Incentive Motivation Techniques Evaluation in Air Force Technical

297 Pages·2011·3.94 MB·English

DOCUMENT RESUME
CE 003 628
ED 106 467
Pritz.hard, Robert D.; And Others
AUTHOR
Incentive Motivation Techniques Evaluation in Air
TITLE
Force Technical Training. Final Report for Period
June 1971-April 1974.
Purdue Research Foundation, Lafayette, Ind.
INSTITUTION
SPONS AGENCY
Air Force Human Resources Lab., Brooks AFB, Texaz.
REPORT NO
AFHRL-TR-74-24
PUB DATE
Nov 74
NOTE
297p.
HC-$14.59 PLUS POSTAGE
EDRS PRICE
MF-$0.76
Adult Learning; Comparative Analysis; Cost
DESCRIPTORS
Effectiveness; Educational Experiments; *Educational
Research; *Incentive Systems; Military Organizations;
Military Personnel, *Military Training; *Motivation
Techniques; Performance Based Education; Program
Attitudes; Program Effectiveness; Program Evaluation;
Questionnaires; Rewards; Statistical Data; Student
Motivation; Tables (Data); *Technical Education
ABSTRACT
The report describes an 18-month research project at
Chanute Air Force Base, Illincis, designed to evaluate the
effectiveness of inceptive motivation techniques in Air Force
technical training. The first phase of the research identified
incentives. The findings were used in the second phase of the
research which made these incentives contingent on performance in two
of the resident training courses at the base. The first system gave
performance based incentives in the courses. The second utilized a
system that attempted to give effort based incentives, while the
third used financially based incentives. Research results indicated
-ylat while secondary performance measures such as amount of remedial
instruction, frequency of probations, and frequency of course
failures decreased under the incentive program, the primary
performance measures of exam scores and speed of course completion
did not generally show much improvement. Yet, from a
cost-effectiveness viewpoint, even the relatively small (i.e., 8
percent) increase in speed of course completion was meaningful.
Attitudes to the program generally improved or stayed the same. The
financially based incentive system was found to be the most
cost-effective for Air Force technical training. A 150-page appendix
provides background information, incentive attractiveness data,
questionnaires, manuals, and item statistics. (Author /MW)
FEBz61975
AFHRL-TR-74-24
AIR FORCE 13
INCENTIVE MOTIVATION TECHNIQUES
EVALUATION IN AIR FORCE
H
TECHNICAL TRAINING
By
M
Robert D. Pritchard
Clarence Von Bergen, Jr.
Purdue Research Foundation
A
Lafayette, Indiana 47907
Philip J. De Leo
TECHNIC "1. TRAINING DIVISION
Lowry Air Force Base, Colorado 80230
R
E
UNovember 1974
S
April 1974
Final Report for Period Juno 1971
C
RApproved for public release; distribution unlimited.
C
ti
E
LABORATORY
S
AIR FORCE SYSTEMS COMMAND
BROOKS AIR FORCE BASE,TEXAS 78235
2
NOTICE
When US Government drawings, specifications, or other data are used
for any purpose other than
related Government
definitely
a
procurement operation, the Government thereby incurs no
responsibility nor any obligation whatsoever, and the fact that the
Government may have formulated, furnished, or in any way supplied
the said drawings, specifications, or other data is not to be regarded by
implication or otherwise, as in any manner licensing the holder or any
other person or corporation, or conveying any rights or permission to
manufacture, use, or sell any patented invention that may in any way
be related thereto.
This final report was submitted by Purdue Research Foundation,
Lafayette, Indiana 47907, under contract F41609-71-C-0626, project
number 1121, with Air Force Human Resources Laboratory (AFSC),
Technical Training Division, Lowry Air Force Base, Colorado 80230.
Dr. James R. Burkett ,Technical Training Division, Air Force Human
Resources Laboratory, was the contract monitor:
This report has been reviewed and cleared for open publication and/or
appropriate Office of Information (01) in
release by
public
the
accordance with AFR 190-17 and DoDD 5230.9. There is r.o objection
to unlimited distribution of this report to the public at large, or by
DDC to the National Technical Information Service (NTIS)
This technical report has been reviewed and is approved.
MARTY R. ROCKWAY, Technical Director
Technical Training Division
Approved for publication.
HAROLD E. FISCHER, Colonel, USAF
Commander
3
Unclassified
SECURITv CL ASSIFICA 7'ON OF T-ttS PAGE (When Dat Entered)
READ INSTRUCTIONS
REPORT DOCUMEATATION PAGE
BEFORE COMPLETING FORM
RECIPIENT'S CATALOG NUMBER
2 GOVT ACLLESSION NO
REPORT NUMBER
3
I
AFHRL-TR-74.24
TYPE OF REPORT & PERIOD COVERED
5
TITHE (and Subtitle)
4
INCENTIVE MOTIVATION TECHNIQUES EVALUATION
Final
April 1974
IN AIR FORCE TECHNICAL TRAINING
June 1971
PERFORMING ORG REPORT NUMBER
6
CONTRACT OR GRANT NUMBER(.)
8
AUTHOR(s)
7
Robert D. Pntchard
F41609.71-C-0026
Clarence Von Bergen, Jr
Philip J. DeLeo
PROGRAM ELEMENT, PROJECT. TASK
10
PERFORMING ORGANIZATION NAME ANO AOORESS
9
AREA A WORK UNIT NUMBERS
Purdue Research Foundation
62703F
Lafayette, Indiana 47907
11210402
REPORT OATE
CONTROLLING OFFICE NAME ANI) AOORESS
12
I I
IN Au Force Human Resources Laboratory (AFSC)
November 1974
Brooks Air Force Base, Texas 78235
NUMBER OF PAGES
13
294
SECURITY CLASS (of thla report)
MCNITORING AGENCY NAME & ADORESS(It dtlferent from Controlling 011ice)
15
14
Technical Training Division
Unclassified
Air Force Human Resources Laboratory
Lowry Air Force Base, Colorado 80230
OECLASsIFICATION, OOWNGRAOING
15n
SCHEDULE
DISTRIBUTION STATEMENT (of this Report)
16
Approved for public release, distribution unlimited.
DISTRIBUTION STATEMENT (ol the abstract entered In Block 20, If .tIllerent from Report)
17
SUPPLEMENTARY NOTES
15
KEY WORDS (Continue on reverse node It necessary and identity by block number)
19
contingency management
incentive management
in,entive motivation
t necessary and identity by block number)
ABSTRACT (Continue on reverse side
20
motivation techniques essentially offer valued outcomes for high
Incentive management or incentive
classrooms, mental
performance. Such systems have had positive effects on performance in such diverse situations as
designed to
institutions, and industry The purpose of this report is to describe an 18-month research protect
The research was
evaluate the effectivencss of incentive motivation techniques in Air Force technical training.
utilized a variety of
conducted at Chanute Air Force Base near Rantoul, Illinois The first phase of the research
feasibility. These incentives so
techniques to identify incentives, as well as to determine their attractiveness and
performance in
identified were used in the second phase of the research which made these incentives contingent on
actual performance in the
two of the resident training courses at the base. The first system gave incentives based on
Unclassified
EDITION OF I NOV 65 IS OBSOLETE
DD
JAN 73
-
SECURITY CLASSIFICATION OF THIS PAGE (When Data Entered)
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Unclassified
SECURITY CLASSIFICATION OF THIS PAGE(Rhen Data Enter.d)
Item 20 Continued
courses, The second utilized a system whereby an attempt was made to give the incentives
on the basis of effort. Th'
third was identical to the second except that additional, financially based
incentives were offered. The results
indicated that while secondary performance measures such
as amount of remedial instruction, frequency of
probations, and frequency of course failures decreased under the incentive
program, the primary performance
measures of scores on exams and speed of course completion did not generally show much
improvement. Yet, from
a cost-effectiveness viewpoint, even the relatively small (i.e., 8 percent) increase
in speed of course completion was
meaningful. Attitudes genc,ally unproved
or stayed the same under the program It was concluded that one of the
incentive systems utilized in this research was cost-effective for
Air Force technical training. Suggestions for
implovuig incentive s) stems were given.
Unclassified
SECURITY CLASSIFICATION OF THIS PAGE(Whon Data Entered)
n
SUMARY
Problem
Incentive motivation techniques have been successful in many diverse
educational contexts as well as in a number of industrial applications.
The objective of this effort was to design, implement, and c aluate an
incentive program for Air Force technical training.
A field experiment
was conducted at Chanute AFB, Illinois; an incentive program was in-
stituted in two technical training courses--the Weather Observer course
and the Aircraft Electrical Repairman course.
Evaluation was made in
terms of feasibility, effect on training performance and attitudes, and
cost-effectiveness.
Approach
The approach involved accomplishing three major activities--incentive
identification, program design, and experimental evaluation.
In the
experimental portion of the study, three incentive systems were instituted
sequentially:
(1) high feasibility incentives awarded on the basis of
performance, (2) high feasibility incentives awarded on the basis of
effort, and (3) high plus low feasibility incentives awarded on the basis
of effort.
Appropriate baseline data were collected for comparative
purposes, and checks on the manipulations were accomplished as needed.
The high feasibility inc,W.ves of the first system were principally com-
posed of letters of commendation, time off, avoidance of work details,
These in-
choice of uniform, and avoidance of marching in formation.
By
centives were generally dispensed by means of a point system.
improving his exam scores or decre'sing his time to complete an instruc-
tional segment, a student was able to earn points which could be spent
on the incentives.
System 2, in contrast to the first system, did not
award the points purely on the basis o: performance, but rather, a
student was assigned a target score commensurate with his ability.
Achievement above this target score was considered to reflect effort,
It was
and thus, system 2 can be considered an effort-based system.
expected that this type of system would be more effective in motivating
students of low ability.
Finally, system 3 attempted to raise the overall level of rewards
beyond that of the first two systems by making additional incentives
These incentives were financial in nature and were composed
available.
of such items as U.S. savings bonds and various types of gift certif-
icates.
Dependent measures included speed of course completion, exam scores,
amount of remedial instruction, number of counseling sessions, washbacks
and failures, re-enlistment intentions, job satisfaction, and attitudes
toward the Air Force, and student/instructor opinions about the function-
ing of the incentive systems.
Results
As far as student performance was concerned, system 3 had the
1
6
greatest positive impact on the time to complete the Aircraft Electrical
Repairman course.
Due to the nature of the Weather Observer
course,
no time savings were possible and none of the incentive systems im-
proved exam scores.
However, all three incentive systems resulted in
a general decrease in remedial instruction probations, and counseling
sessions of the Weather Observer
course.
Attitude data indicated that
the incentive systems produced increases in re-enlistment
intentions in
both courses.
Generally, however, incentive systems had neither
a
positive nor negative effect
on job satisfaction or overall attitude
toward the Air Force.
Students were slightly favorable toward the
incentive systems while instructors
were slightly unfavorable, but
neither group found the mechanics of the
systems overly burdensome.
Conclusions
The data clearly indicate that incentive systems 1 and 2
were simply
not effective.
This negative finding is interpreted
as an indication
that the incentives used in these systems, while highly feasible
to
implement, were relatively weak in attractiveness.
During system 3,
where a higher level of rewards was available,
a partically significant
increase in course performance
was noted.
Cost benefit analysis in-
dicates that the savings wer-' more than enough to offset the
cost of
the incentive systems.
With regard to the lack of positive imp .ct on
the Weather Observer course, it is noted that a ceiling effect was
operating since average performance in the course was already at
a
1.ery high level before the incentive program began.
Checks on the
manipulations indicated that the effort-based system were not fully
understood by the students, and since this system requires an awareness
of reward contingencies, the present experiment did not provide a fair
trial of the concept.
Implications
This study suggests that the following conditions are essential
for successful implementation of incentive systems in Air Force technical
training:
Incentives must be fairly powerful.
(1)
It must not be difficult for trainees to increase course
(2)
performance.
Self-paced courses are most appropriate for incentive techniques.
(3)
More frequent reinforcement should occur.
(4)
Both authority figures with whom the student comes in daily
(5)
contact and his peers should provide positive social reinforcement for
high performance.
2
7
Preface
The research reported is a product of the efforts of many people.
My own research staff, Robert J. Mayo, Carmen M. Sondgerath, Terence
Leid, Susan, Raiby, Thomas L. Hozman, Richard Flicker, Billie Lou
Barrett, and Wanda Newnyer, expended enormous amounts of effort as did
Also, J. Ronald Burkett, Technical Training
the other staff members.
Division, Air Force Human Resources Laboratory project monitor, was a
A great deal of credit
continual source of ideas and encouragement.
goes to the members of the Training Research Applications Branch at
Capt. Joseph
Chanute AFB, Illinois, who really made the system work:
D. Young, Capt, Gary V. Whalen, Capt. Joseph S. Green, T. Sgt. Keith
G. Wood, E. Lavern Sanders, and Sgt. Ron R. Irving, and Mr. George
Sharf. The senior base personnel were also very helpful, they in-
cluded Col. A.G. Schuering, Col. John A. Walker, Jr., Col. Lester A.
Finally, the instructors in
Cloud, Jr., and Col. Robert F. Durbin.
the two courses and the squadron personnel worked hard and long on
the project.
3
Table of Contents
Page
I. Introduction
6
A.
History and Statement of the Problem
6
Review of Relevant Literature
B.
7
Industry
1.
8
Educational Setting
2.
12
Deviant Behavior
3.
15
16
Military
4.
"'
C.
Implications of the Literature for the Problem
17
II.
Procedures and Methods
19
Overview
A.
19
Incentive Identification Phase
B.
19
Obtaining the Preliminary Incentive Material
1.
19
Selection of Incentives for Further Study
2.
22
Measuring the Attractiveness of the Incentives
3.
23
Selecting Attractive Incentives
4.
33
Exploring the Feasibility of the Resulting Incentives
5.
33
. .
Selection of Final Incentives
6.
34
The Experiment
C.
35
The Setting
1.
35
Dependent Measures
2.
38
Major Experimental Conditions
3.
41
Incentive system 1.
a.
41
Incentive system 2
b.
50
Incentive system 3
c.
54
Experimental Design
4.
55
Results
III.
58
Overview
A.
58
Determination of Appropriate Performance Baselines
B.
60
Checks on the Manipulations
C.
65
Performance Effects
D.
66
Primary Performance Measures
1.
69
Secondary Performance Measures
2.
77
Ratings of Effort
3.
82
Attitudinal Effects
E.
90
Treatment Evaluation
F.
98
Perceptions of Equity and Goal Setting
G.
108
Individual Differences
H.
114
Frequency of Incentive Purchase
I.
119
4
Page
Bibliography
126
Appendices
139
Raw Incentive Material
139
A.
Potentially Useable Incentives
148
B.
Incentive Attractiveness Data: Males In Target Courses
153
C.
Incentive Attractiveness Data: Females in Target Courses.
D.
157
. .
Incentive Attractiveness Data: All other Courses
E.
161
Incentive Attractiveness Data: Jet Engine Mechanics
164
F.
Incentive Attractiveness Data: Missile Systems Analyst
G.
Specialists
167
Incentive Attractiveness Data: Aerospace Ground Equipment
170
H.
. .
Incentive Attractiveness Data: Missile Mechanics
17?
I.
Incentive Attractiveness Data: Total Sample
J.
176
Preliminary List of Incentives
179
K.
Effort Rating Checkl4sts: Self and Instructor
183
L.
Student OpiAion Questionnaire
187
M.
Training Satisfaction Questionnaire
193
N.
197
Student Attitude Questionnaire
0.
Background Information
200
P.
Privilege Buying Form
204
Q.
Manuals for Incentive System I
207
R.
Manuals for Incentive System II
S.
Manuals for Incentive System III
234
T.
Item on Goal Setting, Checks on Manipulation, and Equity.
253
U.
.
Item Statistics on Checks on Manipulations
265
V.
268
Item Statistics on Overall Air Force Items
W.
270
Item Statistics on Course Evaluation Items
X.
Item Statistics on Job Satisfaction Items
273
Y.
Treatment Evaluation Questionnaire: Students
Z.
276
and Instructors
284
Item Statistics on Treatment Evaluation Questionnaire
AA.
289
Item Statistics on Equity Items
BB.
Item Statistics on Goal Setting Items
291
CC.
to