61 90 12 75 69 89 13 62
20A. Yes 172 94 63 93 15 94 74 95 20 95B. No 11 6 5 7 1 6 4 5 1 5
aGroup I: Contains total responses to each question from individualsassigned to the two participating military hospitals, one Air Force and one Army.
Group II: Contains responses to each question for the Army personnel. Based on data extracted from the personnel records, two additional categories are established as follows: (1) contains 81 percent of the
personnel that have been classified in the occupational area in which they are most proficient, and (2) contains 19 percent of the personnel found classified out of the occupational area in which they are most proficient. The area of occupational proficiency is determined through classification tests, as discussed in Chapter II of this study,
CGroup III: Contains responses to each question for the Air Forcepersonnel. Responses are separated into two categories established in the same manner as Group II above, with 79 percent of the personnel in the area of occupational proficiency and 21 percent out of the area of occupational proficiency.
79
BIBLIOGRAPHY
Government PublicationsDepartment of the Air Force» Airman Glassification. Manual Number
39-1. June 30, 1963,
Department of the Army. Administering and Scoring the Army Classification Battery. Pamphlet Number 611-100. August 8, 1961.
Department of the Army. Career Planning for Army Officers. Pamphlet Number 600-3. June 30, 1964,
Department of the Army. Enlisted Personnel Management System. Regulation Number 600-200. March 24, 1965.
Department of the Army. Officer Qualifications and Glassification. Regulation Number 611-103. November 6, 1962.
Department of the Army. Passes. Regulation Number 630-20. January 3, 1966.
Department of the Army. Personnel Absences. Regulation Number 630-5. October 1965.
Department of the Army. Personnel Management. Regulation Number 345-5. January 3, 1952.
Department of the Army. Personnel Selection and Classification. Regulation Number 611-101. June 2, 1960.
Department of the Army. Personnel Selection and Classification. Regulation Number 611-201. June 2, 1960.
Department of the Army. Provisions Governing Qualifications. Regulation Number 715-63. June 17, 1958.
Department of the Army. Standards of Medical Fitness. Regulation Number 40-501. January 18, 1965.
Other SourcesIndividual Personnel Records.
The Questionnaire,
80