A CRITICA L STUDY OF GRAPHIC RATING SCALES BY H e a l B eery Andregg * * A THES3S S u b m itte d t o th e G rad u ate S ch o o l o f M ichigan S t a t e C o lle g e o f A g r i c u l t u r e and A p p lie d S cienoe in p a r t i a l f u l f i l l m e n t of th e requirem ents f o r th e degree of DOCTOR OP EDUCATION D epartm ent of E d u c a tio n 19 5 1 ACKNOWLEDGMENTS I am d e e p l y g r a t e f u l t o D r . V. H. N o l l f o r h i s a s s i s t a n c e , , sound a d v ic e , and c a p a b l e d i r e c t i o n o f t h i s a p p r e c ia te the ad v ice Acknowledgment i s o f D r. stud y. D. B a t e n on s t a t i s t i c a l t e c h n i q u e s . d u e D r . C. V. H i l l a r d and D r . J . S . K a r s l a k e f o r t h e i r h elpful sug g estio n s. A p p r e c i a t i o n i s e x p r e s s e d t o members o f t h e E v a lu a tio n S e c t i o n , E d u c a tio n Branch, P la n s D i v i s i o n , A ir U n i v e r s i t y f o r t h e i r an d t y p i n g . I sin c e re ly and O p e r a t i o n s assistan ce w ith c alcu latio n s F o r h e r e n c o u r a g e m e n t an d c o n s t a n t h e l p , g r a t e f u l t o my w i f e , V era. I am m o s t TABLE OF CONTENTS CHAPTER I* II. PAGE INTRODUCTION AND STATEMENT OF THE PROBLEM REVIEW OP THE LITERATURE .......................................................................... H is to r y o f r a tin g V a lid ity ................ s c a le s 11 13 T ra its 16 a m e n a b le t o r a t i n g ................................................................. in t r a i t r a tin g s an d a b b r e v i a t e d 17 ............ Types o f r a t i n g e rro rs .............................. 21 THE SITUATION AND DESIGN OFTHE STUDY .................................................. The s i t u a t i o n .................... D e s ig n o f t h e s t u d y 25 25 ......................... 27 ................... 26 ANALYSIS AND INTERPRETATION OF DATA......................................................... 33 H y p o th e s e s a n d m e th o d s o f t e s t i n g th e m V. 7 R e l i a b i l i t y ...................................................................... s c a le s IV . 1 7 ........................................ In te rc o rre la tio n s III. .......................... SUMMARY, CONCLUSIONS AND SUGGESTIONSFOR FURTHER STUDY . . . 6k S u m i n a r y .............................. 6k F in d in g s ............... 65 C o n c lu s io n s .......................................... 66 S u g g e s t i o n s f o r f u r t h e r s t u d y .............. 73 BIBLIOGRAPHY................. 75 APPENDIX 79 .............................................................................................................................. LIST OP TABLES TABLE I. II. IIIIV . V. V I. PAGE RAT DIGS GIVEN BY STUDENTS IN TWENTY DIFFERENT STAFFS TO THEIR RESPECTIVE CHIEFS OF STAFF ON ORGANIZING ABILITY IN THE TACTICAL PROBLEM ................................... 3k ANALYSIS OF VARIANCE OF STUDENTS’ RATINGS OF THEIR RESPECTIVE CHIEFS OF STAFF ON ORGANIZING ABILITY IN THE TACTICAL PROBLEM.............................................................................. 35 F RATIOS 37 F - STUDENTS’ RATINGS ON TACTICAL PROBLEM RATIOS- STUDENTS ’ RATINGS ON STRATEGIC PROBLEM . . . . . 3^ RATINGS GIVEN BY INSTRUCTORS IN TWENTY DIFFERENT STAFFS TO THEIR RESPECTIVE CHIEFS OF STAFF ON ORGANIZING ABILITY IN THE TACTICAL PROBLEM.................................................. 39 ANALYSIS OF VARIANCE OF INSTRUCTORS1 RATINGS OF THEIR RESPECTIVE CHIEFS OF STAFF ON ORGANIZING ABILITY IN TIE TACTICAL PROBLEM........................................ UO V n. F RATIOS - INSTRUCTORS* RATINGS ON TACTICAL PROBLEM . . . V III. F RATIOS - INSTRUCTORS * RATINGS ON STRATEGIC PROBLEM . . IX . X. X I. X II. X III. A SUMMARY OF RATDTGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS Df TWENTY DIFFERENT STAFFS ON KNOWLEDGE APPLIED TO THE SOLUTION OF THE TACTICAL PROBLEM IJ+ AN ANALYSIS OF VARIANCE OF ORIGINAL RATDTGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFER­ ENT STAFFS ON KNOWLEDGE APPLIED TO THE SOLUTION OF THE TACTICAL PROBLEM .............................................................................. k5 AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON KNOWLEDGE APPLIED TO THE SOLUTION OF THE TACTICAL PROBXEM . . . s o o e e e . . . . . . . . . . . . . . . . . . . . ^4-^ RELIABILITY OF INSTRUCTORS * AND STUDENTS’ RATINGS OF STAFF MEMBERS* PERFORMANCE ON THE TACTICAL AND STRATEGIC PROBLEMS ................................... k9 MULTIPLE CORRELATIONS OF RATDTGS ON TWO TRAITS WITH COMPOSITE RATINGS GIVEN IN THE TACTICAL AND STRATEGIC PROBLEMS . . . . ......... . . . . . . . . . ................... 59 TABLE X IV . MULTIPLE CORRELATIONS OF RATINGS ON THREE TRAITS WITH COMPOS ITS RATINGS GIVEN IN THE TACTICAL AND STRATEGIC PROBLEMS ................................................................................................................. XV. MULTIPLE CORRELATIONS OF RATINGS ON THINK IMG, INITIATIVE AND ORGANIZING ABILITY WITH COMPOSITE RATINGS GIVEN IN THE TACTICAL AND STRATEGIC PROBLEMS ................................ ........... X V I. SPURIOUS CORRELATION IN CORRELATING RATINGS WITH THE COMPOSITE RATINGS HI THE TACTICAL PROBLEM.............................. X V II. RELIABILITY OF INSTRUCTORS1 .AND STUDENTS1 RATINGS OF STAFF MEMBERS' PERFORMANCE ON THE TACTICAL AND STRATEGIC PROBLEMS ........................................................................................ X V III. A SUMMARY OF RATINGS GIVEN 3Y STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON THINKING IN THE TACTICAL PROBLEM............................................................................ xnx. AN AIALYS IS OF VARIAICE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON THINKING IN THE TACTICAL PROBLEM... XX. AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS E l TWENTY DIFFERENT STAFFS ON THINKING IN THE TACTICAL PROBLEM..................................................... X X I. A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON INITIATIVE IN THE TACTICAL PROBLEM...................................... ..................................... X X II. AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON INITIATIVE IN THE TACTICAL PROBLEM.. X X III. AN ANALYSIS OF VARIANCE OF RAT DIGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON IN ITIATIVE IN THE TACTICAL PROBLEM................................................ XXIV. A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON COOPERATION DI THE TACTICAL PROBLEM............................................................................ XXV. X X /1. AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS HI TWENTY DIFFERENT STAFFS ON COOPERATION IN THE TACTICAL PROBLEM AN ANALYSIS OF VARIANCE OF RAT DIGS GIVEN BY STUDENTS AID INSTRUCTORS TO STUDENTS DI TWENTY DIFFERENT STAFFS ON COOPERATION IN THE^ TACT ICAL PROBLEM.............................................. TABLE XX V II. X X V III. XXIX. XXX. XXXI. XX X II. X X X III. XXXIV. XXXV. XXXVI. XXXVII. PAGE A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAPIS ON ORGANIZING ABILITY IN THE TACTICAL PROBLEM.......................................................... 97 AM ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN 3Y STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON ORGANIZING ABILITY IN THE TACTICAL PROBLEM......................................................................................................... 9^ AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON ORGANIZING ABILITY IN THE TACTICAL PROBLEM............................... 9^ A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY D IF FERENT STAFFS ON EXPRESSION IN THE TACTICAL PROBLEM...................................................................................... 99 AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AMD INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON EXPRESSION IN THE TACTICAL PROBLEM ................ 99 AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON EXPRESSION IN THE TACTICAL PROBLEM . . ................................................. 100 A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON KNOWLEDGE APPLIED TO THE SOLUTION OF THESTRATEGICPROBLEM.................... 100 AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON KNOWLEDGE APPLIED TO THE SOLUTION OF THE STRATEGIC PROBLEM.............................................................................. 101 AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON KNOWLEDGE APPLIED TO THE SOLUTION OF THE STRATEGIC PROBLEM . . ................. 101 A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON THINKING IN THE STRATEGIC PROBLEM............................................................................................ 102 AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFF3 ON THINKING INTHESTRATEGICPROBLEM .......................... 102 TABLE PAGE X XXVIII. XXXIX. XL. X L I. AN ANALYSIS OF VARIANCE OP RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON THINKING IN THE STRATEGIC PROBLEM.................... 103 A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON INITIATIVE IN THE STRATEGIC PROBLEM.................................................................. 103 AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON IN IT IATTVE IN THE STRATEGIC ................. PROBLEM lOi-i- AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON INITIATIVE IN THE STRATEGICPROBLEM. . . . . . 1 0 l| X L II. A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON COOPERATION IN THE STRATEGIC PROBLEM.................................................................... 105 X X I II . AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND HBTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON COOPERATION IN THE STRATEGIC PROBLEM...................................................................................................................105 XXX/. XLV. XLVI. XLV I I . XLV I I I . AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON COOPERATION IN THE STRATEGIC PROBLEM . . . . . 106 A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON ORGANIZING ABILITY IN THE STRATEGIC PROBLEM................................. 106 AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON ORGANIZING ABILITY IN THE STRATEGIC PROBLEM................................................................................ 107 AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON ORGANIZING ABILITY IN THE STRATEGIC PROBLEM ........................................................................................... 107 A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON EXPRESSION IN THE STRATEGIC PROBLEM ............................................................. IOS TABLE X LIX . L. L I. L II. L III. L IV . LV. L V I. L V II. L V III. L IX . LX. L X I. L X II. L X III. PAGE AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON EXPRESSION IN THE STRATEGICPROBLEM ................................................................................................................... 10g AN ANALYSE OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON EXPRESSION IN THE STRATEGIC PROBLEM ........................ 109 NUMBER OF RATINGS GIVEN BY INSTRUCTORS TO STUDENTS IN THE TACT ICAL PROBLEM ...................... ............................................................. 110 NUMBER OF RATINGS GIVEN BY INSTRUCTORS TO STUDENTS IN - .. .................... THE TACTICAL PROBLEM ............................................. . Ill NUMBER OF RATINGS GIVEN BY STUDENTS TO THEIR FELLOW STUDENTS IN THE TACT ICAL PROBLEM ........................ 112. NUMBER OF RAT BIGS GIVEN BY STUDENTS STUDENTS HI THE TACTICAL PROBLEM 113 TO THEIR FELLOW .............. NUMBER OP RATINGS GIVEN BY INSTRUCTORS TO STUDENTS HI THE STRATEGIC PROBLEM ...................................................................... lllj. NUMBER OF RAT BIGS GIVEN BY INSTRUCTORS TO STUDENTS BT THE STRATEGIC PROBLEM ................................... ..... ................. ...................... 115 NUMBER OF RAT BIGS G EVEN BY STUDENTS TO THEIR FELLOW STUDENTS BJ THE STRATEGIC PROBLEM ................................ .. , ........... 116 NUMBER OF RATBTG3 GIVEN BY STUDENTS TO THEIR FELLOW STUDENTS BI THE STRATEGIC PROBLEM ..................................................... 117 INTERCORRELATIONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO CHIEFS OF STAFF BI THE TACTICALPROBLEM............................. llg INTERCORRELATIONS BETWEEN RATINGS GIVEN BY STUDENTS TO CHIEFS OF STAFF IN THE TACTICALPROBLEM ................... llg INTERCORRELATIONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO OFFICERS IN CHARGE OF PERSONNEL INTHE TACTICAL PROBLEM ...................................................................................................................... 119 INTERCORRELATIONS BETWEEN RATINGS GIVEN BY STUDENTS TO OFFICERS IN CHARGE OF PERSONNEL IN THETACTICAL PROBLEM INTERCORRELATIONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO OFFICERS BT CHARGE OF INTELLIGENCE BI THE TACTICAL PROBLEM ............ 119 120 TABLE LXIV. LXV. HIV I . LXV I I . L X V III. LXEC. LXX. LXX I . LXXI I . LX X IIIc LXX IV. LXXV. LXXV I . LXXVI I . LXXV I I I . PAGE BTTERC ORRELAT IONS BETVEEN RATINGS GIVEN BY STUDENTS TO OFFICERS IN CHARGE OF INTELLIGENCE IN THE TACTICAL PROBLEM................................................................................................... . . .............. 120 INTERCORRELATIONS BETVJEEN RATINGS GIVEN BY INSTRUCTORS TO OFFICERS HJ CHARGE OF OPERATIONS IN THE TACTICAL PROBLEM ............................................................................... 121 BITERCORRELAT JONS BETWEEN RATINGS GIVEN BY STUDENTS TO OFFICERS BT CHARGE OF OPERATIONS IN TEE TACTICAL PROBLEM . . ................... 121 BITERCORRELAT IONS BETVJEEN RATINGS GIVEN BY INSTRUCTORS TO OFFICERS IN CHARGE OF SUPPLY BI THE TACTICAL PROBLEM 122 BITERCORRELAT IONS BETVJEEN RATINGS GIVEN BY STUDENTS TO OFFICERS IN CHARGE OF SUPPLY IN THE TACTICAL PROBLEM . . . 122 BITERCORRELAT IONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO ASSISTANT PERSONNEL OFFICERS IN THE TACTICAL PROBLEM 123 BITERCORRELAT IONS BETVJEEN RATINGS GIVEN BY STUDENTS TO ASSISTANT PERSONNEL OFFICERS IN THE TACTICAL. PROBLEM.... 123 BITERCORRELAT IONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO ASSISTANT INTELLIGENCE OFFICERS IN THE TACTICAL PROBLEM.............................. 12k BITERCORRELAT IONS BETWEEN RATINGS GIVEN BY STUDENTS TO ASSISTANT INTELLIGENCE OFFICERS BI THE TACTICAL PROBLEM.. 1 2 k BITERCORRELAT IONS BETVJEEN RAT BIGS GIVEN BY INSTRUCTORS TO ASSISTANT OPERATIONS OFFICERS IN THE TACTICAL PROBLEM 125 INTERC ORRSLAT IONS BETWEEN RATINGS GIVEN BY STUDENTS TO ASSISTANT OPERATIONS OFFICERS IN THE TACTICAL PROBLEM.... 125 BITERCORRELAT IONS BETVJEEN RATINGS GIVEN BY INSTRUCTORS TO ASSISTANT SUPPLY OFFICERS BI THE1 TACTICAL PROBLEM . . . . . . . 126 BITERCORRELAT' IONS BETWEEN RAT BIGS GIVEN FT STUDENTS TO ASSISTANT SUPPLY OFFICERS BI TEE TACT ICAL PROBLEM ------ 126 BITERCORRELAT IONS BETWEEN RATINGS GIVEN BY BISTRUCTORS TO COMMUNICATIONS OFFICERS BT THE TACTICAL PROBLEM.................. 127 BITERCORRELAT IONS BETVJEEN RATINGS GIVEN BY STUDENTS TO COMMUNICATIONS OFFICERS BI THE TACT ICAL PROBLEM.................. 127 TABLE LXXIX. LXXX. LXXX I . LXXXII. L X X X III. LXXX TV. LXXXV. LXXXVI. LXXXVII. LXXXVII I . LXXX IX . XC. PAGE BTTERCORRELATIONS BETWEEN RATINGS GIVEN BI INSTRUCTORS TO COMMANDINGGENERALS IN THESTRATEGICPROBLEM.................. 123 INTERC ORRELAT IONS BETWEEN RATINGS GIVEN BI STUDENTS TO COMMANDING GENERALS INTHE STRATEGICPROBLEM.......................... 123 INTERC ORRELAT IONS BETVEEN RATINGS GIVEN BY INSTRUCTORS TO CHIEFS OFSTAFF IN THESTRATEGICPROBLEM............................... 129 INTERCORRELATIONS BETWEEN RATINGS GIVEN BY STUDENTS TO CHIEFS OF STAFF IN THE STRATEGIC PROBLEM................................ 129 INTERC ORRELAT IONS BETVJEEN RAT BIGS GIVEN BY INSTRUCTORS TO OFFICERS IN CHARGE OF PERSONNEL IN THE STRATEGIC . PROBLEM............................................................. . 130 INTERC ORRELAT IONS BETWEEN RATINGS GIVEN BY STUDENTS TO OFFICERS IN CHARGE OF PERSONNEL BT THE STRATEGIC PROBLEM..................................... ............................................................................ 130 BTTERC ORRELAT IONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO OFFICERS BT CHARGE OF INTELLIGENCE IN THE STRATEGIC PROBLEM . ................................................................................................................ 131 BITERCORRELAT IONS BETWEEN RATINGS GIVEN BY STUDENTS TO OFFICERS IN CHARGE OF INTELLIGENCE BT THE STRATEGIC PROBLEM..................................................................................................... 131 INTERC ORRELAT IONS BETVJEEN RAT BTGS GIVEN BY INSTRUCTORS TO OFFICERS IN CHARGE OF OPERATIONS BT THE STRATEGIC PROBLEM............................................. ............. ...................................................... 132 BTTERC ORRELAT IONS BETWEEN RAT BIGS GIVEN BY STUDENTS TO OFFICERS IN CHARGE OF OPERATIONS BT THE STRATEGIC PROBLEM.......................................................... ...................................................... 132 INTERC ORRELAT IONS BETVJEEN RAT BIGS GIVEN BY BISTRUCTORS TO OFFICERS IN CHARGE OF SUPPLY BT THE STRATEGIC PROBLEM.................................................................................................................. 133 BTTERCORREIAT IONS BETVJEEN RATINGS GIVEN BY STUDENTS TO OFFICERS BT CHARGE OF SUPPLY BT THE STRATEGIC PROBLEM.. 133 X C I. BITERCORRELAT IONS BETVJEEN RAT BIGS GIVEN BY INSTRUCTORS TO ASSISTANT PERSONNEL OFFICERS BI THE STRATEGIC PROBLEM.. 13k X C II . BITERCORRELAT IONS BETVJEEN RAT BIGS GIVEN BY STUDENTS TO ASSISTANT PERSONNEL OFFICERS BT THE STRATEGIC PROBLEM... 13k TABLE XC I I I . X CIV . XCV. XCVI. X C V II. X C V III. X CIX . C. PAGE BI TER CORRELAT IONS BET WEEN RAT INGS GIVEN BY BI3TRUCT0RS TO ASSISTANT INTELLIGENCE OFFICERS BT THE STRATEGIC PROBLEM................................................................................................................... 135 BTTERCORRELATIONS BETVJEEN RATINGS GIVEN BY STUDENTS TO ASSISTANT INTELLIGENCE OFFICERS IN THE STRATEGIC PROBLEM ..................... . ............................................ 135 INTERCORRELATIONS BETVJEEN RATINGS GIVEN BY INSTRUCTORS TO ASSISTANT OPERATIONS OFFICERS BT THE STRATEGIC PROBLEM .......................................................................... ........................................ 136 BTTERCORRELATIONS BETVJEEN RATINGS GIVEN BY STUDENTS TO ASS 1ST ANT OPERATIONS OFFICERS BT THE STRATEGIC PROBLEM 13 6 BTTERCORRELATIONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO ASSISTANT SUPPLY OFFICERS BT THE STRATEGIC PROBLEM.* 137 BTTERCORRELATIONS BETVJEEN RATINGS GIVEN BY STUDENTS TO ASSISTANT SUPPLY OFFICERS IN THE STRATEGIC PROBLEM 137 BTTERCORRELATIONS BETVJEEN RATINGS GIVEN BY INSTRUCTORS TO COMMUNICATIONS OFFICERS BT THE STRATEGIC PROBLEM. * * . 13£ BTTERC ORRELAT IONS BETVJEEN RATINGS GIVEN BY STUDENTS TO COMMUNICATIONS OFFICERS BT THE STRATEGIC PROBLEM................ 13 S L IS T OF FIGURES FIGURE PAGE 1. ARMY RATING SCALE INSTRUCTIONS..... ........................... && 2. ARMY RATING SCALE ................................................................................................... &9 FACS OF GRAPHIC RATING SCALE FOR EXECUTIVES, DEPARTMENT HEADS, FOREMEN AND SUPERVISORS ............................................* ............... 90 REVERSE OF GRAPHIC RATING SCALEFOR EXECUTIVES, DEPARTMENT HEADS, FOREMEN, AND SUPERVISORS ........................................................... 91 GRAPHIC RATING C A R D ............................................................ 92- U. 5. CHAPTER I OTTRODUCTION AMD STATEMENT OF THE PROBISM Th© v a l u e o f t h e r a c i n g s o a l o t e c h n i q u e a s a p p l i e d t o p e r s o n a l ­ i t y t r a i t s h a s b e e n c r i t i c i s e d b y m any p s y c h o l o g i s t s . Same o f t h e e a r l y s t u d i e s i n t h i s f i e l d , w h ic h f o u n d r a t i n g s c a l e s u n r e l i a b l e * c a u s e d t h e i r v a l u e t o b e quo 3 t i cane do However* s e v e r a l m ore r e c e n t s t u d i e s h a v e d o n e m uch t o i n f l u e n c e f a v o r a b l y t h e s t a n d i n g o f r a t i n g s c a le s . D e s p ite th e s e v e re o r i t i c i s m , t h e r a t i n g s c a le h as in c r e a s e d b o th i n f a v o r and i n u s a g e . G u ilfo rd 1 h as s t a t e d t h a t " w ith o u t any d o u b t, r a t i n g - s o a l e m eth o d s h a v e made t h e i r p l a c e s e c u r e i n i n d u s t r i a l p r a c t i c e an d i n t h e e d u c a t i o n a l w o r l d . ” S t a r r an d G r e e n ly ^ c o n d u c te d a s u r v e y i n 193 9 w h ic h c o v e r e d s i x t y - f o u r c o m p a n ie s e m p lo y in g fro m 5 0 0 t o m ore t h a n 1Q0SQG0 e m p lo y e e s . p a n ie s u s e d u s r i b r a t i n g s . A p p r o x im a te ly o n e - t h i r d o f t h e com­ M a h le r^ i n a r e c e n t s u r v e y o f t h e r a t i n g p r a c t i c e s o f 125 c o m p a n ie s f o u n d t h a t t h e m a j o r i t y u s e d r a t i n g s c a l e s , w i t h t w e l v e u s i n g check: l i s t s and se v e n r a n k in g o r g r a d in g . N e v e rth e ­ l e s s , t h e r a t i n g s c a l e r e q u i r e s c o n ti n u o u s s t u d y a n d r a t e r t r a i n i n g if i t i s t o boooifts a r e l i a b l e e v a l u a t i o n i n s t r u m e n t . Many s t u d i e s h a v e b e e n made o f r a t i n g s c a l e s , b u t a r e v i e w o f th e l i t e r a t u r e — ■ ——-■'• — ~— —— f a i l e d t o r e v e a l any t h a t had r e p o r te d f in d in g s b a s e d . —*— J . P . G u i l f o r d , P s ychom et r i c M ethods . Mew Y o rk s M cG raw -H ill Book Com pany, l a o . 1 9 3 6 . *pT~25§rT p Ro B. S t a r r a n d R . J . G r e e n l y , " M e r i t r a t i n g s u r v e y f i n d i n g s , " P e r s o n n e l J o u r n a l , T fs 37&-3&hs A p r i l , 1939° ^ W. R . M a h le r , "Some ©ommon e r r o r s i n e m p lo y e s r a t i n g p r a c t i c e s , P e r s o n n e l J o u r n a l , 26s 6 S - 7h* J u n e , 19k7» upon th e a n a ly s is o f v a ria n c e * H ow ever, a num ber o f a r t i c l e s hav© s u g g e s t e d m any a p p l i c a t i o n s o f a n a l y s i s o f v a r i a n c e t e c h n i q u e s t o m e n ta l d e s i g n c a n b® s e t up i n -rahioh a num ber o f in d e p e n d e n t r a t i n g s , b a s e d upon o b s e r v a n c e o f p e rfo rm a n c e * a r e g i v e n t o a n i n d i v i d u a l e U sin g t h e sam e s c a l e * o t h e r in d e p e n d e n t r a t i n g s a r e g i v e n t o o t h e r i n d i v i d u a l s a s s i g n e d t o t h e sam e r o l e ■when t h e s e v e r a l i n d i v i d u a l s a r e e a c h m em bers o f d i f f e r e n t b u t e s s e n t i a l l y s i m i l a r g ro u p s a t t e m p t ­ in g t o s o l v e t h e sam e p roblem * I f th e le v e ls o f r a tin g f o r e a c h t r a i t t o be r a t e d a ro g i v e n n u m e r ic a l v a l u e s , f o r ex am p le fro m 1 t o 9 , a m ean r a t i n g o an b e o b ta i n e d f o r e a c h a p p l i c a t i o n o f t h e r a t i n g b la n k * Thus* t h e p ro b le m i s t o d e te r m in e i f d i f f e r e n c e s i n t h e m eans o f t h e r a t e d p e rfo r m a n c e s o f t h e s e v e r a l i n d i v i d u a l s trho w e re a s s i g n e d t h e same r o l e s a r e r e a l d i f f e r e n c e s o r i f t h e s e d i f f e r e n c e s o a n b© a t t r i ­ b u t e d t o f l u c t u a t i o n s i n r a t i n g s r e s u l t i n g fro m c h a n c e a l o n e . A n a l y s i s o f v a r i a n o e an d i t s t e s t o f s i g n i f i c a n c e , F , e n a b l e s us t o t e s t t h e s i g n i f i c a n c e o f t h e s e d i f f e r e n c e s i n m ean r a t i n g s . 't o l o g i o a l r e s e a r c h , ” P s y c h o l o g i c a l B u l l e t i n , 1+0: 2 3 3 -2 6 ? , A p r i l , D . A* Grant* ”The a n a l y s is o f v a r ia n o e i n p s y c h o lo g ic a l r e ­ s e a r c h ,” P s y c h o lo g ic a l B u l l e t i n , 1+1 s 1 5 ^ -1 6 6 , Maroh, 13M+» Go 0 . P e t e r s , ” I n t e r a c t i o n i n a n a l y s is o f v a r ia n c e in t e r p r e t e d as i n t e r o o r r e l a t i o n , ” P s y c h o lo g ic a l B u l l e t i n , 1+12 2&7~299* May, 19M+* H. TiT. A le x a n d e r , ”A g e n e r a l t e s t f o r t r e n d ,” P s y o h o lo g io a l B u l l e t i n , 1+3 s 533-557* Hovomber, I 9 I+6 . L* S . K ogan, ” A n a l y s i s o f v a r i a n c e - r e p e a t e d m e a su re m e n ts, ” P s y o h o l o g io a l B u l l e t i n , 1+5 s 131-11+3* M arch , 19l+£>° 3 Th© r a t i o n a l e o f a n a l y s i s o f v a r i a n c e i s t h a t t h e t o t a l sum o f s q u a r e s o f t h e n u m e r i c a l v a l u e s o f a s e t o f r a t i n g s made b y s e v e r a l g r o u p s o f i n d i v i d u a l s o a n b e a n a l y s e d o r b r o k e n down i n t o p a r t s , e a c h i d e n t i f i ­ a b le w ith a d i f f e r e n t so u rc e o f v a r i a t i o n , m th e s im p le s t c a s e , th e t o t a l sum o f s q u a r e s i s b r o k e n dcwn i n t o tw o p a r t s , a sum o f s q u a r e s b a s e d upon v a r i a t i o n w ith in th e r a t i n g s g iv e n b y th e s e v e r a l g ro u p s an d a sum o f s q u a r e s b a s e d u p o n v a r i a t i o n b e tw e e n t h e m ean r a t i n g s g iv e n by th e s e v e r a l g ro u p s . On t h e a s s u m p tio n t h a t t h e g r o u p s o f r a t i n g s m ak in g up t h e t o t a l s e r i e s o f r a t i n g s a r e ran d o m s a m p le s fro m a hom ogeneous p o p u l a t i o n , t h e '’w i t h i n ” an d t h e " b e tw e e n " v a r i a n c e s o f r a t i n g s m ay b e e x p e c te d t o d i f f e r o n l y w i t h i n t h e l i m i t s o f c h a n o e flu c tu a tio n s . T h is i s t h e n u l l h y p o t h e s i s w h ic h i s t e s t e d b y d i v i d i n g t h e v a r i a n c e o f t h e m ean r a t i n g s g i v e n b y t h e s e v e r a l g ro u p s b y t h e v a ria n c e o f r a tin g s w ith in th e s e v e ra l g ro u p s. I f t h i s v a ria n c e r a ­ t i o , F , e x c e e d s th e v a lu e a t t h e l e v e l o f s i g n i f ic a n c e a g re e d upon ( g e n e r a lly e i t h e r th e 5 p e rc e n t o r th e 1 p e ro e n t l e v e l ) , th e n th e n u l l h y p o th e s is i s c o n s id e re d f a l s e . I f th© n u l l h y p o t h e s i s i s r e j e c t e d , mo a n r a t i n g s g i v e n b y t h e s e v e r a l g r o u p s t o i n d i v i d u a l s s e r v i n g i n th© sac© r o l e s w i l l d i f f e r a n d t h e d i f f e r e n c e s a r e i n d i c a t i v e o f r e a l d i f ­ fe re n c e s. Th© F - t e s t a llo w s one t o i n f e r t h a t t h e r e a r e s i g n i f i c a n t d i f f e r e n c e s b e tw e e n moan r a t i n g s b u t d o e s n o t s p e c i f y t h a t e a c h mean r a t i n g d i f f e r s s i g n i f i c a n t l y fro m e a c h o f th© o t h e r s . h y p o th e s is i s a c c e p te d , d if f e r e n c e s I f th e n u ll i n t b s moan r a t i n g s g i v e n b y t h e s e v e r a l g r o u p s c a n be a t t r i b u t e d t o ehane© a l o n e . Quo p u rp o s e o f t h i s s t u d y i s t o g i v e th© f a c t s a c h a n o e t o p ro v e o r d i s p r o v e t h i s n u l l h h y p o t h e s i s f o r r a t i n g s g i v e n i n d e p e n d e n t l y b y tw o g ro u p s o f a i r f o r c e o f f i c e r s , s t u d e n t s an d t h e i r i n s t r u c t o r s . A s e c o n d p u rp o s e o f t h i s s t u d y i s t o a n a ly z e a m ore c o m p lex e x p e r i m e n t a l d e s i g n i n w h ic h t h e v a r i a n c e o f r a t i n g s g i v e n t o i n d i v i d ­ u a l s s e r v i n g i n d i f f e r e n t s t a f f p o s i t i o n s , th© v a r i a n c e b e tw e e n r a t e r s ( s t u d e n t s and i n s t r u c t o r s ) an d t h e i n t e r a c t i o n w i l l be s t u d i e d . we w i l l a s c e r t a i n f o r e a c h s c a l e T h u s, (1 ) i f i n d i v i d u a l s s e r v i n g i n s t a f f p o s i t i o n s o f im p o r ta n c e a r e g i v e n r a t i n g s w h ic h d i f f e r s i g n i f i c a n t l y fro m t h o s e g i v e n t o o t h e r i n d i v i d u a l s s e r v i n g i n s u b o r d i n a t e p o s i t i o n s (2 ) i f m ean r a t i n g s g i v e n b y s t u d e n t s t o t h e p e rfo rm a n c e o f t h e i r f e l ­ lo w s t u d e n t s s e r v i n g i n d i f f e r e n t s t a f f p o s i t i o n s d i f f e r s i g n i f i c a n t l y fro m th© mean r a t i n g s g i v e n b y i n s t r u c t o r s who g iv e f u l l tim e t o o b s e r ­ v a t i o n an d r a t i n g ($ ) i f t h e i n t e r a c t i o n b e tw e e n r a t i n g s g i v e n b y i n ­ s t r u c t o r s and s tu d e n ts t o s tu d e n ts s e rv in g in s t a f f p o s itio n s o f v a ry in g d e g r e e s o f im p o r ta n c e i s s t a t i s t i c a l l y s i g n i f i c a n t . A t h i r d p u rp o s e o f t h i s s t u d y i s t o d e te r m in e t h e r e l i a b i l i t i e s o f s t u d e n t s ' and i n s t r u c t o r s 1 r a t i n g s . Sym onds^ h a s e m p h a s iz e d t h e n e e d f o r a d e q u a te s a m p lin g i n e v a l u a t i o n : nA s i n g l e o b s e r v a t i o n i s u n r e lia b le , a s in g le r a tin g i s u n r e lia b le , a s in g le t e s t is u n r e lia b le , a s i n g l e m e a su re m e n t i s u n r e l i a b l e , a s i n g l e a n sw e r t o a q u e s t i o n i s u n re lia b le . R e l i a b i l i t y i s a c h ie v e d b y h e a p in g up o b s e r v a t i o n s , r a t i n g s , t e s t s , q u e s t i o n s , m e a s u re s . . » . * An a d e q u a te r a t i n g r e q u i r e s th® ju d g m e n t o f s e v e r a l r a t e r s i n s e v e r a l s i t u a t i o n s a t s e v e r a l d i f f e r e n t tiE S s . Y o rk ; R e l i a b l e e v id e n c e m u st b e m u l t i p l i e d e v i d e n c e . ” ^ P e r e i v a l H. Sym onds, D ia g n o s in g P e r s o n a l i t y and C o n d u c t. D. A p p le t o n - C e n tu ry Congjany. ' 1 9 ^ * pT ^I Rew Exfcrea© v a r i a t i o n s i n p arforroan.ee v o r o fo u n d b y o b s e r v e r s o f a i r p l a n e l a n d i n g s d u r i n g W orld War 1 1 .^ O b s e rv e rs r a t e d e a c h l a n d i n g mad© b y p i l o t s on plan© o f l a n d i n g , a t t i t u d e o f a i r p l a n e and d r o p p in g o r b o u n c in g . D i f f e r e n t o b s e r v e r s a g re e d w a l l i n m aking t b s r e q u i r e d r e c o r d s , b u t r e t e s t s show ed a lm o s t no c o n s i s t e n c y o f p e r f o r m a n c e , a n d t h i s c o n s i s t e n c y d ro p p e d e v e n lo w e r w hen t e s t s w are mad© on d i f f e r e n t d a y s* P a r t o f th© i n c o n s i s t e n c y o a n b e a t t r i b u t e d t o v a r i a t i o n s i n w in d , t u r b u l e n c e , an d o t h e r u n c o n t r o l l e d c o n d i t i o n s » n e v e rth e le s s , a s i n g l e m e a su re o f l a n d i n g b e h a v i o r , n o m a t t e r how r e l i a b l y ju d g e d , g iv e s l i t t l e o r n o i n f o r m a t i o n o f r e a l v a l u e a s t o t h e p i l o t ’s ©ompe- te n o e i n l a n d i n g t h e a i r c r a f t . R e a l i s i n g a l l th© f o r e g o i n g , i t w as d e c id e d t o us© b o t h s t u ­ d e n ts and i n s t r u c t o r s i n e v a l u a t i n g s t u d e n t s 1 p e rfo rm a n c e when t h e y w o rk e d a s a g ro u p o r a s t a f f i n s o l v i n g t a c t i c a l and s t r a t e g i c a i r f o r c e p ro b le m s a t t h e A i r Command and S t a f f S c h o o l . Thus i n e a c h s t a f f o f s i s t e e n o f f i c e r s , s t u d e n t s r a t e d t h e i r f e l l o w o f f i c e r s w i t h whosi t h e y h a d w o rk e d a s f o llo w s s The s t u d e n t Commanding G e n e ra l a n d th© s t u ­ d e n t C h i e f o f S t a f f r a t e d a l l s t u d e n t s t a f f m em bers. The s t u d e n t o f f i c e r s i n c h a rg e o f t h e s e v e r a l a c t i v i t i e s r a t e d e a c h o t h e r a s w e l l a s th© s t u d e n t s a c t i n g a s Commanding G e n e r a l , C h ie f o f S t a f f , a n d num­ b e rs o f t h e i r r e s p e c tiv e s t a f f s e c tio n s . S u b o r d in a te o f f i c e r s i n e a c h s t a f f s e c t i o n r a t e d t h e i r s e c t i o n c h i e f a n d a l l o t h e r m embers o f th© S t a f f , P s y o h o l o g io a l R e s e a r c h P r o j e c t ( P i l o t ) , " P s y c h o l o g i c a l r e s e a r c h ©n p i l o t t r a i n i n g i n t h e AAF,n .A m erican P s y c h o l o g i s t , I s 7 -1 6, January, 1SkS* 6 san© s t a f f s e c t i o n . le m . S t u d e n t s r a t e d e a c h e t h e r o n ly o n c e f o r e&oh p r o b ­ An i n s t r u c t o r e v a l u a t o r a s s i g n e d t o e a c h s t a f f r a t e d d a i l y e a c h s t u d e n t s t a f f o f f i c e r on h i s p e rf o rm a n c e d u r i n g e a c h p r o b le m . R a t i n g s w e r e r e n d e r e d o n s i s c o u n ts t k n o w le d g e a p p l i e d t o t h e s o l u t i o n o f th© p r o b le m , t h i n k i n g , i n i t i a t i v e , c o o p e r a t i o n i n g r o u p w o rk , o r g a n iz in g a b i l i t y , and e x p r e s s io n . T hey w e re b a s e d u p o n a n i n e - p o i n t s c a l e w i t h n i n e a s t h e maximum, r a t i n g . C r ite r ia fo r s p e o i- 7 f i e d r a t i n g s w e re g i v e n o n g r a p h i c , u n i d i m s n s i o n a l s c a l e s ' w h ic h w e re c o n s t r u c t e d b y a c o m m itte e o f i n s t r u c t o r s , W a rre n G® P i n d i e y a n d t h e w rite r. A f o u r th p u rp o se o f t h i s s tu d y i s t o a s c e r t a i n i f c e r t a i n s t a f f p o s i t i o n s a f f o r d a b a t t e r o p p o r t u n i t y f o r o b s e r v e r s t o r a t e th© p e r f o r m ­ a n c e o f o f f i c e r s s e r v i n g i n t h o s e p o s i t i o n s t h a n do o t h e r s t a f f p o s i ­ tio n s . l a i n v e s t i g a t i n g t h i s p o i n t t h a C h i - s q u a r e t e c h n i q u e w i l l be a p p l i e d t o t h e nu m b er o f r a t i n g s r e n d e r e d b y b o t h s t u d e n t s en d i n s t r u c ­ t o r s o n th® p e rfo r m a n c e o f s t u d e n t s s e r v i n g i n t h e d i f f e r e n t s t a f f p o s itio n s . A f i n a l p u rp o s e o f t h i s s t u d y i s t o d e te r m in e t h e r e l a t i o n s h i p s b e tw e e n th® r a t i n g s r e n d e r e d o n th© s i x s c a l e s a n d th © c o m p o s ite r a t i n g f o r o ao h p o s itio n r a te d b y s tu d e n ts and i n s t r u c t o r s in o rd e r to in v e s ­ t i g a t e th© p o s s i b i l i t y o f e v a l u a t i n g p e rfo rm a n c e i n c e r t a i n s t a f f p o s i ­ t i o n s b y u s in g fe w e r s c a l e s . p h ase o f th e s tu d y . B s s S t t . g f a. il ITI^H. 111■ 7 ■ JiiiiiButBTi'W S.co a p p e n d ix . C o r r e la tio n a n a ly s is w i l l be u sed in t h i s CHAPTER I I REVIEW OF THE LHERATBRE HSTC3RY OF RATING SCAIES Th© e f f o r t t o ju d g e a n d d e s c r i b e i n d i v i d u a l c h a r a c t e r i s t i o s o r t r a i t d if f e r e n c e s i s n o d o u b t as o ld a s s o c i a l l i f e its e lf. G a lt on w as p r o b a b ly t h e f i r s t t o u s e a r a t i n g s c a l e i n a p s y o h o l o g i o a l p r o b g l@m« He u s e d i t i n t h e e v a l u a t i o n , o f t h e v i v i d n e s s o f im a g e s . G a l to n w as im p re s s e d w ith , th© a p p l i c a t i o n o f th© n o rm a l d i s t r i b u t i o n c u rv e t o hum an t r a i t s a n d assum ed t h a t i t o p e r a t e d i n th© i n h e r i t a n c e o f ©mio nance. G a l to n n o d o u b t r e c e i v e d son® h e l p fr o m th© a s tr o n o m e r s who f i r s t d i s c o v e r e d t h a t i n d i v i d u a l e r r o r s i n tin © o b s e r v a t i o n s o f a s t r o ­ n o m ic al. phenom ena w e re g ro u p e d i n a r a t h e r d e f i n i t e w ay. T h is g r o u p ­ i n g h ad b e e n s t u d i e d s t a t i s t i c a l l y a n d w as d e v e lo p e d i n t o t h e n o rm a l p r o b a b ility c u rv e . S h o r t l y t h e r e a f t e r b i o l o g i s t s d is c o v e re d th e n o r ­ m a l p r o b a b i l i t y la w o p e r a t i n g i n b i o l o g i c a l d a t a . B ra d sh aw ^ c r e d ite d G a l to n w i t h tw o fu n d a m e n ta l a s s u m p tio n s o f r a t i n g s * 1 ) P e r s o n a l q u a l i t i e s a r e d i s t r i b u t e d i n th© p o p u l a t i o n a c c o r d in g t o th© f r e q u e n c i e s o f th© n o rm a l d i s t r i b u t i o n c u r v e , and e q u a l i n t e r v a l s on t h e s c a l e s h o u ld r e p r e s e n t e q u a l s t e p s i n f r e q u e n c y on a n o rm a l c u r v e . g L ondons 9 L td . F . G a l t o n , I n q u i r i e s i n t o Human F a c u l t y and I t s D e v e lo p m e n t. M a c m illa n a n d Company, L t d . F . G a l to n , H e r e d i t a r y G e n iu s . 1931}-. L ondon: M a c m illa n a d Company* ^ F « F . B ra d sh a w , tJThe A m e ric a n C o u n c il on E d u c a tio n r a t i n g o c a lo s i t s r e l i a b i l i t y , v a l i d i t y a n d u o o ,n A r c h iv e s o f P s y c h o lo g y , N o. 119? O ctober^ 1930® p . 7® s 2) i f s ta n d a r d d e s c r ip tio n s o f p e rs o n a l q u a l i t i e s a re a rra n g e d i n l i n e a r o r d e r , a r a t e r oan g iv e an a c c u ra te ju d g m e n tt w h ic h w i l l b e c o m p a ra b le w i t h a n o t h e r r a t e r * s ju d g m s n t9 b y m a tc h in g h i s own e x p e r i e n c e a g a i n s t t h a t t e r m w h ic h a p p e a r s m o st s i m i l a r t o it*. P r o b a b l y t h e f i r s t t o s e c u r e r a t i n g s o f human a b i l i t y w as P e a rso n 9 IX a p u p i l o f G a l t o n , who i n 1906 d e v is e d a s e v e n - p o i n t s o a l e f o r e s tim a tin g i n t e l l i g e n c e . A n o th e r i m p o r t a n t d e v e lo p m e n t i n t h e h i s t o r y o f r a t i n g s o a l e a w as a p r o c e d u r e d e v e lo p e d b y M in e r . H is sa m p le r a t i n g b l a n k i s show n b e lo w : S a m p le R a t i n g B la n k W ill you p le a s e r a t e th e d i c a t e d ? P l a c e a d o t a lo n g t h e d e n t a s f i n e l y a s y o u oar© t o . w i t h o u t c o n s u l t i n g o t h e r s . The S e c r e t a r y 's o f f i c e w i t h i n t h r o e s t u d e n t named b e lo w f o r t h e t r a i t s i n ­ l i n e a f t e r e a c h t r a i t , g ra d in g t h e s t u ­ P le a s e g iv e th e r a t i n g in d e p e n d e n tly r e c o r d s h e e t i s t o b e r e tu r n e d t o th e days* Jo n e s , John In s tru c to r - D Among t h e m em bers o f t h e a v e r a g e s e n i o r c l a s s i n t h i s s t u d e n t ' s c o u r s e a n d s c h o o l t h e s t u d e n t w o u ld r a n k i n t h e L ow est 5t h F o u rth 5t h M idctle 5t h _______ A v ‘ ' Second 5t h e r a g H ig h e s t 5t h e ______________________ Common S e n s e E n e rg y S l i t i a t iv s L e a d e rs h ip R e lia b ility G e n e ra l A b i l i t y "xx — ■■-■ K* P e a r s o n , "On th® r e l a t i o n s h i p o f i n t e l l i g e n c e t o s is © a n d s h a p e o f h e a d an d t o o t h e r p h y s i c a l an d m e n ta l c h a r a c t e r i s t i c s , ” B i o m o t r i k a , 5 s 105-12 jj6 , 1907“ j . B, M in o r , !?T ha e v a l u a t i o n o f a m e th o d f o r f i n e l y g r a d u a t e d © s tim a to s o f a b i l i t y , " J o u r n a l o f A p p lie d P s y c h o lo g y , I s 12 3 -1 3 3 * J u n e 0 1917. T h i s p r o c e d u r e r e p r e s e n t e d t h e r e s u l t s o f w o rk w h ic h h a d b e e n don© o n r a t i n g up t o t h a t p o in t * Th© p e r s o n w as r a t e d r e l a t i v e t o m em bers o f a d e f i n e d g r o u p w h ic h w as known t o th © r a t e r s and u se d as a s ta n d a rd * A l l q u a l i t a t i v e te r m s w h i c h a r e g e n e r a l l y u s e d t o d e s c r i b e t r a i t s w e re a v o id e d s i n o e i t w as i m p o s s i b l e t o d e f i n e th e m s o t h a t t h e y h a d th© sam e m e a n in g f o r t h e d i f f e r e n t r a t e r s * The p r o c e d u r e a ll o w e d r a t e r s t o m ake f i n e d i s o x 'i m i n a t i o n s r id .o h c o u ld b e t r a n s m u t e d i n t o e q u i v a l e n t u n its o f t h e s t a n d a r d d e v i a t i o n on t h e b a s i s o f t h e d i s t r i b u t i o n o f th e ra tin g s * H o w ev e r, s t a n d a r d s v a r i e d fro m r a t e r t o r a t e r . D u rin g W o rld YJar I p s y c h o l o g i s t s w e re o a l l e d u p o n t o d e v i s e m a t h o d s o f r a t i n g th© e f f i c i e n c y o f o f f i c e r s * H o l l i n g s w o r t h ‘S c re d its S c o t t w i t h i n t r o d u c i n g th© " O f f i c e r s R a t i n g S e a l© ,* 1 a m a n -to -m a n s c a l e , x ih io h a t t e m p t e d t o m ate r a t i n g s m ore c o n c r e t e * R a t i n g S o a l© I n s tr u c tio n s * X^5 F ig u r e 2 XtS F ig u r e 1 li+ g i v e s Army show s th© Army R a t in g S c a le * D i f f i c u l t i e s e n c o u n t e r e d w i t h t h e r a t i n g s c a l e w e re 12> X7 ( 1 ) r a t e r s w e re o f t e n u n w i l l i n g t o u n d e rg o th© l a b o r o f m a k in g o u t th© m a s t e r r a t i n g s c a le * T h s y som a t im e s p o s tp o n e d t h e t a s k o r m ade o u t a s c a l e i n a 13 H* L* H o l l i n g s w o r t h , J u d g i n g Human C h a r a c t e r * D* A p p le to n a n d Company* 1922* pp* 103-10/+ . New Y o rk s S e e a p p e n d ix * ^ W. D . S c o t t , R . C® C l o t h i e r , S« B* M athew s on e n d VtT* R* S p r i e g e l , P e r s o n n e l M an ag e m en t* New Y o rk s M c G ra w -H ill B ook Com pany, l a c * 191+1« ' p * 217» .............”” 16 S e e a p p e n d ix . ^ W* Do S c o t t , R* C* C l o t h i e r , S* B* M athew s o n and W. R . Spriegel, op. eit<» p. 2125® Ib id * , p . 219. 10 c a r e l e s s m an n er. (2 ) soma o f t h e r a t e r s fo u n d d i f f i c u l t y i n com par­ in g a s u b o r d in a t e w i t h t h e f i v e men l i s t e d on t h e m a s t e r s c a l e and i n s t a t i n g w h ic h o f t h e f i v e h e r e s e m b le d i n t h e q u a l i t y or t r a i t u n d er c o n s id e r a t io n * . Thus i t a p p e a r s t h a t th e s t a b i l i t y o f a known g ro u p a g a i n s t w h ich th © r a t e r w a s t o com pare r a t e e s v a r i e d fro m r a t e r 19 Rugg 7 w ho o b ta in e d d a t a from Army r e o o r d s and fro m a s im ­ to r a te r . i l a r s c a l e u sed i n t h e p u b lic s c h o o l s fo u n d t h a t t h e " m an -to-m an “ c r i t e r i o n was r a r e l y a llie s f o r tw o r a t e r s . s c a l e d e v e lo p e d b y S c o t t l a s t e d r e l i a b i l i t y . He fo u n d t h a t t h e r a t i n g S a t in g o f f i c e r s o f t e n t r a n s f e r r e d t h e ir o p in io n s o f an o f f i c e r ’ s p e r so n a l q u a l i t i e s t o o th e r r a t i n g s o n i n t e l l i g e n c e , l e a d e r s h i p , and p h y s i c a l q u a l i t i e s . P e r h a p s as a r e s u l t o f R u g g ’ s c r i t i c a l s t u d y , in g s c a l e s began t o d e t e r i o r a t e . in te r e s t in r a t - H ow ever 9 l a t e i n 1 9 2 2 P a t e r s o n 20 p u b l i s h e d an e l a b o r a t e d e s c r i p t i o n o f t h e S c o t t Cong)any g r a p h ic r a t i n g s c a l e w h ic h was m o d if i e d from th © o r i g i n a l m an-bo-inaa s c a l e . s c a l e w as a l s o d i s c u s s e d by F r e y d 21 in 1 9 2 3 - Th© son© He c o n c lu d e d t h a t t h e g r a p h ic t y p e o f r a t i n g s c a l e w a s th© m o st p o p u la r a n d , on t h e w h o le , t h e m o st s a t i s f a c t o r y . 22 F ig u r e s 3 and U show a g r a p h ic r a t i n g s e a l© u se d b y t h e S c o t t Company f o r w o r k e r s i n n o n e x e c u t iv e p o s i t i o n s . — , 23 r H. 0 . R u g g , “ i s t h e r a t i n g o f human c h a r a c t e r p r a c t i c a b l e ?“ J o u r n a l o f E d u o a t io n n l P s y c h o lo g y , 12 : lf25**43£>» N ovem ber, 1 9 2 1 % ”T j r 3 5 0 ^ 2 7 J a n u a r y , 1 9 2 2 ; S I - 9 3 , F e b r u a r y , 1 9 2 2 . 20 D. G. P a t e r s o n , “Th© S c o t t Company g r a p h ic r a t i n g s c a l e , J o u r n a l o f P e r s o n n e l R e s e a r c h , 1 ; 3 & 1 -3 7 0 , D ecem b er, 1 9 2 2 . 21 Mar Freydj, “ Th© g r a p h ic r a t i n g s c a l e , " P s y c h o lo g y , ii+s S 3 “ 1 0 2 , F e b r u a r y , 1923° 22 J o u r n a l o f E d u c a t io n a l "3 " So© append i s : . ^ TsT. D» S c o t t , R . C. C l o t h i e r , S . B . Mathewison and W. R . S p r i e g e l , o p . c i t . , p p . 222 - 2 2 3 * Tha e x p e r i e n c e g a in e d w i t h g r a p h ic r a t i n g s c a l e s and t h e c r i t ­ i c a l s t u d i e s made o f th e m i n t h e p a s t t h i r t y y e a r s h av e done much t o d e m o n s tr a te t h e i r s t r e n g t h s and l i m i t a t i o n s * t h e s e s t u d i e s w i l l be re v ie w e d * I n t h e p a g e s t h a t fo llo w * F o r c o n v e n ie n c e i n c o m p a riso n * t h e s e s t u d i e s w i l l b© re v ie w e d i n g ro u p s d e s i g n a t e d a s f o l l o w s : v a lid ity , r e l i a b i l i t y , k in d s o f t r a i t s m o st e a s i l y r a t e d * i n t e r c o r r e l a t i o n s o f t r a i t r a t i n g s and a b b r e v i a t e d s c a l e s , and t y p e s o f e r r o r s . VALIDITY Th© v a l i d i t y o f a g r a p h i c r a t i n g s c a l e i s g e n e r a l l y th o u g h m is ­ t a k e n l y t a k e n f o r g r a n t e d i f o b s e r v a t i o n s b y i m p a r t i a l r a t e r s c a n be made w i t h a h i g h d e g r e e o f r e l i a b i l i t y . O b s e r v a tio n s a r e o f t e n u s e d a s t h e c r i t e r i o n and v e r y few s t u d i e s hav e b e e n made o f t h e v a l i d i t y o f r a t i n g s b a s e d upon o b s e r v a t i o n s . ph M arsh a n d P e r r i n ^ " s t u d i e d r a t i n g s made b y s i x t e e n g r a d u a te an d u n d e r g r a d u a t e s t u d e n ts * w i t h a t l e a s t tw o y e a r s w o rk i n p s y c h o lo g y , on t h e p e rf o rm a n c e o f SU c o l l e g e s t u d e n t s 0 T h ese r a t i n g s w e re c o r r e l a t e d w i t h more o b j e c t i v e c r i t e r i a , s u c h a s i n t e l l i g e n c e , a im in g and c a r d s o r t i n g t e s t s c o r e s and h e ad s i z e * R a t e r s o b s e rv e d t h e r a t e e s w h ile t h e y p e rf o rm e d t h e t a s k s , t h e n made t h e i r r a t i n g s w i t h o u t know ing th© t e s t s c o re s o r head s i z e s . in te llig e n c e t e s t s c o re s . R a ti n g s on i n t e l l i g e n c e c o r r e l a t e d *7^ w i t h R a ti n g s on o a r d - s o r t i n g c o r r e l a t e d .6S> w i t h c a r d - s o r t i n g t e s t s c o r e s , w h ile t h o s e on a im in g c o r r e l a t e d o n ly ®J6 S . E© M arsh an d F» A* Go P e r r i n , uAn e x p e r im e n t a l s t u d y o f t h a r a t i n g s c a l e t e o h n i q u e , 11 J o u r n a l o f Abnorm al an d S o c i a l P s y c h o lo g y , 1 9 : 3 S 3 -2 9 9 , J a n u a r y - H a r c h , ' ” 12 w ith a c tu a l s c o r e s . R a t i n g s o f h e a d s i z e h a d a c o r r e l a t i o n o f .7 6 w i t h a c tu a l h e ad s is ® . S u c h a s t u d y o a n ho mad© o n l y w hen their© i s some o b j e c t i v e o u t s i d e c r i t e r i o n o f th© same t r a i t a v a i l a b l e . Th© b e s t t y p e o f o u t s i d e c r i t e r i o n w o u ld a p p e a r t o b e sou® m e a s u re o f a c t u a l b e h a v i o r , s u c h a s s a l e s o r p r o d u c t i o n r e c o r d s . m o st r a t i n g s t u d i e s , i t In i s im p o s s ib le t o o b ta in su o h a c r i t e r i o n . The p r e s e n t s t u d y i s no © re c e p tio n , f o r th© s i m u l a t e d s t a f f p l a n n i n g © z e r o is e s o n t a c t i c a l a n d s t r a t e g i c a i r fo re © p ro b le m s w i l l n e v e r a g a i n b© r e p e a t e d i n e x a c t l y th© s a n s m an n e r i n w a r ti m e . K e lly * ^ p ra is e tre a te d v a lid ity th u s ; " i f c o m p e te n t ju d g e s a p ­ I n d i v i d u a l A a s b e i n g a s m uch b e t t e r t h a n I n d i v i d u a l B a s I n d i v i d u a l B i s b e t t e r t h a n I n d i v i d u a l C , t h e n i t i s s o , and t h e r e i s no h ig h e r a u th o r ity to a p p e a l t o . " R om m srs, i n a s tu d y o f s tu d e n ts 1 r a t i n g s o f t h e i r t e a c h e r s , s t a t e s t h a t s t u d e n t ju d g m e n ts c o n s t i t u t e th® c r i t e r i o n ; h e n c e v a l i d i t y a n d r e l i a b i l i t y a r e i n t h i s c a s e s y n o n ­ y m o u s. ha th© p r e s e n t s t u d y s t u d e n t s * r a t i n g s o f th© p e rfo rm a n c e o f t h e i r f o l l o w s t a f f m em bers a n d i n s t r u c t o r s 1 r a t i n g s o f t h e i r p e r f o r m ­ ance w i l l be u se d as th e c r i t e r i o n . H ence t h e v a l i d i t y o f t h e s e r a t - i n g s c a n b e d e te r m in e d i n th© p r e s e n t s t u d y o n l y b y i n f e r e n c e fro m th© r e l i a b i l i t y o f th a r a t i n g s . 25 fere n c e . T . L . K e l l e y , Th® I n f l u e n c e o f H u r tu r e u p o n I n d i v i d u a l D i f ­ Hew Y o rk ; The^M acm lX lon Com pany. I p S S , p . 9® —— ^ Ho Ho Rammers , " R e l i a b i l i t y and h a l o e f f e c t o f h ig h s c h o o l and c o l l e g e s t u d e n t s ’ ju d g m en ts o f t h e i r t e a c h e r s , " J o u r n a l o f A p p lie d P s y c h o lo g y , IS s 6 1 9 - &50, O cto b er , 193U* RELIABILITY I t i s g e n e r a l l y a g re e d t h a t t h e r e l i a b i l i t y o f p o o le d r a t i n g s i n c r e a s e s w i t h t h e num ber o f r a t e r s . 27 Rugg ' recom m ends t h e us© o f p o o le d o r a v e ra g e d r a t i n g s o f n o t l e s s t h a n t h r e e in d e p e n d e n t r a t e r s . Symonds recom m ends a t l e a s t e i g h t r a t e r s and B ra d sh aw , t o 1 0 6 d e p e n d in g u p o n th e d e g r e e o f r e l i a b i l i t y s o u g h t . 29 fro m f i v e In e a c h i n ­ s t a n c e i t i s assum ed t h a t t h e s e v e r a l r a t e r s a r e a l l c o m p e te n t t o r a t a an d t h a t t h e r e l i a b i l i t y o f p o o le d r a t i n g s t e n d s t o i n c r e a s e a c c o r d in g t o t h e S p earm an -B ro w n F o rm u la . I n 1 9 2 6 K o rn h a u s e r ity . 31 30 p u b lis h e d a s tu d y d e a lin g w ith r e l i a b i l ­ Two g ro u p s o f c o l l e g e s t u d e n t s , one made up o f e i g h t e e n s e n i o r s and t h e o t h e r c o n s i s t i n g o f f i f t y s t u d e n t s fro m a l l c l a s s e s , w e re r a t e d b y v a r y i n g num bers o f i n s t r u c t o r s . A g r a p h ic s c a l e w i t h f i v e i n t e r v a l s , e a o h i n t e r v a l b e in g s e p a r a t e d b y a v o r t i c a l l i n e , w as u s e d . S t u d e n t s w e re r a t e d on s e v e n t r a i t s w h io h w e re d e s c r i b e d b r i e f l y . The G ra p h ic R a ti n g C a rd w h ic h w as u s e d i s show n i n F ig u r e 5r- . 32 W here s e v e r a l i n s t r u c t o r s h ad o b s e r v e d t h e sam e s t u d e n t s , t h e a v e ra g e o f t h r e e s e t s o f i n s t r u c t o r s 1 r a t i n g s w e re c o r r e l a t e d w i t h t h e H. 0 . R u g g , o p . o i t . OjS ^ P . M. Sym onds, o p . o i t . , p . 9°» F . F . B ra d sh aw , o p . o i t . J . P . G u i l f o r d , o p . o i t . , p . i-i21. A . W. K o m h a u s e r , " R e l i a b i l i t y o f a v e ra g e r a t i n g s , " J o u r n a l o f P e r s o n n e l R e se a r c h , 5 s 3 0 9 “3 1 7 . D ecem b er, 1 9 2 6 . 32 S ee a p p e n d ix . iU a v erag e o f t h r e e o th e r s e t s o f i n s t r u c t o r r a t i n g s , e a c h s e le c te d a t random * The a v e ra g e c o r r e l a t i o n f o r r a t i n g s g iv e n t o t h e e i g h t e e n s e n i o r s was e6 7 « th e h ig h e s t r I n i t i a t i v e h a d t h e lo w e s t r ( . 7^)® («3l+) a n d i n d u s t r y h ad The r a n g e o f c o r r e l a t i o n s f o r r a t i n g s g i v e n t o t h e f i f t y s t u d e n t s o f a l l c l a s s e s was much s m a l l e r , t h e a v e r a g e r b e in g i n th e f o r t i e s . 33 C o r r e l a t i o n s o f r a t i n g s made b y p a i r s o f i n s t r u c ­ t o r s show c o n s i d e r a b l e d i v e r g e n c e i n i n s t r u c t o r s ' r a t i n g s , t h e a v e r a g e r b e in g ol+l f o r t h e s e n i o r g ro u p a n d <>3^ f o r s t u d e n t s fro m a l l c l a s s e s . ' C o r r e l a t i o n s o b t a i n e d b y h a v in g t h e seme i n s t r u c t o r r a t e a t d i f f e r e n t t i n e s a v e r a g e d ©60, T hus t h e r e l i a b i l i t y o f r a t i n g s o b t a i n e d b y h a v ­ i n g t h e same i n s t r u c t o r r a t e a t d i f f e r e n t t i m e s was c o n s i d e r a b l y h i g h e r th a n th e r e l i a b i l i t y o b ta in e d b y c o r r e l a t i n g p a ir s o f i n s t r u c t o r s ' r a t i n g s b a s e d u p o n t h e same o b s e r v a t i o n s . w e re h i g h , b e in g i n t h e n e ig h b o r h o o d o f I n t e r c o m s l a b io n s o f r a t i n g s to -Slx- 35 R e m m e r s ,^ u s in g t h e P u rd u e R a ti n g S c a l e f o r I n s t r u c t o r s , r e ­ p o r t e d t h e r e l i a b i l i t y o f h i g h s c h o o l and c o l l e g e s t u d e n t s ' r a t i n g s o f t h e i r i n s t r u c t o r s on s u c h t r a i t s as I n te r e s t in S u b je c t, P re s e n ta ­ t i o n o f S u b j e c t M a t t e r , an d S t i m u l a t i n g I n t e l l e c t u a l C u r i o s i t y . tw o in d e p e n d e n t r a t e r s w e re u se d r e l i a b i l i t i e s v a r i e d fro m ,1 6 t o When <>1)3* T hus a c o n s i d e r a b l e num ber o f s t u d e n t s w e re n e e d e d i f r e l i a b i l i t i e s v/ero t o a p p ro a c h .9 0 . — Remraers c o n c lu d e d t h a t r e l i a b l e ju d g m e n ts o f 3 3 — --------- A . W. K o m h a u s e r , o p . c a t . ^ A. Wo K o m h a u s o r , "A c o m p a ris o n o f r a t e r s , " J o u r n a l o f P e r s o n n e l R e s e a r c h , 6 ; 33^-3^iU j J a n u a r y 1 9 ^ 7 ® ^ A. W. K o m h a u s e r , "A c o m p a ris o n o f r a t i n g s on d i f f e r e n t t r a i t s , " J o u r n a l o f P e r s o n n e l R e s e a r c h , 6 s 24I4O-I4I4.6 , M arch , 1 9 2 7 . 36 H. H. Romanors, o p e c i t o 15 c la s s r o o m t r a i t s o f i n s t r u c t o r s c a n b e o b t a i n e d fro m b o t h h i g h s c h o o l an d c o l l e g e s t u d e n t s , Xa a n o t h e r s t u d y a t P u rd u e U n i v e r s i t y , i n s t r u c t o r s w e re a s k e d t o r a t e t h e i r s tu d e n ts on s i x t r a i t s re p o rte d r e l i a b i l i t i e s a t t h e e n d o f a t e r m 's w o rk . o f ®30 a n d ol+0 f o r tw o r a t e r s e s tim a te d r e l i a b i l i t i e s o f ,S>0 t o C a rte r^ i n t h i s s t u d y an d .9 0 f o r s i x t e e n r a t e r s . He c o n c lu d e d t h a t r a tin g s o f s tu d e n ts by in s tr u c to r s a re s u f f i c i e n t l y r e l i a b l e fo r p r a c tic a l p u rp o se s, R i c h a r d s an d E l l i n g t o n to r e p o r t e d r e l i a b i l i t i e s r a n g i n g fro m - . 2 14. .Si), f o r p a i r s o f t e a c h e r r a t e r s who w e re a s k e d t o ju d g e t h e i r s t u d e n t s o n tw e lv e t r a i t s . T he f o r e g o i n g s t u d i o s seem t o show t h a t m uch d e p e n d s u p o n t h e p a r t i c u l a r t r a i t r a t e d , th e t r a i n i n g o f t h e r a t e r s , and th e m anner o f s e c u r i n g t h e r a t i n g s B R e p o r te d r e s u l t s a r e c o n f l i c t i n g and i n d i c a t e th a t r e lia b ilitie s s h o u ld b e c a l c u l a t e d f o r e a c h s e t o f c o n d i t i o n s so t h a t t h e k in d s o f r a t e r s and t h e num ber r e q u i r e d c a n b e d e te r m in e d f o r th e d e s i r e d d e g re e o f r e l i a b i l i t y . In g e n e r a l , r e p o r t e d r e l i a b i l i t i e s f o r tw o i n d e p e n d e n t r a t o r s a r e lo w , m uch lo w e r t h a n r e p o r t e d r e l i a b i l i ­ tie s o f g ro u p i n t e l l i g e n c e t e s t s o r o f s t a n d a r d i z e d a c h ie v e m e n t t e s t s . 37 G® C. C a r t e r , “S t u d e n t p e r s o n a l i t i e s a s i n s t r u c t o r s s e e th e m ,“ S t u d i e s i n H ig h e r E d u c a t i o n . L a f a y e t t e s P u rd u e U n iv e r s ity ® 19U5* T . W* R i c h a r d s and W i l l i s E l l i n g t o n , “ O b j e c t i v i t y i n t h e e v a l u a t i o n o f p e r s o n a l i t y , “ J o u r n a l o f E x p e r i m e n t a l E d u c a t i o n , 10s 2 2 3 -2 3 7 * J u n e , 19US® 16 TRAITS AMEH&JBIE TO RATIEG A t r a i t i s c o n s i d e r e d am en ab le t o r a t i n g w hen c o m p e te n t r a t e r s te n d to a g re e * upon su ch t r a i t s H oi l i n g s w o r t h ^ fo u n d o l o s e a g re e m e n t among r a t e r s as e f f ic ie n c y * o r ig in a l i t y , p e rs e rv e ra n e a , q u ic k n e s s , ju d g m e n t, c l e a r n e s s , e n e r g y a n d w i l l . He fo u n d f a i r a g re e m e n t on men­ t a l b a l a n c e , b r e a d t h , l e a d e r s h i p , i n t e n s i t y , r e a s o n a b l e n e s s , in d e p e n d ­ en ce, h e a lth , e t c , , a n d p o o r a g re e m e n t o n s u c h t r a i t s as c o u ra g e , u n s e l f i s h n e s s , i n t e g r i t y , c o o p e r a t i v e n e s s , c h e e r f u l n e s s an d k i n d l i n e s s . S h s a a ^ fo u n d b e s t a g re e m e n t among r a t e r s on s c h o l a r s h i p , l e a d e r ­ s h i p , and i n t e l l i g e n c e and t h e p o o r e s t a g re e m e n t o n j u d i c i a l s e n s e , I *• p u n c t u a l i t y , and ta c t® In a n o th e r s t u d y , S h e n fo u n d a s y s t e m a t i c te n d e n c y o f i n d i v i d u a l s t o o v e r r a t e o r u n d e r r a t e t h e m s e lv e s i n a l l tra its a c c o r d in g t o t h e k in d o f d e l u s i o n t h e y h a d a b o u t t h e m s e l v e s . Thus t h e c o n s t a n t te n d e n c y seem ed d e p e n d e n t upon t h e i n d i v i d u a l end n o t u p on t h e t r a i t . M in e r i(2 fo im d good a g re e m e n t f o r s u c h t r a i t s l e a d e r s h i p , g e n e r a l a b i l i t y , r e l i a b i l i t y an d e n e r g y , as G u i l f o r d ^ h as su m m arized a num ber o f r u l e s w h ic h s t u d e n t s o f r a t i n g h av e g a in e d fro m e x p e rie n c e s J , P , G u ilfo rd , op. o i t , , p . 27$. E ugene S h e n , "The r e l i a b i l i t y c o e f f i c i e n t o f p e r s o n a l r a t ­ in g s , M J o u r n a l o f E d u c a ti o n a l P s y c h o lo g y , 1 6 : 2 3 2 -2 3 7 , A p r i l , 1 9 2 5 , E ugene S h e n , "The v a l i d i t y o f s e l f - e s t i m a t e , " J o u r n a l o f E d u c a t i o n a l P s y c h o lo g y , 16s lO lp -lo y , F e b r u a r y , 1 9 ^ 5 ® ^ J , Bo M in e r, W offin pn. o i t , , p , 1 2 7 . ^ J , P* G u i l f o r d , l o c . o i t . 1 ) T r a i t s s h o u ld b e d e s c r i b e d u n i v o o a l l y , o b j e c t i v e l y , a n d s p a o ifio a lly . 2 ) A t r a i t w h ic h i s t o bo r a t e d s h o u l d n o t b e a c o m p o s ite a n u m b er o f t r a i t s t h a t v a r y i n d e p e n d e n t l y . of 3 ) E a c h t r a i t s h o u ld r e f e r t o a s i n g l e t y p e o f a c t i v i t y o r t o th e r e s u l t s o f a s in g l e ty p e o f a c t i v i t y . 1+) T r a i t s s h o u l d be g r o u p e d a c c o r d i n g t o t h e a c c u r a c y w ith , w h ic h t h e y c a n b e ra te d ® 5) la d e s c rib in g a s v e r y , e x tr e m e , t r a i t s , a v o id t h e u s e o f g e n e r a l te rra s s u c h a v e ra g e , o r e x c e lle n t. 6 ) T r a i t s s h o u ld be ju d g e d on t h e b a s i s o f p a s t o r p r e s e n t a c c o m p lis h m e n ts r a t h e r t h a n u p o n w h a t r a t e r s r e g a r d a s f u t u r e p r o m is e . 7) jfia s e l f - r a t i n g s t h e r e i s n o t r a i t i n w h ic h a l l i n d i v i d u a l s o v e re s tim a te o r a l l u n d e re s tim a te th e m s e lv e s . 2>) Bo n o t u s e s c a l e s f o r t r a i t s o b j e c t i v e d a t a c a n be o b ta in e d ® on w h ic h r e l i a b l e o r m ore ItJTBRCORRELATIOKS H'T TRAIT RATINGS AND ABBREVIATED SCALES R a tin g s o a le s u sed b y d i f f e r e n t i n d u s t r i e s v a ry c o n s id e r a b ly i n t h e n u m b er o f t r a i t s r a t e d . In a n a n a l y s i s o f 132 r a t i n g s c a l e s , M a h le r‘S " f o u n d t h a t t h e nu m b er o f t r a i t s v a r i e d fro m one t o t h i r t y t h r e e , t h e a v e r a g e b e i n g 9«3* A p p a re n tly th e s e t r a i t s a r e a l l im p o r­ t a n t fro m t h e c o m p a n ie s T p o i n t s o f v ie w an d m e a su re d i f f e r e n t a s p e c t s o f th e r a te © ’s p e rfo rm a n c e . H ow ever, M a h le r fo u n d l i t t l e o r no a g re e - m en t on w h a t c h a r a c t e r i s t i c s s h o u ld b e r a t e d . o f a t e n - t r a i t m e r i t - r a t i n g s c a l e a t t h e A t l a n t i c R e f i n i n g Company i n J o u r n a l, 16; 1 3 7 - 1 6 2 , May, 1 9l}0. w h ic h i n t o r c o r r e l a t i o n s v a r i e d fro m *11 t o .7 9 w i t h a m ean o f .U&. I n an e a r l i e r s t u d y , K o r n h a u s e r ^ r e p o r t e d i n t e r c o r r e l a t i o n s to rs r ra tin g s of in s tru c ­ o f s t u d e n t s on i n t e l l i g e n c e * i n d u s t r y , m o r a l t r u s t w o r t h i ­ n e s s , an d l e a d e r s h i p w h ic h v a r i e d fro m «li5 t o «2>3 w i t h a m e d ia n o f . 6 9 * E w a r t, S e a s h o r e a n d T i f f i n , ^ " i n a s t u d y o f m e r i t - r a t i n g s o f 1 ,1 2 0 m en on a t w e lv e - t r a i t s c a l e , f o u n d i n t e r c o r r e l a t i o n s fro m .2 5 t o a m edian, o f *75® w ith A f a c t o r a n a l y s i s show ed t h a t a g e n e r a l f a c t o r , a b i l ­ i t y t o do t h e p r e s e n t j o b , a c c o u n te d f o r m o s t o f t h e t o t a l v a r i a n c e i n th e r a t i n g s . B o l a n c v ic h m ade a f a c t o r a n a l y s i s o f r a t i n g s e n g i n e e r s who w e re r a t e d on f o u r t e e n t r a i t s : on 1I4.5 f i e l d p e rs o n a lity , p e rso n a l a p p e a ra n c e , p u n c tu a lity , th o ro u g h n e s s , e f f i c i e n c y , r e s o u ro o fu ln o s s d e p e n d a b ility , c o o p e ra tio n , jo b a t t i t u d e , te c h n io a l a b i l i t y , s a l e s a b ility , o r g a n i z i n g a b i l i t y , ju d g m e n t, an d d e s i r e f o r s e l f - i m p r o v e m e n t * S a t e r c o r r e l a t i o n s r a n g e d fro m .0 5 t o *73 w i t h a m e d ia n o f .i;9* The f a c t o r a n a l y s i s r e v e a l e d t h a t s i x common f a c t o r s , a t t e n d a n c e t o d e t a i l , a b ility to do p r e s e n t jo b , s a l e s a b i l i t y , c o n s c ie n tio u s n e s s , o rg a n iz in g o r s y s t e m a t i c t e n d e n c y and s o c i a l i n t e l l i g e n c e , a c c o u n t f o r m o s t o f t h e t o t a l v a ria n c e in r a t i n g s . The m u l t i p l e c o r r e l a t i o n f o r o v e r - a l l j o b s u c c e s s w as *€>1 an d i n c l u d e d s e v e n o f t h e f o u r t e e n t r a i t s . T hey w e re : p a r s o n a lity , e f f i c ie n c y , r e s o u r c e f u ln e s s , c o o p e r a tio n , jo b a t t i t u d e , "7j2T o p . c it* hj A* W® K o r n h a u s e r , "A c o m p a ris o n o f r a t i n g s on d i f f e r e n t t r a i t s , E . E w a r t, S . E . S e a s h o r e an d J . T i f f i n , nA f a c t o r a n a l y s i s o f a n i n d u s t r i a l m e r i t r a t i n g s c a l e , ” J o u r n a l o f A p p l i e d P s y c h o lo g y , 2 5 s U&1-U&6, O c t o b e r , 1 9 ^ 1 • 1 D. J . B o la n o v io h , " S t a t i s t i c a l a n a l y s i s o f a n i n d u s t r i a i n g c h a r t , " J o u r n a l o f A p p lie d P s y c h o l o g y , 3 0 s 2-3-31* F e b r u a r y , 19^*6* 19 s a l e s a b i l i t y , and o r g a n iz in g a b i l i t y . m a r e c e n t s t u d y , J u r g e n s e n ^ r e p o r t e d i n t e r c o r r e l a t i o n s from. .6 0 t o o£&> w ith , a m ed ian o f aj 6 f o r r a t i n g s on w o rk h a b i t s , a t t i t u d e s , a c c e p ta n c e b y o t h e r s , s e l f - c o n t r o l , m e n t a l a b i l i t y , and p h y s i c a l a b i l ­ ity . The abov e i n t e r c o r r e l a t i o n s a p p e a r t o be t y p i c a l o f t h o s e u s u a l l y r e p o r t e d f o r r a t i n g s c a l e s c o n s i s t i n g o f r e l a t i v e l y n a rro w an d s p e c i f i ­ c a l l y d e fin e d t r a i t s . J u r g e n s e n - ^ c o n v e r t e d raw s c o r e r a t i n g s i n t o s t a n d a r d s c o r e s and fo u n d t h a t th e i n t e r c o r r e l a t i o n s a l l d ro p p e d i n s i s e an d r a n g e d fro m *33 t o vriLth a m e d ia n o f . 6 0 . E ach o f th e re lia b ilitie s a l s o d ro p p e d i n s i s e w h e n r a t i n g s w e re e x p r e s s e d a s s t a n - d a rd s c o r e s . J u r g e n s e n 91 c o n c lu d e d t h a t i t i s s i m p l e r , m ore d i r e o t , an d e q u a l l y e f f e c t i v e t o o b t a i n an o v e r - a l l r a t i n g i n s t e a d o f a com pos­ i t e b a s e d on h i g h l y c o r r e l a t e d t r a i t r a t i n g s . v a lu e t o t r a i t r a t i n g s . T h is d o e s n o t d e n y a l l O v e i'- a ll r a t i n g s may b e m ore v a l i d a n d /o r r e l i a b l e i f made a f t e r c o n s i d e r a t i o n h a s b e e n g i v e n t o t r a i t s , e v e n th o u g h t r a i t i n t e r c o r r e l a t i o n s a re h i g h . Laws he 92 an d h i s a s s o c i a t e s i n j o b e v a l u a t i o n s t u d i e s h a v e show n t h a t j o b s c a n b e e v a l u a t e d j u s t as e f f i c i e n t l y b y u s in g fe w e r s c a l e s . h9 „ C. Bo J u r g e n s e n , MI n t e r c o r r e l a t i o n s i n m e r i t r a t i n g t r a i t s , ” J o u r n a l o f A p p lie d P s y c h o lo g y , 3 k i 21+0-21+3, A u g u s t, 1950* ^° I b i d . 5 1 I b id . 92 C. H® L aw she, J r . , a n d Go Ao S a t t e r , " S t u d i e s i n j o b e v a l u a ­ tio n s X. F a c t o r a n a l y s e s o f p o in t r a t i n g s f o r h o u r l y - p a i d jo b s i n t h r e e i n d u s t r i a l p l a n t s . 55 J o u r n a l o f A p p lie d P s y c h o lo g y , 2&s 1S9-19^* 20 T h ey h a v e a l s o a tte m p te d t o i d e n t i f y t h e p r im a r y f a c t o r s o p e r a t i n g i n s a l a r y r a t i n g p l a n s i n v a r i o u s i n d u s t r i a l p l a n t s and t o d e te r m in e t h e s ig n if ic a n c e o f eac h f a c to r in th e t o t a l p o in t r a t i n g . T h ey fo u n d d i f f e r e n t c o m b in a tio n s o f f a c t o r s o p e r a t i n g i n t h e s e v e r a l p l a n t s s tu d ie d * T h ey a l s o fo u n d t h a t a b b r e v i a t e d s c a l e s w e re j u s t a s e f f i ­ c i e n t i n j o b e v a l u a t i o n a s w are t h e l o n g e r s c a le s * , C o rre la tio n te c h ­ n i q u e s w a re u s e d i n t h e s e s t u d i e s i n w h ic h r a t i n g s o n t h e s e l e c t e d s c a l e s p ro d u c e d m u l t i p l e c o r r e l a t i o n s w h ic h a p p ro a c h e d 1 .0 0 w i t h t h e c r i t e r i o n , t o t a l p o in t ra tin g * As a r u l e , i n a p p ly in g c o r r e l a t i o n t e c h n i q u e s , t h e r e s e a r c h w o rk e r h o p e s t o u se in d e p e n d e n t m e a s u re s w h ic h h av e lo w o r z e r o i n t e r ­ c o r r e l a t i o n s an d w h ic h hav e h ig h c o r r e l a t i o n s w i t h t h e c r i t e r i o n . In t h e s t u d i e s w h ic h h a v e b e e n r e v ie w e d t h e l a t t e r c o n d i t i o n h a s e x i s t e d , b u t t h e i n t e r c o r r e l a t i o n s h av e g e n e r a l l y b e e n h ig h * H ence i t c a n be c o n c lu d e d t h a t t h e t r a i t s w h ic h h a v e b e e n r a t e d a r e n o t d i s c r e t e , b u t J u n e , 191&® C® H. Laws h e , J r . , " S t u d i e s i n j o b e v a l u a t i o n : 2 . The adeq u acy o f a b b re v ia te d p o in t r a tin g s f o r h o u rly -p a id jo b s in th r e e in d u s tr ia l p i ant 3 J o u r n a l o f A p p lie d P s y c h o lo g y , 2 9 : 177-131*-, J u n e , 1 9 ^ 5 . C. H. Law s'he, J r . , and A® A . M a l e s k i^ " S t u d i e s i n j o b e v a l u a t i o n : 3® An a n a l y s i s o f p o i n t r a t i n g s f o r s a l a r y - p a i d j o b s i n on i n d u s t r i a l p l a n t , " J o u r n a l o f A p p lie d P s y c h o lo g y , 3 0 : 1 1 7 -1 2 3 , A p r i l , I 9I46. C* H . Laws'he, J r . , and S . L . A l e s s 'i , trS t u d i e s i n j o b e v a l u a t i o n : i+® A n a l y s i s o f a n o t h e r p o i n t r a t i n g s c a l e f o r h o u r l y - p a i d jo b s an d t h e a d e q u a c y o f a n a b b r e v i a t e d s c a l e , " J o u r n a l o f A p p lie d P s y c h o lo g y , 30s 310-53-9? A u g u s t, 191*3. C . H. Laws’he,"" J r . , n-and”in ~ " \P. W iis o n , lfS t u d i e s i n j o b e v a l u a t i o n : 5® An a n a l y s i s o f t h e f a c t o r c o m p a ris o n s y s te m a s i t f u n c t i o n s i n a paper m i l l , " J o u r n a l o f A p p lie d P s y c h o lo g y , 3 0 1 U2&-h3h-P O c to b e r , 191*3® 0® H. Laws13e*7””3 'r 0ji ancTllT W ils o n , " S t u d i e s i n j o b e v a l u a t i o n : 6 . The r e l i a b i l i t y o f tw o p o i n t r a t i n g s y s te m s ," J o u r n a l o f A p p lie d P s y c h o lo g y , 3 1 s 3 5 5 -3 3 5 , A u g u s t, 19U7® C. H. L aw sh s, J r . , E . E . Dudek an d R . F® W ils o n , " S t u d i e s i n j o b e v a l u a t i o n : 7 . A f a c t o r a n a l y s i s o f tw o p o i n t r a t i n g m eth o d s o f j o b e v a l u a t i o n , " J o u r n a l o f A p p lie d P s y c h o lo g y , 3 2 : 1 1 3 -1 2 9 , A p r i l , 191*3. 21 ■bond t o o v e r l a p one a n o t h e r . S m a lz r ia d an d Remmers 5 3 fo u n d o v e r l a p p in g r e l a t i o n s h i p s among t r a i t s ivhen t h e y a n a l y z e d s t u d e n t r a t i n g s o f f a c u l t y m em bers b y t h e P u rd u e R a ti n g S c a le e Scans t r a i t s had a h ig h s a t u r a t i o n o f e i t h e r P r o f e s s i o n a l M a t u r i t y o r E m p a th y , t h e tw o f a c t o r s m e a s u re d b y th e s c a le „ H ow ever, m any o t h e r t r a i t s b o t h f a c t o r s en d l i t t l e had n e a r ly e q u a l s a t u r a t i o n o f o f e it h e r one. The m u l t i p l e c o r r e l a t i o n t e c h n i q u e c a n b e u s e d t o d i s c o v e r t r a i t s t h a t o v e rla p . R e f in e d r a t i n g p r o c e d u r e s c a n t h e n b e s e t up w h e re r a t ­ in g s a r e b a s e d u p o n o b s e r v a b l e a c t i o n s o n l y , r a t h e r t h a n u p o n t h e t y p e o f t r a i t s w h ic h may o v e r l a p . TYPES OF RAT UTS ERRORS The o v e r l a p p in g r e l a t i o n s h i p s among t r a i t s on th e r a t i n g s o a le m e n tio n e d i n t h e p r e c e d i n g s e c t i o n may b e i n t e r p r e t e d a s e i t h e r t h e cau se o r th e co n seq u en ce o f h a lo e f f e c t . 5k The h a l o e f f e c t was f i r s t Ctr m e n tio n e d b y W e l l s , R uggs 57 r /f g i v e n i t s name b y T h o r n d ik e , an d d e s c r i b e d b y who re m a rk e d t h a t we ju d g e o u r f e l l o w s i n te r m s o f a g e n e r a l U . T . S m a lz r ie d a n d H . H. R am m ers, "A f a c t o r a n a l y s i s o f t h e P u rd u e R a t i n g S c a l e f o r I n s t r u c t o r s , " J o u r n a l o f E d u c a t i o n a l P s y c h o lo g y , 5 k t 3 6 3 “3 6 7 , S e p te m b e r , 19^4-3• 5 k W. S . M o n ro e, E n c y c lo p e d i a o f E d u c a t i o n a l R e s e a r c h , R e v is e d E d i t i o n , Hew Y o rk : T he 'M acm ilTan Com pany. p. 964' ^ Fe L . W e l l s , "A s t a t i s t i c a l s t u d y o f l i t e r a r y m e r i t , " A r c h iv e s o f P s y c h o lo g y , H o. 7 , A u g u s t, 1907- o m n n M p n r ta a M a M M M H . ^ Ec L . T h o r n d ik e , "A c o n s t a n t e r r o r i n p s y c h o l o g i c a l r a t i n g , " J o u r n a l o f A p p l i e d P s y c h o lo g y , Ij.s 2 5 - 2 9 , M arch, 1 9 2 0 . 57 H. 0 . R ugg, o p , o i t . 22 m e n ta l a t t i t u d e to w a rd th em w h ic h l e a d s u s t o a t t r i b u t e t h e g e n e r a l a t t i t u d e o r im p r e s s io n t o p a r t i c u l a r q u a l i t i e s . H ow ever, B ingham ?^ s t a t e d t h a t a l l h a l o o f f s e t , a s i n d i c a t e d b y c l o s e c o r r e l a t i o n s b e tw e e n r a t i n g s on s p e c i f i c t r a i t s and a n o v e r - a l l e s t i m a t e o f p e r s o n a l f i t n e s s , n e e d n o t be c o n s i d e r e d i n v a l i d ,, An o v e r - a l l ju d g m e n t i s m ore l i k e l y t o b e c o r r e c t i f mad© a f t e r t h e r a t e r * s a t t e n t i o n h a s b e e n f o c u s s e d on s p e c ific t r a i t s , Symonds 59 p ro p o s e d t h a t a l l p e r s o n s , i n a g ro u p b e in g r a t e d , b e ju d g e d on one t r a i t a t a tim e t o r e d u c e t h i s e r r o r , an d W o n d e rlio 60 S te v e n s hav e shown t h a t h a l o e f f e c t i s d e m o n s tr a b ly r e d u c e d b y ju d g in g a l l p e r s o n s i n a g iv e n g ro u p on ono t r a i t a t a t im e , t h u s o o n f i r m i n g Symonds * o r i g i n a l p r e d i c t i o n . above r e s u l ts ® tra its G ilin s k y ^ ” has a ls o v e r i f i e d th e H a lo e f f e c t i s m ore l i k e l y t o i n f l u e n c e t h e r a t i n g o f n o t e a s i l y o b s e r v a b le o r n o t c l e a r l y d e f i n e d . A n o th e r ty p o o f e r r o r i s t o b y G u ilfo rd 62 t h e one o f l e n i e n c e o r s e v e r i t y , r e f e r r e d as th e s y s te m a tic e r r o r . T h is i s t h e t e n d e n c y i n a r a t e r s y s te m a tic a lly t o o v e rra te o r t o u n d e rra te in d iv id u a ls in t r a i t s a s com pared w i t h t h e a v e ra g e r a tin g o f a l l ju d g e s . A t h i r d ty p e o f e r r o r i s t h e one o f c e n t r a l te n d e n c y . "When ra t­ e r s do n o t know i n d i v i d u a l s v e r y w e l l , t h e y h e s i t a t e t o g iv e e x tre m e 5£j W. V . B ingham , " H a lo , i n v a l i d a n d v a l i d , " J o u r n a l o f A p p lie d P s y c h o lo g y , 2 3 : 2 2 1 -2 2 3 , A p r i l , 1939* * “ “ 59 P . M. Sym onds, o p . o i t . , p p . 3 0 -3 1 . 60 S . He S te v e n s and E , P . W o n d e rlio , a r a t i n g t e c h n i q u e P e rso n n e l J o u r n a l, 13: 62. A® S . G i l i n s k y , "The i n f l u e n c e o f t h e h a lo e f f e c t , " Am e r ic a n P s y c h o l o g i s t , 2* 62 J . P . G u ilfo rd , op. o i t . , p . 273® "An e f f e c t i v e r e v i s i o n o f 1 2 5 -1 3 4 , O c to b e r , 1934® a p r o c e d u r e o f ju d g in g on 3 0 9 “310» A u g u s t, 1947® 23 r a t i n g s ; h e n c e t h e i r r a t i n g s t e n d t o o I n s t a r c l o s e l y a b o u t t h e m ean and d o n o t d i f f e r e n t i a t e s i g n i f i c a n t l y b e tw e e n d i f f e r e n t p e r f o r m a n c e s . A fo u i* th t y p e o f e r r o r i s t h e l o g i c a l e r r o r * Newcomb], in a r a t i n g e x p e r im e n t i n a boy* s summer cam p, fo u n d t h a t ju d g e s a r e l i k e l y t o g iv e s i m i l a r r a t i n g s i n t r a i t s t h a t seem l o g i c a l l y r e l a t e d i n t h e m in d s o f t h e r a t e r s . S e v e ra l r a t e r s e s tim a te d th e p ro n e n e ss o f boys t o c e r t a i n t y p e s o f b e h a v i o r , t h e a v e r a g e i n t e r c o r r e l a t i o n b e in g oU93« When o b j e c t i v e r e c o r d s w e re k e p t b y t h e s e same r a t e r s , b a s e d u p o n ob­ s e r v e d b e h a v i o r , t h e i n t e r c o r r e l a t i o n s a v e ra g e d o n l y «ll+l« L ik e t h e h a lo e f f e c t , t h i s e r r o r in c r e a s e s th e i n t e r c o r r e l a t i o n s o f t r a i t s , b u t f o r a d i f f e r e n t reaso n * T h ese f o u r e r r o r s c a n b e re d u c e d b y c a l l i n g f o r ju d g m e n ts o f o b j e c t i v e l y o b s e rv e d b e h a v i o r r a t h e r t h a n a b s t r a c t , o v e r l a p p in g t r a i t s . 6) | T h ey c a n a l s o b e re d u c e d i f t h e r a t e r s h e l p t o c o n s t r u c t t h e s c a l e , d is c u s s th e d i s t r i b u t i o n o f a b i l i t i e s and m eet to g e th e r f r e q u e n t ly t o com pare t h e i r r a t i n g s w i t h t h o s e o f o t h e r s . As h a s a l r e a d y b e e n s a i d , e r r o r s due t o h a l o c a n b e r e d u c e d b y r a t i n g a l l i n d i v i d u a l s on a g i v e n t r a i t b e f o r e r a t i n g th e m on a n o t h e r . E r r o r s can a ls o be red u c ed by r a t e r t r a i n i n g . (si D r i v e r , -' i n d i s ­ c u s s i n g m eans o f im p ro v in g em p lo y ee p e rfo rm a n c e r a t i n g , l i s t s seven m eth o d s o f r a t e r t r a i n i n g : To Newcomb, "An e x p e r im e n t d e s ig n e d t o t e s t t h e v a l i d i t y o f a r a t i n g t e c h n i q u e , " J o u r n a l o f E d u c a ti o n a l P s y c h o lo g y , 22* 2 7 9 - 2 3 9 , A p r i l , 1931* 6Lj. Wo S . Monro®, lo o » o i t . 6fj J R . S . D r i v e r , " T r a i n i n g a s a m eans o f im p ro v in g em p lo y ee p e r ­ fo rm a n c e r a t i n g , " P e r s o n n e l , I S : 3 6 U -3 7 0 , May, 1 9 ^ * 2k 1) I n d iv id u a l i n s t r u c t io n 2) G roup i n s t r u c t i o n 3 ) R a tin g s c o m p le te d u n d e r t h e im m e d ia te s u p e r v i s i o n o f th e ra tin g in s tru c to r k) D is c u s s io n a f t e r t h e r a t i n g h a s b e e n c o m p le te d 5) R a tin g m an u al 6) C over l e t t e r 7) B rie f in tr o d u c to r y sp e ec h D r iv e r 66 o o n o lu d e s t h a t p e r s o n a l c o n t a c t t r a i n i n g m eth o d s a r e more s u c c e s s f u l th a n l e s s d i r e c t p r o c e d u r e s s u c h a s r a t i n g m a n u a ls o r cover l e t t e r s . He recom mends t h a t a c t u a l o a s e s f a m i l i a r t o a l l i n ­ t e r e s t e d i n d i v i d u a l s be u s e d a s p r a c t i c e m a t e r i a l f o r r a t i n g and t h a t s u b s e q u e n t t o t h e c o m p le tio n o f t h e r a t i n g s , t h e r e s u l t s b e d i s c u s s e d and e r r o r s o r a p p a r e n t d i s c r e p a n c i e s be p o i n te d o u t t o t h e r a t e r s . He a l s o s u g g e s t s a s b e in g h e l p f u l , a d i s c u s s i o n o f (1 ) t h e u s e s t o w h ic h r a t i n g s vri.ll be p u t , (2 ) i n d i v i d u a l d i f f e r e n c e s b a s e d on t h e t h e o r i e s c o n c e r n in g t h e n o rm a l d i s t r i b u t i o n c u r v e , (3 ) p r o c e d u r e s t o be f o llo w e d i n u s i n g r a t i n g s c a l e s , an d ( k ) t h e m ean in g o f t h e v a r i o u s d e s c r i p t i v e te r m s u se d on t h e r a t i n g so a l e . 66 Ib id o chapter III THE SITUATION AMD DESIGN OF THE STUDY THE SITUATION The d a t a for- t h i s s t u d y v/efa c o l l e c t e d a t t h e A i r Command and S t a f f S ch ool o f the A ir U n iv e r s it y , Montgomery, Alab am a. l o c a t e d a t M ax well A i r F o r c e R a s e , The A i r Command and S t a f f S c h o o l i s d e s i g n e d t o a f f o r d p r o f e s s i o n a l e d u c a t i o n f o r r e s p o n s i b i l i t i e s a t t h e wing l e v e l t o e x p e r i e n c e d A i r F o r c e O f f i c e r s w i t h ranks o f C a p t a i n , Major, L i e u t e n a n t C o lo n e l,, and C o l o n e l » A fter receiving i n s t r u c t i o n p r i m a r i l y by t h e l e c t u r e method i n s t a f f and command d u t i e s , members o f e a c h c l a s s a r e d i v i d e d i n t o s m a l l groups o f approxim ately s ix t e e n stu d en ts each. a s a s t a f f o r u n i t on two p r a c t l e a l p r o b l e m s , t i o n , and one i n a s t r a t e g i c o p e r a t i o n . E ach g r o u p t h e n works one i n a t a c t i c a l o p e r a ­ The gro up works on a s t i m u l a t e d s t a f f p rob le m w i t h each s t u d e n t a s s i g n e d t o a s p e c i f i c For t h e t a c t i c a l problem, C hief of S t a f f , In telligen ce, O fficer s t a f f position * t h e p o s i t i o n d e s i g n a t i o n s a r e as f o l l o w s ! i n Charge o f P e r s o n n e l , O f f i c e r i n Charge o f O p e r a t i o n s , O f f i c e r i n Charge o f O fficer i n Charge o f S u p p l y , and s e v e r a l a s s i s t a n t s f o r e a c h o f f i c e r e x c e p t t h e C h i e f o f Staff® D e s i g n a t i o n s f o r t h e s t r a t e g i c p r o b le m a r e t h e same, w i t h t h e a d d i t i o n o f t h e p o s i t i o n o f Commanding Genera l* Each gro u p a t t a c k s t h e same p r o b l e m w i t h e a c h s t u d e n t p e r f o r m i n g t h e t a s k s d e l e g a t e d t o t h e p o s i t i o n t o which he has b e e n a s s i g n e d * changed f o r e a c h n r o b l e m , Student assignm ents are so t h a t most s t u d e n t s s e r v e i n a more r e s p o n ­ s i b l e p o s i t i o n once and. i n a s u b o r d i n a t e worrit i o n once * 26 E a o h p ro b le m i s i n t r o d u c e d b y a c o n t r o l s t a f f o f i n s t r u c t o r s who s o n © a s a h i g h e r h e a d q u a r t e r s s t a f f and a n s w e r q u e s t i o n s fro m t h e s u b o r d i n a t e h s& d q u a rte rs® S tu d e n ts a re b r i e f e d on r a t i n g p ro c e ­ d u r e s b y a S e n i o r O f f i c e r i n C h a rg e o f E v a l u a t i o n a t t h e b e g i n n i n g o f e a o h p ro b lem ., S t u d e n t s h av e h a d s e v e r a l h o u r s o f i n s t r u c t i o n a n d e x ­ p e r i e n c e i n o r a l e x p r e s s i o n , i t s e v a l u a t i o n and s t a f f p r o c e d u r e s p r i o r t o b e g in n i n g t h e f i r s t problem ,, E a o h s t a f f i s l e d b y a s t u d e n t ( C h i e f o f S t a f f o r Commanding G e n e r a l ) , w i t h a m em ber o f t h e u a tin g ® I n s t r u c t i o n a l S t a f f o b s e rv in g and e v a l ­ The f u n c t i o n o f t h e s t u d e n t l e a d e r i s t o w o rk w i t h h i s s t a f f i n t h e s o l u t i o n o f t h e a s s i g n e d problem ® Ee i s e v a l u a t e d o n h i s p e r ­ fo rm a n c e o f t h i s f u n c t i o n b y t h e i n s t r u c t o r , who a l s o r a t e s t h e p e r f o r m ­ a n c e o f e a o h s t u d e n t s t a f f o f f i c e r o n a g r a p h i c r a t i n g sc a le ® E ach i n s t r u c t o r r a t e s s t u d e n t s a p p r o x i m a t e ly f o u r t i m e s , on.ee e a c h o f t h e l a s t f o u r d a y s o f t h e problem.® A t t h e c o m p l e t i o n o f a p r o b le m , e a o h s t u d e n t r a t e s h i s f e l l o w s t u d e n t s a s f o llo w s ? S ta f f ra te T he s t u d e n t Commanding G e n e r a l an d t h e C h ie f o f a l l s t u d e n t s t a f f members® The s t u d e n t o f f i c e r s i n c h a r g e o f t h e s e v e r a l a c t i v i t i e s ra t© e a c h o t h e r a s w e l l a s t h e s t u d e n t s a c t ­ i n g a s Commanding G e n e r a l , C h i e f o f S t a f f , a n d m em bers o f t h e i r r e s p e c ­ t iv e ; s t a f f s e c tio n s ® S u b o r d i n a te o f f i c e r s i n e a c h s t a f f s e c t i o n r a t e t h e i r s e c t i o n c h i e f a n d a l l o t h e r m em bers o f t h e sam e s t a f f s e c t i o n . S t u d e n t s r a t e e a o h o t h e r o n ly o n ce f o r e a c h p r o b le m , b u t a r e e n c o u r a g e d t o m a i n t a i n a w o rk s h e e t d u r i n g t h e p ro b le m s o t h a t t h e y w i l l b© abl© t o r e c o r d any e v a l u a t i o n o f s t u d e n t s ’ vrork t h r o u g h o u t t h e problem® """ r 6 7 Se© a p p e n d ix . R a t i n g s a r e made o n s i x t r a i t s ; k n o w le d g e a p p l i e d t o t h e s o l u ­ t i o n o f t h e p r o b le m , t h i n k i n g , i n i t i a t i v e , c o o p e r a t i o n i n g r o u p w o rk , o r g a n i z i n g a b i l i t y an d e x p r e s s io n * T h ey a r e b a s e d u p o n a n i n e - p o i n t s c a l e w i t h n i n e a s t h e maximum r a t i n g . C r ite r ia fo r s p e c ifie d ra tin g s a r e g i v e n on g r a p h i c , u n i d im e n s i o n a l s c a l e s . ^ I f any o f th e r a t e r s f o o l t h a t t h e y h a v e b e e n u n a b le t o o b s e r v e a n y s t a f f member on a p a r ­ t i c u l a r t r a i t , t h e y c a n c h e c k " n o t o b s e r v e d " on t h e g r a p h i c s c a le ® DESIGH OP THE STUDY From t h e d a t a o n s t u d e n t s r and i n s t r u c t o r s 1 r a t i n g s g i v e n d u r i n g t h e t a c t i c a l p r o b le m , r a t i n g s o f an d b y t w e n ty s t a f f s w e re s t u d i e d . R a t i n g s made o n t h i r t y o f t h e t h i r t y - t w o s t a f f s le m w a re a l s o s t u d i e d . in th e s t r a t e g i c p ro b ­ B o th s a m p le s w a re c h o s e n a t ran d o m a n d r e p r e s e n t o v e r 7£> p e r c e n t o f t h e t o t a l num ber o f r a t i n g s . The r a t i n g s r e n d e r e d b o t h b y i n s t r u c t o r s a n d b y s t u d e n t s w e re re c o rd e d b y p o s itio n s r a te d . F o r t h e t a c t i c a l p r o b le m , r a t i n g s on t h e s i x t r a i t s w e re l i s t e d f o r t h e C h i e f o f S t a f f ( c / s ) , O f f i c e r i n C h arg e o f P e rso n n e l O f f i c e r i n C h a rg e o f I n t e l l i g e n c e i n C h a rg e o f O p e r a t i o n s (A -5 ) $ O f f i c e r i n C h a rg e one a s s i s t a n t i n e a o h s e c t i o n ( a / C o m m u n ic atio n s O f f i c e r who i s a - 1 p A /A -2 , a / a - 3 , (A -2 ), O f f ic e r o f S u p p ly (A-U) a n d A /A - b ) a n d t h e r e a l l y a n A s s i s t a n t A -3 a l s o . F o r th e s t r a t e g i c p r o b le m , r a t i n g s w e re r e c o r d e d f o r a l l o f t h e ab o v e p o s i t i o n s an d f o r t h e p o s i t i o n o f Commanding G e n e r a l . 255 A s s ig n m e n ts 0f s t u d e n t s t o t h e d i f f e r e n t s t a f f s p o s i t i o n s 7 /e re made a t ran d o m . and to s t a f f M embers o f t h e s c h o o l f a c u l t y who s e r v e d a s o b s e r v e r s w e re a s s i g n e d t o s t a f f s i n t h e same m a n n e r. HYPOTHESES AND METHODS OP TESTING- THEM E aoh o f th e s e v e r a l t r a i t s i n f e r r e d f ro m , o r o b s e r v e d i n , t h e b e h a v io r o f a p a r t i c u l a r s t a f f o f f i c e r one. 69 In g e n e r a l, fe llo w s t a f f o f f ic e r s a r e t o be c o n s i d e r e d one b y ( u s u a lly c o o rd in a te w ith , o r s u b o r d i n a t e t o him ) r a t e t h e s t a f f o f f i c e r i n q u e s t i o n , b y means o f a g r a p h i c r a t i n g s c a l e , on e a c h o f s i x t r a i t s . M o re o v e r, t h e s i t u a t i o n w i t h i n w h ic h t h e s e r a t i n g s a r e made o c c u r s r e p e a t e d l y i n t h e s e n s e t h a t s u c c e s s i v e g ro u p s o r s t a f f s o f ( o r d i n a r i l y ) d i f f e r e n t o f f i c e r s i n t e r a c t ( w i t h i n t h e i r g ro u p ) i n c o n te n d in g w i t h th e sam e ( o r an e s s e n ­ t i a l l y s im ila r) s tr a te g ic o r t a c t i c a l a i r f o r c e p ro b le m . s i t u a t i o n , th e o f f i c e r a s s ig n e d t o any p a r t i c u l a r ro le W ith in e a o h ( s u c h as t h a t o f Commanding G e n e r a l) i s r a t e d on e a c h o f t h e s e v e r a l t r a i t s b y o t h e r i n d i v i d u a l m em bers o f h i s s t u d e n t g ro u p and b y an i n s t r u c t o r . W it h i n t h i s s e t t i n g , o u r f i r s t h y p o t h e s i s is * W it h r e f e r e n c e t o t h e r a t i n g s made b y s t u d e n t s w i t h r e s p e c t t o a n y one t r a i t , th e re a r e n o r e a l d i f f e r e n c e s b e tw e e n t h e m ean r a t e d p e rfo r m a n c e o f one o f f i ­ c e r ( a s s i g n e d t o a p a r t i c u l a r s t a f f r o l e ) an d t h a t o f a n o t h e r o f f i c e r ( a s s i g n e d t o t h e same r o l e ) when e a o h o f t h e s e v e r a l o f f i c e r s i s a 69 (N o te ; The t e r m " o f f i c e r 11 o r " s t a f f o f f i c e r ” w i l l be u s e d t o r e f e r t o s tu d e n t o f f i c e r s o n ly . I n s t r u c t o r s , who a r e o f f i c e r s , w i l l b© r e f e r r e d t o a s " i n s t r u c t o r s ” . ) 29 member o f ( d i f f e r e n t b u t e s s e n t i a l l y s i m i l a r ) s u c c e s s i v e g ro u p s c o n ­ t e n d i n g w i t h t h e same ( o r e s s e n t i a l l y s i m i l a r ) s t r a t e g i c o r t a c t i c a l a i r f o r c e p ro b le m s T h is h y p o t h e s is w i l l b e t e s t e d b y p e r f o r m in g a s im p le a n a l y s i s o f v a r i a n c e i n w h ic h r a t i n g s made b y a g i v e n s t a f f o f o f f i c e r s o f t h e p e rfo rm a n c e o f one o f t h e i r g ro u p s e r v i n g i n a p a r t i c u l a r p o s i t i o n w i l l b e co m p ared w i t h r a t i n g s o f t h e p e rfo rm a n c e s o f o t h e r o f f i c e r s s e r v i n g i n t h e same p o s i t i o n i n o t h e r g ro u p s b y t h e i r f e l l o w s t a f f o f f i c e r s . S e p a ra te F r a t i o s (b e tw e e n v a r i a n c e d i v i d e d b y w i t h i n v a r i a n c e ) w i l l b e c a l c u l a t e d f o r p e rfo rm a n c e r a t i n g s o f o f f i c e r s s e r v i n g i n e a o h o f t h e t e n s t a f f p o s i t i o n s i n t h e t a c t i c a l p ro b le m and i n e a c h o f t h e e l e v e n s t a f f p o s i t i o n s i n t h e s t r a t e g i c p ro b le m on e a c h o f t h e s i x tra its . T hus t h e r e w i l l be 21 x 6 a n a l y s e s o r F r a t i o s . W ith in t h e same s e t t i n g , o u r s e c o n d h y p o t h e s i s i s ; W ith r e f e r ­ e n c e t o t h e r a t i n g s made b y i n s t r u c t o r s r a t h e r t h a n b y s t u d e n t s w i t h r e s p e c t t o a n y one t r a i t , t h e r e a r e no r e a l d i f f e r e n c e s b e tw e e n t h e m ean r a t e d p e rfo rm a n c e o f one o f f i c e r ( a s s i g n e d t o a p a r t i c u l a r s t a f f r o l e ) and t h a t o f a n o th e r o f f i c e r ( a s s i g n e d t o t h e sam e r o l e ) w hen e a c h o f t h e s e v e r a l o f f i c e r s i s a member o f ( d i f f e r e n t b u t e s s e n t i a l l y s i m i l a r ) s u c c e s s i v e g ro u p s c o n te n d in g w i t h t h e same ( o r e s s e n t i a l l y s i m i l a r ) s t r a t e g i c o r t a c t i c a l a i r f o r c e p ro b le m . T h is h y p o t h e s is w i l l b e t e s t e d i n t h e same m an n er u se d f o r t e s t ­ in g t h e f i r s t h y p o t h e s is s i n c e i n s t r u c t o r s , r a t i n g s w e re t u r n e d i n e a o h d a y an d w ere made w i t h o u t c o n s u l t i n g o r h a v in g a o o e s s t o p r e v io u s r a t ­ in g s . F r a t i o s w i l l be c a l c u l a t e d f o r p e rfo rm a n c e r a t i n g s r e c e i v e d b y o f f ic e r s s e rv in g in e ac h o f th e te n s t a f f p o s itio n s in th e t a c t i c a l 30 p r o b le m a n d i n e a o h o f t h e e l e v e n s t a f f p o s i t i o n s i n t h e s t r a t e g i c p r o b le m on e a c h o f t h e s i x t r a i t s ® A g a in t h e r e w i l l b e a t o t a l o f 21 x 6 a n a ly s e s o r F r a t i o s . V /ith in t h e same s e t t i n g , o u r t h i r d h y p o t h e s i s i s s W ith r e f e r ­ e n c e t o t h e r a t i n g s made b y i n s t r u c t o r s and b y s t u d e n t s w i t h r e s p e c t t o a n y one t r a i t , t h e r e a r e n o r e a l d i f f e r e n c e s b e tw e e n t h e m ean r a t e d p e rf o r m a n c e o f o f f i c e r s a s s i g n e d t o a p a r t i c u l a r s t a f f r o l e a n d t h a t o f o t h e r o f f i c e r s a s s i g n e d t o d i f f e r e n t s t a f f r o l o s w hen e a c h o f t h e se v e ra l o ffic e rs ( a s s i g n e d t o a p a r t i c u l a r s t a f f r o l e ) i s a member o f ( d i f f e r e n t b u t e s s e n t i a l l y s i m i l a r ) s u c c e s s i v e g ro u p s c o n te n d in g w i t h t h e same ( o r e s s e n t i a l l y s i m i l a r ) s t r a t e g i c o r t a c t i c a l a i r f o r c e p r o b ­ le m . T h is h y p o t h e s i s w i l l be t e s t e d b y m a k in g a tw o -w a y c l a s s i f i c a ­ t i o n f o r e a c h o f th e s ix t r a i t s o f t h e tw o problem s® on w h ic h o f f i c e r s w e re r a t e d i n e a c h P o s itio n s o f o f f i c e r s r a te d w i l l be c l a s s i f i e d o n one a x i s and r a t e r s , i n s t r u c t o r an d s t u d e n t , w i l l be c l a s s i f i e d o n t h e o t h e r axis® w e ig h te d a v e r a g e s b e used® An a n a l y s i s o f v a r i a n c e a p p l y i n g t h e m eth o d o f u n 70 b a s e d u p o n d i s p r o p o r t i o n a t e s u b - c l a s s n um b ers w i l l T h e re w i l l b e 6 x 2 a n a l y s e s . W it h i n t h e same s e t t i n g , o u r f o u r t h h y p o t h e s i s i s ; W ith r e f e r ­ e n c e t o t h e r a t i n g s made b y i n s t r u c t o r s an d s t u d e n t s w i t h r e s p e c t t o a n y one t r a i t , n e i t h e r i n s t r u c t o r s n o r s t u d e n t s t a f f s w i l l e x h i b i t a h i g h d e g re e o r r e l i a b i l i t y 70 i n t h e i r a b i l i t y t o r a t e t h e p e rfo rm a n c e o f G. Wo S n e d e c o r , S t a t i s t i c a l Methods® C o lle g e P r e s s , 19^6* PP° 29j*-S9^b Ames; The Iow a S t a t e 51 o ffic e rs ( a s s i g n e d t o d i f f e r e n t r o l e s ) w hen each, o f f i c e r i s a member o f ( d i f f e r e n t b u t e s s e n t i a l l y s i m i l a r ) s u c c e s s i v e g ro u p s c o n te n d in g w ith t h e same ( o r e s s e n t i a l l y s i m i l a r ) s t r a t e g i c o r t a c t i c a l a i r f o r c e p r o b le m . T h is h y p o t h e s is w i l l be t e s t e d b y s e l e c t i n g f i v e s t a f f s a t r a n ­ dom fro m t h e t a c t i c a l p ro b le m and f i v e s t a f f s a t random fro m t h e s t r a ­ t e g i c problem® S t u d e n t s ’ r a t i n g s on e a c h o f f i c e r i n e a c h s t a f f w i l l be d i v i d e d a t ran d o m i n t o tw o g ro u p s f o r e a o h t r a i t , and P e a r s o n P ro d u c t-M o m en t C o r r e l a t i o n C o e f f i c i e n t s w i l l b e c a l c u l a t e d on t h e m ean r a t i n g s g iv e n e a c h o f f i c e r i n e a c h s t a f f and s te p p e d up b y t h e S p e a rm a n Brown F o rm u la . The P e a rs o n P ro d u ct-M o m en t C o r r e l a t i o n M ethod w i l l be u s e d o n i n s t r u c t o r s ' r a t i n g s g iv e n e a c h o f f i c e r i n e a c h s t a f f f o r t h e s e c o n d and t h i r d d a y s t o c a l c u l a t e t h e r e l i a b i l i t y o f i n s t r u c t o r s ' ra tin g s . R e l i a b i l i t i e s w i l l be r e p o r t e d f o r e a c h o f t h e s i x t r a i t r a t ­ in g s made b y b o t h s t u d e n t s and i n s t r u c t o r s i n e a c h problem® t o t a l o f t w e n t y - f o u r r e l i a b i l i t i e s w i l l be r e p o r t e d . s e ttin g , r e lia b ilitie s H ence, a W ith in t h e same o f r a t i n g s b a s e d upon a c o m p o s ite o f tw o o r t h r e e t r a i t s w i l l a l s o b e re p o rte d ® W ith in t h e same s e t t i n g , o u r f i f t h h y p o t h e s i s i s : c e rta in t r a i t s R a tin g s on o f o f f i c e r s s e rv in g in c e r t a i n s t a f f p o s itio n s a re e a s i e r t o make t h a n a r e r a t i n g s on o t h e r t r a i t s o f o f f ic e r s s e rv in g in d i f f e r ­ e n t s t a f f p o s itio n s . T h is h y p o t h e s i s w i l l b e t e s t e d b y s e t t i n g up a tw o-w ay c l a s s i f i ­ c a t i o n w i t h t h e num ber o f r a t i n g s g i v e n t o o f f i c e r s s e r v i n g i n d i f f e r e n t s t a f f p o s i t i o n s on one a x is and t h e num ber o f r a t i n g s g i v e n t o o f f i c e r s 32 on e a o h t r a i t o n t h e o t h e r a x is * A tw o -w ay c l a s s i f i c a t i o n w i l l bo u s e d T o r t h e nu m b er o f i n s t r u c t o r s * r a t i n g s and f o r t h e num ber o f s t u ­ d e n ts 1 ra tin g s i n e a o h o f th e tw o p ro b le m s,, In e a c h o f th e ab o v e- m e n tio n e d o a s e s s C h i - s q u a r e t e s t s w i l l b e m ade t o com pare t h e num ber o f d i f f e r e n t t r a i t r a t i n g s a c t u a l l y g iv e n t o o f f i c e r s s e r v i n g i n e a o h t y p e o f s t a f f p o s i t i o n a n d t h e nu m b er o f r a t i n g s e x p e c te d f o r e a c h t r a i t o r s t a f f p o s itio n ® Our s i x t h and f i n a l h y p o t h e s i s i s : d e n t s an d i n s t r u c t o r s R a t i n g s m ade b y b o t h s t u - o n fe w e r t h a n s i x t r a i t s w i l l c o r r e l a t e h i g h l y w i t h c o m p o s ite r a t i n g s o f w h ic h t h e y a r e a p a r t . T h is h y p o t h e s i s w i l l be t e s t e d b y u s i n g m u l t i p l e c o r r e l a t i o n te c h n iq u e s t o s e e i f r a t i n g s on tw o o r t h r e e s c a l e s o n l y w i l l y i e l d h i g h c o r r e l a t i o n s w i t h c o m p o s ite r a t i n g s on w h ic h t h e y a r e a p a r t . C o m p o site r a t i n g s o r t h e sum o f t h e r a t i n g s on t h e s i x t r a i t s w e re u s e d t o d e te r m in e s t u d e n t s 1 f i n a l r a t i n g s * A lth o u g h t h e r e i s some s p u r i o u s l y h i g h e f f e c t „ c o r r e l a t i o n s o f r a t i n g s on e a c h o f t h e s i x t r a i t s w i t h c o m p o s ite r a t i n g s w i l l b e made f o r e a c h s t a f f o f f i c e r r a t e d b y b o th s tu d e n ts and in s tr u c to r s * th e re w ill be te n in te r c o r r e la tio n ta b le s d e n t s an d t e n i n t e r c o r r e l a t i o n t a b l e s T hus* i n t h e t a c t i c a l p r o b le m , ( 7 3: 7 ) f o r r a t i n g s b y s t u ­ (7 x 7 ) f o r r a t i n g s b y i n s t r u c t o r s * I n t h e s t r a t e g i c p ro b lem * t h e r e w i l l b e tw e n ty - tw o i n t e r o o r r e l a t i o n t a b l e s , e le v e n f o r r a t i n g s by s tu d e n ts and e le v e n f o r r a t i n g s b y i n ­ s tru c to rs , each 7 x 7 . CHAPTER 17 ANALYSIS AND INTERPRETATION OF DATA To t e s t H y p o t h e s i s 1 — " W ith r e f e r e n c e t o t h e r a t i n g s made bys t u d e n t s w ith . r e s p e c t t o a n y one t r a i t , t h e r e a rc no r e a l d if f e r e n c e s b e tw e e n t h e m ean r a t e d p e rfo r m a n c e o f one o f f i c e r ( a s s i g n e d t o a p a r ­ tic u la r s ta ff ro le ) and t h a t o f a n o t h e r o f f i c e r ( a s s i g n e d t o t h e same r o l e ) w hen e a o h o f t h e s e v e r a l o f f i c e r s i s a member o f ( d i f f e r e n t b u t e s s e n t i a l l y s i m i l a r ) s u c c e s s i v e g r o u p s c o n te n d in g w i t h t h e same ( o r e s s e n t i a l l y s i m i l a r ) s t r a t e g i c o r t a c t i c a l a i r f o r c e p r o b l e m ." — an a n a l y s i s o f v a r i a n c e was u s e d . T h is s t a t i s t i c a l te c h n iq u e i s b a s e d u p o n t h e a s s u m p tio n t h a t t h e t o t a l sum o f s q u a r e s o f n u m e r i c a l r a t i n g s made b y s e v e r a l g r o u p s o f r a t e r s c a n b e s e p a r a t e d i n t o tw o o r m ore s p e ­ c i f i c p o r tio n s , e a c h a lig n e d w ith a s p e c i f i c so u rc e o f v a r i a t i o n . In t h i s p a r t i c u l a r d e s i g n , r a t i n g s g i v e n e a c h s t a f f member i n t h e t a c t i c a l an d i n t h e s t r a t e g i c p ro b le m f o r e a c h o f t h e s i x t r a i t s w e re c l a s s i f i e d and t a b u l a t e d a s show n i n t h e i l l u s t r a t i v e e x a m p le ( T a b le I ) . By u s in g t h i s m e th o d , i t w as p o s s i b l e t o d i s c o v e r t h e v a r i a n c e o f m eans r a t i n g s g i v e n t h e s t u d e n t s o f t h e s e v e r a l s t a f f s an d t o com­ p a re i t w ith t h e v a ria n c e o f th e in d iv id u a l r a t i n g s . U sin g t h e d a ta in th e i l l u s t r a t i v e e x a m p le (T a b le I ) , t h e c a l ­ c u l a t i o n s w h ic h w e r e n e c e s s a r y f o r t h e 126 a n a l y s e s o f v a r i a n o o a r e g i v e n b e 1 oit a n d su m m a riz e d i n T a b le I I ; T o t a l Sum o f S q u a r e s = 2 (^ N o r C *=» B^ — A (S e e T a b le l ) TABLE I RATINGS GIVEN BY STUDENTS IN TWENTY DIFFERENT STAFFS TO THEIR RESPECTIVE CHIEFS OF STAFFS ON ORGANIZING ABILITY IN THE TACTICAL PROBLEM v ',^ S t a f f R a tin ^ s \_ Sub1 2 9 1 2 3 1; 4 1 5 1 5 3 4 4 1 4 4 5 4 1 3 3 2 4 i 1 4 2 6 2 1 3 2 1 1 1 3 7 6 2 5 I 3 3 4 6 5 i 5 9 1 10 11 1 1 3 12 13 19 1 2 1 14 15 16 1 2 1 1 4 9 2 1 4 4 4 2 3 1 3 2 2 3 1 4 2 5 1 3 1 1 1 1 1 1 13 1 3 3 4 7 3 6 I? 1 20 T o ta ls 15 4 64 3 54 3 53 2 23 6 1 3 2 0 1 0 12 13 10 10 12 10 13 13 10 9 13 9 12 12 14 12 4 14 4 12 213 A ^X 36 96 33 61 90 64 96 36 70 66 76 65 70 3? 110 79 27 96 32 31 2491 B g X 630 722 239 3^7 632 420 734 520 500 436 463 432 64l 372 541. 135 630 262 561 10563 c N —n |U U 3 7 o t H i n o % z U jv M m m m M n 6 &&9A w t o / m .w M ,n i t i s s y s t w i& .o o 2 T o t a l Sum o f S q u a r e s = 1 0 5 6 3 - 35 = 1 0 5 6 3 - 1 0 1 9 7 .6 2 T o t a l Sum o f S q u a r e s = 3 6 5 « 3 3 D « ^ Stun o r S q u a r e s b e tw e e n S t a f f O f f i c e r Means **=* — —• - - o r -c— , 111 N 2 g (S e e T a b le l ) w h e re ^ X i - t h e stun o f r a t i n g s g i v e n i n e a o h s t a f f and i «* 1 t o 20 H i *= t h e num ber o f r a t i n g s g i v e n i n e a o h s t a f f and i e X t o 20 Sum o f S q u a re s b e tw e e n S t a f f O f f i c e r M eans = 1 0 2 9 5 d S ■» 1 0 1 9 7 ®62 = 9 7 .5 6 Sum o f S q u a r e s w i t h i n S t a f f O f f i o e r r a t i n g s « C - D (S ee T a b le I ) Sum o f S q u a r e s w i t h i n S t a f f O f f i c e r r a t i n g s « 10565 - 10295* 13 1=1 2 6 7 .3 2 TABLE I I ANALYS US OF VARIANCE OF STUDENTS ' RATINGS OF THEIR RESPECTIVE CHIEFS OF STAFF ON ORGANISING ABILITY IN THE TACTICAL PROBLEM S o u rc o o f V a ria tio n D e g re e s o f F re ed o m Sum o f S q u a re s 217 3 6 5 .3 3 19 9 7 .5 6 5*13 19S 2 6 7 .3 2 1 .3 5 T o ta l B etw een S t a f f O f f i c e r Means W it h i n S t a f f O f f i o e r R a ti n g s S ig n if ic a n t a t th e Mean S q u a re F R a tio 3 .so** 1% le v e l© The m ean s q u a r e i n e a c h o f t h e ab o v e c a s e s w as c a l c u l a t e d byd i v i d i n g t h e sum o f s q u a r e s b y t h e num ber o f d e g r e e s o f fre e d o m . The mean s q u a r e o f W it h i n S t a f f O f f i c e r R a ti n g s w as u s e d a s t h e e r r o r te r m , hen ce F = JLa 5 5 o r 3°30*« 36 T h is salt© p r o c e d u r e was u s e d -to a n a l y s e r a t i n g s on a l l s i x t r a i t s g iv e n t o 1 ) S tu d e n t o f f i c e r s s e r v in g i n a l l t e n s t a f f p o s i t io n s o f th e t a c t i c a l p ro b le m * tio n s 2 ) S tu d e n t o f f i c e r s s e rv in g in a l l e le v e n s t a f f p o s i­ o f t h e s t r a t e g i c p ro b lem .. The 6 x 10 o r 60 F r a t i o s f o r t h e t a c t i ­ c a l p r o b le m a r e show n i n T a b le I I I . The 6 x 11 o r 66 F r a t i o s f o r t h e s t r a t e g i c p ro b le m a r e show n i n T a b le IV . O ut o f t h e 126 a n a l y s e s o f v a r ­ ia n c e w h ic h w a re u s e d t o t e s t H y p o th e s is l p o n l y l 6 h a d F r a t i o s w h ic h 17©r e n o t s i g n i f i c a n t a t t h e 5 p a r c e n t l e v e l . T w e n ty - f o u r w e re s i g n i f i ­ c a n t a t t h e 5 p s r c e n t l e v e l and t h e re m a in d e r* 6 6 , vrare s i g n i f i c a n t a t th e 1 p e r c e n t le v e l® H ence H y p o th e s is 1 i s f a l s e . The m a j o r i t y o f t h e F r a t i o s w h ic h w e re n o t s i g n i f i c a n t a t t h e 5 p e r c e n t l e v e l w e re on C o o p e r a tio n a n d T h in k in g w hich, w e re d i f f i c u l t t o ra te . L i k e w i s e , t h e m a j o r i t y o f t h e F r a t i o s w h ic h w ere n o t s i g n i f i c a n t a t t h e 5 P®r c e n t l e v e l w e re on r a t i n g s g i v e n o f f i c e r s s e r v i n g i n m in o r p o s i t i o n s a s a s s i s t a n t s w hose p e rf o r m a n c e s w e re som ew hat m ore d i f f i c u l t t o r a t e t h a n w e re t h e p e r f o r m a n c e s o f o f f i c e r s i n c h a rg e o f s e c t i o n s . To t e s t H y p o th e s is 2 — '11W ith r e f e r e n c e t o t h e r a t i n g s made b y i n ­ s t r u c t o r s r a t h e r t h a n by s t u d e n t s w i t h r e s p e c t t o a n y one t r a i t * th e re a r e n o r e a l d i f f e r e n c e s b e tw e e n t h e m ean r a t e d p e rfo rm a n c e o f one o f f i c e r ( a s s i g n e d t o a p a r t i c u l a r s t a f f r o l e ) and t h a t o f a n o th e r o f f i c e r ( a s ­ s i g n e d t o t h e sam e r o l e ) w hen e a c h o f t h e s e v e r a l o f f i c e r s i s a member o f ( d i f f e r e n t b u t e s s e n t i a l l y s i m i l a r ) s u c c e s s i v e g ro u p s c o n te n d in g w i t h t h e sam e ( o r e s s e n t i a l l y s i m i l a r ) s t r a t e g i c o r t a c t i c a l a i r f o r c e p r o b ­ le m ." ® - a n a n a l y s i s o f v a r i a n c e s i m i l a r t o t h e one p r e v i o u s l y d e s c r i b e d v/as u s e d . R a t i n g s g i v e n e a c h s t a f f member i n t h e t a c t i c a l and i n t h e s t r a t e g i c p ro b le m f o r e a c h o f th© s i x t r a i t s w e re c l a s s i f i e d an d t a b u ­ l a t e d a s I l l u s t r a t e d i n T a b le V. TABLE I I I F RATIOS STUDENTS' RATINGS ON TACTICAL PROBLEM C hief of S ta ff P o s it io n ^ R a te d T r a it sj< Knowledge Degrees o f Freedom 1 ,9 2 19-192 19-150 19-153 99 2 .1 3 O ffic e r O ffio e r A s s t. P erin Charge in Charge sonne1 o f Opera- o f Supply O ffic e r t io n s 9 1 .3 0 3*73 3.1)2 19-209 19-173 A sst1. A sst. A s s t. I n t e l l i ­ O perations Supply gence O ffio e r O ffic e r O ffic e r $ 2 .3 3 1 .9 4 l.7 h 19-glt. ❖ lo 6 ? * 1 .7 4 4 -io 2 .7 7 19-209 19-174 19-22 2 .3 5 19-156 Hf 1 ,7 0 1 ,5 2 4 .3 3 4*23 19-151 19-159 19-211 ** 19-175 Communic a tio n s O ffio e r 5 .0 0 1 .3 1 0 ,3 4 2 .0 3 19-170 19-169 2 .3 4 19-192 jjafc 1 .3 7 19-150 15-67 1 .6 7 .. 15-6!) " 2 oI{J0 ' 19-137 19-115 2 .5 7 ** 2 ,3 3 19-137 99 2 .6 3 19-111 ' ' i4= 2 .5 1 19-152 15s* 5 . 7U 19-157 u .5 7 19-93 % 15-63 19-134 19-112 19- 15!) 2 .9 4 2 .0 2 1 ,1 9 1 .2 3 1 .6 3 2 ,7 5 19-213 19-125 19-113 19-152 * 19-135 19-169 2 ,0 5 1 .4 6 3*77 2 .4 5 2 .1 0 1 .7 2 2 .4 3 5 . 9s 19 -1 14 19-346 19-166 19-116 2 ,0 3 5 ,1 2 2 ,7 0 2 .6 2 19-92 * 1 .6 6 19-139 2 .1 3 19-77 sjs$ 2 ,7 4 14-5S 3.k& 19-210 ** 2 .2 0 i 19-201 19-170 19-171 19-219 19-123 19-106 15=30 19-150 C ooperation in Group Work 1 ,3 2 Degrees o f 19-200 Freedom E xp ression Degrees o f Freedom O ffic e r in Charge of I n te llig e n o e 1 Thin3dng5 Reaching 1 *95 Sound Conclu­ s io n s Degrees o f Freedom 19-203 in itia tiv e 3*79 Degrees o f 19-201 Freedom O rganising A b il i t y Degrees o f Freedom O ffic e r in Charge of P erson nel $ 2 .0 0 3*3o * S ig n if ic a n t a t th e 57* l e v e l . S i g n i f i c a n t a t th e 1% l e v e l . 15-33 & 3 .9 6 19-165 19- 12.3 (Only 17 out o f 20 s t a f f s had an A s s is ta n t I n t e llig e n c e O ffic e r ) TABLE IV F RATIOS STUDEHTS ’ RATHOS OR STRATEGIC PROBLEM P o s it io n . Ratod T r a it Command™ C hief O ffic e r O ffio e r O ffic e r in g of in Charge in Charge in Charge G eneral S t a f f o f P ero f I n t e l - o f Operat io n s son n el lig e n c e 2o?9 2 .1 9 4 .4 4 M. 1+ .30 2 9 - 31+7 12-133 2 9- 23S 2 9 .2 5 6 $ Knovrlodge Degrees o f Freedom & T hinking, Reaching Sound 1 .7 5 'Conclus io n s Degrees o f Freedom 2 9-352 in itia tiv e Degrees o f 2 .6 3 Freedom 29-351+ C ooperation in Group Work 2 .5 4 Degrees o f Freedom 29-350 O rganising A b ilit y D egress o f Freedom E xp ression Degrees o f Freedom O ffic e r A sst* A sst* A sst. A sst* Communionin Charge P erI n t e l- Opera- Supply t io n s of sonne1 lig e n c e t io n s O ffic e r O ffio o r O ffio e r O ffio e r O ffio e r Supply 5*2-3 1 .6 1 1 .4 6 1 .7 4 2 .0 2 1 .3 5 2 ©00 2 9-350 29-253 2 9 -1 5 6 2 9-1 6 9 $ -2 5 1 29-149 2 9 -2 5 6 sfrijt *4* 2 .2 ^ 3 .0 9 401 2*39 1 .4 9 0 .9 3 204 1 .3 1 1 .7 7 2 .1 1 12-lL}2 29-2U+ 29-269 29-355 29-262 29-165 2 9-176 29-260 29-160 2 9-266 2 .7 4 29-263 2 .3 2 29-157 1 .3 3 29-132 1 .4 7 29-163 2 .2 7 29-266 1 .3 5 2 .0 2 29-133 29-230 * 2 .0 3 12-147 2 .9s 29-21+7 3 .5 0 105 4®l4 29-270 ** 2 .9 2 12-110 29-263 29-237 ** & 4 .o 4 29-353 2 .5 0 2 .3 3 1 .6 4 2 .3 0 1 .7 2 29-259 ** 1 .9 0 29-360 29-232 29-133 29-205 29-272 •u 3*22 4 .1 7 2 .3 1 2 .6 2 1 ,9 2 29-233 29-250 29-343 29-249 29-139 2©47 12-134 — 3 .4 2 2 .% 5-97 206 3 .0 5 1*79 2 Q- 3 5 3 12-146 29-262 29-237 29-361 29-275 29—166 — £ S ig n if ic a n t a t th e 5% l e v e l . : *4! S§<£ 2 029 2 .6 6 29-351+ * S i g n i f i c a n t a t th e 1% l e v e l . 1 .1 0 2 .2 4 2 .6 6 2 9-154 29-2 2 4 ■ 1 1 .4 4 2 .9 5 29-140 29-231 1*36 1 .9 6 29-270 29-172 29-279 3 .o 6 29-199 (Only 13 o f 3° s t a f f s had a C h ief o f S t a f f p o s itio n ) o TABLE Y RATINGS GIVEN BY INSTRUCTORS IN TWENTY DIEFERE1JT STAFFS TO THEIR RESPECTIVE CHIEFS OF STAFF ON ORGANIZING ABILITY IN THE TACTICAL PROBLEM R a tin g 10 1 9 S 3 7 1 6 1 5 1 U 1 1 3 1 2 1 1 1 l 13 14 1 b 2 2 12 15 2 2 2 1 1 3 1? 2 1 IS 19 1 U 20 SubT o tals 9 3 1 1 1 2 13 1 2 17 k 1 1 16 5 1 1 11 2 1b 3 1 6 1 2 1k 1 5 2 2 0 1 0) N 2 2 ~ 2 IX 3 b 5 3 U U 3 4 U b 15 31 27 14 31 2.3 2lj. 27 35 23 16 20 llj. 77 2 la 161 6S 2 ia 137 19b 1S5 307 196 66 10I1. 50 J U. J 4. U 4 U U b b 7& A 31 19 16 30 36 26 b$ 7 B lljlj. 2I4I 91 66 230 324 170 3293 c i 4. i 42U 2 (gx) H ff.&o W.{A> Zyo.te I'&Z.Zg tyzfio Sot>.Ju£ I9L&) G9.0O Joo.oo 9f.0o M(s 6,9,00 XlCoO Sty.OQ tkff.QO D J2 VVv ?9 V>J vo UP The an a l y s i s o f v a r i a n c e d a t a i n T a b le V I w e re c a l c u l a t e d b y u s i n g t h e sam e p r o c e d u r e a s i l l u s t r a t e d f o r th e d a ta i n T a b le s I and II* TABLE V I ANALYSIS OF VARIANCE OF INSTRUCTORS * RATINGS OF THEIR RESPECTIVE CHIEFS OF STAFF OH ORGANIZING ABILITY IN THE TACTICAL PROBLEM S o u rce o f V a ria tio n D e g ree s o f F re e d o m T o ta l 77 252*37 19 20U .2 5 B e tw e e n S t a f f O ffic e r5 M eans W ith in S t a f f O ffic e r R a tin g s Sums o f S q u a res 5S Mean S q u a re 10*75 F R a tio 1 2 .9 5 * * 0 .3 3 S i g n i f i c a n t a t t h e X% l e v e l . The a b o v e p r o c e d u r e vf&s u s e d t o a n a l y z e r a t i n g s o n a l l s i x t r a i t s g iv e n to s 1) S tu d e n t o f f i c e r s s e rv in g in a l l te n s t a f f p o s itio n s o f th e t a c t i c a l p r o b le m . 2) S tu d e n t o f f i c e r s s e rv in g i n a l l e le v e n s t a f f p o s itio n s o f t h e s t r a t e g i c p r o b le m . The 6 x 10 o r 60 F r a t i o s f o r t h e t a c t i c a l p r o b le m a r e shew n i n T a b le V I I . T he 6 x 11 o r 6 6 r a t i o s f o r t h e s t r a t e g i c p r o b le m a r e show n i n T a b le V I I I * TABLE VII F RATIOS BETRUCTQRS ' RATINGS OH TACTICAL PROBLEM P o s itio n \R a te d C hief of S ta ff T r a it Knowledge Degrees o f Freedom O ffic e r in Charge of Personnel 9 o60 7 .23 T hinking, Reaching Sound Conclu­ sio n s Degrees of Freedom O ffio er in Charge of In te l­ lig e n c e O ffic e r O ffic e r A s st. F e rin Charge in Charge sonne1 o f Opera­ o f Supply O ffic e r tio n s ^5^ 6.22 2 .9 2 7 .2 2 A s s t, A s st, A s st. O perations Supply In te lli­ O ffic e r O ffio er gence O ffic e r ** 7 .6 7 7*11 i+. 91 19-50 5.21+ 3.97 5.31 15-39 19-50 19-50 19-47 19-1+9 lit-33 7-1+9 6.65 19-57 19-57 19-1+7 4=4= 4=4= 5.65 I+.5S 7*51 19-57 19-59 19-55 in itia tiv e 2.33 5.9U 9.03 6,72 19-53 . #** l+.l+i Degrees o f Freedom 19-53 19-52 19-53 19-57 19-53 19-55 16- 1)0 19-52 19-55 4=* *4= 4=4+ 4=4= 4=4< 4=4= ! C ooperation | i n Group Work! 9«52 i Degrees of ! 19-59 Freedom Organizing A b ility Degrees o f Freedom E xp ressio n Degrees o f Freedom | | 12.95 $4= O f 5 . 51+ 19-55 6.39 2+.1+7 10,25 11,03 7.51+ i+.O? 9.0 2 5 .1 7 3.1+5 19-59 19-53 19-59 19-59 19-55 19-55 .1.4. 6.51+ 19-55 55*4+ 5 .0 0 19-51+ 3.25 15-i+l ** 1+.65 19-1+7 15-35 17-1+1 19-1+5 #4= 4=4= 4 .6 9 10.33 11.47 4 .2 0 19- 51+ 15.69 19-59 4+4? 6015 19-57 ** 9 .9 7 19-56 ** 5.30 19-59 19-59 f 19-53 7*01+ 19-53 19-57 ** I+.70 19- 51+ ** b ‘15 4=4= 19-1+9 a* 6.03 19-56 sjs£ 5 . 1+3 19-5& Jjs# 7.32 Communic a tio n s O ffic e r S ig n ific a n t at the 1% l e v e l. 2.S5 4=4= 4=4= 6 .9 6 12.1-3 19-i+l *t*4 5*62 19-56 19-52 15-39 19-59 19-57 (Only 17 of 20 s t a f f s had an A ssista n t In te llig e n c e O fficer) 19-52 19-53 9 .6 2 19-59 *4= 5.02 5*62 , t TABLE! V I II F RATIOS HBTRUCTGRS ’ RATINGS OR STRATEGIC PROBLEM P o s i ti o n ''\ R a t e d T ra it Knowledge D egrees o f Freedom T h in k in g s R eaching Sound C o n clu sio n s D egrees o f Freedom In itia tiv e D egrees o f Freedom C o o p e ra tio n i n Group Work D egrees o f Freedom O rg an izin g A b ility D egrees o f Freedom E x p re ss io n D egrees o f Freedom Command­ in g G e n era l cMef of S ta ff O f f ic e r i n Charge o f P e rso n n e1 O f f ic e r i n Charge of In te llig e n c e O f f ic e r o ffic e r i n Charge i n Charge o f O pera- o f S u p p ly tio n s !fej§< 1 0 .7 6 2 .6 0 A s s t, F a rso im el O f f ic e r A s s t, S u p p ly O f f io e r Communi­ c a tio n s O f f ic e r 7*00 2 ,6 7 3 .7 1 A s s t. In te l­ lig e n c e O f f io e r *•* 3 .4 0 A s s t. O pera­ tio n s O f f ic e r w 6 .1 2 3*26 4*49 5 .6 3 2 9-93 12-43 29— 89 29-95 29-93 2 9-6 9 2 9-S2 2 9 -6 6 2 9 -6 7 2 9 -7 6 29-6 2 7 .7 5 4 .8 9 3.Q2 3 .7 6 5 .6 2 6*09 5 .3 5 4 .2 4 4 .8 5 4 .5 5 9 .0 6 2 9 -9 4 12-1+3 *# 29 -6 9 29-93 29 -9 6 *1<•& 29-67 2 9 -6 4 29-6 5 29-83 29-77 2 9 -6 4 5*94 7*60 5 .6 6 5 .2 9 6.89 9*97 7 .5 4 5 .1 2 6 e l6 6 .6 2 3 .5 9 29-96 12-I}2 2 9 -9 4 2 9 -9 7 29-60 29-65 4 .3 3 6 .4 6 6 .5 0 29-9 0 ** 5 . 5s 2 9 -6 6 6 .4 3 29-97 *# 2 ,1 3 29-91 5-59 2 9 -9 4 Jjili< 4 .6 4 6 .5 9 2 ,6 7 5 .5 S 2 9 -9 4 12-43 29-9 5 2 9 -9 4 29-95 29-90 2 9 -6 6 29— 67 29-60 29-65 3 .1 8 3 .6 6 4 .2 1 7 .9 0 7 .1 5 3 .2 9 29-S9 ** 6 aoo 4 .0 6 2 .7 6 4 .4 9 29-96 12-41 2 9 -9 1 2 9 -9 1 2 9 -6 9 26-70 2 9 -7 6 29 -6 0 26-67 2 6 -7 6 02.91 10.38 4 -7 9 5 .0 0 2 9 -9 3 !}!# 9 .9 3 6*71 5*76 6 .9 5 7.18 4 .0 6 4 .3 2 29-96 12-10 2 9 -9 4 29-95 2 9 -9 6 29-92 26-61 29-90 2 9 -6 7 29-61 2 9 -8 2 6 .7 5 »•¥l< »n4*« S i g n i f i c a n t a t t h e 1% le v e l* 5 .7 6 (O nly 13 o f th e 30 s t a f f s had a C h ie f o f S t a f f p o s itio n ) j. i+3 Out o f 126 a n a l y s e s o f -v a ria n c e w h ic h w e re u s e d t o t e s t H y p o th e ­ s i s 2 , a l l P r a t i o s w e re s i g n i f i c a n t a t t h e 1 p e r c e n t l e v e l * H en ce, H y p o th e s is 2 i s f a l s e * To t e s t H y p o th e s is 3 - l!W Ith r e f e r e n c e t o t h e r a t i n g s made b y i n s t r u c t o r s and b y s t u d e n t s w i t h r e s p e c t t o a n y one t r a i t , t h e r e a r e n o r e a l d i f f e r e n c e s b e tw e e n t h e m ean r a t e d p e rfo rm a n c e o f o f f i c e r s a s s ig n e d t o a p a r t i c u l a r s t a f f r o l e and t h a t o f o th e r o f f i c e r s a s s ig n e d t o d i f f e r e n t s t a f f r o l e s w hen e a c h o f t h e s e v e r a l o f f i c e r s a p a rtic u la r s ta f f ro le ) ila r) (a s s ig n e d to i s a member o f ( d i f f e r e n t b u t e s s e n t i a l l y s im ­ s u c c e s s i v e g ro u p s c o n te n d in g w i t h t h e sam e ( o r e s s e n t i a l l y s i m i l a r ) s t r a t e g i c o r t a c t i c a l a i r f o r c e p ro b le m * ” - a n a n a l y s i s o f v a r i a n c e o f a tw o -w a y c l a s s i f i c a t i o n was u se d * i n e a c h p r o b le m we r e c l a s s i f i e d s t u d e n t ) w e re c l a s s i f i e d P o s i t i o n s o f o f f i c e r s who w ere r a t e d on one a x i s an d r a t e r s on t h e o t h e r a x is * t r a i t s w e re e x a m in e d f o r b o t h p ro b le m s* ( i n s t r u c t o r and R a ti n g s on e a c h o f t h e s i x The m eth o d o f u n w e ig h te d a v e r - a g e s 71 ' u s i n g d i s p r o p o r t i o n a t e s u b - c l a s s n u m b ers was u s e d . T a b le IK i l l u s t r a t e The d a t a i n t h e u s e o f t h i s m e th o d . Tn T a b le IK t h e a v e r a g e r a t i n g s g i v e n b y b o t h s t u d e n t s a n d i n ­ s t r u c t o r s a r e show n f o r e a c h s t a f f p o s i t i o n a lo n g w i t h t h e num ber o f ra tin g s . . 2 T o t a l Sum o f S q u a r e s =* 6<=9 . 2 6o9 , J2. (13CU0) 2 , ol + «©© + 6*o - ■ ■■ ■ ■■■■ ® 3 • « + Sum o f S q u a r e s B etw een P o s i t i o n M eans => 13*5 — + 1 3 + 2 71 ooo + l++*o - m ( 1 3 0 *0 ) — 2S— G* W. S n e d e o o r p l o o . a i t * „ t kk TABLE IX A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRTJCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON KNOWLEDGE APPLIED TO THE SOLUTION OF THE TACTICAL PROBLEM p o s itio n s ^'■'--dlated R a te r& \^ ^ N o. o f R a tin g s S tu d e n ts A v e ra g e R a tin g N o. o f R a ti n g s in s tru c to rs A v e ra g e R a tin g T o ta ls K ey: C/3 A -l A"2 A-3 Comm. a / a - i a / a -2 a / a - 3 a / a - U O f f . T o t a l s c /s A -l A -2 A -3 A-1+ 213 170 173 2 29 193 lOlj. 33 157 6 .9 6 .9 6 .7 6 .9 6 .9 6 . 1+ 6 .5 6 .5 73 Ik 77 76 77 69 53 6 . 1+ 5o3 6 .5 6 .5 5 .9 1 3 .5 1 3 .3 1 2 .5 13.1+ I3»i+ 6 .6 - C h ie f o f S t a f f » O f f i o e r i n C h a rg e o f P e rso n n e l - O f f i c e r i n C h a rg e o f In te llig e n c e - O f f i o e r i n C h arg e o f O p e r a tio n s 135 177 6 .3 7 .2 69 73 70 5 -9 5 .3 6 .1 6 .3 1 2 .3 1 2 . 1+ 1 2 .3 1 2 .9 ll+.O A-1+ A /A - l A/A- 2 A /A -3 A /A - b Comra* - O f f i o e r i n C h a rg e o f S u p p ly - A s s t. P e rso n n e l O ffic e r - A s s t. I n te llig e n c e O ffio e r - A s s t . O p e r a tio n s O f f i o e r " A s s t . S u p p ly O f f i c e r O f f . - C o m m u n io atio n s O f f i o e r . . . 67.-JL 1 3 0 .0 h5 2 2 2 Sum o f S q u a r e s Bo'tween R a t e r M eans « =. ■(.^ P ‘P.)- ■ =» loij.6 I n t e r a c t i o n Sum o f S q u a r e s = 3 ° 2 l| ** I 063 - I 0U6 =* 0«15 E r r o r Mean S q u a r e ® + oo* + “ • ) (E rro r Mean S q u a r e o f t h e O r i g i n a l D a ta ) E r r o r Mean S q u a r e « (0 e 2 1 ) (O .6 5 ) « „007 o r O01 The E r r o r Mean S q u a r e o f t h e O r i g i n a l D a ta i s c a l c u l a t e d i n T a b le X . TABLE X AIT ANALYS IS OF VARIANCE OP ORIGINAL RATINGS GIVER BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS OR KNOWLEDGE APPLIED TO THE SOLUTION OF THE TACTICAL PROBLEM S o u ro e o f V a ria tio n T o ta l D e g re e s o f F re ed o m Sum o f S q u a res Mean S q u a re 1 3 2 6 .7 k 0 .63 255k B etw een. O f f i o e r M eans W ith in O f f i o e r R a tin g s b y th e Same G roup 19 2335 The c o m p le te a n a l y s i s i s show n i n T a b le X I TABLE X I AN ANALIS1S OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON KNOWLEDGE APPLIED TO THE SOLUTION OF THE TACTICAL PROBLEM S o u ro e o f V a ria tio n D e g re e s o f F re e d o m T o ta l. Sum o f Sq u a re s Mean S q u a re F R a tio 19 3*21}. P o s itio n s 9 1 .6 3 0.1*3 1&.00 R a te rs 1 l.i+ 6 1 J+6 3J+6 .0 0 In te ra c tio n ( P o s itio n s x R a te rs ) 9 0 .1 5 0 .0 2 2 .0 0 E rro r . ** sis 0 .0 1 2335 * S i g n i f i c a n t a t t h e 5% l e v e l . S i g n i f i c a n t a t t h e 1% l e v e l . The d a t a i n T a b le s X V I II an d XIX 72 w ero t r e a t e d i n t h e same m a n n e r a s t h e p r e c e d i n g r a t i n g s on K now ledge t o o b t a i n a n a n a l y s i s o f v a r i a n c e o f r a t i n g s on T h in k in g ( s e e T a b le XX). T a b le s XXI t h r o u g h 73 S im ila r ly th e d a ta in w e re u s e d t o o b t a i n a n a l y s e s o f v a r i a n c e o f r a t ­ i n g s on t h e o t h e r t r a i t s f o r t h e t a c t i c a l an d s t r a t e g i c p ro b le m s* O ut o f t h e tw e lv e a n a l y s e s o f v a r i a n c e ( T a b le s X I, XX, X X I I I , XXVI, XXIX, XX X II, XXXV, XXXVIII, X L I, XLIV, XLVXI a n d L) 75 w h ic h w ere u s e d t o t e s t H y p o th e s is 3» a l l tw e lv e F r a t i o s w h ic h w e re made o n r a t e r m eans w e re s i g n i f i c a n t a t t h e 1 p e r c e n t l e v e l * T h is e v id e n c e com bined w i t h t h a t w h ic h i s o b t a i n e d b y i n s p e c t i n g t h e tw e lv e sum m aries o f 7 2 ~ S e e a p p e n d ix . 73 I b i d * 7k I b i d . 75 I b i d . hi r a t i n g s m ade b y s t u d e n t s and i n s t r u c t o r s ( T a b l e s IX, X V I II , XXI, XXIV, 76 X X V II, XXX, X X X III, XXXVI, XXXIX, X L II, XI,V a n d X L V IIl) show s t h a t f o r e a c h t r a i t r a t e d s t u d e n t s t e n d e d t o be m ore l e n i o n t t h a n i n s t r u c t o r s in th e ir r a tin g s 8 S i m i l a r l y , a l l tw e lv e P r a t i o s w h ic h w e re made on p o s i t i o n m e a n s w e re s i g n i f i c a n t a t t h e 1 p e r c e n t l e v e l ( T a b le s X I , XX, X X I II , XXVI, XXIX, X X X II, XXXV, X X X V III, X L I, XLIV, X L V II and L ) I 7 T h is e v i d e n c e a lo n g w i t h t h a t w h ic h i s o b t a i n e d b y i n s p e c t i n g t h e tw e lv e su m m a rie s o f r a t i n g s made b y s t u d e n t s an d i n s t r u c t o r s ( T a b le s IX , X V III, X X I, XXIV, XX V II, XXX, X X X III, XXXVI, XXXIX, XL 11, XLV, a n d X L V IIl) to show s t h a t b o t h s t u d e n t s and i n s t r u c t o r s a l i k e h a d a t e n d e n c y g iv e s i g n i f i c a n t l y h i g h e r r a t i n g s t o o f f i c e r s s e r v i n g i n p o s i t i o n s o f im p o r ta n c e t h a n t o t h o s e s e r v i n g i n m in o r p o s i t i o n s a s a s s i s t a n t s . w a s a p p a r e n t f o r r a t i n g s b y b o th , i n s t r u c t o r s T h is scad s t u d e n t s i n t h e t a c t i ­ c a l p r o b le m b u t o n ly f o r r a t i n g s b y i n s t r u c t o r s i n t h e s t r a t e g i c p r o b le m . S t u d e n ts t e n d e d t o g i v e o f f i c e r s s e r v i n g a s a s s i s t a n t s h i g h e r r a t i n g s i n th e s t r a t e g i c problem ® It is a ls o i n t e r e s t i n g t o n o te t h a t in th e t a c t i c a l p r o b le m , i n t e r a c t i o n w a s s i g n i f i c a n t a t t h e 5 p e r c e n t l e v e l o n ly on K n o w lo d g e, I n i t i a t i v e , C o o p e r a tio n a n d O r g a n iz in g A b i l i t y 79 (T a b le s X I , X X III, XXVI, and XXIX)® H o w ev er, i n t h e s t r a t e g i c p ro b le m , i n t e r a c t i o n w as s i g n i f i c a n t a t t h e 1 p e r c e n t l e v e l on a l l t r a i t s r a t e d SO e x c e p t E x p r e s s i o n ( T a b l e s XXXV, XXXVIII, X L I, XLIV, an d X L V Il). 76 77 _Ibid® Z bM . 7^ I b i d ® 79 I b i d . 30 I b i d - UB T hus i t a p p e a r s t h a t a s b o t h i n s t r u c t o r s an d s t u d e n t s g a in e d e x p e r i e n c e i n t h e s e s t a f f p r o b le m s , t h e y t e n d e d t o v a lu e t h i n g s d i f ­ fe re n tly . In g i v i n g r a t i n g s on E x p r e s s i o n , t h e r e w as n o i n t e r a c t i o n i n e i t h e r problem ® The ab o v e d a t a show t h a t H y p o th e s is 3 i s f a l s e . To t e s t H y p o th e s is h - "W ith r e f e r e n c e t o t h e r a t i n g s made b y in s tru c to rs a n d s t u d e n t s w i t h r e s p e c t t o a n y one t r a i t , n e i t h e r i n ­ s t r u c t o r s n o r s tu d e n t s t a f f s w i l l e x h i b i t a h ig h d e g re e o f r e l i a b i l i t y i n t h e i r a b i l i t y t o r a t e t h e p e rfo r m a n c e o f o f f i c e r s (a s s ig n e d t o d i f ­ f e r e n t r o l e s ) w hen e a c h o f f i c e r i s a m em ber o f ( d i f f e r e n t b u t e s s e n ­ tia lly s i m i l a r ) s u c c e s s i v e g ro u p s c o n te n d in g w i t h t h e seme ( o r e s s e n ­ t i a l l y s i m i l a r ) s t r a t e g i c o r t a c t i c a l a i r f o r c e p r o b le m ." - f i v e s t a f f s w e re s e l e c t e d a t ran d o m fro m t h e t a c t i c a l p ro b le m an d f i v e s t a f f s ra n d o m fro m t h e s t r a t e g i c p r o b le m . at S t u d e n t s ’ r a t i n g s on e a c h o f f i o e r w o re d i v i d e d a t ra n d o m i n t o tw o g ro u p s f o r e a c h t r a i t a n d t h e a v e r a g e r a t i n g s o f e a c h g ro u p w e re c o r r e l a t e d u s i n g t h e P e a r s o n P ro d u c t-M o m e n t C o rre la tio n C o e f fic ie n t. The r e s u l t s w e re s t e p p e d up b y t h e S p e a rm a n - Brown F o rm u la t o o b t a i n t h e r e l i a b i l i t y o f s tu d e n ts ® o f r a t i n g s o f t h e e n t i r e g ro u p S in c e o n l y one i n s t r u c t o r r a t e d e a c h s t a f f o r g ro u p o f s t u d e n t s , i t was i m p o s s i b l e t o o b t a i n t h e r e l i a b i l i t y o f i n s t r u c t o r s ’ r a t i n g s b y u s i n g d i f f e r e n t i n s t r u c t o r s o b s e r v in g t h e same g r o u p . How­ e v e r , i n s t r u c t o r s ’ r a t i n g s on tw o s u c c e s s i v e d a y s , t h e s e c o n d an d t h e t h i r d , w a re u s e d t o o b t a i n a m e a su re o f t h e i r r e l i a b i l i t y i n r a t i n g . T a b le X I I show s t h e r e l i a b i l i t y o f i n s t r u c t o r s ’ and s t u d e n t s ’ r a t i n g s o n e a c h i t e m o f t h e r a t i n g s c a l e f o r b o t h t h e t a c t i c a l and t h e s t r a t e ­ g i c p ro b le m s 0 h9 TABLE X I I RELIABILITY OP INSTRUCTORS • AM) STUDENTS ’ RATINGS OF STAFF MEMBERS ' PERFORMANCE ON THE TACTICAL AND STRATEGIC PROBLEMS T ra it K now ledge T h in k in g In itia tiv e C o o p e ra ­ O r g a n iz in g E x p r e s s i o n ^ R a te d A b ility tio n P r o b le m ^ R a t i n g s R a ti n g s R a ti n g s R a ti n g s R a tin g s R a tin g s i n s t r S tu d I h s t r S tu d I n s t r S tu d I n s t r s t u d I n s t r s t u d I n s t r s t u d T a c tic a l •5 5 . 6U *52 *52 .6 3 .2 5 .7 7 »36 .5 9 »56 .7 7 .6 2 S tra te g ic .6 2 .U& ,5 3 *27 .5 3 °k9 .5 3 o25 *59 -1 2 *31)- .5 9 R e l i a b i l i t i e s o f i n s t r u c t o r s ' r a t i n g s on e a c h t r a i t v a r i e d fro m *52 to eSLf., th e a v e r a g e b e i n g ,6 3 * v a r i e d fro m *12 t o s tu d e n t s t a f f s ' R e l i a b i l i t i e s o f s tu d e n t s t a f f s ' r a tin g s t h e a v e r a g e b e in g .IpL. B o th i n s t r u c t o r s ' an d r e l i a b i l i t i e s w e re h i g h e s t on r a t i n g E x p r e s s i o n an d lo w ­ e s t on r a t i n g T h in k in g * I t w o u ld a p p e a r fro m t h e d a t a t h a t a s i n g l e i n s t r u c t o r r a t e d m ore r e l i a b l y t h a n a g ro u p o f s t u d e n t s * s h o u ld be p o in te d o u t t h a t i n s t r u c t o r s ' r a tin g s However* i t on t h e s e c o n d an d t h i r d d a y s w e re u s e d and a l t h o u g h t h e r a t i n g s w ere t h e o r e t i c a l l y in d e p e n d e n t t h e y u n d o u b te d ly w e re i n f l u e n c e d b y s y s t e m a t i c e r r o r w h ic h w o u ld t e n d t o r a i s e th e r e l i a b i l i t y . I f a h i g h d e g re e o f r e l i a b i l i t y i s d e f i n e d t o b e «.6>5 o r b e t t e r , t h e n H y p o th e s is 2+ i s t r u e * To t e s t H y p o th e s is f? - ’'R a t i n g s on c e r t a i n t r a i t s of o ffic e rs s e r v i n g i n c e r t a i n s t a f f p o s i t i o n s a r e e a s i e r t o make t h a n a r e r a t i n g s on o t h e r t r a i t s o f o f f i c e r s s e rv in g in d i f f e r e n t s t a f f p o s i t io n s ," - C h i - s q u a r e t e s t s we r e made on t h e num ber o f r a t i n g s g i v e n b y b o t h s t u ­ d e n t s and i n s t r u c t o r s an d t h e num ber e x p e c te d b y e a c h . The e x p e c te d n u m b er o f r a t i n g s g i v e n on e a c h t r a i t i n t h e t a c t i o a l p ro b le m was SO b e c a u s e t h e r e w e re 20 s t a f f s w h ic h w e re r a t e d b y t h e i r i n s t r u c t o r s on fo u r d iffe re n t days. The a c t u a l num ber o f r a t i n g s g i v e n a r e show n i n e a c h o e l l o f T a b le s L I an d L I I . S>1 T h ese num bers w e re e a c h m u l t i p l i e d b y a f a c t o r t o b r i n g t h e a c t u a l t o t a l , row o r c o lu m n , t o t h e e x p e c te d t o t a l , £>00 o r 100® C h i-s q u a re t e s t s on t h e num ber o f r a t i n g s g i v e n b y i n s t r u c t o r s t o s t u d e n t s i n t h e t a c t i c a l p r o b le m f o l l o w : U s in g t h e d a t a i n T a b le L I C h i - s q u a r e (K n o w led g e) *= 2 2 2 2 2 2 2 2 2 (&7- 3 0 ) + ( 3 3 - 3 0 ) + ( 3 6 - 3 0 ) + ( 3 5 - & 0 ) + ( 3 6 - 3 0 ) 4 -(7 7 -3 o )+ ( 5 9 - 3 0 ) + ( 7 7 - S O ) + ( 3 2 - 3 o ) + ( 7 £ SO C h i-s q u a re (K n o w led g e) » S i m i la r ly C h i-s q u a re = 7*725 ( T h in k in g ) = 7 *2)g C h i-s q u a re (in itia tiv e ) » 5®52> C h i-s q u a re ( C o o p e r a t io n ) = 5®53 C h i-s q u a re ( O r g a n iz in g A b i l i t y ) = 1 3 .2 5 C h i- s q u a r e ( E x p r e s s io n ) =» 6 .5 3 F o r 9 d e g r e e s o f fre e d o m , a v a lu e o f 1 6 .9 2 i s n e e d e d f o r s i g n i f i ­ c a n c e a t t h e 5 P3 r c e n t l e v e l . U s in g t h e d a t a i n T a b le L I I 33 C h i - s q u a r e ( C h i e f o f S t a f f ) =* ( 7 9 - 3 o ? + ( g l- S O ? + ( 7 9 - 2 0 ? + ( S l- S o f + ( 7 9 - S O ? + ( g l- 3 o f ------------------ 31 32 I b id . Ib id , _ -----------— _ 6 ---------------------------------- — ------------------- « "go- „ m UoUa 51 S i m i la r ly , C h i-s q u a re ( A - l) = 0 .2 2 C h i-s q u a re (A -2 ) S3 0 .2 0 C h i-s q u a re (A -3 ) £3 0 .1 0 C h i-s q u a re (A -l,) £3 0 .0 2 C h i-s q u a re ( A s s t. A -l) £3 0 .9 S C h i-s q u a re ( A s s t . A -2 ) S3 0 .6 0 C h i-s q u a re ( A s s t . A -3 ) E2 3 .1 0 C h i - s q u a r e ( A s s t . A-I+) C h i-s q u a re SS (Comm. O f f .) a 1 .0 2 2 .1 3 F o r 5 d e g r e e s o f fr e e d o m , a v a l u e o f llo C 7 i s n e e d e d f o r s i g n i f i ­ can ce a t th e 5 p o r c e n t le v e l,, C h i - s q u a r e t e s t s on t h e num ber o f r a t i n g s g iv e n "by s t u d e n t s t o t h e i r f e l l o w s t u d e n t s i n t h e t a c t i c a l p ro b le m w i l l now b e m ad e . U s in g -die d a t a i n T a b le L I I I &Li a n d t h e g r e a t e s t n u m b er o f r a t i n g s g i v e n on an y s c a l e t o s t u d e n t s s e r v i n g i n a p a r t i c u l a r p o s i t i o n a s t h e e x p e o te d n u m b e r. C h i - s q u a r e ( 21+0-223) 223 ( »9 »1»- 9 ■ 9■■ ? 99 (K n o w led g e) ** ( 1 3 7 -1 9 0 ? 190 ( 1 9 0 -1 9 1 ? 19 1 ( 2 9 2 -2 5 9 ) 239 (1 7 3 - 1 7 2 ? 4. (31+2-155? ■'H 4. (19U -X 29) ■ E2 172 155 139 ( 2 1 2 -2 0 5 ) 205 (llU -1 3 ^ 33^ f _t->7 S i m i l a r l y C h i- s q u a r e ( T h in k in g ) 53 10.1+3 C h i-s q u a re (in itia tiv e ) = 5°71 C h i - s q u a r e ( c o o p e r a t i o n ) « O.Oi-!. mis C h i-s q u a re ( O r g a n iz in g A b i l i t y ) = 20„3S C h i - s q u a r e ( E x p r e s s io n ) = l.J+ 5 s^For 9 d e g r e e s o f f re e d o m , a v a lu e o f 1 6 .9 2 i s n e e d e d f o r s i g n i f i c a n c e a t t h e 5 p e r c e n t l e v e l ? a v a l u e o f 2 1 .6 7 i s n e e d e d f o r s i g n i f i c a n c e a t t h e 1 p er cen t le v e l. "EE------Ib id . 52 gc: U3:mg t h e d a t a i n T a b le LTV 2 2 2 2 2 ( 221 - 223 ) ^ (226- 223)+2( 22^ -223) + ( 223 - 223 ) C h i - s q u a r e ( C h i e f o f S t a f f ) = — ------------------------2 2 3 " -^ ^ ----- “ C h i-s q u a re (C h ie f o f S t a f f ) *= 19 = 0®09 S i m i l a r l y C h i - s q u a r a ( A - l ) - 3®77 C h i-s q u a re (A -2 ) = 2 ,6 5 C h i-s q u a re (A -3 ) = 0»5U C h i-s q u a re (A-1+) = 1 .1 9 C h i-s q u a re (A s s t. A -l) = 13«35^ C h i-s q u a re ( A s s t . A -2 ) = 6 .3 3 C h i-s q u a re ( A s s t . A -3 ) 53 6 . OS C h i-s q u a re ( A s s t . A-I4.) = ^ . 5^ C h i - s q u a r e (C o m m u n ic a tio n s O f f i c e r ) <=> 3 * 2 9 &For 5 d e g r e e s o f fre e d o m , a v a lu e o f 11 .,07 i s n e e d e d f o r s i g n i f i canoe a t th e 5 p e r c e n t l e v e l . The e x p e c t e d n u m b er o f r a t i n g s g i v e n on e a c h s c a l e in th e s t r a t e ­ g i c p r o b le m b y i n s t r u c t o r s w as 120 b e c a u s e t h e r e w e re 3 0 s t a f f s w h ic h w e re r a t e d b y t h e i r a s s i g n e d i n s t r u c t o r s on f o u r d i f f e r e n t d a y s . e v e r , t h e C h i e f o f S t a f f p o s i t i o n vra.s f i l l e d How­ i n o n ly 13 o f t h e 3 0 s t a f f s h e n c e t h e e x p e c t e d n u m b e r o f r a t i n g s on e a c h s c a l e f o r t h i s p o s i t i o n was o n ly 5 2 . The a c t u a l n u m b er o f r a t i n g s g i v e n a r e show n i n e a c h c e l l o f T a b l e s LV a n d L V I. 2>6 Tlie so n u m b ers w e re e a o h m u l t i p l i e d b y a f a c t o r t o b rin g th e a c tu a l to ta l^ sq u a re t e s t s ^5 ro w s o r c o lu m n s s t o t h e e x p e c t e d t o t a l . C h i- on t h e n u m b e r o f r a t i n g s g i v e n b y i n s t r u c t o r s t o s t u d e n t s Ib id , I b id . i n t h e s t r a t e g i c p ro b le m f o l l o w ; U s in g t h e d a t a i n T a b le L £7 C h i- s q u a r e (K n o w le d g e) = 2 2 2 2 2 2 2 2(126-120)+2(122-120)+(123-120) +2 (115-120)+(119-120 ) + (120-120) + ( lQg-120) 120 ( 5 7 - 5;22 j 52 * C h i - s q u a r e (K n o w led g e) = 2 eg>5 S i m i l a r l y C h i- s q u a r e ( T h in k in g ) - 5®2l+ C h i - s q u a r e ( I n i t i a t i v e ) = 2 .3 0 C h i-s q u a re ( C o o p e r a t io n ) = 2*25 C h i - s q u a r e ( O r g a n iz i n g A b i l i t y ) = 1 0 .3 5 C h i - s q u a r e ( E x p r e s s io n ) >= 3«>l+0 F o r 9 d e g r e e s o f fre e d o m , a v a lu e o f 16*92 i s n e e d e d f o r s i g n i f i ­ c a n c e a t t h e 3 P©r c e n t l e v e l * U s in g t h e d a t a i n T a b le LVI C h i- s q u a r e S3 (Commanding G e n e r a l) = (1 1 ^ -1 2 0 ^ + 2 (1 1 9 -1 2 0 ^ + 3 (1 2 1 -1 2 0 ^ 120 (C h ie f o f S t a f f ) ® 0 .0 2 C h i- s q u a r e (A -l) “ 0*30 C h i- s q u a r e (A -2 ) s 0 .1 6 C h i- s q u a r c (A -3 ) = 0 .1 2 C h i-s q u a re (A-i+) = 0*13 C h i-s q u a re (A s s t. A -l) = 2 „1 3 C h i- s q u a r e ( A s s t . A -2 ) = lo lg S i m i la r ly C h i-s q u a re Ib id = 0.02> 5b C h i-s q u a r e (A s s t;. A -3 ) =* 0*55 C h i- s q u a r e ( A s s t . A-J+) =* 1 .6 3 C h i-s q u a re (C o m m u n ic a tio n s O ffio e r) « 0 .7 2 F o r 5 d e g r e e s o f fre e d o m , a v a lu e o f 1 1 .0 7 i s n e e d e d f o r s i g n i f i ­ c a n c e a t t h e 5 P©r c e n t l e v e l . C h i- s q u a r e t e s t s on t h e nu m b er o f r a t i n g s g iv e n b y s t u d e n t s t o t h e i r f e l l o w s t u d e n t s i n t h e s t r a t e g i c p ro b le m w i l l now b e m ad e. t h e d a t a i n T a b le L V II 39 an d t h e g r e a t e s t num ber o f r a t i n g s U s in g g iv e n on a n y s c a l e t o s t u d e n t s s e r v i n g i n a p a r t i c u l a r p o s i t i o n a s t h e e x p e c te d n u m b e r, C h i- 3 q u a r e (K n o w led g e) «= (U11-3&U? + ( 1 6 5 - l 6 l ? (2 9 2 -2 9 3 ? 33b l 6l + 293 + (312- 3 1 7 ) ( 1M " 3 9 1 ) ( 3 0 9 -3 1 2 ? ( 2 0 3 -2 1 3 ) ( 2 1 7 -2 3 3 ) (3 0 6 -3 0 2 ? 317 + 391 + 312 + 213 + 235 + 302 + ( 195- 2 1 3 ? , ( 3 1 2 - 3 1 0 ? „ + 310 ~ 7 °01 S i m i l a r l y C h i - s q u a r e ( T h in k in g ) 13 i+.25 C h i-s q u a re ( I n i t i a t i v e ) C h i-s q u a re = l j ..l 6 ( C o o p e r a t io n ) = 0 .0 3 C h i- s q u a r e ( O r g a n iz in g A b i l i t y ) = 1 9 .0 1 * C h i - s q u a r e ( E x p r e s s io n ) = 1 . 6)4. >f*For 10 d e g r e e s o f f r e e d o m , a v a lu e o f 1 3 .3 1 i s n e e d e d f o r s i g n i f i c a n c e a t t h e 5 p e r c e n t l e v e l s a v a lu e o f 2 3 .2 1 i s n e e d e d f o r s i g n i f i c a n c e a t th e 1 p e r c e n t l e v e l . -9 0 U s in g t h e d a t a i n T a b le L V I I i 89 Ib id 90 I b id 55 C h i- s q u a r e (Commanding G e n e r a l) = (379-3310 + (331+-33/+? + 2 (3 S 6 -3 ^ f + (332-331+? + (335-331+? C h i- s q u a r e (Commanding G e n e r a l) » — 331+ S i m i l a r l y C h i-s q u a re a 0 .1 0 ( C h i e f o f S t a f f ) = 1.11+ C h i-s q u a re (A -l) 53 3 &b k C h i- s q u a r e ( A -2 ) =* 1+<=15 C h i - s q u a r e (A -3 ) “ 0©lj2 C h i- s q u a r e (A -i+) = 2 .9 5 C h i-s q u a re ( A s s t . A - l ) a 6.3& C h i - s q u a r e ( A s s t . A -2 ) » 9*1+6 C h i- s q u a r o ( A s s t . A -3) - 5 * 7 0 C h i- s q u a r e ( A s s t . A-1+) ” 7®03 C h i - s q u a r e (Communi o a t i o n s O f f i c e r ) = 5<>92 F o r 5 d e g r e e s o f fre e d o m , a v a l u e o f 1 1 . 0 7 i s n e e d e d f o r s i g n i f i ­ c a n c e a t t h e 5 P0 r c e n t l e v e l . B ased upon t h e num ber o f o m is s i o n s , C h i - s q u a r e t e s t s show ed t h a t i n s t r u c t o r s h a d some d i f f i c u l t y i n r a t i n g o r g a n i z i n g a b i l i t y a n d a s s i s t ­ a n ts 1 p o s i t i o n s . l e v e l , h o w e v e r. iz in g a b i l i t y Hone o f t h e t e s t s w e re s i g n i f i c a n t a t t h e 5 P®1* c e n t S t u d e n t s had q u i t e a l i t t l e d i f f i c u l t y in r a t i n g o rg an ­ (C h i-s q u a re s i g n i f i c a n t a t th e 5 p e r c e n t l e v e l f o r b o th p r o b le m s ) a n d some d i f f i c u l t y i n r a t i n g t h i n k i n g and k n o w le d g e . T h ey a l s o f o u n d i t e a s i e r t o r a t© s t u d e n t s s e r v i n g i n im p o r t a n t s t a f f p o s i ­ t i o n s th a n th o s e s e r v in g as a s s i s t a n t s . O nly one C h i- s q u a r e t e s t wan s i g n i f i c a n t a t t h e 5 p e r c e n t l e v e l , n a m e ly , t h e one on r a t i n g s g iv e n 56 •bo a s s i s t a n t p e r s o n n e l o f f i c e r s i n t h e t a c t i c a l p ro b le m . H ow ever, C h i-s q u a r© v a l u e s f o r a l l a s s i s t a n t p o s i t i o n s i n b o t h p ro b le m s w e re n o t i c e a b l y h i g h e r t h a n t h o s e f o r p o s i t i o n s o f im p o r ta n c e . d a t a sh o w t h a t H y p o th e s is To t e s t H y p o th e s is s t r u c t o r s on f e w e r t h a n s i x r a t i n g s o f w h ic h t h e y a r e The above 5 Is tr u e . 6 - " R a ti n g s made b y b o t h s t u d e n t s an d i n ­ t r a i t s w ill o o rre la te a p a rt." - c o rre la tio n s h i g h l y w i t h c o m p o s ite o f r a t i n g s on e a c h o f t h e s i x t r a i t s w i t h c o m p o s ite r a t i n g s w e re made f o r o f f i c e r s r a t e d i n e a c h s t a f f p o s i t i o n i n e a c h p r o b le m b y b o t h s t u d e n t s a n d i n s t r u c t o r s . S in c e a n o m is s io n w o u ld n o t p e r m i t i n t e r o o r r e l a t i o n s t o be com­ p u t e d , o n l y t h o s e r a t i n g s w h ic h w e re made b y r a t e r s w e re u s e d . on a l l s i x t r a i t s The sum o f t h e r a t i n g s on a l l s i x t r a i t s w as u s e d t o d e t e r ­ m in e a s t u d e n t s ' f i n a l r a t i n g . I h t e r c o r r e l a t i o n s f o r r a t i n g s made i n t h e t a c t i c a l p r o b le m a r e show n i n T a b l e s LUC t o LXXIX. 91 T n t e r o o r r o l a t i o n s f o r r a t i n g s made i n t h e s t r a t e g i c p ro b le m a r e show n i n T a b le s LXXIX t o C .92 The a b o v e -m e n tio n e d i n t e r c o r r e l a t i o n s on r a t i n g s g i v e n b y b o t h i n s t r u c t o r s a n d s t u d e n t s a r e high® T h is show s t h a t t h e r e i s a lo t of h a l o e f f e c t p r e s e n t and t h a t r a t e r s a r e u n d o u b te d ly r a t i n g on j u s t one f a c t o r - a b i l i t y t o do t h e s p e c i f i c j o b . The m u l t i p l e c o r r e l a t i o n t e c h n i q u e w as u s e d t o i n d i c a t e how w e l l c o m p o s ite r a t i n g s f o r e a c h s t a f f p o s i t i o n i n e a c h p ro b le m c o u ld h av e b e e n p r e d i c t e d f r o m r a t i n g s on tw o o r m ore t r a i t s . I t w as th o u g h t t h a t p e r h a p s a p a t t e r n o f i m p o r t a n t t r a i t s w ould a p p e a r d e p e n d in g upon t h e s t a f f p o s itio n r a te d . ' ' 9 1 jb id l I b id . F ir s t- o r d e r p a r t i a l c o rre la tio n c o e ffic ie n ts 57 w e re c a l c u l a t e d h o l d i n g c o n s t a n t th e r a t i n g s o f t h e t r a i t t h a t h a d t h e h i g h e s t c o r r e l a t i o n w i t h t h e c o m p o s ite r a t i n g . The fo rm u la w h ic h was u sed i s r 0 13.2 - T13 “ r l 2 r 23 J (1 - r i2 8 ) C l- P ^ 2 ) w h ere r - s t a n d s f o r t h e r e l a t i o n s h i p b e tw e e n c o m p o s ite r a t i n g s JLj c id (v a r- i a b l e 1 ) and a t r a i t r a t i n g ( v a r i a b l e 3 ) w hen v a lu e s i n t h e t r a i t h a v in g t h e h i g h e s t c o r r e l a t i o n w i t h t h e c o m p o s ite r a t i n g ( v a r i a b l e 2 ) a r e h e ld c o n s ta n t. A f t e r t h e f i r s t p a r t i a l c o r r e l a t i o n c o e f f i c i e n t s w e re a l l c a l c u ­ l a t e d , t h e h i g h e s t one i n e a c h i n s t a n c e was s e l e c t e d i n o r d e r t o c a l ­ c u l a t e t h e m u l t i p l e c o r r e l a t i o n b a s e d upon tw o t r a i t s . The f o r m u la w h ic h w as u s e d i s 1 ”R1 (2 3 ) “ w h e re R ^ ^ ^ ^1" r i 3 e2 ) i s t h e m u l t i p l e c o r r e l a t i o n b e tw e e n c o m p o s ite r a t i n g s an d r a t i n g s on tw o o f t h e t r a i t s . T a b le X I I I shows m u l t i p l e c o r r e l a t i o n s b a s e d u p o n tw o t r a i t s . A f t e r tw o t r a i t s w e re fo u n d w h ic h h ad t h e h i g h e s t r e l a t i o n s h i p w i t h t h e c o m p o s ite r a t i n g , t h e y w e re h e l d c o n s t a n t and s e c o n d o r d e r X->artial c o r r e l a t i o n c o e f f i c i e n t s w e re c a l c u l a t e d u s i n g t h e f o r m u la r lU .2 3 = r l4 « 2 “r 13*2 ^1 _ r i 3 . 2 ^ r 3U -2 ( 1 “r 3 U .2 } w h ere r s t a n d s f o r th e r e l a t i o n s h i p b e tw e e n c o m p o s ite r a t i n g s lU .2 3 ( v a r i a b l e 1) and a t r a i t r a t i n g ( v a r i a b l e i-j.) w hen v a lu e s i n t h e tw o tra its h a v in g t h e h i g h e s t m u l t i p l e c o r r e l a t i o n w i t h t h e c o m p o s ite 53 ra tin g ( v a r i a b l e s 2 a n d 3 7 a r o h e ld c o n s t a n t . M u ltip le c o r r e l a t io n s b a s e d u p on t h r e e t r a i t s -were c a l c u l a t e d u s in g t h e f o r m u la ll(2 3 W ” (1 "r i 3 . 2 > ( 1_rU+.23- an d a r e show n i n T a b le XIV* Upon s t u d y i n g T a b le s X I I I and X IV , one d i s c o v e r s t h a t t h e t r a i t s , i n i t i a t i v e , O r g a n iz in g A b i l i t y and T h in k i n g , c o n t r i b u t e much m ore f r e ­ q u e n t l y t o t h e m u l t i p l e c o r r e l a t i o n s w i t h c o m p o s ite r a t i n g s t h a n do t h e o th e r th ro e t r a i t s . As a r e s u l t , m u l t i p l e c o r r e l a t i o n s w i t h c o m p o s ite r a t i n g s u s in g t h e s e t h r e e t r a i t s w e re c a l c u l a t e d a n d a r e shown i n T a b le XV® M u l t i p l e c o r r e l a t i o n s o f r a t i n g s on t h e s e t r a i t s w i t h com­ p o s i t e r a t i n g s g i v e n i n t h e t a c t i c a l a n d t h e s t r a t e g i c p ro b le m s v a ry fro m ©95 t ° «99 and a v e r a g e s l i g h t l y l e s s t h a n «97» t h e a v e ra g e m u l t i ­ p le c o r r e l a t i o n u s in g th e b e s t th r e e t r a i t s . s t u d e n t s c o u ld b e r a t e d on I n i t i a t i v e , E en ce, i t a p p e a rs t h a t O rg a n iz in g A b i l i t y and T h in k in g o n ly , th u s re d u c in g th e t a s k o f r a t i n g b y f i f t y p e r c e n t . A c e r t a i n am ount o f s p u r i o u s c o r r e l a t i o n i s i n tr o d u c e d b y c o r r e ­ l a t i n g r a t i n g s o n one t r a i t w i t h t h e c o m p o s ite w h ic h i s fo rm ed b y summing i t an d f i v e o t h e r r a t i n g s . T h is p o i n t was i n v e s t i g a t e d b y c o r r e l a t i n g r a t i n g s on one t r a i t w i t h t h e sum o f t h e o t h e r f i v e and m aking t h e com­ p a r i s o n i n T a b le XVI f o r f i v e s e t s o f r a t i n g s s e l e c t e d a t ran d o m fro m t h e t a c t i c a l p r o b le m . T a b le XVI shows t h a t t h e s p u r i o u s n e s s was r e l a t i v e l y s m a l l . S i n c e c o m p o s ite r a t i n g s w e re u s e d t o d e te r m in e s t u d e n t s * g r a d e s , i t a p p e a r s t h a t t h e c o r r e l a t i o n m eth o d s u s e d t o t e s t H y p o th e s is 6 w ere a p p ro p ria te . TABLE X I I I MULTIPLE CORRELATIONS OP RATINGS ON TIO TRAITS WITH COMPOSITE RATINGS GIVEN IN TEE TACTICAL AND STRATEGIC PROBLEMS P o s itio n s C .G . 0/6 A -l A-2 A-3 El( & ) .97 Rl ( ^ ) *95 Rl ( 26) •95 r 1( 36) .96 HK 3M E l ( 2!t) .92 .91 Rl ( 3i+) •93 Ri(ifj6) *9k Rl ( ^ 7) •95 e « 3M .95 Rl ( ^ 6 ) .95 Rl ( 25) •95 K ( 3U) Hl ( 36) . 9k •A Rl ( 34) *9h S l ( 36) .95 . A-4 A sst A -l A sst A-2 A sst A-3 A sst A-l}. _ R a te r s '~ ’*~'-*^_ T a c tic a l P r o b le m in s tr u c to r s S tr a te g ic P r o b le m T a c tic a l P r o b le m S tu d e n ts S tr a te g io P r o b le m 1 2 5 i+ - Composite Rating Knowledge Thinking la itia tr r e Communi­ c a tio n s O ffio e r El ( 67) .95 r i ( 34) •Sk E l ( 56) E l ( & ) .96 •95 .93 R l ( 36) .90 El ( W ) .97 El ( 35) Rl ( 27) «9^ •9U r 1( 36) .95 Ri ( 3^ ) *95 EK 3i+) •96 R1( 3U) E K 35) . 9k •95 El ( 36) .97 Rl ( 26) •9U r 1( 67) S K 35) »96 *95 Rl ( 26) Rl ( 56) .97 .95 r i ( 3^ ) -9U e i ( 36) .93 r 1( 36) .95 R1(U6 ) .96 E i ( 3« >9k Rl ( 36) Sk 5 - Cooperation 6 ~ Organising A b ility 7 “ Expression R 1(23) - Multiple Correlation of Composite Rating with Knowledge and Thinking VJ1 \Q TABLE XIV MULTIPLE CORRELATIONS OF RATINGS Oil THREE TRAITS WITH COMPOSITE RATINGS GIVEN IN THE TACTICAL AND STRATEGIC PROBLEMS Positions '-^R ated Raters''~~'~^_ Taotioal Problem Instructors Strategic Problem C.G. A-l A-2 A-l* A-3 Asst A-l Asst A-2 Asst A-3 Asst A-l* Comm Off Si(3*7) .98 E1(5U6) Rl(267) Rl(356) *1(1*67) Rl(357) Hl( 2l)6) Rl(356) Rl(367) *1(31*6) .93 o93 .98 .97 .97 *91 .97 .97 •97 ry E1(3W l(2k6) .96 .96 R , .. Rl(3l*5) Rl( 3h6) *1(31*7) *1(31*6) 1(356) Rl(367) R1(A6) *1(31*6) Rl(367) .98 .96 .96 .96 .96 .92 .97 .95 .97 Rl(3l+6) .97 Rl(2l*6) Rl(257) Rl(356) *1(31*6) El(3*6) Sl(357) Rl(267) Rl(3lt6) *1(31*6) .9^ .97 .97 *91 -97 •99 .9^ •97 -97 Tactioal Problem Students Strategic Problem c/s 1(31*5) 1(31*6) . 9S .97 i(3l*5) .97 l(3U6) .97 l(3l*5) .97 1(356) .97 i( 23U) 1(31*7) 1(557) .97 • 97 •97 1 - CompositeRating 2 - Knowledge 3 - Thinking 5 - Cooperation 6 - Organizing A b ility 7 - Expression i* - I n i t i a t i v e ft / . . 1(3*6) .99 1(21*6) .97 1(234) - Multiple Correlation of Composite Rating with Knowledge, Thinking and In itia tiv e & 61 TABLE XV MULTIPLE CORRELAT IONS OF RATINGS ON THINKING, INITIATIVE AND ORGANIZING ABILITY WITH COMPOSITE RATINGS GIVEN IN THE TACTICAL AND STRATEGIC PROBLEMS P o s itio n '" ^ - ^ R a te d R a ta rs ~ ^ ^ _ T a c tic a l P ro b le m In s tru c to rs S tra te g ic P ro b le m CoGo .9 6 T a c tic a l P ro b le m S tu d e n ts S tra te g ic P ro b le m .9 7 C/'S A - l A -2 A-3 A -h A sst A sst A sst A sst A - l A -2 A -3 A -h Comm O ff .9 3 .9 7 .9 7 .9 7 .9 7 .9 7 .9 5 .9 7 .9 6 .9 7 .9 5 .9 7 .9 6 -9 7 .9 7 *9k .9 6 .9 3 .9 6 .9 3 .9 7 .9 7 .9 5 .9 7 .9 3 .9 9 .9 3 .9 5 .9 7 .9 7 -9 3 .9 6 .9 7 .9 5 .9 7 .9 7 .9 7 .9 7 .9 9 *96 TABLE XVI SPURIOUS CORRELATION IN CORRELATING RATINGS V/ITH THE COMPOSITE RATINGS IN THE TACTICAL PROBLEM -------- P o s i t i o n R a te d C hie f o f S t a f i l a t e l l i g e nee O ffio e r O p e r a tio n s O ffic e r A s s is ta n t P e rso n n e l O ffic e r A s s is ta n t P e rso n n e l O ffio e r Tx*ait R a te d b y ............ . C o rre la ­ t i o n w ith C o m p o site . I n s t r u c t o r s T h in k in g .9 2 C o rre la ­ D iffe rt i o n w ith 1 enoe Sum o f O th e r F iv e R a tin g s ®o5 .8 9 1 S tu d e n ts K now ledge .8 8 .8 1 .0 7 I n s t r u c t o r s JO r g a n i z a t i o n •90 088 .0 2 I n s t r u c t oII r s I T h in k in g .9 5 .8 9 0 oi+ S tu d e n ts .9 3 .8 9 . 014. ■1■ ■ ■ T O rg a n is a tio n 6£ S in c e t h e m u l t i p l e c o r r e l a t i o n s u s in g th e t h r e e t r a i t s , tiv e , I n itia ­ O r g a n iz in g A b i l i t y and T h in k in g , y i e l d e d v a lu e s a v e r a g in g .9 7 » i t w as f e l t t h a t t h e r e l i a b i l i t y o f r a t i n g s s h o u ld b e s t u d i e d f u r t h e r ., r e lia b ilitie s o f s tu d e n ts * The and i n s t r u c t o r s * r a t i n g s on th e above t h r e e t r a i t s tv©re com pared w i t h t h e r e l i a b i l i t i e s o f t h e i r c o m p o site r a t in g s * C om p osite r a t i n g s g i v e n b y th e f i v e s t a f f s from t h e t a c t i c a l p ro b lem end b y th© f i v e s t a f f s fro m th e s t r a t e g i c p rob lem w h ic h w ere u se d t o t e s t H y p o th e s is I}, w ere s tu d ie d * S t u d e n t s ' r a t i n g s on e a c h o f f i c e r v/ere d i v i d e d a t random i n t o tw o grou p s f o r th e sum o f th e above t h r e e t r a i t s and a g a in f o r t h e c o m p o s ite r a t i n g s * A verage r a t i n g s o f e a c h group w ere c o r r e l a t e d u s in g t h e P e a r so n P roduct-M om snt C o r r e la t io n C o e f f i c i e n t . The r e s u l t s w ere s te p p e d up b y t h e Spearm an-Brovm F orm ula t o o b t a i n th e r e l i a b i l i t y o f r a t i n g s o f t h e e n t i r e group o f s t u d e n t s i n e a c h s t a f f . S i n c e o n ly one i n s t r u c t o r r a t e d e a c h s t a f f or g rou p o f s t u d e n t s , i t was im p o s s ib le t o o b t a in t h e r e l i a b i l i t y o f i n s t r u c t o r s * r a t i n g s by u s in g d i f f e r e n t i n s t r u c t o r s o b s e r v in g t h e same g r o u p . H ow ever, i n s t r u c ­ t o r s ’ r a t i n g s on tw o s u c c e s s i v e d a y s , t h e se c o n d and t h i r d , w ore u sed t o o b t a in a m easure o f t h e i r r e l i a b i l i t y i n r a t i n g . T a b le XV II show s t h e r e l i a b i l i t y o f i n s t r u c t o r s 1 and s t u d e n t s ' r a t i n g s on f i r s t , tiv e , I n itia ­ O r g a n iz in g A b i l i t y and T h in k in g and th e n on c o m p o site r a t i n g s u s in g a l l s i x s c a l e s . In com p arin g t h e r e l i a b i l i t y o f r a t i n g s on t h e t h r e e t r a i t s , I n itia tiv e , O r g a n iz in g A b i l i t y and T h in k in g , w i t h t h e r e l i a b i l i t y o f r a t i n g s on a l l s i x s c a l e s , one f i n d s t h a t t h e form er a r e o n ly s l i g h t l y s m a lle r t h a n th e l a t t e r f o r b o th i n s t r u c t o r s * and s t u d e n t s ' r a t i n g s . T h u s, i t a p p e a rs t h a t r a t i n g s on th e t h r e e t r a i t s , In itia tiv e , O rg a n is ­ i n g A b i l i t y a n d T h in k in g c a n b e u s e d t o a p p r a i s e s t u d e n t s 1 p e rf o r m a n c e o n t h e s e p ro b le m s b e o a u s e t h e m u l t i p l e c o r r e l a t i o n s w i t h c o m p o s ite r a t ­ i n g s a r e h i g h an d t h e r e l i a b i l i t i e s o b t a i n e d f o r c o m p o s ite r a t i n g s * a re o n ly s l i g h t l y l e s s th a n th o s e H ence, t h e d a t a te n d t o c o n firm H y p o t h e s i s 6® TABLE X V II RELIABILITY OF INSTRUCTORS ' AND STUDENTS « RATINGS OF STAFF MEMBERS T PERFORMANCE ON THE TACTICAL AND STRATEGIC PROBLEMS ^ T ra its I n i t i a t i v e , O r g a n is i n g ^ \H a te d A b i l i t y a n d T h in k in g P ro b le 3 S > ^ ^ ^ R a te rs T a c tic a l S tr a te g ic In s tru c to rs .6 1 | .7 2 " S tu d e n ts .5 1 .1 ]2 r C o m p o site R a t i n g s (S ix S c a le s ) R a te rs In s tru c to rs S tu d e n ts ' ' .7 6 »SQ *59 .1/S CHAPTER V SUMMARY, CONCLUSIONS AND SUGGESTIONS FOR FURTHER STUDY SUMMARY The p u r p o s e s o f t h i s s t u d y w ere ( 1 ) t o d e te r m in e i f r a t i n g s g iv e n by i n s t r u c t o r s and s tu d e n ts to o f f i c e r s s e r v in g in p la n n in g s t a f f p o s itio n s in d ic a te t h a t th e r e a re r e a l d if f e r e n c e s in t h e i r p e r f o r m a n c e s ; (2 ) t o d i s c o v e r i n s t r u c t o r s ’ a n d s t u d e n t s ' r a t i n g t e n ­ d e n c i e s a n d t h e e f f e o t o f t h e s t a f f p o s i t i o n o f t h e o f f i c e r s •whose p e rf o r m a n c e w as r a t e d u p o n t h e s e t e n d e n c i e s ; r e l i a b i l i t y o f r a t i n g s made b y i n s t r u c t o r s m ine i f c e r t a i n t r a i t s (3 ) t o d e te r m in e t h e and s t u d e n t s (1+) t o d e t e r ­ a r e e a s i e r t o r a t e t h a n o t h e r s and i f o f f i c e r s s e rv in g in c e r t a i n s t a f f p o s itio n s a re e a s i e r t o r a t e th a n o th e r s ; and ( 5 ) t o in ra tin g i n v e s t i g a t e t h e p o s s i b i l i t y o f u s in g f e w e r r a t i n g s c a l e s o f f i c e r s ’ p e rfo rm a n c e i n s t a f f p o s i t i o n s . S t u d e n t s w ei'a a s s i g n e d t o t h e d i f f e r e n t s t a f f s a n d t o s t a f f p o s i t i o n s a t ran d o m s o t h a t a n a l y s i s o f v a r i a n c e c o u ld be u s e d . E ach i n s t r u c t o r who r a t e d was a s s i g n e d t o a s t a f f i n t h e same m anner* The g r a p h i c r a t i n g s c a l e s w e re p r e s e n t e d t o i n s t r u c t o r s an d s t u ­ d e n t s b y t h e o f f i c e r i n c h a rg e o f e v a l u a t i o n i n a b r i e f i n g on how t o us© t h e r a t i n g s c a l e s * S tu d e n ts had had s e v e r a l p re v io u s r a t i n g e x p e r i e n c e s i n th e s c h o o l in t h a t th e y r a te d e a c h o th e r i n o r a l e x p re s s io n s e v e r a l t i n e s j u s t p r i o r t o t a k i n g p a r t i n t h e t a c t i c a l and s t r a t e g i c p r o b le m s . in g . M ost i n s t r u c t o r s h a d p a r t i c i p a t e d i n i n - s e r v i c e r a t e r t r a i n ­ 65 FINDINGS 1* D i f f e r e n c e s i n th e p erform an ce o f o f f i c e r s s e r v in g i n a s t a f f p o s i t i o n as m ea su red "by r a t i n g s o f t h e i r f e l l o w s t a f f o f f i o e r s and t h e i r i n s t r u c t o r s c a n n o t he a t t r i b u t e d t o ch an ce a lo n e* 2* I n s t r u c t o r s and s tu d e n ts had a te n d e n c y t o r a te o f f i o e r s s e r v in g i n 1b y s t a f f p o s i t i o n s more l e n i e n t l y th a n t h e y r a te d t h e i r s u b o r d in a te s * 3* S tu d e n ts r a t e d t h e i r f e l l o w s t a f f o f f i c e r s more l e n i e n t l y th a n d id i n s t r u c t o r s . If.* There was i n t e r a c t i o n b e tw e e n i n s t r u c t o r s ' and s t u d e n t s ' r a t i n g s on a l l t r a i t s e x c e p t E x p r e s s io n and t h i s i n t e r a c t i o n in c r e a s e d w it h e x p e r ie n c e in t h e s t a f f problem s* 5* S tu d e n ts fo u n d i t e a s i e r t o r a te t h e p erform an ce o f t h e i r f e l l o w o f f i c e r s s e r v i n g i n p o s i t i o n s o f im p ortan ce th a n t o r a t e th e perfo rm an ce o f t h o s e s e r v in g in m in o r p o s i t i o n s as a s s i s t a n t s . 6* B oth i n s t r u c t o r s and s t u d e n t s had more d i f f i c u l t y in r a t i n g s t u d e n t s on O r g a n is in g A b i l i t y th a n on any o t h e r t r a i t . 7„ S tu d e n ts and i n s t r u c t o r s r a t e d m ost r e l i a b l y on E x p r e s s io n and l e a s t r e l i a b l y on T h in k in g . 53* A lth o u g h t h e r e l i a b i l i t i e s o f i n s t r u c t o r s ' and s t u d e n t s ' r a t i n g s on m ost t r a i t s wore r e l a t i v e l y lo w , t h e r e l i a b i l i t i e s o f t h e i r r a t in g s on I n i t i a t i v e , O rgan izin g A b i l i t y , and T h in k in g com bined and on t h e c o m p o s ite o f t h e s i x s c a l e s w e re s u b s t a n t i a l l y h ig h e r . 9* I n t e r o o r r e l a t i o n s o f r a t i n g s on th e s i x t r a i t s w ere h ig h th u s i n d i c a t i n g th e p r e s e n c e o f h a l o . 66 10. R a t i n g s on I n i t i a t i v e , O r g a n iz in g A b i l i t y , a n d T h in k in g p r o d u c e d t h e h i g h e s t m u l t i p l e c o r r e l a t i o n s w i t h c o m p o s ite r a t i n g s i n m o st i n s t a n c e s * R e lia b ilitie s o f c o m p o s ite r a t i n g s o f i n s t r u c t o r s an d s t u d e n t s on t h e s e t h r e e s c a l e s co m p are f a v o r a b l y w i t h r e l i a b i l i t i e s of c o m p o s ite r a t i n g s o f i n s t r u c t o r s an d s t u d e n t s on a l l s i x s c a l e s . CONCLUS I01S F o r y e a r s t h e p r i m a r y o b j e c t i v e o f m o st r a t i n g schem es h a s b e e n t o o b t a i n a n in d e x o f e f f i c i e n c y o f s u b o r d i n a t e s . In t h i s s t u d y , we h a v e h ad s u b o r d i n a t e s r a t i n g t h e i r s u p e r i o r s a s w e l l . in g t h e b a s e o r i n c r e a s i n g t h e num ber o f r a t e r s , r a t i n g s w o u ld b e im p ro v e d . T hus b y b r o a d e n ­ i t w as h o p ed t h a t t h e S u b o rd in a te s a re o f te n in a b e t t e r p o s i t io n t o r a t e t h e i r s u p e r i o r s a n d f e l l o w w o rk e rs t h a n a r e o u t s i d e o b s e r v e r s . M u tu a l r a t i n g s b e tw e e n s t a f f m em bers s h o u ld p ro m o te sy m p a th y a n d u n d e r ­ s t a n d i n g f o r e a c h o t h e r 's p r o b le m s . e ffic ie n t s ta f f o ffic e r. T h ey s h o u ld h e l p p ro d u c e a m ore The k n o w led g e t h a t he i s b e in g e v a l u a t e d b y h i s s u b o r d i n a t e s , a s w e l l a s b y h i s own s u p e r i o r s , s h o u ld c a u s e him t o be m ore a l e r t a n d m ore r e c e p t i v e t o c r i t i c i s m . On t h e o t h e r h a n d , s u p e r v i s o r s m ig h t a t t e m p t t o c u r r y f a v o r w i t h s u b o r d i n a t e s b y r e l a x i n g s t a n d a r d s a n d r e f r a i n i n g fro m n e c e s s a r y c r i t i ­ c is m s a n d d e c i s i o n s , t h u s b r i n g i n g a b o u t a b re a k d o w n o f s t a f f m o r a le . S o m e tim es s u p e r v i s o r s , f o r f e a r o f g e t t i n g lo w r a t i n g s t h e m s e l v e s , may m a le t h e i r r a t i n g s s p u r io u s ly h ig h . In o th e r i n s t a n c e s , s u b o rd in a te s w i t h r e a l o r f a n c i e d g r i e v a n c e s may f i n d t h i s a m eans o f g e t t i n g e v e n . H o w ev er, t h e r e i s s a f e t y i n n u m b e rs . T hus t h e e f f e c t o f e x tre m a r a t i n g s , 67 e i t h e r h i g h o r low* i s r e d u c e d v/hen m ean r a t i n g s d e r i v e d fro m in d e p e n d ­ e n t r a t i n g s o f s e v e r a l o b s e r v e r s a r e u s e d a s t h e y w e re i n t h i s h y p o t h e s i s 1 was p ro v e d f a l s e . p ro b le m . S tu d e n ts te n d e d t o a g re e r a t h e r t h a n d i s a g r e e on t h e r a t i n g s t h e y gavo t o f e l l o w o f f i c e r s s e r v i n g i n th e s e v e r a l s t a f f p o s i t i o n s . of o ffic e rs H ence, d if f e r e n c e s i n th e p e rfo rm a n c e s in th e s e v e r a l s t a f f p o s itio n s c a n n o t be a t t r i b u t e d t o chance a lo n e . H y p o th e s is 2 w as a l s o p ro v e d f a l s e f o r i n s t r u c t o r s m ak in g i n d e ­ p e n d e n t d a i l y r a t i n g s o f s t a f f o f f i o e r s ! p e rf o rm a n c e s te n d e d t o a g r e e fro m d a y t o d a y w i t h t h e i r o t h e r r a t i n g s . I t s h o u ld b e p o i n t e d o u t t h a t a lth o u g h th e d a i l y r a t i n g s o f e a c h i n s t r u c t o r a re t h e o r e t i c a l l y i n d e p e n d e n t , t h e s y s t e m a t i c e r r o r o f e a c h w i l l h e l p t o make a n a n a l y s i s o f v a ria n c e s i g n i f i c a n t . H y p o th e s is 3 wan shown t o be f a l s e as s t u d e n t s r a te d more l e n i ­ e n t l y th a n i n s t r u c t o r s on a l l s c a l e s . H owever, b o t h s tu d e n ts and i n s t r u c t o r s gave t h e i r h i g h e s t r a t i n g s on c o o p e r a tio n and t h e i r lo w e s t r a t i n g s on e x p r e s s i o n . I t i s b e l i e v e d t h a t A i r Command and S t a f f S c h o o l s t u d e n t s e n t e r i n t o t h e t a c t i c a l and s t r a t e g i c p ro b le m s w i t h a m e n ta l s e t o r fra m e o f m in d k e y e d t o c o o p e r a t i o n s t h a t i s , e a c h s t u d e n t d i s p l a y s c o o p e r a t i o n a t e v e r y o p p o r t u n i t y an d e v a l u a t o r s , b o t h s t u d e n t a n d i n s t r u c t o r , b e in g aw are o f t h i s , g iv e s t u d e n t s h ig h r a t i n g s on t h i s c o u n t . On t h e o t h e r h a n d , t h e lo w r a t i n g s w h ic h w ere g i v e n on e x p r e s s i o n a r e p r o b a b l y t h e r e s u l t o f t h e u n i t o f i n s t r u c t i o n i n t h a t a r e a iirh ich p r e c e d e d t h e t a c ­ t i c a l problem ® B o th s t u d e n t s and i n s t r u c t o r s h a v e b e e n c r i t i c a l o f 63 s t u d e n t s ' a b i l i t y t o e x p r e s s t h e m s e lv e s o r a lly ® H e r e t h e n , i n b o th t h e t a c t i c a l and s t r a t e g i c p r o b lem s, th e r e a re o p p o r t u n it ie s t o a p p ly w hat t h e y have le a r n e d when t h e y s t u d ie d th e u n it on o r a l e x p r e s s io n . B oth s t u d e n t s and i n s t r u c t o r s r a t e o f f i c e r s s e r v in g i n p o s i t i o n s o f im portance h ig h e r th a n th e y r a te o f f i c e r s s e r v in g in su b o r d in a te p o s itio n s . H en ce, in f a i r n e s s t o t h e s tu d e n t o f f i c e r , th e a ssig n m e n ts t o t h e s t a f f p o s i t i o n s sh o u ld be e q u i t a b ly d i s t r i b u t e d so t h a t an o f f i ­ c e r w i l l have one e x p e r ie n c e s e r v in g in a p o s i t i o n o f m ajor im portance and one s e r v in g i n a su b o r d in a te p o s i t i o n i f p o s s i b l e . Then t o o , th e o f f i c e r s h o u ld become a b e t t e r s t a f f o f f i c e r and have more a p p r e c ia t io n o f what i s in v o lv e d i n o th e r s t a f f o f f i c e r s ' jo b s a f t e r h a v in g had tw o d i f f e r e n t s t a f f a ssig n m e n ts or s e t s o f e x p e r ie n c e s . is T h is l a t t e r p o in t f u r t h e r d em o n stra te d b y th e f a c t t h a t i n t e r a c t i o n i s more s i g n i f i c a n t i n th e a n a ly s e s o f v a r ia n c e on r a t i n g s in th e s t r a t e g i c p rob lem . T h is i n t e r a c t i o n i s u n d o u b te d ly ca u sed by changed s e t s o f v a lu e s h e ld b y s t u ­ d e n ts who have s e r v e d i n p o s i t i o n s o f im portance who l a t e r se r v e d i n s u b o r d in a te p o s i t i o n s or b y changed s e t s o f v a lu e s h e ld by t h o s e who s e r v e d in su b o r d in a te p o s i t i o n s who l a t e r se r v e d in p o s i t i o n s o f im por­ ta n c e . H y p o th e sis h was c o n fir m e d . I t was n o t s u r p r is in g t o f in d t h a t b o th s tu d e n ts and i n s t r u c t o r s r a te d m o st r e l i a b l y on o r a l e x p r e s s io n , t h e a r e a i n w h ic h t h e y had had th e g r e a t e s t amount o f p r io r e x p e r ie n c e . O ral e x p r e s s io n i s a l s o som eth in g w h ich i s r e a d i l y o b s e r v a b le . The r e l i a b i l i t y o f r a t in g s on in d iv id u a l s c a l e s was r a th e r lo w b u t th e r e l i a b i l i t y o f a c o m p o site o f th e t h r e e s c a l e s , I n i t i a t i v e , O rg a n isin g 69 A b i l i t y a n d T h in k i n g , w as som aw hat h i g h e r . h i g h e s t w hen a l l s i x s c a l e s w e re u s e d . R e l i a b i l i t y o f r a t i n g s w as R e p o r te d r e l i a b i l i t i e s of i n s t r u c t o r s ’ r a t i n g s w e re som ew hat h i g h e r t h a n t h o s e o f s t u d e n t s ; how­ e v e r , i t m u st b e p o in te d o u t t h a t h e re a g a in th e s y s te m a tic e r r o r o f i n d i v i d u a l i n s t r u c t o r s c o n t r i b u t e d to w a rd t h e s e r e s u l t s . H y p o th e s is 5 w as c o n f ir m e d . C h i- s q u a r e t e s t s shoxved t h a t o r g a n ­ i z i n g a b i l i t y w as d i f f i c u l t t o r a t e i n some i n s t a n c e s a n d t h a t s u b o r ­ d i n a t e p o s i t i o n s w e re g e n e r a l l y m ore d i f f i c u l t f o r s t u d e n t s t o r a t e on t h i s c h a r a c t e r i s t i c t h a n w e re p o s i t i o n s o f im p o r t a n c e . Few t e s t s w e re s i g n i f i c a n t a t t h e 5 p o r c e n t l e v e l ; n e v e r t h e l e s s , t h e t r e n d w&s c le a r l y a p p a re n t. The d u t i e s o f t h e s e v e r a l s t a f f p o s i t i o n s w ere d i f ­ f e r e n t - some d i d n o t r e q u i r e m uch o r g a n i z i n g a b i l i t y - an d t h e im p o r­ ta n c e o f m o s t o f th e m v a r i e d d e p e n d in g u p o n w h e th e r t h e p ro b le m w as ta o tic a l or s tra te g ic . H y p o th e s is 6 w as c o n f i r m e d . s c a le s , In itia tiv e , By u s i n g r a t i n g s b a s e d u p o n t h r e e O r g a n is in g A b i l i t y an d T h in k i n g , c o r r e l a t i o n s i n t h e n e ig h b o r h o o d o f ©97 w e re o b t a i n e d w i t h c o m p o s ite r a t i n g s b a s e d u p o n th e s ix s c a le s . The r e l i a b i l i t y o f r a t i n g s b a s e d u p o n t h e ab o v e t h r e e s c a l e s i s som ew hat lo w e r t h a n t h e r e l i a b i l i t y o f r a t i n g s b a s e d u p o n a i l s ix s c a le s . H ow ever, i t i s f e l t t h a t t h e s m a ll i n c r e a s e i n r e l i a b i l i t y u s i n g a l l s i x s c a l e s i s n o t w o r t h a l l o f t h e e x t r a r a t i n g w o rk r e q u i r e d w hen a n a b b r e v i a t e d s e t o f r a t i n g s b a s e d upon t h r e e s c a l e s y i e l d s r e ­ s u l t s w h ic h co m p are s o f a v o r a b l y w i t h t h e lo n g e r s e t . A u t h o r i t i e s r e c o g n i z e t h a t t h e k e y s to n e o f an y r a t i n g p ro g ra m i s t h e i n d i v i d u a l r a t e r ’ s ju d g m e n t. r a t e r ju d g m e n ts a r e : Two e s s e n t i a l s f o r s e c u r i n g r e l i a b l e ( 1 ) R a t e r s m u st be t a u g h t t o make a c c u r a t e an d c o n s i s t e n t ju d g m e n ts . (2 ) R a t e r s m u st a l s o have t h e p o t e n t i a l a b i l i t y and t h e d e s i r e t o make s u c h r a t i n g s . T h is s tu d y d e m o n s tr a te s t h a t t h e a b i l i t y t o make a c c u r a t e an d c o n s i s t e n t r a t i n g s c a n n o t be t a u g h t o v e r n i g h t . I t t a k e s tim e f o r r a t e r s t o l e a r n t h e p u r p o s e s o f a r a t i n g s y s te m , s o m e th in g a b o u t t h e d i s t r i b u ­ tio n o f a b i l i t i e s o r t r a i t s t o b e r a t e d an d how t o o b s e r v e . S tu d e n ts end i n s t r u c t o r s w e re a b le t o r a t e E x p r e s s i o n w i t h g r e a t e r r e l i a b i l i t y t h a n a n y o t h e r t r a i t , n o t o n ly b e c a u s e t h e y c o u ld o b s e rv e and l i s t e n t o t h e s t a f f o f f i c e r s p e a k , b u t a l s o b e c a u s e th e y had more e x p e r ie n c e and t r a i n i n g in t h i s a r e a . T h ey w ere m ore c r i t i c a l o b s e r v e r s w i t h r e s p e c t t o E x p r e s s i o n and g av e s t u d e n t s lo w e r r a t i n g s on t h i s t r a i t t h a n on a n y o t h e r on©o R a t e r s m u st be t r a i n e d i f t h e i r r a t i n g s a r e t o be o f m uch v a l u e . I n t h i s s t u d y , i n s t r u c t o r s had t h e i r f u l l tim e a v a i l a b l e f o r o b s e r v a t i o n and r a t i n g . S t u d e n ts had a l i m i t e d am ount o f t i m e ; o b s e r ­ v a ti o n s w e re made w h i l e t h e y w o rk e d as s t a f f o f f i c e r s and f i n a l r a t i n g s w ere m ade d u r in g t h e m o rn in g o f th e l a s t d a y f o r e a c h p ro b le m . h o u r w as s e t a s i d e f o r r a t i n g on e a c h p r o b le m . One The C h i- s q u a r e t e s t s show t h a t s t u d e n t s t e n d t o h a v e more d i f f i c u l t y i n o b s e r v in g and r a t i n g t h e i r f e l l o w s t a f f o f f i c e r s t h a n do t h e i r i n s t r u c t o r s . c i e n t tim e m u st be p r o v id e d f o r o b s e r v a t i o n and r a t i n g . be m o t i v a t e d t o m ake b e t t e r o b s e r v a t i o n s . H ence, s u f f i ­ S t u d e n ts m u st The w o rk s h e e t 93 w as d e v e l ­ oped t o e n c o u ra g e s t u d e n t s t o p l a n o b s e r v a t i o n s . I t was a l s o d e v e lo p e d t o make b o t h s t u d e n t s and i n s t r u c t o r s " r a t e r c o n s c io u s " and t o g iv e 72 them o p p o r t u n i t i e s t o t r a n s l a t e o b s e r v a t io n s i n t o m e a n in g fu l ju d gm en ts and r e c o r d them* The d e s i r e o f t h e r a t e r t o fo r m u la te a c c u r a te and c o n s i s t e n t ju d g m en ts d o e s n o t d e v e lo p a u t o m a t ic a lly n o r can i t be e s t a b l i s h e d b y order. The w i l l i n g n e s s o f th e r a t e r t o r a t e depends i n la r g e p a r t on how he i s m o t iv a t e d . A t t e n t i o n sh o u ld be g iv e n t o m aking su re t h a t he u n d e r sta n d s t h e r a t i n g p rogram . He sh o u ld be a b le t o s e e th e n eed w h ic h t h e r a t i n g f u l f i l l s , how i t a f f e c t s him and how o th e r s t a f f o f f i ­ c e r s w i l l be a f f e c t e d b y th e r a t i n g s . He sh o u ld a c c e p t t h e s t a t e d p u r ­ p o se o f t h e r a t i n g program r a t h e r th a n in v e n t one o f h i s own® The tim e and a t t e n t i o n w h ich w i l l be g iv e n t o a r a t in g program w i l l b e d i r e c t l y p r o p o r t io n a l t o t h e i n t e r e s t and a t t e n t i o n shown b y h ig h e r a u t h o r i t y . H en ce, k ey p e r s o n n e l (commandant, s u p e r v is o r s and k ey i n s t r u c t o r s ) sh o u ld be " s o ld 1* f i r s t . The ’’s e l l i n g " o f k ey p e r s o n n e l i n v o l v e s d i s c u s s i n g and fo r m u la tin g a r a t i n g program w h ic h t h e y f e e l w i l l b e h e l p f u l t o th em . They s h o u ld have a p a r t i n d e v e lo p in g th e r a t i n g in s tr u m e n t t o in c lu d e fo r m u la tin g d e f i n i t i o n s or d e s c r i p t i o n s and s e t t i n g up p r o o e d u r e s t o be f o l l o w e d . They sh o u ld a l s o have t h e e x p e r ie n c e o f t r y i n g o u t th e r a t i n g form and e v a lu a t in g t h e r a t in g p r o ­ ced u r e «. I t i s f e l t t h a t more tim e sh o u ld havo b een g iv e n t o t r a i n i n g b o t h i n s t r u c t o r s and s t u d e n t s t o r a t e b e t t e r . However, t h e m is s io n o f t h e s c h o o l d id n o t l i s t r a t e r t r a i n i n g as b e in g o f p rim ary im p o r ta n c e . T e c h n ic a l in f o r m a tio n and s t a f f w ork are deemed o f much g r e a t e r im p or­ ta n c e s o l i t t l e tim e c o u ld be g iv e n t o r a t e r t r a i n i n g . I t i s b e lie v e d 72 t h a t t h i s s i t u a t i o n i s t y p i c a l o f m ost s c h o o l s , c i v i l i a n f o r a d m in is t r a t o r s c a n seem t o f i n d l i t t l e f o r r a te r tr a in in g s end m i l i t a r y , sp a ce i n t h e i r c u r r i c u la Many o f them w ould h e s i t a t e t o a llo w s t u d e n t s t o h e lp d e te r m in e o t h e r s t u d e n t s T r a t i n g s » H ow ever, t h e r a t i n g s i t u a t i o n was i d e a l i n s e v e r a l r e s p e c t s . The t a c t i c a l and s t r a t e g i c p rob lem s w ere o f su c h a n a tu r e t h a t s t u d e n t s w orked t o g e t h e r f o r f i v e days i n s o l v i n g e a c h problem ., There xvere s e v ­ e r a l s t a f f m e e t in g s , a number o f s m a lle r c o n f e r e n c e s , and many oppor­ t u n i t i e s f o r c lo s e c o n t a c t s . T h ere was ample o p p o r tu n ity f o r i n s t r u c ­ to r s t o ob serve stu d e n ts in a c tio n . Some s t u d e n t s , b e c a u se o f t h e i r s t a f f p o s i t i o n s , w ere b e t t e r a b le t o o b s e r v e and t o b e o b se r v e d th a n o th e r s. G e n e r a lly s p e a k in g , t h e r e was ample o p p o r tu n ity f o r them t o r a t e and m o st s t u d e n t s w ere v e r y c o o p e r a t iv e d u r in g b o th problems® As a r e s u l t , t h e r e w ere c o m p a r a tiv e ly la r g e numbers o f r a t e r s and r a t ­ in g s . C o n s id e r in g t h e a d v a n ta g e s o f t h e p r e s e n t s tu d y o v e r t h e t y p i c a l c l a s s room s i t u a t i o n , r e s u l t s a r e n o t p a r t i c u l a r l y e n c o u r a g in g . The r e l i a b i l i t y o f r a t i n g s i s a b o u t th e same as w ould be e x p e c te d i n th e c la s s r o o m s i t u a t i o n . The s t u d e n t s ’ t e n d e n c ie s tow ard l e n ie n c y and h a lo and t h e i r t e n d e n c y t o be in f lu e n c e d b y p o s i t i o n s o f im portance m ig h t a l s o be e x p e c t e d in t h e c la s s r o o m s i t u a t i o n . M u lt ip le c o r r e l a ­ t i o n s b a s e d upon t h e b e s t t h r e e o f th e s i x t r a i t s s t u d ie d when compared w it h m u l t i p l e c o r r e l a t i o n s b a s e d upon t h e t h r o e t r a i t s , I n itia tiv e , O r g a n is in g A b i l i t y , and T h in k in g , show p r a c t i c a l l y no d i f f e r e n c e s . T h is m ig h t be i n t e r p r e t e d as f o l l o w s : It; d o e s not; m a tte r much w h e th e r s t u d e n t s i n t h i s s tu d y wore r a t e d on t h e t h r e e t r a i t s w h ic h c o r r e l a t e d h o s t w it h c o m p o site r a t i n g s i n e a c h in s t a n c e * on I n i t i a t i v e s O rg a n isin g A b i l i t y and T h in king* or on a l l s i x t r a i t s . A g e n e r a l h a lo makes i t n e a r ly im p o s s ib le t o g e t a c l e a r p i c t u r e o f an o f f i c e r ' s s tr o n g and w eak p o i n t s . A lth o u g h th e t r a i n i n g o f r a t e r s has u n d o u b te d ly im proved t h e q u a l i t y o f r a t in g s * i t i s f e l t t h a t g r a p h ic s c a l e s l i k e th o s e i n t h e p r e s e n t s t u d y r e q u ir e to o 'm u c h t r a i n i n g tim e i f a c c e p t a b le r e s u l t s are t o be obtain ed © A c c e p ta b le r a t i n g s have b e e n o b ta in e d o n ly as a r e ­ s u l t o f c o n tin u o u s w ork on t h e p a r t o f th e f a c u l t y and s e v e r a l c o n s u l t ­ a n ts « SUGGESTIONS FOR FURTHER STUDY If it i s a t a l l p o s s i b l e , t h e r e l i a b i l i t y o f i n s t r u c t o r s ’ r a t in g s sh o u ld be s t u d ie d b y h a v in g tw o or more i n s t r u c t o r s in d e p e n d e n t ly and s im u lt a n e o u s ly r a t e t h e p erform an ce o f s t a f f members. Thus th e e f f e c t o f s y s t e m a t i c e r r o r c o u ld be e lim in a t e d from r e p o r te d m easu res o f r e l i a ­ b ility . The e f f e c t o f t h e s t a f f o f f i c e r ’s ra n k on t h e r a t i n g s he r e c e i v e s m ig h t a l s o be s t u d i e d b y m aking a tw o-w ay c l a s s i f i c a t i o n f o r e a c h o f th e s i x t r a i t s on w h ic h o f f i c e r s w ere r a t e d i n e a c h s t a f f p o s i t i o n . Ranks o f o f f i c e r s r a to d w ould b e c l a s s i f i e d on one a x i s and r a t e r s , i n s t r u c t o r and s t u d e n t , w ould be c l a s s i f i e d on th e o th e r a x i s . An a n a l y s i s o f v a r ia n o e a p p ly in g t h e method o f u n w eigh ted a v e ra g e s b a sed upon d is p r o p o r t io n a t e s u b - c l a s s numbers w ou ld be used© 7h The p o s s i b i l i t y o f r a t i n g o n ly th e w ork p rod u cts w h ic h are p r o ­ duced b y i n d i v i d u a l o f f i c e r s sh o u ld be s t u d ie d * A lth o u g h t h e p la n seem s i m p r a c t i c a l now , i t m ig h t be t h a t o e r t a i n su b o r d in a te p o s i t i o n s w h ic h r e q u ir e d e t a i l e d w ork on e s t im a t e s o f s i t u a t i o n s and l o g i s t i c s c a l c u l a t i o n s m ig h t be e v a lu a t e d i n t h i s manner* The p o s s i b i l i t y o f u s in g t h e F o r c e d -C h o ic e te c h n iq u e i n r a t in g s t a f f o f f i c e r s ’ p erform an ce sh o u ld be s t u d ie d * T h is te c h n iq u e w ou ld f o r c e t h e r a t e r t o c h o o se b e tw e en d e s c r i p t i v e p h ra ses w h ic h appear o f e q u a l v a lu e (h a v e th e same p r e f e r e n c e in d e x ) b u t are d i f f e r e n t i n v a l i d i t y ( d i s c r i m i n a t i o n in d e x )* Thus i t r e d u c e s the r a t e r ' s a b i l i t y t o c o n t r o l th e f i n a l r e s u l t o f h i s r a t in g s * fiv e ste p s: T h is te c h n iq u e r e q u ir e s ( l ) p ro cu rem en t o f d e s c r i p t i v e e s s a y s o f s u c c e s s f u l and u n s u c c e s s f u l p e r fo r m a n c e , ( 2 ) p r e p a r a tio n o f a oom plote l i s t o f d e s c r i p ­ t i v e p h rases o r a d j e c t iv e s , ( 3 ) d e t e r m in a t io n o f p r e fe r e n c e and d i s ­ c r im in a t iv e i n d i c e s f o r e a c h p h r a s e a (1+) p a i r i n g a l t e r n a t i v e s so t h a t p r e f e r e n c e i n d i c e s a re t h e same and d i s c r im i n a t i v e i n d ic e s are d i f f e r e n t , b e in g n e g l i g i b l e f o r one a l t e r n a t i v e , and (5 ) t r y - o u t on a s p e c i f i e d c r it e r io n group. BIBLIOGRAPHY 75 A . BOOKS G alto n , F. 1914. H e r e d i t a r y G enius. 3"79 p p . London; M a c m i l l a n and Company, L t d . G a l t on, F . I n q u i r i e s i n t o Human F a c u l t y a n d I t s D e v e l o p m e n t . M a c m i i I a n an d Company, L t d . 1 8 S 3 .. 3 ^‘ U p p . G uilford, J . P. P sy c h o m e tric M ethods. C om pa ny, Inc7 1936* po6 pp. New Y o r k : H o l l i n g s w o r t h , H. L» J u d g i n g Human C h a r a c t e r . a n d Company. 1922'. 2 6 0 p p . ^ London; M c G r a w - H i l l Book New Y o r k ; D. A p p l e t o n K e l l e y , T . L . The I n f l u e n c e o f N u r t u r e Upon In d iv id u al D ifferen ce. New Y o r k . The M a c m i l l a n Company. 19"2’6 . I4.9 p p . M o n r o e , W. 3 . E n c y c lo p e d ia o f E d u c a tio n a l R esearch , R evised E d i t i o n . New Y o r k : The M a c m i l l a n Company. 19507 1520 p p . S c o t t , W. D . , R. C. C l o t h i e r , S . B. Mathews on a n d W. R . S p r i e g e l . P e r s o n n e l M a n a g e m e n t . New Y o r k ; M c G r a w - H i l l Book Company, I n c . 191+r; 5 Z 9 ~ W S n e d e c o r , G. W. S t a t i s t i c a l M e t h o d s . Press. 191+67 l|f>5 PP* Ames. The Iow a S t a t e C o l l e g e S y m o n d s , P e r c i v a l M. D ia g n o s in g P e r s o n a l i t y and C o n d u c t. D . A p p l e t o n - C e n t u r y —C~ompany* 19317 602 pp. New Y o r k : B. MONOGRAPHS AND BULLET ITS Bradshaw, F . F . " T h e A m e r i c a n C o u n c i l on E d u c a t i o n r a t i n g s c a l o ; its r e l i a b i l i t y , v a l i d i t y a n d u s e . " A r c h i v e s o f P s y c h o l o g y , No. 1 1 9 , O c t o b e r , 1930* £0 PP* C a r t e r , G. C. "S tudent p e r s o n a litie s in H igher E d u c a tio n . L a f a y e tte : as i n s t r u c t o r s s e e t h e m . " P u r d u e U n i v e r s i t y , 191+5 • W e lls, F. L. "A s t a t i s t i c a l s t u d y o f l i t e r a r y m e r i t . " P s y c h o l o g y , N o . 7? A u g u s t , 1907* 3 0 p p . S tudies pp. A rchives of 76 C. PERIODICAL A l e x a n d e r , H. W. "A g e n e r a l t e s t f o r t r e n d . " 6 - 3 : 5 3 3 - 5 5 7 , N o v e m b e r , 196-6. B i n g h a m , W. V. "H alo, i n v a l i d 2 3 : 2 2 1 -2 2 S , A p r i l , 1939- an d v a l i d . " P sy ch o lo g ical B u lle tin , J o u r n a l o f A n u lied P sychology, ~ ----------------------------- B o l a n o v i c h , D. J . " S t a t i s t i c a l a n a l y s i s o f an I n d u s t r i a l r a t i n g c h a r t . " J o u r n a l o f A p p l i e d P s y c h o l o g y , 3 0 : 2 3 - 3 1 , F e b r u a r y , 196-6. D r iv e r, R. S. "A c a s e h i s t o r y i n m e r i t r a t i n g . " 1 6 : 1 3 7 - 1 6 2 , May, i 960 . D r iv e r, R. S. ra tin g ." Personnel Jo u rn al, " T r a i n i n g as a m ea ns o f i m p r o v i n g e m p l o y e e p e r f o r m a n c e P e r s o n n e l , 1 3 : 3 6 6 - 3 7 0 , May, 1 9 6 2 . E w a rt, E . , S . E. S e a s h o r e and J . T i f f i n . "A f a c t o r a n a l y s i s o f a n in d u s tr ia l m erit ra tin g s c a le ." J o u r n a l o f A p p lied P sychology, 25:6^1-666, O ctober, 1 9 6 l. ' F r e y d , Max . "The g r a p h i c r a t i n g s c a l e . " l 6 : 6 3 - 1 0 2 , F e b r u a r y , 1923* J o u r n a l of E d u c a tio n a l P sychology. G a r r e t t , H. E . a n d J . Z u b i n . "The a n a l y s i s o f v a r i a n c e i n p s y c h o l o g i c a l research ." P s y c h o l o g i c a l B u l l e t i n , 6 0 : 2 3 3 - 2 6 7 , A p r i l , 196-3* G ilen sk y , A. S. "T he i n f l u e n c e o f a p r o c e d u r e o f j u d g i n g on t h e h a l o e ffe c t." A m e r i c a n P s y c h o l o g i s t , 2 : 3 0 9 - 3 - 1 0 , A u g u s t , 1967* G r a n t , D. A. "T h e a n a l y s i s o f v a r i a n c e i n p s y c h o l o g i c a l r e s e a r c h . " P s y c h o l o g i c a l B u l l e t i n , 6 l : 1 5 6 - l 6 6 , M a r c h , 1966* J u r g e n s e n , C. E . " I n te r c o r re la tio n s in m erit ra tin g t r a i t s . " A p p lie d P sy c h o lo g y , 36 :2 6 0 -2 6 3 , A ugust, 195°. Kogan, L. S . " A n a ly s is of v a r i a n c e - r e p e a t e d m easurem ents." B u l l e t i n , 6 5 :1 3 1 - 1 6 3 , M arch, 1963. K o n x h a u s e r , A. W. " R e l i a b i l i t y of average r a t i n g s . " R e s e a r c h , 5 : 3 0 9 - 3 1 7 , December, 1926. K o r n h a u s e r , A. W. "A c o m p a r i s o n o f r a t e r s . " 6 : 3 3 3 - 3 6 6 , J a n u a r y , 1927* Journal of p sy ch o lo g ical Jo u rn al of Personnel Jo u rn a l of P ersonnel R esearch, K o r n h a u s e r , A . W. "A c o m p a r i s o n o f r a t i n g s o n d i f f e r e n t t r a i t s . " o f P e r s o n n e l R e s e a r c h , 6 : 6 6 0 - 6 6 6 , M a r c h , 1927* Journal J 77 Laws h e , C. H. J r . a n d G. A. S a b t e r . " S t u d i e s i n 30b o v a l u a t i o n : I® F a c t o r a n a l y s e s o f p o i n t r a t i n g s f o r h o u r l y - p a i d j o b s i n th ro e in d u s tr ia l p la n ts ." J o u r n a l o f A p p lie d P s y c h o lo g y , 2 S : lg9~ 1 9 S , J u n e , 19U l ~ -------------“ L a w s h e , C. H. J r . " S tu d ie s in job e v a lu a tio n : 2 . The a d e q u a c y o f a b b re v ia te d p o in t r a t in g s f o r h o u rly -p a id jobs in th re e i n d u s t r i a l p l a n t s ." J o u r n a l o f A p p l i e d P s y c h o l o g y , 29 ; I 77 - I 0I+, J u n e , 191+5 . L a w s h e , C. H. J r . an d A. A. M a l e s k i . " S tu d ie s in job e v a lu a tio n : 3* An a n a l y s i s o f p o i n t r a t i n g s f o r s a l a r y - p a i d jobs in an i n d u s t r i a l p la n t," J o u r n a l o f A p p l i e d P s y c h o l o g y , 3 0 : 1 1 7 - 1 2 9 , A p r i l , 191+6. L a w s h e , C. H. J r . a n d S . L . if* A n a l y s i s o f a n o t h e r and t h e a d e q u a c y o f an P sychology, 30:310-319, A lessi. " S tu d ie s in job e v a l u a t i o n : p o in t r a t i n g s c a le f o r h o u r ly - p a id jobs abbreviated s c a le ." J o u r n a l of A pplied A u g u s t , 19i+6. L a w s h e , C. II. J r . a n d R . P . W i l s o n . " S tu d ie s in job e v a lu a tio n : 5* An a n a l y s i s o f t h e f a c t o r c o m p a r i s o n s y s t e m as i t f u n c t i o n s i n a paper m ill." J o u r n a l o f A p o l i e d P s y c h o l o g y , 3 0 :l+26-i+3ii, O c t o b e r , 1946. L a w s h e , C. II. J r . a n d R . P . W i l s o n . " S tu d ie s in job e v a l u a t i o n : 6 . The r e l i a b i l i t y o f two p o i n t r a t i n g s y s t e m s . " J o u r n a l of A p p lied P s y c h o l o g y , 3 1 : 3 5 5 - 3 6 3 , A u g u s t , I 9I+7 ■ L a w s h e , C. PI. J r . , E . S . D u dek a n d R. P . W i l s o n . "S tu d ies in job ev alu atio n : 7* A f a c t o r a n a l y s i s o f tw o p o i n t r a t i n g m e t h o d s o f job e v a l u a t i o n ." J o u r n a l o f A p p l i e d P sychology, 3 2 :119-129, A p r i l , I 9I+S. M a h l e r , W. R . "Some common e r r o r s i n e m p l o y e e r a t i n g p r a c t i c e s . " P e r s o n n e l J o u r n a l , 2 6 :69-7 1+ , J u n e , 191+7* M a r s h , S . E . a n d F . A . C. P e r r i n . "An e x p e r i m e n t a l s t u d y o f t h e r a t i n g scale tech n iq u e." J o u r n a l o f Ab n o r m a l e n d S o c i a l P s y c h o l o g y , 19 : 363 - 399 , J anu ar y-Iv Ia rchT 1925 • M i n e r , J . B . The e v a l u a t i o n o f a m e t h o d f o r f i n e l y g r a d u a t e d e s t i m a t e s of a b i l i t y ." J o u r n a l o f A p p l i e d P s y c h o l o g y , 1 : 1 2 3 - 1 3 3 , J u n e , 1917* Pew co mb, T . "An e x p e r i m e n t d e s i g n e d t o t e s t t h e v a l i d i t y o f a r a t i n g tech n iq u e." J o u r n a l of E d u c a tio n a l P sychology, 22;279-2S9, A p r il, 1931. P a t e r s o n , D. G. "T h e S c o t t Company g r a p h i c r a t i n g s c a l e . " P e r s o n n e l R e s e a r c h , 1 :3 6 1 - 3 7 0 , December, 1922. Jo u rn al of P e a r s o n , K. 11On t h e r e l a t i o n s h i p o f i n t e l l i g e n c e t o s i z e and s h a p e o f h e a d and t o o t h e r p h y s i c a l e n d m e n t a l c h a r a c t e r i s t i c s . " B iom etrika, 5 : 105 - 166, 1907 . ““ P e t e r s , C. C. " I n t e r a c t i o n ,in a n a l y s i s o f v a r i a n c e i n t e r p r e t e d a s i n t e r co rrelatio n ." P s y c h o l o g i c a l B u l l e t i n , 6 l : 2 6 7 - 2 9 9 , May, 1966* R a m m e r s , II, H. " R e l i a b i l i t y and h a lo e f f e c t o f h ig h s c h o o l and c o l l e g e s t u d e n t s ' ju d g m e n ts of t h e i r t e a c h e r s . " J o u rn a l o f A pplied P sy c h o l­ o g y , l o : 6 1 9 - 6 3 0 , O c t o b e r , 1936* R i c h a r d s , T. V I. a n d W i l l i s E l l i n g t o n . " O b j e c t i v i t y in th e e v a lu a tio n of p e rso n a lity ." J o u r n a l o f E x p e rim e n ta l E d u c a tio n , 10:226-237? Juno, 1962. " R u g g , K. 0 . " i s t h e r a t i n g o f human c h a r a c t e r p r a c t i c a b l e ? " J o u rn a l of E d u c a t i o n a l p s y c h o l o g y , 12:6-25-636, lloveraber, 1 9 2 1 ; 66 5 ~ 5 0 1 , December, T 9 2 1 : 1 3 :"50 “k-2, J a n u a r y , 1 9 2 2 ; 6 1 - 9 3 ? F e b r u a r y , 1 9 2 2 . Shen, Eugene. "The r e l i a b i l i t y c o e f f i c i e n t o f p e r s o n a l r a t i n g s . " o f E d u c a t i o n a l P s y c h o l o g y , 1 6 : 2 3 2 - 2 3 7 ? A p r i l , 1925* Shen, Eugene. "The v a l i d i t y o f s e l f - e s t i m a t e ." P s y c h o l o g y , 1 6 : 10i-i--107, F e b r u a r y , 1925* S m a l z r i e d , h . T. a n d H. II. R e r a n e r s , R a tin g Scale f o r I n s t r u c t o r s ." 3 k . : 3 6 3 - 3 6 7 , S e p t e m b e r , 1 963* Journal Jo u rn a l of E d u catio n al "A f a c t o r a n a l y s i s o f t h e P u r d u e J o u rn a l of E d u c a tio n a l P sy ch o lo g y , S t a f f , P s y c h o lo g ic a l R esearch P r o je c t ( p i l o t ) . "P sychological re s e a rc h o n p i l o t t r a i n i n g i n t h e AA F." A m e r i c a n P s y c h o l o g i s t , 1 : 7 - 1 6 , Ja n u a r y , 1 9 6 6 . S t a r r , R . B. and R. J. G r e e n l y . J o u r n a l , 1 7 :3 7 ^ -3 6 6 , A p r i l , "M erit r a t i n g su rv ey f in d in g s ." 1939* Personnel S t e v e n s , S . N. a n d E . F . ' W o n d e r l i c . "An e f f e c t i v e r e v i s i o n o f a r a t i n g tech n iq u e." P e r s o n n e l Jo u r n a l , 1 3 : 1 2 5 - 1 3 6 , O c t o b e r , 1936* T h o r n d i k e , E. L . "A c o n s t a n t e r r o r i n p s y c h o l o g i c a l r a t i n g . " A p p l i e d P s y c h o l o g y , 6 : 2 5 - 2 9 , M a rc h , 1 9 2 0 . J o u rn a l of APPE1IDIX 79 THE AIR UNIVERSITY AIR COMMAND AND STAFF SCHOOL M axw ell A ir F o rce B a s e , Alabama C la s s 49A 26 A p r il 1949 FINAL SCHOOL PROBLEM C over S h e e t f o r Work S h e e t s lo A f a i r and a c c u r a t e r e p o r t o f a s t u d e n t s s t a f f e f f e c t i v e n e s s w i l l r e s u l t i f y o u w i l l make fr e q u e n t p la n n ed o b s e r v a t io n s o f h i s p erfo rm a n ce th r o u g h o u t t h e s c h o o l problem® O b s e r v a tio n s sh o u ld be r e c o r d e d on t h e work s h e e t ( 49AFSP FORM #8 DTD 26 Apr 4 9 ) a t t h e c l o s e o f th e day i n w h ich th e y h ave b een made. The r a t i n g s a re a c ­ c o m p lish e d by com p arin g ea ch s t u d e n t ' s b e h a v io r w ith t h e d e s c r i p t io n s on t h e s c a l e a t t h e to p o f t h e v /o rk sh eet and by c o p y in g t h e app ro­ p r i a t e numbers i n t h e colum ns o p p o s it e h i s name® 2 ® A l l s t u d e n t s who have b e e n o b se r v e d sh o u ld be r a te d w ith r e s p e c t t o one t r a i t b e f o r e g o in g on t o th e n e x t* A sp a c e f o r r e ­ marks h as b een p r o v id e d so t h a t y o u can r e c o r d n o te s t o a s s i s t i n making r a t i n g s e a c h day® 3 ® A t th e end o f t h e p ro b lem , you w i l l c o n s id e r s e p a r a t e l y ea ch s c a l e and th e t r a i t w h ich i t r e p r e se n ts® 4® A s i n g l e r a t i n g s h e e t , ( 49A FORM #6 DTD 26 Apr 4 9 ) w i l l be p r o v id e d f o r you t o summarize a l l r a t i n g s f o r th e problem® W rite down t h e one number on ea ch s c a l e , w h ic h , i n you r o p in io n , i n d i c a t e s t h e d e g r e e o f e f f e c t i v e n e s s d em o n stra te d by t h e s tu d e n t on t h a t t r a it ® nave ere svuaeut I'rom i t o p on tiie . ' a o s c r i b e a below by w r i t i n g th e number dhat t e c atomises h i s work on t h i s problem in t h e p roper column o p p o s i t e h i s name• I f you f o o l t h a t you have n o t hnu s u f f i c i e u u eviu eace to render a judgment, p l a c e an X in the p ro per column and make n la n s f o r obse rving the ste dent in an a c t i v i t y i n v o l v i n g the traits, IbPhhdtlOU 1 poor in command of v/o rd s , a mine i a t ion s grammar* Unconvincing 2 ____ j p ________________ Often pauses for vorch or has t o r e p e a t t o c l a r i f y • Othe r s h ave to f u l l y r e p h r a s e h i s remarks* in 5 Gan ex p re ss h i m s e l f ndsca a t e l y bu t not forcefully* 6 7 Us ually e x p re ss es i d e a s clearly® ■U Is r e a so n a b ly convinc* in r « O 9 Speaks clearly® hakes meaning c l e a r by p r e ­ c i s e use o f words and forceful i l l u s t r a ­ tions • -A 0 O i (J U - Rate the st u d e n t from 1 t o 9 on the t r a i t d e s c r i b e d ocIon by v r i i l n p ; th e number t h a t b e s t a o p r a i s s s h i s v/ork on this ac su:> Lecio ev. dence t o ren d e r problem i n th e p ro p e r column )L o p p o s ite his name» i f you f e e l t h a t you have 1 71 a udc.vsnt, pl ace p rop er column and make plans f o r observing the sxucenx m an a c t i v i t yJ m vciviiK t he J_ . L-i ORGhJIZIbG ABILITY % . -II n e f f i c l e n t p la n n i n g 9 r e t s i n '.ray of o t h e r s oy vsi 'it l o ss 02" t im e ; f a l l s behind schedule! Flams o\t;i work f a i r l y v/511 * but i s d e f i c i e n t i n co o rd in a t i n r • methodical tvorker; f i t s in v/oll; t u r n s out nrork on scheduleo 7 Planning of vork fu rth ers project; s t a f f able t o de­ pond on h i s main*> vi ^■‘hr* o'l £Q^ abed schedule,, 8 Q f f i c i e n t p lann ing and c o o rd i n a ti n g save v i t a l time or co n trib u te t o super­ ior solution, o ,:a o:: i.IKT Rate the st u d e n t from 1 t o 9 on t h e t r a i t d e s c r i b e d tglcre by v r i t i n g t h e number vhni t e s t a p p r a i s e s h i s v.-orl; on t h i s problem in t h e p r o p e r column o p p o s ite h i r n a n s . I f you f e e l t h a t you have not had s u f f i c i e n t evid ence to r e n d e r a judgment, p l a c e ar X in the oroper column and make e la n s f o r observing t h e student, in an a c t i v i t y i n v o l v ­ ing t h e t r a i t 6 COOPERATIC2I I ; h t n j p fORK Tends to be vague, t e d i o u s , s t u b bom o Q uib b les , d i g r e s s e s C o n tr ib u te d both i n f r e q u e n t l y and >r i n g l-rB Oc c a s i ona 1 .ly d i a*e s s e s , q u i b b l e s , o r i s a n ta g o n i s t i c a C ontr ib utions o f l i m i t e d v a lu e due t o b r e v i t y o r infrequency* l i ? '■■■'■ — ■- — i4 I ! r* i t , ! I . . ... _ j ■.... i 1 1j ! ; I r*f O h e lp s to c o r r e c t C l a r i f i e s po ints© mien.:.dors fan d ing s; Tabes a c t i v e p a r t i n a l l d i s c u s s i o n s but i s p o i n t s up d i s c u s s i o n s , Sneaks on n o t domineering* Excel­ ■ > l e n t tim inga numerous t o p i c s , but not o b t r u s i v e ­ ly REhuhKS i i f i 1 ! ........... ...................................... ......... . . u. „. . ■ j ! * 1<. .. | i }t' 1 \t \i j | r r’i t s i n j p r e s e n t s no roblem h i v e l f : orometes group cork n o d e ra t e l v». , r a r t i c i n a t e s unevenly* Da i LY Rat i isviS Tues Jed Thv-rs i F r i lion 3Th hhtT fh.j3 fc 4 0 i t ii 1 1! t 1 * 1 *t .... 1 _____ I ... - $ STAFF NO. RATER STUDENT WORK SHEET FINAL SCHOOL PROBLEM AIR COMMAND AND STAFF SCHOOL Rate th e stu dent from 1 t o 9 on th e t r a i t described below by w r itin g th e number th a t b est appraises h is work on t h is problem in the proper column op p osite h is name. I f you f e e l that you have not had s u f f ic i e n t evidence t o render a judgement} place an 1 in th e proper column and make plans fo r observing th e student in an a c t i v i t y in v o lv in g th e tr a it« INITIATIVE P a ssiv e 5 l e t s others guide and stim u la te; or lead s aim lessly® STUDENT NAME 3 A_______ 5___ Assumes lea d ersh ip only O ccasionally assumes lead ersh ip } u su a lly ?vhen pressed t o do so® content t o fo llo w . Exerts l i t t l e h e lp fu l Has some in flu en ce on in flu en ce on course of course o f work and work or discussion® d is c u ssio n . DAILY RATINGS Mon I Tues Wed Thurs F ri 8 Often takes lead and i s accepted by others® Often d ir ­ e c ts d isc u ssio n t a c t f u ll y in to usef u i channelso Natural leader® C la ris f i e s is s u e s ; summarizes; stim u la tes p a r tic ip a tio n o f members. Takes major r e s p o n s ib ilit y fo r guid­ ing work and discussion® REMARKS ,oa RATER* STUDENT WORK SHEET STM? NO* Rate th e student from 1 to 9 on th e t r a i t described below by w ritin g th e number th a t b est appraises h is work on t h is problem in the proper column opp osite h is name* I f you f e e l th a t you have not had s u f f ic ie n t evidence to render a judgmentj p la ce an X in the proper column and make plans fo r observing the student in an a c t i v i t y in v o lv in g th e tr a it® THINKINGS Confuses opinion w ith fa ct* Does not think problems through l o g i ­ c a lly o Follows h ab it or ru le of thumb* STUDENT NAME REACHING SOUND CONCLUSIONS Tends to be unreliable® Contributions l i k e l y to miss main issu e in v o lv ed < $ 6 X G enerally c le a r , un­ Contributions g en era lly biased th in k er, pro­ good, w ell-th ou gh t out® ducing sound ideas* Good c r i t i c a l judg­ ment® DAILY RATINGS Mon Tuesl Wed l Thorsi F ri REMARKS Produces v a lu ­ ab le new id e a s, i ll u s t r a t i o n s , summaries* Ex­ c e lle n t c r i t i c a l judgment® STUDENT WORK SHEET STAFF NO. RATER: Rate th e student from 1 to 9 on the t r a i t describ ed below by w ritin g th e number th a t b est appraises h is work on t h is problem in th e proper column op p osite h is name® I f you f e e l th a t you have not had s u f f ic i e n t evidence to render a judgment? place an X in th e proper column and make plans fo r observing the student in an a c t i v i t y in v o lv in g th e tr a it* KNOWLEDGE •3 Lacks b a sic inform ation a p p lic a b le to th e pro­ blem o Some knowledge of f a c t s and fa cto rs? but r e l i e s c h ie f ly upon personal experience© 8 A pplies many f a c t s and id eas to the problem? but gaps are apparent* DAILY RATINGS Mon Tues Wed Thurs F ri STUDENT NAME _ P ossess consid erable background o f f a c t s and ideas a p p lic a b le to the problem© Can marshal a great sto r e o f f a c t s and id eas t o cope w ith a l l a sp ects o f the problem© 86 THE AIR UNIVERSITY AIR COMMAND AND STAFF SCHOOL M axw ell A ir F o r c e B a se , A labam a E v a lu a t io n Form a.* F or d e f i n i t i o n o f t r a i t s s e e S tu d e n t Work S h e e ts # 8 D td 26 A p r i l 4 9 ) ( 49A FSP FORM —SaLJOba.---- BeiojLi&eragg—J&gaaaga-J&gsa-Jgsgaga bo R a t in g s c a l e ; X 1, ; 2 ; 3 Z. ; 5 ; 6 7 ; 8 : 9 Code No* o f R a te r S t a f f o r Group No i—i 3 O MO M I n s tr u c tio n CO E-1 D ate S o o o P ro b lem D e s ig n a t io n | STAFF tASSIGNMHNT NAME AND RANK 49A FSP FORM # 6 D td 26 Apr 49 USE 9. The Graphic Ratios Scale is a practical method through .which each executive's and each supervisor's ability and fitness for in* creased roopoocibilitieo — »" be known quickly, with a roaeonnhle dcgreo of accuracy and with uniformity throughout tho Company. 2. Each department head, chief clerk, e tc, rates tho group heads, assistants and others io supervisory positions who era oubordiaate to him. Conversely each person in i n executive or supervisory position is rated by several (usually three) superiors. This ensures w e l l - b a l a n c e d judgment io each instance. Where marked differcncos of opinion occur, tho reasons ora discussed to find the facta. a 3. This Rating Scale has been tivnied after careful consideration of tho bast practices throughout tho country. d t makes it posdblo for the department bead, e tc. to form and express his judgments accurately and With minimum effort, it protects tho subordinate against onap judgment and against h a s t y and ill-considered appraisal of his nhilitien. 4. Each executive and supervisor in tho Company is rntod periodically, every few ESontha. This data to entered oa the iadrriduaTo Qualification Card and is considered in salary increase and in promotion. 5. All ratings nro confidential. Personnel 0m8ioB« Any person desiring information as to his own ratings can obtain it from his Quafifiralima Cord in 92 GRAPHIC RATING CARD Name of* S tu d e n t; J u d g e "the s t u d e n t i n e a c h q u a l i t y , in d e p e n d e n tly o f a l l o t h e r q u a litie s . I n d i c a t e y o u r r a t i n g s i n e a c h q u a l i t y b y p l a c i n g an ,TX" on t h e l i n e a t a p o i n t t h a t a p p r o x im a te ly r e p o r t s t h e s t u d e n t 's s t a n d i n g . 1. In te llig e n c e K een, th o r o u g h th in k s r A le rt; good ju d g m en t F a i r u n d e r­ s t a n d in g ; common sen se L e a rn s p o o rly ; unsound th in k e r D u ll; poor ju d g m e n t F a irly In d u s trio u s T akes th in g s easy L azy 2 . In d u s try E x c e p ti o n ­ S te a d y , h a rd a lly i n d u s t r i ­ w o rk e r ous 3® A c o u ra c y iu C o -o p e ra tiv e n ess E x tre m e ly a c c u ra te & c a re fu l H igh d e ­ g re e o f a e o u ra c y M o d e ra te ly a c c u ra te In e x a c t, s omewhat c a re le s s S lo v e n ly U n u s u a lly w illin g , c o -o p e ra ­ tiv e Good te a m w o rk e r F a irly c o -o p e ra ­ tiv e D iffic u lt t o w o rk w ith . T r o u b le ­ m a k e r, a n ta g o ­ n is tic C re a tiv e , E n e rg e tic , a g g r e s s iv e , some o rig in a l­ o rig in a l ity M o d e ra te ly in d e p e n d ­ ent L acks o rig i­ n a lity or a g g re s­ s iv e n e s s R o u tin e w o rk e r; p a s s iv e M e r its R eco g ­ n iz e d as c o m p le te c o n f id e n c e t r u s t ­ w o rth y F a irly re lia b le D o u b tfu l re lia ­ b ility U n tru s t­ w o r th y F a irly e f ­ fe c tiv e le a d e r U nable t o le a d ; unim ­ p re s s iv e S u b m is s iv e , a n ta g o n ­ is tic or re p e lle n t 5® I n i t i a t i v e 6 . M o ra l T r u s t ­ w o rth in e s s 7® L e a d e r s h ip A b ility C a p a b le p fo rc e fu l, w in n in g % "b o rn le a d e r” F i g . 5 - G ra p h ic R a tin g C ard L eads w e ll under m o st c i r ­ c u m s ta n c e s 93 TABLE X V I I I A SUMMARY OF RATINGS G IV EN BY STUDENTS AND INSTRUCTORS TO STUDENTS I N TWENTY DIFFER EN T ST A FFS ON TH INK ING IN THE TACTICAL PROBLEM P o s itio n s c /s A -l A- 2 A -3 A -4 225 170 176 229 194 102 SO 157 131 172 7 .0 60S 6 o7 6 .S 7 .0 6 .5 6 o7 606 6 . 2> 6 .9 79 73 76 77 7S 67 53 70 70 6 .4 6 .2 5eS 6 o2 6*3 6*0 6 .0 5 ®£ 60O 13.14- 1 3 . 0 1 2 .5 1 3 .0 1 3 -3 1 2 .5 1 2 .7 Raters*"'-''^ ^ .^ N o . of* R a t in g s S tu d e n ts A v era g e R a tin g a / a - 1 A/A - 2 A /A - 3 A/A - 4 Comm O ff T o t a ls 6 7 .S <4n o • 0 & R a t in g s Da's t r u e t o r s A v era g e R a tin g T o t a ls 1 2 .4 12.S 67 6 .5 6 1 .2 1 3 .4 1 2 9 .0 TABLE XIX AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON THINKING IN THE TACTICAL PROBLEM S o u rce o f V a ria tio n D e g re e s o f F re e d o m T o ta l B e tw ee n O f f i c e r M eans W ith in O f f ic e r R a tin g s b y th e Same G ro u p 2347 Sian o f S q u a re s Mean S q u a re 1727066 0 .7 4 19 232S 94 2 ABLE XX AN ANALYS IS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS I N TWENTY DIFFERENT STAFFS ON THINKING IN THE TACTICAL PROBLEM S o u rc e o£ V a ria tio n D e g ree s o f F re e d o m T o ta l Sum o f S q u a re s Mean S q u a re F R a tio 19 2 .9 3 P o s itio n s 9 0 .6 5 0 .0 7 7 .0 0 * * R a te rs 1 2 . IS 2 . IS 2 1 S .0 0 * * In te ra c tio n (P o s itio n s x R a te rs ) 9 0 .1 0 0 .0 1 1 .0 0 E rro r 232S 0 .0 1 S i g n i f i c a n t a t t h e 1% l e v e l . TABLE XXI A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON INITIATIVE IN THE TACTICAL PROBLEM P o s itio n s — ^ R a te d R a te rs " — N o. o f R a tin g s S tu d e n ts A v e ra g e R a tin g N o. o f R a tin g s In s tru c to rs A v e ra g e R a tin g A -2 A -3 a 221 171 179 231 195 113 24 154 7 -0 6 .9 6 .S 7 .0 7 .1 6 .6 6 .S 6 .7 7S 7S 7S 77 7S 75 57 72 6 .6 6 .2 5 .2 6 .6 6 .5 6 .0 5°9 5®2> 1 3 .6 13.I 1 2 .6 1 3 .6 1 3 .6 1 2 .6 1 2 .7 -4 a/ A -1 a/ A -3 1 2 .5 A /A -!!- 132 7 .0 r~f — 10 6 .2 OJ A -l 14 T o ta ls a /a -2 c /s Comm T o t a l s O ff 174 6 .9 6 S .S 75 6 .2 61.S 1 3 .1 1 3 0 .6 95 TABLE X X I I AIT A N A L Y SIS OP VARIANCE OF OR I G INAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TT/SENTY DIFFERENT ST A F F S ON I N IT IA T IV E IN T 3E TACTICAL PROBLEM S o u ro e o f V a r ia tio n D egrees o f Freedom T o ta l Sum o f Sq uares Mean Square 1 7 9 1 0 OS 0 .7 5 2396 B etw een O f f i c e r Means 19 W it h in O f f i c e r R a t in g s by t h e Same Group 2377 TABLE X X III AN ANALYSE OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND LBTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON INITIATIVE IN THE TACTICAL PROBLEM S ource o f V a r ia tio n T o ta l D egrees o f F reedom Sum. o f S q u a r es Mean Square F R a tio 19 3 . 52. P o s itio n s 9 o .s s 0 .1 0 R a te rs 1 2 . 1& 2 .U5 1 0 .0 0 * * >;ci^ 21+5.00 0 .1 9 0 .0 2 2 .0 0 I n te r a c tio n ( P o s i t i o n s 2c R a te r s) E rror * 9 2377 S i g n i f i c a n t a t t h e 57° l e v e l . S i g n i f i c a n t a t t h e 1% l e v e l . 0 .0 1 96 TABLE X X IV A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCT CBS TO STUDENTS IX T7ENTY DJFFSHE2-3T STAFFS Ol-J COOPERATION IN THS TACTICAL PROBLEM P o s itio n s 'Vs\ R a t a d R aterfcv. C/& A -l A -2 A -3 A -4 A /A - l 220 190 1S9 23S 203 13S 99 172 155 1S9 7 .2 7*1 7 .1 7 .2 7 .3 7*1 7 .1 7 -0 7*2 7*2 79 79 7S 79 79 75 57 75 75 74 6*9 6 .6 6 .1 6 .6 6 .7 6 .3 6 .3 6 .1 6 .4 6 .7 6 ^ .7 1 4 .1 13*7 1 3 .2 1 3 .0 l i +.0 1 3 .4 13* 4 1 3 .1 13*6 13*9 1 3 6 .2 N o. o f R a tin g s S tu d e n ts Avs r a g e R a tin g N o. o f R a tin g s In s tru c to rs A v e ra g e R a tin g T o ta ls aA - 2 A /A -3 A / a - 4 C onn T o t a l s O ff TABLE XXV AIT ANALYSIS OF VARIANCE OF ORIG DIAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN T77ENTY DIFFERENT STAFFS ON COOPERATION IN THS TACTICAL PROBLEM S o u rce o f V a ria tio n T o ta l B etw ee n O f f i c e r M eans W ith in O f f ic e r R a tin g s b y t h e S a n e C-roup D e g re e s o f F re e d o m Sum o f S q u a re s Mean S q u a re 2544 19 2523 2 0 5 1 .1 4 0 .S 1 7 1 -5 97 TABLE X X V I AH ANALYSTS OF VARIANCE OF RAT D P S GIVE IT BY STUDENTS AND p s t r u c -i o r s to st u d e n t s dt tv en ty d if f e r e n t s t a f f s OF COOFERATION HI THS TACTICAL PROBLEM S o u rc e o f V a ria tio n D e g re e s o f F re e d o m xo t a l Sun o f S q u a res Mean 3 cm a re F R a tio 19 3®o!i P o s itio n s 9 0.52- 0 .0 6 6 .0 0 H a te rs 1 2 .5 1 2 .5 1 2 5 1 .0 0 In te ra c tio n (p o s itio n s s R a te rs ) 9 0 .2 1 0 .0 2 2 ,0 0 E rro r ~ * 0 .0 1 2>25 * S i g n i f i c a n t a t t h e 55> l e v e l ** S i g n i f i c a n t a t t h e 1% l e v e l TABLE 2 X 7 11 A SUIT LiF Y QF RAT DIGS GIVEN 31 STUDENTS AID P S FLUCl OPS TO 5 TUBE IPS ST TVSNTT DIFFERENT STAFFS OF ORGANIZING ABILITY ST THS TACTICAL PROBIEM T o ta ls i-t < P o s itio n s ■ ^ ^ H a te d H a te rs ^ ^ ^ _ ITo. o f R a tin g s S tu d e n ts A v e ra g e R a tin e ; ITo. o f R a tin g s In s tru c to rs A v e ra g e H a t in g A -2 A -3 A- a a/ a - i lo L 166 230 136 07 ✓1 6 .3 6 .9 6 .6 6 .7 0 .9 73 77 7h- 77 6 .2 6 .3 5o3 6 .2 A ’A -2 Com T o ta ls O ff a/ a -3 a/ a - l 73 136 112 159 6 .5 6 .5 6 .3 6 .7 6 .7 76 6? 31 59 65 61 0 .6 6 .1 6 ,1 5*9 6 .1 6 .6 6 1 .9 13*0 13*2 1 2 .Ii 1 2 .9 1 3 .5 1 2 .6 1 2 ,6 1 2 .2 1 2 .3 13*3 1 2 3 .5 C/S 213 6 6 .6 9B TABLE X X V I I I AIT ANALYSIS OF VARIANCE OF ORIGINAL RATINGS G IV EN 3Y STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS Offlf ORGANIZING A B I L I T Y IN THE TACTICAL PROBLEM S o u rc e o f V a ria tio n D e g re e s o f F re e d o m T o ta l B etw een O f f i c e r M eans Y JIth in O f f i c e r R a ti n g s b y th e Same G roup 2225 Sum o f S q u a res Mean S q u a re 19 2206 O0S7 1922*15 TABLE XXIX AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TvVENTY DIFFERENT STAFFS ON ORGANIZING ABILITY IN THE TACTICAL PROBLEM S o u rc e o f V a ria tio n D e g re e s o f F re e d o m Sum o f S q u a res Mean S q u a re F R a tio 19 2 o0l4. P o s itio n s 9 0 .7 7 0 .0 9 9 . 00 ** R a te r s 1 1 .1 1 1 .1 1 1 1 1 . 0 0 ** in te ra c tio n ( P o s itio n s x R a te rs ) 9 0 .1 6 0 .0 2 2*00 T o ta l E rro r 2206 * S i g n i f i c a n t a t t h e 9% l e v e l S i g n i f i c a n t a t t h e J.% l e v e l 0 .0 1 99 TABLE XXX A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAPI'S ON EXPRESSION IN THE TACTICAL PROBLEM P o s itio n s " --^ R a te d R a t e r s " - '- ^ ^ N o. o f R a tin g s S tu d e n ts A v erag e R a tin g No a o f R a tin g s In s tru c to rs A v erag e R a tin g c /s A -l A -2 A- 3 A-I4. A /A -l A /A -2 a/ a - 3 221 190 191 239 203 126 96 170 iii3 165 6 .6 6 .6 6.1}. 6 .6 6 .6 6 .1 6 .i j . 6 .3 6 .6 6.I4. 79 79 79 77 79 72 55 76 72 73 6 ,5 5°9 5 ,6 6 .2 6 .1 5 ,7 5 ,9 5 .6 6 .0 6 .2 5 9 .9 1 1 ,6 1 2 . 3 1 2 .1 1 2 .6 1 2 .6 121+.7 1 5 .3 1 2 .5 1 2 .0 1 2 .6 1 2 . 7 T o ta ls A/A-1+ Comm T o ta ls O ff 6Lj.« 6 TABLE XXXI AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND LBTRUCTORS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON EXPRESSION IN THE TACTICAL PROBLEM S ou rce o f V a r ia t io n T o ta l Betvjeen O f f ic e r Keans W ith in O f f ic e r R a tin g s by th e Same Group D egrees o f Freedom Sum o f Sq uares Mean Square 250^ 19 2I465 1 7 9 1 .3 1 0 .7 2 100 TABLE X X X II AN ANALYSTS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND DSTRUCTGRS TO STUDENTS IN TWENTY DIFFERENT STAFFS ON EXPERSS ION I N THE TACTICAL PROBLEM S ource o f V a r ia tio n D egrees of F reed o m T o ta l Sum o f S q u a res Mean S q u are F R a t io 19 2 .2 1 P o s itio n s 9 0 .5 7 0 .1 0 1 0 .0 0 R a te r s 1 1 .2 1 1 .2 1 I 2 1 o00 I n te r a c tio n (P o s it io n s x R a ters) 9 0 .1 3 0 .0 1 1 .0 0 E rror 22.55 s!<# 0 .0 1 ^ S i g n i f i c a n t a t t h e 1% l e v e l . TABLE X X X III A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON KNOWLEDGE APPLIED TO THE SOLUTION OF TEE STRATEGIC PROBLEM P o s itio n s ‘'■ '\ R a t e d R a te rS ^ ^ No. o f R a tin g s s tu d e n ts A v e rag e R a ti n g No. o f R a tin g s in s tru c to rs A v e rag e R a tin g T o ta ls CG*‘ c / s A -l A -2 A-3 A-U A /A -l a/ a - 2 377 151 265 256 3^0 253 156 199 251 179 256 60S 6 . 2^. 6 .5 606 6 .5 6*7 7 o0 6 .6 7 .0 6 .5 7*2 12-3 56 119 120 123 119 112 116 117 106 11 2 6 .5 6 «2| 6 .3 6 .2 6 .3 6 eh 6 .5 6 .1 6 .7 6 .3 60 6 1 2 .7 1 3 .7 1 3 .6 1 2 . 5 12 05 1 2 .5 1 2 .5 1 3 . I ■f Commanding G e n e r a l 13 a /A -3 A/A-U Comm T o tO ff a l s 7 4 .1 7 0 .6 1 3 .1 1 3 .5 ILI1.7 101 TABLE XXXIV AN ANALYSE OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFK3 ON KNOWLEDGE A PPLIED TO THE SOLUTION OF TEE STRATEGIC PROBLEM S ource o f V a r ia t io n D eg re es o f Freedom T o ta l B etw een O f f ic e r Means Sum o f Sq u ares Mean Square 2 7 ^ .1 0 0*67 i4.0 9g 21 W ith in O f f ic e r R a tin g s by th e Same Group 4077 TABUS XXXV AN ANALIS IS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON KNOWLEDGE APPLIED TO THE SOLUTION OF THE STRATEGIC PROBLEM S ource o f V a r ia t io n D egrees o f Freedom Sun o f S quare s Mean Square F R a tio T o ta l 21 1 .6 k P o s itio n s 10 0 . 3S O.OSg 1 7 .6 0 1 O .56 0 .5 6 0 1 1 2 .0 0 10 0 .2 0 0 .0 2 0 U.OO R a te r s I n t e r a c t io n (P o s itio n s x R a te r s ) E rro r 14J077 ** S i g n i f i c a n t a t t h e 1% l e v e l . 0 .0 0 5 . *1''$ ** 102. TABLE XXXVI A SUMMARY OP RATINGS GIVEN BY STUDENTS AND HBTRUCTQRS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON THINKING IN TEE STRATEGIC PROBLEM P o s itio n s -■-^Rated. R a te r§ '-,->^_ N o. o f R a ti n g s S t u d e n ts A v erag e R a tin g No. o f R a tin g s Las t r u o t o r s A v erag e R a tin g T o ta ls CG q/ s A -l A-2 A -3 A -4 A /A -! 3S 2 155 27^ 299 3 35 292 195 206 290 190 296 6 .S 6«5 6 .6 6 .7 6 .4 6." 6 .9 6 .6 7 -0 6 -9 6 .9 124 56 119 123 126 117 ii4 - 115 113 107 Ilk 6 -g 6 .5 6 .2 6 .3 6 .3 6 .5 6 .4 6 .1 6 -6 6 -3 6 .3 7 0 -3 1 3 .0 1 2 . g 13 *0 1 2 .7 1 3 .2 1 3 .3 1 2 .7 1 3 -6 1 3 -2 1 3 -2 144-3 1 3 .6 a/A -2 a/ a - 3 A/A-4- Comm T o ta ls O ff TABLE XXXVII AN ANALYSIS OP VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND UBTRUCTQRS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON THINKING IN THE STRATEGIC PROBLEM S ouroe o f V a r ia tio n T o ta l B etw een O f f i c e r Means W ith in O f f i c e r R a t in g s b y t h e San® Group D egrees o f Freedom Sum o f S q u a res Mean S quare 3 1 5 4 -0 0 0 ,7 6 4 191 21 4170 7 4 -0 103 TABLE) XXXVIII AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS CEDI THINKING IN THE STRATEGIC PROBLEM S o u rc e o f V a ria tio n D e g ree s o f F reedom Sum o f S q u a re s Mean S q u a re F R a tio T o ta l 21 1*37 P o s itio n s 10 0 .5 0 0 .0 5 0 1 0 . 0 0 ** 1 0 .6 2 0 .6 2 0 1 2 4 . 0 0 ** 10 0 .2 5 0 .0 2 5 5 .0 0 R a te rs In te ra c tio n (P o s itio n s x R a te rs ) E rro r 1+170 0 .0 0 5 ** S i g n i f i c a n t a t th e l/o l e v e l . TABLE XXX2X A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON INITIATIVE IN THE STRATEGIC PROBLEM P o s itio n s " --^ R a te d R a te rc r^ " -^ N o. o f R a tin g s S t u d e n ts A v erag e R a ti n g c /s A -l A -2 A -3 A -4 a/ a - 1 A /A -2 A /A “ 3 A /A -!). Comm ToO ff t a l s 3«4 160 277 300 3^3 29S 167 212 269 193 296 6 .9 6 .5 6.7 6 .9 6 .6 60S 6 .9 6o7 7 .0 6 .9 6 .6 120 116 110 115 6 .3 1 3 .0 6 . 1+ 6 .2 6 .3 7 0 .7 1 3 . 1+ 1 3 .1 1 3 .1 11 + 5 -6 CG No. o f R a tin g s 126 124 124 127 121 116 55 In s tru c to rs A v erag e 6 . 1+ 6 .3 6 .5 6 . 5 6 .5 R a tin g 6 .9 6 .4 T o ta ls 1 3 o g 1 2 „ 9 1 3 . 1 13*2 1 5 .3 1 3 .3 1 3 -4 7 4 -9 10l+ TABLE XL AN ANALYSES OP VARIANCE OP ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY D IFFERENT STAFFS ON INITIATIVE IN THS STRATEGIC PROBLEM S o u rc e o f V a ria tio n D e g re e s o f F reedom T o ta l Sum o f S q u a re s Mean S q u a re 3 3 0 0 .7 0 Oo7& 1)2 3 6 B etw een O f f i o e r Means W ith in O f f i o e r R a tin g s b y t h e Same G roup 21 JL*a1 5 TABLE XLI AN ANALYSIS OP VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON INITIATIVE IN THE STRATEGIC PROBLEM S o u rc e o f V a ria tio n D e g ree s o f F reedom Sum o f S q u a res Mean S q u a re F R a tio T o ta l 21 1 .3 3 P o s itio n s 10 0 .3 1 0 .0 3 1 6 .2 0 1 0 .3 0 0 .3 0 0 1 6 0 .0 0 10 0 .2 2 0 .0 2 2 b»ho ** R a te rs In te ra c tio n (P o s itio n s x R a te rs ) E rro r h2 15 *v8 i g n i f i o a n t a t t h e 1% l e v e l . 0 .0 0 5 ** 5l‘sH 105 TABLE X L II A SUMMARY OP RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON COOPERATION IN THE STRATEGIC PROBLEM P o s itio n s ~ ,_ ^ R a te d R a t e r § '''- ~ ^ CG c /s A -l A -2 A -3 A -i| A /a - 1 A/jA- 2 3 oO 161 29S 317 390 312 213 235 302 213 310 7»2 6*9 7*2 7 .2 7*0 7*2 7*1 6*9 7*2 7*1 7 .1 l 2 lj. 56 125 22k 125 120 116 119 117 110 115 7 .1 6 .S 6 .6 6*7 6 .6 6*6 6 .b 6*3 6 .5 6 . 14. 6 .3 72*3 1 ko 3 1 5 .7 1 3 . g 1 3 .9 1 3 .6 13*3 1 3 .5 13*2 13*7 13*4 1 5 0 0I4. No* o f R a ti n g s S tu d e n ts A v e ra g e R a ti n g No * o f R a ti n g s In s tru c to rs A v e ra g e R a tin g T o ta ls a/ a -3 A /A -4 13*5 TABLE XL I I I AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON COOPERATION IN THE STRATEGIC PROBLEM S o u rce o f V a ria tio n T o ta l B etw een O f f i c e r Me a n s W ith in O f f i c e r R a tin g s "by t h e Same G ro u p D e g re e s o f F reed o m Sum o f S q u a re s Mean S q u a re 3 SO I.J4O 0*37 14331 21 1060 Comm T o O ff t a l s 7 & .1 106 TABLE XL IV AH ANALYSIS OF VARIANCE OP RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS HI THIRTY DIFFERENT STAFFS OH COOPERATION IN THE STRATEGIC PROBLEM S ouroe o f V a r ia tio n D egrees o f Freedom Sum o f Squares Mean S q u are F R a t io T o ta l 21 2 .2 3 P o s itio n s 10 0®i42 O.0I42 7 .0 0 * * 1 1 .5 3 1 .5 3 0 2 5 5 .0 0 * * 10 0 .2 S 0 .0 2 2 U-6J R a te r s I n te r a c tio n ( P o s itio n s x R a ters) l£ 6o E rror 0 .0 0 6 ** S i g n i f i c a n t a t t h e \% l e - r o l . TABLE XLV A SUMMARY OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON ORGANIZING ABILITY IN THE STRATEGIC PROBLEM P o s itio n s '■^^R ated R a te r S — N o. o f R a t in g s S tu d en ts ATOrage R a t in g N o. o f R a t in g s In str u c to r s Amperage R a t in g T o ta ls A /A - l A/A -2 a /A -3 A /A -1+ Comm T o O ff t a l s c /s A -l A-2 A-3 A-1+ 3 &J- H+7 263 220 372 279 169 12 k 2 5h 170 261 6 .6 6 0ij. 6 .6 6 .7 6 .1 6 .6 6 .2 6 .7 6 .7 6 .7 6 .7 126 5b 121 121 123 119 99 106 110 96 105 6 .3 6J4 13e»4 12C6 1 3 .0 1 3 .1 12.14- I 3 . 0 6 .6 6 .3 6 .5 13 ®2 6 .2 6 .3 1 3 .0 CG 6 .2 6 .2 6.I4. 6.I4. 13 .i}- 13 ®0 1 2 .9 72.6 70 .b 114.3*0 io ? TABLE XLVT AN A N A L Y S E OP VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON ORGANIZING A B IL IT Y IN THE STRATEGIC PROBLEM S ou rce o f V a r ia t io n D eg rees o f Freedom T o ta l Sum o f S q u ares Mean Square 3 2 1 6 .2 0 0 .3 2 39U& B etw een O f f ic e r Me ans 21 W ith in O f f ic e r R a tin g s b y th e Same Group 3 927 TABLE XLVII AN ANALYSIS OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON ORGANIZING ABILITY IN THE STRATEGIC PROBLEM ■ ■ ■ S o u rce o f V a r ia t io n D egrees o f Freedom Sum o f S quare s Mean S quare F R a t io T o ta l 21 0 .9 2 P o s itio n s 10 0.1x5 0 . 0I+5 7 -5 0 1 0 .2 2 0 .2 2 0 3 6 .6 7 10 0 .2 5 0 .0 2 5 h -V J R a te r s I n te r a c tio n (P o s itio n s x R a te r s) E rro r 3927 S i g n i f i c a n t a t t h e 1% l e v e l . 0 .0 0 6 106 TABLE X L V I I I A SUMMARY OF RATINGS G IVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON EXPRESSION IN THE STRATEGIC PROBLEM P o s itio n s '^ ^ R a t e d RaterR'''---^. CG Noo o f R a tin g s Si'udeirbs A verage R a tin g N o, o f R a tin g s In str u c to r s A verage R a tin g T o t a ls c /s A -l A -2 A- 3 A-U 3^3 159 292 317 391 505 196 229 300 202 309 6 .7 6 .5 6 .5 6 .6 6 .2 6 .5 6 .7 6 .I4. 6 .S 6 .6 6 . 1; 56 12k 125 126 122 110 120 117 111 112 6 .2 60 k 6 .3 1 2 .6 1 2 .6 1 2 .9 1 2 . 1). 1 2 .9 6 . 1; 6 .1 6 . 1; 6 .2 6 .0 126 6 .5 1 5 .2 6 .1 6 .1 a/ a -1 a/ a - 2 a/ a -3 1 3 .1 1 2 .5 1 3 -2 A/A-1; Comm T oO ff t a l s 1 2 1 2 . 1 ; TABLE XL IX AN ANALYSIS OF VARIANCE OF ORIGINAL RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS ON EXPRESSION IN THE STRATEGIC PROBLEM S ou roe o f V a r ia tio n T o ta l B etw een O f f ic e r Me ans W ith in O f f ic e r R a tin g s b y th e Same Group D eg rees o f Freedom Sum o f S q u ares Mean Square 3 0 1 0 .7 0 0 .7 0 14.331 21 1+310 7 1 .9 6 3 .7 i 1 l0 . 6 109 TABLE L AH ANALYS3S OF VARIANCE OF RATINGS GIVEN BY STUDENTS AND INSTRUCTORS TO STUDENTS IN THIRTY DIFFERENT STAFFS GN EX PRESSIO N IN THE STRATEGIC PROBLEM S ource o f V a r ia tio n D egrees of F reed o m Sum o f S q u ares Mean S q u a re F R a t io T o ta l 21 1 .0 2 P o s itio n s 10 0.1+6 O.Oi+6 9 .2 0 1 o . i +7 0 .1 + 7 0 9 1 + .0 0 10 0 .0 9 0 .0 0 9 1 .S 0 R a ters I n te r a c tio n (P o s itio n s x R a te r s) E rror *'•*£* 1+310 ^ S i g n i f i c a n t a t t h o 1% l e v e l . 0 .0 0 9 110 TABLE L I NUMBER OF RATINGS GIVEN BY INSTRUCTORS TO STUDENTS IN THE TACTICAL PROBLEM P o s it io n s ^ \R a to d T r a it& \^ ^ Rated'"‘- \ A ctu a l No* o f R a tin g s Knowledge A d ju sted No* o f R a tin g s A c tu a l No. o f R a tin g s ThinEing A d ju sted No ' o f R a tin g s A c tu a l No* o f R a tin g s I n itia tiv e A d ju ste d No. o f R a tin g s A ctu a l No* o f R a tin g s C oop eration A d ju sted NoT o f R a tin g s A c tu a l No* o f R a tin g s O rganizing A b ility A d ju sted No* o f R a tin g s A ctu a l No* o f R a tin g s E x p r e ssio n A d ju sted No* o f R a tin g s E xpectod Number c /s A -l A-2 A-3 72 Ik 77 76 77 69 53 69 73 70 716 27 23 26 25 26 77 59 77 22 72 200 Y9 75 76 77 72 67 55 70 70 67 711+ 22 21+ 25 26 27 75 62 79 79 75 200 72 72 72 77 72 75 57 72 75 75 71+3 21+ 21+ 21+ £3 21+ 21 61 77 21 21 200 79 79 72 79 79 75 57 75 75 71+ 750 2J| 21+ 21+ 21+ 21+ 20 61 20 20 79 200 72 77 71+ 77 76 67 51 59 65 6l 625 91 90 26 90 29 72 60 69 76 71 200 79 79 79 77 79 72 55 76 72 73 71a 25 25 25 23 25 72 60 22 72 79 200 20 20 20 20 20 20 20 20 20 20 200 A-1+ A/A-1 A/A-2 a/ a -3 A/a ~1+ Comm T o ta l Off Ill TABLE L I I NUMBER OF RATINGS G IVEN BY INSTRUCTORS TO STUDENTS IN THE TACTICAL PROBLEM P o s itio n s ""'"^Rated c /s A -l A -2 A-3 77 76 A-1+ A /A -1 a/ a - 2 a/ a -3 A c tu a l No* o f R a tin g s T h in k in g A d ju ste d No. o f R a tin g s A c tu a l N o. o f R a tin g s I n itia tiv e A d ju ste d Ho, o f R a tin g s A c tu a l Ho. o f R a tin g s C o o p er a tio n A d ju ste d No. o f R a tin g s A c tu a l N o . o f R a tin g s O rg a n izin g A b ility A d ju ste d No. o f R a tin g s A c tu a l No. o f R a tin g s E x p r e s s io n A d ju ste d N o. o f R a tin g s T o t a ls A c tu a l N o. o f R a tin g s A d j u s t e d No. o f R a t in g s 73 77 69 55 69 75 70 30 79 79 -sj A c tu a l H o. o f R a tin g s Knowledge A d ju ste d No. o f R a tin g s -O R a t e d '''^ A/ a - 1+ Comm E x p ected O ff Number 75 SO 73 30 73 73 79 31 30 76 77 73 67 55 70 70 67 30 31 73 79 30 30 76 31 30 73 77 73 73 73 77 73 75 57 72 75 75 30 79 31 31 30 30 31+ 33 32 31+ 36 79 79 73 79 79 75 57 75 75 7k 31 32 31 32 31 35 33 35 31+ 31+ 73 77 7k 77 76 67 51 59 65 61 30 30 79 30 77 30 73 76 75 67 73 70 79 79 79 77 79 72 55 76 72 73 31 32 30 32 30 31 31 30 37 30 33 1+30 1+71 1+62 1+62 1+63 1+67 1|25 323 1+21 1+30 l£ 0 I430 1+30 1+30 1+30 1+30 1+30 1+30 1+30 1+30 1+30 11 2 TABL3 L I I I NUliBER OP RATINGS G IV EN BY STUDENTS TO THEIR FELLON STUDENTS IN THE TACTICAL PROBLEM P o s itio n s ''■'-•'^Rate d T r a i’&S-'^^ Ratea'"-v^ A c tu a l N o. o f R a tin g s HnovdLe dge A d iw ste d Ho, o f R a tin g s A c tu a l 11o„ o f R a tin g s T h in k in g A d ju s te d N o. o f R a t in g s A c tu a l N o, o f R a tin g s I n itia tiv e A d ju ste d N o. o f R a tin g s A c tu a l N o. o f R a tin g s Coo|oe r a t i o n A d ju s te d N o. o f R a tin g s A c tu a l No. o f R a tin g s O r g a n isin g A b ility A d ju ste d N o. o f R a tin g s A c tu a l N o. o f R a tin g s E x p r e s s io n A d ju s te d N o. o f R a tin g s E x p e c te d Number c /s A -l A -2 A -3 A -k 213 170 173 229 193 lOlx 33 157 133 177 1639 2k 0 137 190 2 p2 212 llii 91 173 1 /3 19k 1301 223 170 176 229 19k 102 30 157 131 172 163k 2 i +6 137 19k 252 2^ 112 33 173 iu u 190 1300 221 171 179 231 195 113 3k 15k 132 17k l 6 pk 2 J4I 136 195 252 212 123 91 163 lilk 139 1301 220 190 139 233 205 133 99 172 155 139 1795 2 21 191 190 239 206 133 99 172 155 190 1301 21S l 6k 166 230 136 97 73 136 112 159 152+1 235 192 19k 269 2 17 113 S3 159 131 136 1301 221 190 191 239 203 126 96 170 143 135 1762+ 225 19k 195 2 i+k 207 129 93 17k 12+6 139 1301 2 23 190 191 239 205 133 99 172 155 139 1301 a / a - i a/a -2 A /A -3 A / A - k Comm T o t a l O ff 113 TABLE L IV HUMBER OF RAT HUGS GIVEN BY STUDENTS TO THEIR FELLOW STUDENTS IN THE TACTICAL PROBLEM A c t u a l No* o r R a t in g s T h in k in g " A d ju sted Ho* o f R a t in g s A c t u a l H o. o f R a t in g s I n itia tiv e A d j u s t e d No* o f R a t in g s A c t u a l H o. o f R a t in g s C o o p e r a t io n A d j u s t e d Ho* o f R a t in g s A c tu a l N o. o f R a t in g s O r g a n is in g A b ility A d j u s t e d No* o r R a t in g s A c t u a l No* o f R a t in g s E x p r e s s io n A d j u s t e d No* o f R a t in g s A c t u a l Ho© o f R a t in g s T o ta l A d j u s t e d H o0 o f R a t in g s A -l A -2 A -3 a -Z 215 170 173 229 193 10/ rj 221 15/ 15/ 235 2 02 127 223 170 176 229 19/ 226 15/ 155 235 221 171 179 2 2/ 155 220 a A -1 a / a - 2 a / a - 3 a / a - b Comm O ff 157 135 177 96 171 155 190 102 SO 157 131 172 203 12/ 92 171 151 155 2 31 195 113 5/ 132 17/ 191 2 57 20/ 135 97 165 152 157 190 159 2 35 205 135 99 172 155 159 223 205 202 2 /5 21/ 165 11 b 155 175 203 215 162+ 166 230 156 97 73 136 112 159 221 177 177 236 195 115 55 1 /5 129 171 221 1 90 191 2 59 205 126 96 170 1 /3 155 22/.| 205 20!+ 2 /6 2 12 153 111 156 165 19S 1321 1055 107k 1 396 1176 650 515 9 /6 505 1056 1339 112+0 1 1 /6 1/ 3/ 525 595 1032 930 113/ 1230 \ A c t u a l H o. o f R a t in g s K n ow ledge A d j u s t e d H o. o f R a t in g s c /s H £ P o s itio n s ''''\R a te d T r a i^ h ^ ^ R a te o ''-^ 111+ TABLE L y NUMBER OF RATINGS GIVEN BY INSTRUCTORS TO STUDENTS IN THE STRATEGIC PROBLEM P o s itio n s 'X R & t a d CG c / s T r a it § \^ ^ R atecl>vv^ A c tu a l No* o f R a t in g s 123 5 6 Knowledge A d ju ste d No, o f R a t in g s 126 5 7 A c tu a l No* 121+ 56 o f R a t in g s T h in k in g A d ju s te d No, o f R a t in g s 126 57 A c tu a l N o 0 o f R a t in g s 126 55 T n it ia t l- v e A d ju s te d No, o f R a t in g s 1 125 55 A c tu a l R oe of R a t in g s j 121+ 5 6 C o o p e r a tio n A d ju s te d No^ o f R a t in g s 12k 5 6 A c tu a l N o, o f R a t in g s 126 5k O r g a n is in g A b ility A d ju s te d No, o f R a t in g s 13k 57 A o tu a l No* 126 5 6 o f R a t in g s E x p r e s s io n A d ju s te d No^ o f R a t in g s 1 26 5 6 E x p e c te d Numbers 120 5 2 . A -l A -2 A-3 A-1+ A /A -l 119 120 123 119 112 116 117 106 112 1223 122 123 126 122 115 119 120 103 115 1233 119 123 126 117 114 115 113 107 Ilk 1223 121 125 129 119 116 117 113 109 116 1250 121+ 121+ 127 121 1185 120 113 110 115 1253 123 123 126 120 117 119 117 109 Ilia 121+3 125 12 k 125 120 116 119 117 110 115 1251 125 12 k 125 120 116 119 117 110 115 1251 121 121 123 119 99 106 110 96 105 1130 12S 12S 131 1 26 105 112 117 102 111 1251 12J4 325 126 122 110 120 117 111 112 121+9 12b 125 126 122 110 120 117 111 1 12 120 120 120 120 120 120 120 120 120 a/ a “2 a/A - 3 a /A - 1+ Comm T o t a ls . O ff t 121+9 1252 1X5 TABLE L V I NUMBER OF RATINGS GIVEN BY INSTRUCTORS TO STUDENTS I N THE STRATEGIC PROBLEM P o s itio n s R ated TratSfe''^. R atect'"'^ A c t u a l No* o f R a tin g s Knowledge A d ju s te d No< o f R a tin g s A c t u a l N o. o f R a tin g s I k in k in g A d ju s te d No< o f R a tin g s A c tu a l N o. o f R a tin g s I n itia tr v e A d ju ste d No"< o f R a tin g s A c t u a l N o. o f R a tin g s C o o p e r a tio n Adjusted" itfo, o f R a tin g s A c t u a l N o. o f R a tin g s O r g a n iz in g A b ilit y A d ju ste d No0 o f R a tin g s A c t u a l N o. o f R a tin g s E x p r e s s io n A d ju ste d No« o f R a tin g s A c t u a l No0 o f R a tin g s T o t a ls A d ju s te d No< o f R a tin g s CG c /s A -l A -2 A—3 a -4 a / a - i a / a -2. a / a - 3 a/ a -4 Comm. O ff 123 56 119 120 123 119 112 116 117 106 112 113 52 117 117 113 119 120 120 122 119 120 124 56 119 123 126 117 114 115 113 107 1 34 119 52 117 120 121 117 123 119 117 120 122 126 55 124 124 127 121 113 120 113 110 115 121 52 122 121 122 121 127 124 123 124 123 124 56 125 124 125 120 116 119 117 110 115 119 52 123 121 120 120 125 123 122 124 123 126 54 121 121 123 119 99 106 110 96 105 121 51 119 113 113 119 107 110 1 14 103 112 126 56 124 125 126 122 110 120 117 111 112 121 52 122 122 121 122 113 124 122 125 120 749 553 732 737 750 713 669 696 692 64o 673 719 311 720 719 720 713 720 720 720 720 720 116 TABLE L Y 1I NU123ER OF RATINGS GIVEN BY STUDENTS TO THEIR FSLLO',7 STUDENTS IN THE STRATEGIC PROBLEN Pos i t i o n s ' \ s R a te d Ira i'E h '.. R a te c R '^ CG c /s A -l A -2 A-3 A-U 377 151 263 236 330 233 136 199 281 179 236 2876 U ll 165 292 312 Lal\ 309 203 217 306 195 312 3136 332 153 21k 299 335 292 195 206 290 190 296 296U iiOi+ 16U 290 316 I107 509 206 21s 307 201 313 3135 33b. 160 27? 300 333 293 187 212 289 193 296 2979 boh 163 292 316 J4O3 31U 197 223 306 205 312 3136 330 161 293 317 390 312 213 235 302 213 310 3131 331 161 293 313 391 312 213 235 302 213 310 313Zi 33U lU 7 263 230 373 279 169 IS k 25k 170 261 2769 U35 166 293 317 b23 316 191 203 288 193 296 3136 A /A -l A /A -2 A /A-3 A /A - h Comm. T o ta l: O ff A c tu a l Ho, o f R a ti n g s ?iaov.rle d g o A d ju s te d H o. o f R a ti n g s A c t u a l N o. o f R a tin g s T h in k in g A d ju s te d N o. o f R a tin g s A c tu a l No® c f R a tin g s I n io ia ti-ro A d ju s te d N o. o f R a tin g s A c tu a l N o. o f R a tin g s C o o p e r a tio n A d ju s te d N o. o f R a ti n g s A c t u a l No® c f R a tin g s O r g a n iz in g A b ility A d ju s te d N o. o f R a ti n g s A c t u a l N o, o f R a tin g s E x p re s s io n A d ju s te d N o. c f R a ti n g s 33 3 139 292 317 391 305 196 229 300 202 309 3033 390 162 297 322 393 310 199 233 305 205 312 s. 3135 E x p e c te d Number 3 $b 161 293 3 17 391 312 213 235 302 213 310 3136 117 TABLE L V I I I NUMBER OP RATINGS G IVEN BY STUDENTS TO T H E IR FELLOW STUDENTS ]N THE STRATEGIC PROBLEM P o s itio n s \ R a te d T ra it& -\^ R a te d > \ CG A c t u a l Noo o f R a t i n g s 377 iSaoY.Tedge A d j u s t e d No o f R a tin g s 379 A c t u a l N o6 o f R a tin g s 332 Tbi n lrin g A d j u s t e d No o f R a ti n g s 331; A c t u a l K o. o f R a tin g s 3 $ k fiii'-b ia ti-v e A d j u s t e d No o f R a tin g s 336 A c t u a l No* o f R a tin g s 3 3 0 C o o p e r a t io n A d j u s t e d No o f R a tin g s 332 A c t u a l No* o f R a ti n g s 331; O r g a n iz in g A b ility A d j u s t e d No o f R a tin g s 3 3 6 A c t u a l N o. o f R a tin g s 333 E x p re s s io n A d j u s t e d No o f R a t i n g s ’3S5 A c t u a l N o0 o f R a t i n g s ^290 To t a l s A d j u s t e d No. o f R a t i n g s f?302 c /s A -l A -2 A -3 A -l; a / a - i a / a -2 a / a - 3 a /a -J+ Comm O ff 151 263 236 530 233 136 199 2 31 179 236 156 237 3 02 336 299 207 222 297 199 303 155 27U 299 335 292 195 206 290 190 296 160 293 316 392 309 217 230 306 212 313 160 277 300 333 2 93 137 212 239 193 296 1 66 296 317 339 315 209 236 305 215 3X 3 161 293 317 390 3 12 213 235 302 213 3 10 167 319 335 397 330 23s 262 319 237 323 3J-i7 263 230 373 279 169 131; 25U 170 261 152 231 296 33U 295 133 205 263 139 276 159 292 317 391 305 196 229 300 202 309 165 312 335 3 93 323 219 255 317 225 327 933 1672 1 7 9 9 2307 1769 11li6 1265 1716 l l l ;7 1753 96 6 1733 1901 %3U6 1371 1273 llt-10 1312 1277 1360 c > 11 6 TABLE LUX INTERCORRELAT IONS BET'WEEN RATINGS GIVEN BY INSTRUCTORS TO CHIEFS OF STAFF IN THE TACTICAL PROBLEM E x p r e s - O r g a n iz - C o o p e r- I n i t i a ­ T h in k ­ Knowl­ C o m p o site 3io n in g a t io n tiv e edge in g A b ility E x p re s s io n » ». . O r g a n iz in g A b ility . 7 69 . 696 0 0 0 0 0 C o o p e r a t io n 9 • » 6 In itia tiv e .7 2 9 .6 0 1 .7 3 1 . 661). • 779 .6 3 0 .7 6 2 .9 1 2 .7 0 7 .7 1 9 .6 3 6 .6 1 9 « • 777 .7 6 7 . 902. « • .7 6 2 .9 2 1 «• * .6 6 0 • e 9 T h in k in g 0 e K now ledge • C o m p o site N = q • e e 76 TABLE LX INTERCORREIAT IONS BETWEEN RATINGS GIVEN BY STUDENTS TO CHIEFS OF STAFF IN THE TACTICAL PROBLEM E x p r e s - O r g a n iz - C o o p e r- I n i t i a ­ T h in k ­ Knowl­ C o m p o site edge in g s io n in g a tio n tiv e A b ility E x p re s s io n e••• O r g a n iz in g A b ility C o o p e r a t io n In itia tiv e T h in k in g K now ledge C o m p o site N = 166 .6 3 0 . 1)66 0670 .6 0 2 .5 9 2 .7 9 1 ... 0 . 1).p6 .6 9 0 .6 6 7 .61(2 .6 5 9 0 «9 « .6 6 7 .6 2 7 .6 6 6 .6 1 1 e 0 «• . 6 !+S .673 .6 6 6 »• «0 .712 . 61)6 0 0 »« .61+5 • • *• 119 TABLE LXT IN TER COERELAT IONS BETWEEN RATINGS G IVEN BY INSTRUCTORS TO OPPICERS IN CHARGE OF PERSONNEL IN THE TACTICAL PROBLEM E x p r e s - O r g a n iz - Cooper- - I n i t i a ­ T h in k ­ Knowl­ C o m posite s io n in g a tio n tiv e ed g e in g A b ility E x p re s s io n oaeo O r g a n iz in g A b ility .U 72 ,925 .613 .5 9 0 o im •7 ^ 5 0 a0e . 621 .5 9 6 .7 0 U .7 1 1 .3 0 3 (16 ft $ .7 0 9 . 773 .6 3 0 .3 5 3 • ft ft ft • 753 .6 3 9 .3 6 3 ee • .7 3 1 .9 1 2 • #* .3 6 2 C o o p e r a t io n In itia tiv e T h in k in g • K how ledge • ro 0«• » —J U C o m p o site TABLE L X II INTERCORRSLAT IONS BETWEEN RATINGS GIVEN BY STUDENTS TO OFFICERS IN CHARGE OF PERSONNEL IN THE TACTICAL PROBLEM B x p r e s - O r g a n iz - C ooper- - I n i t i a ­ T h in k ­ Knowl­ C o m p o site edge 3 Io n in g a tio n in g tiv e A b ility E x |) re s s i o n O r g a n iz in g A b ility C o o p e r a tio n In itia tiv e T h in k in g Knowle dge C o m p o site N = ll+l e. a a63 3 • 552 .560 -5 5 1 •5 3 1 •7 5 9 0e « e 0 7 17 • 70l+ .760 .6 7 3 .3 9 5 ft 6 « » .701 .610 •551 .3 3 0 ft 4 ft ft .661 • 6^7 .3 5 6 ft « ft O •7 3 3 .3 5 6 0 0*6 .3 1 9 0000 120 TABLE L K I I I INTBRCORRELATIONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO OFFICERS IN CHARGE OF INTELLIGENCE IN THE TACTICAL PROBLEM E x p r e s­ O rg a n iz­ Cooper­ I n i t i a ­ Think­ Knowl­ Compos sio n in g a t io n t i v e edge in g A b ility E x p r e s s io n • « 00 .6 9 0 o5b5 • 591 .6 1 7 .5 6 0 .7 3 5 «« 9« • 599 o?30 .3 2 1 .7 6 0 .9 0 9 • « »6 .6 0 6 .6 2 2 .6 3 7 ■775 0*90 .7 6 2 .7 7 1 .3 3 6 • • 0• .7 3 9 .3 9 7 *60 0 .3 7 3 Organizing A b ility C oop erat Ion I n itia tiv e Thinking Knowledge C om posite • 0 e0 --------------------------------------------------------------------------- N = 72 TABLE LXIV INTERCORRELATIONS BBTTfEEN RATINGS GIVEN BY STUDENTS TO OFFICERS IN CHARGE OF INTELLIGENCE IN THE TACTICAL PROBLEM 0*00 O r g a n iz in g A b ility C o o p e r a t io n T h in k in g .6 0 2 .6 1 2 .6 3 0 .3 1 1 9090 .6 3 9 .6 2 1 .6 2 3 . 666 .7 1 1 <597 . 6oi+ .3 1 7 «0 0 O .6 6 9 ,6 9 9 .3 5 3 9 -770 .3 5 2 0 .3 7 6 0© • O0 K now ledge 0 0 0 • O0 9 C o m p o site ... 136 .5 6 0 • e In itia tiv e N - 66.1 . 03. to A] E x p re s s io n C o m p o site 0 E x p re 3 - O rg a n iz ­ C o o p er­ I n i t i a ­ T h in k ­ Knowl­ edge tiv e in g in g a tio n s io n A b ilitjr - 121 ta ble lxv B IT jiRCORRBLAT IONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO OFFICERS BT CHARGE OF OPERATIONS HI THE TACTICAL PROBLEM E x p r e s - O r g a n iz - C o o p e r- I n i t i a ­ T h in k ­ Knowl­ s io n in g a tio n tiv e edge in g A b ility E x p r e s s io n . *7 h9 • • *0 O r g a n iz in g A b ility • 0 0 0 C o o p e r a tio n C o m p o site »6 2 I4. •595 .635 . 62S .3 1 9 7hh • 755 .72S .7 2 0 .9 0 2 a •75k *695 .6 9 1 .3 6 5 • 72S .7 oh .3 6 9 O0 • • .3 2 2 .3 3 3 ®9 • • .3 7 1 . • • * In itia tiv e e • a 9 T h in k in g K now ledge C o m p o site 0 e 0 0 N = 75 TA3LS LXVI INTERCORRELATIONS BETWEEN RATINGS GIVEN BY STUDENTS TO OFFICERS IN CHARGE OF OPERATIONS IN THE TACTICAL PROBLEM E x p re s - O r g a n iz - C o o p e r­ I n i t i a ­ T h in k ­ Knowl­ s io n in g a tio n tiv e edge in g A b ility C o m p o site •627 *531 .6 5 1 • 63 7 .0 6 3 .3 2 2 D0 • 6 l7 •7 0 h .6 3 ? .6 9 5 .3 5 2 C o o p e r a t io n *639 .6 3 2 .5 3 0 •7 9 9 In itia tiv e 0 0 0 ® • 7h9 .7 0 2 .3 7 0 »6 .7 7 6 .3 9 1 E x p re s s io n O r g a n iz in g A b ility T h in k in g K now ledge C o m p o site N » 195 0 a ®O • • 0 e 0 ©« © •363 9900 122 TABLE L2CVII INTERCORRELATIOIIS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO OFFICERS IN CHARGE OF SUPPLY IN THE TACTICAL PROBLEM E x p r e s ­ O rg a n iz - C o o p e r­ I n i t i a ­ T h in k ­ Knowl­ C o m p osite s io n in g a tio n tiv e edge in g A b ility E x p re s s io n O6 6 .5 2 3 O r g a n iz in g A b ility e 0 06 C o o p e r a tio n .5 2 0 .6 5 7 .5 6 9 . 67k .7 6 3 79 k . 69I+ -7U9 .6 2 7 c37U OO0 e .6 9 1 .7 1 3 .5 1 1 •61+3 © • 0 • .6 5 6 .6 3 1 .6 5 5 « « » « , 6og .3 7 2 • • c • .3 1 3 « In itia tiv e T h in k in g Know ledge C o m p o site N » 76 0 0 0 0 TABI£ L3CVIII INTERCORRELATIONS BETWEEN RATINGS GIVEN BY STUDENTS TO OFFICERS IN CHARGE OF SUPPLY IN THE TACTICAL PROBLEM E x p re s s io n E x p re s s io n O r g a n is in g A b ility C o o p e r a tio n In itia tiv e T h in k in g Know ledge C o m p o site N =162 * 6 4 9 - O rg an - C o o p e r- i n i t i a ­ T h in k ­ Knowl­ C o m p o site tiv e ed g e iz in g a tio n in g A b ility • jk k 9 e • e <>66k .7 3 9 .6 7 2 .7 2 2 .3 6 1 . 7 ? 1 .7 66 ■ 751 •779 .9 1 1 0 .733 »7lU 0652 .3 5 1 6 •7ijO .731+ .6 9 3 © e © 0 .7 3 6 .3 7 5 » © © © .3 7 7 4 9 0 » • O © e 0 © !.T,v T CT nrrSHGOHHSLATIOITS 3: i g e s ’? h a t h i g s cASS IS 73371- HITFLLIGI ;:;c 3 o f f i c e r s h i 3Y HSTRYCTOES TO TACTICAL FRQ3LB1!! S n o re s - O rg a n iz ­ C o o n sr- m i t i a "• ■nc* s io n in g tire a tio n A c ility n rc p re s s i c n « ft 4 ft .6 1 1 •5 -9 • 7^5 _? _ • 7 -S • 717 « « ft » • s' ' cc: ■1'" - 9r* ^ y373-3 * ft • £•>- * O rg a n iz in g c one Sn o‘,vl - C o m p o site edr.e : 0^ • « • / _„ y . CCv in i~ ia ti— 'H I >*• • / I— 'w» • S23 — • * — — ✓ . 70c .9 3 0 v . ^ o 2. uC ZITSFCOEHSLA.- ICZiS ASS 1ST i •»-rri 7.. -L TOT_i-\ 071“. BY STYYLYTS TO 'j3 n' ~2L I ACT IC-AL FF.C3LS!! E x p r e s - O r g a n iz - C oop er- I n i t i a ­ L1n I*>? 0 Snorri- 0 e n r o s i t e tiv e edge in.?. s ic n in g a t io n A n ility I m w e s £ io n ex' •7 ^^ i 3 in g - ci l i t v r '"'rCiVp” -' C I n i t i q."7 x t s "~r ^jncTrj.'S 4 0 ft ft *AFS Ain •w A. y—— 7 • 33 .7 3 5 .L ?2 i— i |j *— — 0 e *« « / —^ .6 3 0 •725 . oSp ftW/ w * >• * * . 625 . 62.S ft . 717 /X -< .C -— • w[ w' *• • « . 7co i. 3 SC' .... ft V-—*-• ^7 a 0 «• _y C os *£ 125 TABLE L S X U I 12TIERCQRRELATIONS BETYtEEU RATINGS GIvEN BY ESIRUCIORS TO ASSISTANT OPERATIONS OFFICERS HT TEE TACTICAL PROBLEM E x p r e s- O rgan is - Cooper­ I n i t i a ­ T hink- Knowl­ s io n in g edge a t io n tiv e in g A b ility E x p r e ss io n 0 e »« O r g a n isin g A b ility » /0 2 .6 6 5 ♦656 •5h3 .6 3 6 .8 1 2 • ft O0 .6 9 2 .7 2 3 .6 3 6 .7 0 0 • S57 ft ft e 0 • 759 . 69S • 73S .8 9 1 ■• ft e .6 o 3 *61+7 .8 6 2 • • «« .7 3 7 .Sii9 ♦• *e .S 78 C o o p e r a tio n I n itia tiv e T h in k in g Kncv.iedge C om posite it = Com posite • ft ft « 55 TABLE LXXIV INTERCORRELAT I01I3 BETYEEN RATINGS C-T“Ell BY STUDENTS TO ASSIS TAFT OPERATIONS OFFICERS IK THE TACTICAL PROBLEM | E x p r e s - O rganiz - C ooper­ I n i t i a - T a n k ­ Knowl­ Com posite edge in g a t io n tiv e 1 s io n in g A b ility E x p r e s s io n eves O r g a n isin g A b ility C o o p e r a tio n I n itia tiv e T h in k in g Yr.ov.-le dge C o m o o site II = 150 i P . 66l .6 6 7 .6 9 3 .6 8 5 .8 6 3 e » ft ft .6 2 3 . 656 .6 7 6 • 700 .8 5 7 «• • • .61 1 • 59S .6 3 5 .8 1 6 ft O« O .6 6 2 • 697 .SikS ft • ft ft . 668 .8 2 0 »*♦ a .8 6 1 e 126 TABLE LXXV INTERCORRELAT IONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO ASSISTANT SUPPLY OFFICERS IN THE TACTICAL PROBLEM E x p r e s - O r g a n iz - C o o p e r­ I n i t i a ­ T h in k ­ Knowl­ s io n in g tiv e a tio n in g edge A b ility E x p re s s io n 0006 O r g a n is in g ANi 1 i t y , 6L\2 .4 9 5 • 71S .7 3 7 .7 5 0 • 7l& .7 2 6 .6 3 5 .£ 7 9 • ©0 e , 6£6 «662 .I4.66 .£ 0 5 «0a « .6 2 5 . 6 lL . £ 6£ e «a e .6 1 7 ,£ 2 £ a aa a .£ 1 0 *555 ©960 C o o p e r a tio n C o m p o site In itia tiv e T h in k in g K now ledge C o m p o site ©« ©it N = 62 TABLE LXXVI INTERCORRELAT IONS BETWEEN RAT INGS GIVEN BY STUDENTS TO ASSISTANT SUPPLY OFFICERS IN THE TACTICAL PROBLEM E x p r e s - O rg a n iz - C ooper- I n i t i a ­ Thi nix­ Knowl­ tiv e s io n in g a t io n in g edge A b ility E x p r e s s io n ,i+77 • 551 .6 5 6 •545 .£ 0 9 O r g a n iz in g A b ility • 6b3 . 6ip. .6 0 5 .5 5 7 .£ 6 0 C o o p e r a tio n 0 0 ©e • 5U9 .6 1 9 .ipi.3 •7 7 9 ©OS© • 56£ • 550 • 799 »a .6 0 0 .£ 3 £ a e 0 a • 7U7 in itia tiv e T h in k in g Knowledge C om posite N » 106 • e 0• • 706 C om posite a • • 0 ©© 127 TABLE L X X V II BITERCORRELAT IONS BETWEEN RATINGS GIVEN BY INSTRUCTORS COMMUNICATIONS OFFICERS B I THE TACTICAL PROBLEM TO E x p r e s - O r g a n is - C o o p e r a - I n i t i a ­ T h in k ­ Knowl­ C o m p o site s io n in g a tio n tiv e edge in g A b ility E x p re s s io n oe«e O r g a n iz in g A b ility *14.75 «5^ 4* -570 .6 6 3 -h33 .7 3 1 . ese . 331 • 5^5 .5 9 2 .5 3 5 .7 6 1 •e .6 3 6 .5 5 2 .3 9 0 .7 2 7 »• 6 *695 ^67 .3 6 2 •e .6 1 3 .3 3 5 41 a .6 9 0 C o o p e r a t io n t • In itia tiv e S T h in k in g • 6 K now ledge a C o m p o site 6 * 9 # N = 59 TABLE LXXVI1T INTERCORRELAT IONS BETWEEN RAT BIGS GIVEN BY STUDENTS TO COMLIUNICAT IONS OFFICERS BI THE TACTICAL PROBLEM ------- — E x p re s - O r g a n iz ­ C o o p e ra - I n i t i a ­ T h in k ­ Knowl­ C o m p o site s io n in g tio n tiv e edge in g A b ility E x p re s s io n O r g a n iz in g A b ility C o o p e r a tio n in itia tiv e T h in k in g Know ledge C o m p o site N = lh & e « • « .6 7 3 . 6.90 . 635 .76U .6 0 3 .3 3 5 • • «• .6 0 3 .7 3 1 .7 1 5 .6 7 0 .3 7 0 »• » » 7^2 .6 3 1 «590 ■ 773 6 0 0 0 .6 3 9 .6 7 2 .3 3 0 e 0 0 0 • 7hs .3 7 6 4 0 4 4 .3 3 3 0 c 3 o235 090 .6 6L .6 6 7 .6 6 0 .'731 .6 3 9 0 0 0 0 • 769 0 9 0 0 0 0 0 0 9 129 TABIE IX Q C I INTERCORRELATIOrS 3ET7EEN RATINGS GIVEN B Y INSTRUCTORS TO CHIEFS O F STAFF HI THE STRATEGIC PROBLEM Z ]xt)re s " * Organiz- Coopera- Initia­ Think­ knowl­ Composite sion ling tion. tive edge ing Ability Expres s ion .1 9 2 Organizing Ability •••• - .0 3 3 Cooperatior *112 eOA? •pOp • • t «. *^ Initiative ^•“ 7 * * ^ e 9 Thinking “.153 -.039 .2 7 1 .309 .29L . 633 •57U .253 *656 . qL^ .Il66 .355 •755 • 767 •• .6 9 6 • 0 9 « IC novle d g e • 0 Composite 0 « © * IT = l]h- TABLE L C C X II ITTERCQRRELAT IONS BET VEEN RATINGS GIVEN BY STUDENTS TO F STAFF IN THE STRATEGIC PROBLEM CHIEFS O 3 xpres- Organiz- Coopsra- Initia- Think­ Knowl­ Composite edge ing tion tive sion in g Ability E x p r e s si on 0 «« 0 ®635 *300 .6 1 1 9613 • 777 „7lo .7 1 6 .362 * . 6 65 • 5S>1 .313 ©a s « . 614! .63k . 305 • ««« .773 .331 ©©* ® .363 .391 Organizing Ability Cooperation Initiative Thinking Knowledge Conposite i: = 1I4I 1 1 ............. .. a0 * 9 000& 130 TAB 1 2 L S S i l l l j -* O- J—tO — -TlVw_ :wOLO> _ 0 1 c ~>o • •t'1rz ~h 7T3r - ? n r X i ^ S P C O ^PB P . i T1 TO'TS 07PICEPS XT CHAP.C-3 0? PSPS 0ZXI3L I S s c p re s - O r g a n i: s io n inj* A o iliir Coooe r a P i or. :o s i n s oSO ■"i-X-X — * U r ■52a J o o o s ra s i; 1 — “J u - 2 . J .o lo .so? * ■ ! »~ » T O t i • v 651 t • 317 • OJ. X f — z' -v • yOO • - O { Pnovrls i r a j Z-ZD O S .1 1 9 2. ^ 6 IX TAP I S I0P3 3: QXTX1>:'l*r L Z 3 Z I7 x/.J -iLLa-? —3 —.TLX -L- *p j 9 CABLE Ak'w' T~' ~''PP - . ^ —0 - 0 w - "pT ° — f “ ■- -_V ~’ U P\V J_i -j IA a j Tv T"t~r~l“ T ’* jTr, W ’f— J - t Tj : \ 0 _ ix p ra s ' u rg a m c - s io n in g C ooperan io n W —' nv q i ~ ■. b i rr— ^ J.U — v~i r r\—>r :P' .■I;■',r m i t i a - l ii in L - Ilro w i- C o m p o site tiv e in n ed~e A b i l i t v /5/ *oLo r p r a s s io n J.O 750 Crgc 1> JjLT —»: j ---S' » -■ »— oC ‘ »S I B L77 * / Cv Ccooe r a x io n i .51x6 H iib i a v in e ' nin -m ng .6 3 9 .SO; :_n o~.‘i e a r e /o n o o site 1 7 = 116 ? ls i x o r v 1 E x p r e s ­ O r - a n i s - Co one r a ­ I n i t i a ­ T n in li— e n o v rl- C o m p o site in r tiv e e■wd^e in g tio n s io n A b ility e x p re s s io n 009 0 06s 5 *596- . 66? • 590 .s io . 669 .706 • 7h9 • .372 • a *a . 60 0 . 7C0 • 372 . 525 0 a e © • 757 a o p p * O J / 7* •B 0 • a .690 • 50“ a a « o •y rV * O a/ O ■j,'"7 ^VT’ 2,j_T**7“ 0 C o o p e ra tio n In itia tiv e y^inizLn =r C o m p o s ite 1; = 257 0. a « » © © 152 TAB 15 ITCCCVII Z7TZRCORRELATIQ2I3 3337/3327 RATINGS C-Z, zr 33 Z STRUG TORS 'TO OFFICERS Z7 CHARGE OF OPERATIC!3 ZT I 3 STRATEGIC PROBLEM . . . -- - E x t r a s - O r g a n i z - C c o o e ra - i n i t i a ­ .' r. 1rp ■in cs io n in g tio n tiv e A b ility , ,J 3 :cp r 8 3 s i on 0000 O rp o o o io in g 4-|i 14jU — ^i vL11 * .700 9 0» 0 C o o p e ra tio n rjaovrl- Con.no s i t e edge .662 .561 . 666- .8 3 3 !1 •-V \,9^ .679 . 52 s .530 .S 30 *0 9 « .565 .329 .261 0C^t.p • 0• ^_,_, •O,. ; .639 *oS“ *♦• » • 797 .803 ** * .S ill In itia tiv e • Thi n Vi neH novfiedge * 0 0• 9 C o m p o s ite 21 = 117 TA3L3 IX C v “IX I -»— \1■*ZS * T“~F’’5'’ "ZV Q Z7TERC0RF3LAII01S 3S7V3E27 RAT ZIC-3 *->nT”a Ux9-1 TO OFFICERS Z7 CHARGE OF OPERA!IC2S Z : THE STRATEGIC PROBLEM E x p r e s - O r g a n ! 2- C o o p e r a - I n i t i a ­ T h i n k ­ Knovfl - Compos i t s tiv e s io n in g tio n edge in g A b ility E x p re s s io n O rg a n iz in g A b ility C o o p e ra tio n In itia tiv e '"7 V, 4 -*-) V*4 — -A——— — 0 Z n o v rled g e C o m p o s ite 27 = 5 6 7 ■ 0 00 . p o ll «606 . 663 .710 . 66.0 ® 0OO .U97 .5 1 9 .5 1 7 !,7^ 1J # 11 .630 .622 • 553 .S 05 • «e *6 y 5 .651 . 86.6 •» .7 2 6 .8 6 3 « &o o820 « • « » 0 • 8li3 • ' —w 0^0 » 9 P 0 n Li - i . i i ■s s - vo-'n— i i s p ' s s - i . 'r ; a r , i > ooone: jo a v n a - sion : .iv e in~ 1 ’ —v “ ion v. ~ t.'l: < — jaaOTi i. — - U :oc 3 10 e -1 - r *«« 6 TO . tv 1 soo-sr lo m e a o e iVTJC T1, •T O Q >c __ t 09 00 BE B .‘CBE-i PAT CCCC3 .z T*^*BI2r s r u n : : IS nWo- c rV:— r -Lj- —< - —- 3 EB A r 1 0 _c p p t V-—-TV- «. z _! S x p ress io n In p re s sio n V; On* 0 s o li -3 “ Coop '9 r a ­ tio n S l i t v .6 6 6 • 530 In itia ­ tiv e T h in k - •5 7 9 .6 1 7 ■1 TO fir S n o rriedge .6 0 2 C o m p o site . SOO O rg a n isin g A b ility .6 1 0 . 652 .6 2 0 C o o p e ra tio n . »o « « .6 5 0 .3 9 5 ,;C O .3 1 0 »00» .6 5 1 .61s . 5 6 -5 »* • .7 0 5 .3 5 3 00• « .326 in itia tiv e Ih in k in g a n o m ie dge C o m p o site 1— 0 !~U . . = itOil « * 1— .S liS * 0 0 0 13h TABLE X C I UNTERCORRELAT IONS 3ETAEEN RATINGS G IVEN BY INSTRUCTORS TO A SSIST A N T PERSONNEL OFFICERS XLT TILT STRATEGIC PROBLEM E x p res - O r g a n iz - C o o p e r a - I n it i a ­ T hink­ hnovrl- C om posite s io n ling tio n tiv e edge in g A b ility E x p r e s s io n * e » 9 O r g a n iz in g A b ility .3 6 6 .kLo .2 5 9 0*• 0 •v t i • 6ol|. • a C o o p e r a tio n a a a I n itia tiv e -159 •5k0 .6 2 0 «S05 .i-jE6 .5 0 7 .7 9 2 • 565 .5 7 3 .? S 2 © ♦0 . 6S5 .7 6 5 0 0 0 0 .7 9 3 .2 7 1 i-J.65 0 9 * 0 T h in k in g * K nowledge C om p osite 9 9 0 *£~f 11 \o ! H1 • TABLE XCII IN TERCCRRE1AT 1015 BETVEEN RATINGS GIVEN 3Y STUDENTS TO ASSISTANT PSRS GNNEL OFFICERS IN THE STRATEGIC PROBLEM E xpre s s io n E x p res s io n O r g a n iz in g A b ility C o o p e r a tio n I n itia tiv e T h in k in g Pinowl ed ge Compos i t e N = lij .6 9 » a o O r g a n iz - C oop era- I n i t i a - Think •- Knowl­ C om posite edge in g tio n tiv e in g A b ility , 62 h , 14.73 m a o , • 600 . a ® a » <= , h96 .6 6 1 . 60S .7 7 S 51—9 .7 1 5 .6 6 9 -SU7 72k .6 0 6 *553 .5 1 7 .5 7 0 al|S9 .7 9 6 0 .7 2 1 .S 63 90 0 0 .6 1 2 0 0 9 9 0 « 0 0000 135 TABLE X C I I I INTERCORRELAT IONS BETWEEN R A T IN G S G IV E R BY INSTRUCTORS TO A S S I S T A N T IN T E L L IG E N C E O F F IC E R S IN THE ST R A T E G IC PROBLEM E x p r e s - O r g a n i z - C o o p e r a - I n i b i a - T h i n k - Knov\rl- C o m p o s ib e s io n in g -tio n b iv e edge in g A b ilib y E x p re s s io n e 00 0 O rg a n iz in g A b ilib y . 5^2 03 1£> •107 *575 *663 .7 5 5 A4 0 a£4.69 »6 J'2 • 5h9 . 6o g *s!09 a «• 0 0 •U51 .5 5 0 • Lpll .6 7 7 00» >7014 • 630 .S 3 2 Q• ♦ • 1U& Co o p e r a t i o n In ib l& b im e • T h in k in g • K n o w le d g e « » • « .3 3 7 C om pos i b e N = 93 TABLE X C IV INTERCORRELAT IONS BETWEEN RATINGS GIVEN BY STUDENTS TO ASSISTANT HI TELL IGSNCE OFFICERS IN THE STRATEGIC PROBLEM E x p r e s ­ O r g a n i z ­ C o o p e r a ­ i n i b i a ­ T h i n k ­ K n o w l­ C o m p o s ib e edge b iv e in g in g tio n s io n A b ilib y E x p re s s io n O rg a n iz in g A b ilib y C o o p e ra tio n I n ib ia b iv e T h in k in g K n o w le d g e C o m p o s ite N « 15 S 09 6 0 .6 6 3 .5 5 9 .5 9 6 .6 6 9 .6 3 0 .2509 • « O6 3 0 . 66l .77^- 06U5 .3 6 3 09 4 6 .6 3 2 0 .3 2 3 0 0 o « a« 6 31 • h lh .6 3 6 • 6U6 « • « O .7 2 5 •3 9 5 e 0S3 1 0 e 0 a © aO 136 TABLE XCV INTERCORRELAT IONS BETVvEEN RATINGS GIVEN BY INSTRUCTORS TO ASSISTANT OPERATIONS OFFICERS IN THE STRATEGIC PROBLEM O r g a n iz - C o o p er a - I n i t i a - T h in k - K now l- C o m p o site edge tio n in g A b ility 620 7 01 O r g a n is in g A b ility 612 66 ? C o o p e r a t io n Ib l 520 7S6 SEO I n it ia t iT 7 e 96 TABLE XCVI H'JTERCORREIAT IONS BETVrEEN EATINGS GIVEN BY STUDENTS TO ASSISTANT OPERATIONS OFFICERS IN THE STRATEGIC PROBLEM E x p r e s - O r g a n iz ­ C o o p era ­ i n i t i a - Think-" K nowl­ C o m p o site ed g e in g in g t i-r o tio n s io n A b ility E x p r e s s io n O r g a n iz in g A b ility C o o p e r a t io n T n it ia t i- v e T h in k in g K now ledge C o m p o site N *= 1 9 2 « OO» .& 5h .7 0 6 .6 1 5 .2 3 7 .6 5 2 •57£ .7 0 3 .6 5 7 .2 5 3 e .6 0 7 • 6 >[S •60S .S 2 6 0 .6 lS .5 7 6 • 79i+ 0 .7 1 5 .2 7 3 0 .S 2 9 . 606 e *«« e 0 q 0 0 0 0 0 0 0 0 0 0 0 0 0 157 TABLE X C V II INTERCORRELATIONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO ASSISTANT SUPPLY OFFICERS IN THE STRATEGIC PROBLEM E x p r e s - O r g a n is ­ C o o p er a ­ I n i t i a ­ T h in k ­ K nowl­ Compos i t e s io n in g tiv e in g edge tio n A b ility E xpres s I o n ee• o •570 .2 6 4 .5 5 9 .2 4 4 •345 .6 4 3 ©9 0 © -5 4 5 .6 5 ? •5 4 2 .5 6 5 .3 3 1 C o o p e r s .tio n .5 4 6 •5 5 1 .5 0 0 .7 4 6 I n itia tiv e • •00 .5 0 9 •5 42 .3 3 4 ©• • • .7 5 6 .7 7 4 ©0 ©• .7 9 0 O r g a n is in g A b ility T h in k in g K now ledge ©©©© C o m p o site h "= 3 6 TABLE X C V III 2NTERCORR3LAT101® BETWEEN RAT INGS GIVEN BY STUDENTS TO ASSISTANT SUPPLY OFFICERS E l TIE STRATEGIC PROBLEM !Expre s - O r g a n is - (Jo o p era - I n i t i a ­ TJTSnk-’ Knovrl” C o m p o site tiv e in g edge s io n in g tio n A b ility E xp res s io n O r g a n iz in g A b ility C o o p e r a t io n I n itia tiv e T h in k in g K now ledge C o m p o site N = 1 0 li 0 ©O* .7 2 9 .6 2 0 .6 3 5 .7 0 4 .6 5 0 .3 5 4 0 •« « *7 1 4 .6 3 4 .7 0 5 -7 3 0 .3 9 5 » «* O .6 3 5 .6 5 2 . 656 .3 5 7 e 0e « .6 9 3 . 626 .3 5 2 9 9 4* •732 .3 3 4 ©e 0 0 .3 4 6 0000 132 TABLE XCIX INTERCORRELATIONS BETWEEN RATINGS GIVEN BY INSTRUCTORS TO COMMUNICATIONS OFFICERS IN TEE STRATEGIC PROBLEM E x p r e s - O r g a n i s - C o o p e r a - In i-fc ia - T h i n k ­ K n o w l­ C o m p o s ite s io n ti/re in g tio n in g edge A b ility E x p re s s io n « O OO O rg a n is in g A b ility .h 5 k * e 0c C o o p e ra b io n -3 5 9 . 1+61+ .2 9 3 .2 5 3 • 6LjU a .3 9 9 .5 3 5 .Zj21 .311+ . 1+30 • 5U l .1+10 .7 2 9 9 0 0# .14-79 .3 7 2 .7 3 2 • CO# •573 •791 #9 9 « .6 7 9 0 • » 0 In itia tiv e T h in k in g K n o w le d g e C o m p o s ite 0 « 0 0 N = 9£> TABLE C INTERCOERELATIONS BETWEEN RATINGS GIVEN BY STUDENTS TO COMMUNICATIONS OFFICERS IN THE STRATEGIC PROBLEM E x p re s - O rg a n !2 s io n in g A b ility E x p re s s io n O rg a n is in g A b ility C o o p e ra tio n In itia tiv e T h in k -4n g K n o w le d g e Compos i t e N - lo o *0 * 0 *6 l j) . e «9 - C o o p e r a - I n i t i a ­ T h i lik ­ K n o w l­ C o m p o s ite tio n tiv e edge in g *lj^X .6 1 3 o 5 l3 -5 7 6 .7 3 2 632 .6 1 7 .6 5 5 .5 6 3 .21+5 9 # « # .5 3 6 • 571 .3 0 3 9 9 9 9 .5 6 9 •355 .3 0 6 0 0 9 0 .6 7 3 .3 2 7 0 0 9 0 .3ol+ • 590 • • 9 9 0