I I 71-18,161 BARNETT, Isaac, 1924THE DEVELOPMENT AND USE OF A VIDEO TAPE AS A TRAINING PROCEDURE FOR MICHIGAN'S DRIVER LICENSING PERSONNEL. Michigan State University, Ed.D., 1970 Education, curriculum development University Microfilms. A XEROXCom pany, Ann Arbor, Michigan THE DEVELOPMENT A N D USE OF A V I DEO TAPE AS A TRAINING PROCEDURE F O R MICHIGAN*S DRIVER LICENSING PERSONNEL By Isaac Barnett: A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education 1970 ABSTRACT THE DEVELOPMENT AND USE OF A VIDEO TAPE AS A TRAINING PROCEDURE FOR MICHIGAN'S DRIVER LICENSING PERSONNEL By Isaac Barnett Statement of the Problem The purpose of this study was to develop a video tape training program that will assist the Michigan Secretary of State in achieving a higher degree of uniformity in training driver licensing personnel. The video tape training program can be utilized for both pre— service and in-service driver licensing personnel. This training program demonstrates the licensing procedures included in the Michigan driver license examination. Me thodology Thirty driver licensing bureaus in the State of Michigan were selected and visited for the purpose of (1) observing operational procedures used by bureau per­ sonnel and (2) seeking information on the degree of uni­ formity followed in administering driver license examina­ tions . Special attention in the observation was given to Isaac Barnett tho complete procedure followed by an applicant in securing a driver license and to the interpersonal relationships between examiners and applicants. The informal interview was used as a method of gathering information concerning the personnel's feeling about performance and training. A script which included the correct and incorrect procedures used in administering the various licensing tests and procedures was prepared, reviewed by an advisory panel, and modified to reflect the p a n e l ’s recommendations. Permission was granted by the Secretary of State's office and the local driver license bureau to video tape the program and to use the license bureau and road test route. Pilot video tape sessions were conducted and m o d i f i ­ cations for the program resulted from these sessions. The final version of the video tape program was made using student volunteers as the cast. edited and arranged to design; tape. Video sequences were audio was dubbed on the The script is included in the text of the study and the video tape program accompanied the study. Conclusions 1. V i deo tape is a device which can be used success­ fully to assist in training pre— service driver licensing personnel in the performance of their task. 2. V i d e o tape can be used successfully to provide refresher training for in-service driver licensing personnel as well as introducing departmental changes in policies and procedures. Isaac Barnett 3. Video tape as a self-analysis tool, could be an effective aid in assisting driver licensing personnel in self improvement. 4. Video tape can assist the examiner in developing an awareness of the applicant's needs and problems. 5. Video tape can be used by those in driver licens­ ing administration to objectively evaluate licensing per­ sonnel performance, and also the bureau's format of procedure. Recommendations 1. New driver licensing examining personnel should bo given at least five (5) working days of uniform pre­ service training for their respective assignments. This training should include the utilization of video tape Models and observation sessions with selected competent veteran licensing personnel. 2. The present Driver License Examiners* Workshops should be continued as refresher training for in-service personnel, utilizing video tape Models and other audio­ visual forms as a means of conveying technical and inter­ personal aspects in administering driver licensing procedures. 3. Specific tasks such as licensing procedures, administering and scoring the skill test, administering and scoring the road test, administering and scoring the sign test, etc. should be video taped for training programs. Isaac Barnett 4. Video tape should be utilized to alert driver licensing field management personnel at the district and bureau levels of program or policy changes which directly affect field operations. The system would then inform as well as teach. 5. Training programs including traffic situations that are difficult for the persons attending the Traffic Safety Schools to understand should be video tape recorded and integrated into their training package. This system permits the presentation of local traffic situations to which those in training could relate more readily. 6. An instrument to be used in the evaluation of the personnel that have an exposed to video tape training programs should be developed. This data would permit the administrator to refine, modify, and affectively employ the facilities. 7. At least one Driver License Bureau in the high population districts should be set up as a training center to orient new driver licensing personnel in licensing p ro­ cedures before they are assigned to their respective sta­ tions . 8. Studies should be initiated to establish standards in order that the training officer will have a guide to assist in determining the competencies of new personnel before they are assigned to work.with the public. 9. Video tape recordings should be made of driver license personnel encounters with the public on an Isaac Barnett "experimental" basis for later evaluation by the personnel and their supervisors. 10. Video tape training programs which include insi sequences, the use of a studio, and a paid cast rather than volunteers should be explored in the planning of future video tape training programs. ACKNOWLEDGEMENTS The writer wishes to thank Dr. Robert O. Nolan who as his Major Professor and Guidance Committee Chairman, p r o ­ vided counsel and encouragement in all phases of the study. He also wishes to express his appreciation to other members of his committee— Dr. Robert E. Gustafson, Dr. Walter F. Johnson and Dr. William A. M a n n — for giving their time, criticisms and suggestions. Grateful acknowledgement is due to Mr. Charles O. Durocher, Director, Planning and Analysis, Michigan Depart­ ment of State; Mr. Tom Reel, Planning and Analysis, Michigan Department of State; and Professor Leslie R. Silvernale, Director, Special Projects, Eastern Michigan University; for making available facilities and materials. Special thanks are extended to the cast w h o gave unselfishly of their time and talents to the production. The cast members were: Barbara A. Banks, Charles R. Basler, Gary J. Bloomfield, Linda R. DeWitt, Charles 0. Durocher, Charlene A. Dykman, Michele A. Hartmus, Myrna M. Kephart, Jerry G. Kimbrough, Ronald E. Mauter, Patsy J. Mellott, Regina S. O'Reilly, Karen Rosier, Leslie R. Silvernale, Reland Silvernale, and Jane M. Szczenowski. Sincere appreciation is also extended to the writer* brother, William, inspiration. for being a source of encouragement and TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ..................................... ii THE NATURE OF THE P R O B L E M ...................... 1 Chapter I. Introduction..... ............................ The P r o b l e m .................................. Statement of theP r o b l e m .................. Importance of theS t u d y ................... Organization of the Remaining Chapters . II. REVIEW OF THE RELATED LITERATURE . . . . 1 2 2 3 5 7 III. M E T H O D O L O G Y .................................. 17 IV. S C R I P T ......................................... 29 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . 71 S u m m a r y ..................................... C o n c l u s i o n s .................................. Recommendations ............................ 71 72 73 V. BIBLIOGRAPHY ........................................ 76 A P P E N D I X ............................................... 78 CHAPTER I THE NATURE OF THE PROBLEM Introduction The reduction of traffic fatalities and property losses is one of the nation's leading domestic problems. The United States Department of Transportation and the Federal Highway Safety Bureau are attempting to reduce these losses through several methods, with one of these methods being the improvement of driver licensing pro­ cedures for the motoring public. Michigan has a unique problem in driver licensing; there are three separate agencies issuing these licenses-Michigan Secretary of State, Sheriff's Department, and local police departments. Consequently, there is limited uniformity in the issuance of driver licenses by three agencies and there is limited central control in the standards for issuing driver licenses. The Highway Safety Act of 1966, however, recommends that there should be uniformity in issuing driver licenses and that one agency should have the responsibility for control of the state driver license program. In alignment with recommendations by the Federal government and the American Association of Motor Vehicle Administrators, the State of Michigan is 1 2 reorganizing its driver licensing program. The responsi­ bility for the issuance of driver licenses is being phased from the sheriff and police departments to the Secretary of State's office. During this transitional period, the most challenging problems confronting the Michigan Secretary of State's office are those of recruiting personnel, training personnel, and developing uniformity in administering the various tests an applicant takes in acquiring a driver license. "The work of the driver examiner is exacting. It requires extensive knowledge, because the public rightfully expects the examiner to be able to answer questions regarding motor vehicle administration, safe driving practices and state motor vehicle laws."^ To expedite and assure a high level of competence among Driver License Bureau personnel in the State of Michigan, it is imperative that all personnel receive training commensurate with the requirements of the task. The Problem Statement of the Problem The purpose of this study is to develop a video tape training program that will assist the Michigan Secretary ^Testing Drivers— A Manual for Driver License Adminis­ trators and Examiners, American Association of Motor ~~ Vehicle Administrators, Washington, D.C., 1967. 3 of State in achieving a higher degree of uniformity in training driver licensing personnel. The video tape train­ ing program can be utilized for both pre-service and inservice driver licensing personnel. This training program will demonstrate the licensing procedures included in the Michigan driver license examination. Importance of the Study The American Association of Motor Vehicle Administrators points out that: The testing of drivers, both those who are being licensed for the first time and those whose licenses are being renewed or reinstated, today requires a high quality of excellence and a degree of uniformity which will give some assurance that persons who hold licenses to drive a motor vehicle are in fact qualified to cope with the complex driving task.^ Therefore, it is imperative that driver license bureaus be assured that personnel will be competent to meet the demands posed by such a critical task as examining applicants for driver licenses. Presently, the training programs for personnel are inadequate. Many examiners have attended only one workshop without benefit of follow-up or additional refresher courses in preparing for a career as a driver license examiner. Many new personnel frequently work as long as six months to one year without any formal training for the position. 2 American Association of Motor Vehicle Administrators, Testing Drivers: A Manual for Driver License Examiners and Administrators, Washington, D . C . , 1967. 4 According to the Director of Planning and Analysis for the Michigan Secretary of State, not only is there a lack of uniformity in issuing driver licenses but, because of the various agencies presently issuing driver licenses, there are examiners in some bureaus who administer tests differently. A video tape training program will aid immeasurably in achieving that desirable goal of uniformity in preparing driver license personnel. The video tape training program would also be economically feasible. Further, it could provide training for newly employed personnel who normally begin work with the public without benefit of formal job training. In addition, it could assist in providing refresher training for in-service personnel. A specific video tape training program has the follow­ ing advantages for the training of licensing personnel: (1) it can be shown repeatedly; individualized and group use; sions; and (2) it is adaptable to (3) it can trigger discus­ (4) it can stimulate viewers to evaluate their performance. Since other states will, in all probability, be inclined to implement new federal recommendations with regard to driver licensing, the proposed training program could serve as a model for the revision of driver licensing training programs found in other states. , 5 Upgrading the performance of driver license examiners would make substantial contributions to driver education. Successful performance during the driver license test is a criterion used by some to assess the effectiveness of driver education programs. Naturally, if a considerable number of students who "successfully" complete the high school driver education course fail their driver license examination, the quality of the driver education program will be in question. Although raising the standards for issuing a driver license would probably create more problems for pupils enrolled in high schools with limited driver education programs it is strongly believed that such pressure is necessary to encourage some schools to upgrade the driver education offering. Uniformity and high standards in driver licensing procedures may result in raising the standards of some weak driver education programs in the state. Hence, uniformity in issuing driver licenses in Michigan and other states will hopefully contribute in a significant way to reduction of traffic fatalities and property losses by assuring satisfactory minimum driving performance. Organization of the Remaining Chapters Chapter II contains the review of the literature. Presented in Chapter III are the specific details followed in developing the video tape training program. Chapter IV 6 includes the script and the procedures for administering the various tests included in the Michigan's driver license examination, and Chapter V presents the summary, conclusions, and recommendations. / CHAPTER II REVIEW OF THE LITERATURE An examination of the literature revealed no previous research that dealt exclusively with the utilization of video tape or television in the training of driver licensing personnel. This was further corroborated by Dr. Erling S. Jorgensen, Associate Director, Instructional Media Center, Closed Circuit Television, Michigan State University. a recent conference Dr. Jorgensen stated, In "There has been no research in this area, however, there are many accounts of success stories in the trade magazines." The video tape recorder is among the latest techno­ logical devices to capture the interest of teacher educators. When one considers the great array of audio, video, elec­ tronic, and photographic devices, that are presently availa­ ble, the video taper has unique appeal for now it puts in the hands of the professional educator a device by which he can record audio-video images. These in turn can be "packaged" in a variety of forms for use in both pre-service and in-service teacher education. 7 8 The literature related to the use of v i d e o tape in teacher e d u c a t i o n is sparse, b u t reports of p r a c t i c e are becoming relatively common.^ Reports from industry, business, medicine, and education indicate that t e l e v i s i o n and video taping teach and improve performance. A brief summary of the literature showing previous success w i t h v i d e o taping and the t h e o r e t i ­ cal basis for the p r o b l e m and pu r p o s e s of this study w ill be p r e sented in this chapter. 2 Young, in a r e v i e w of the literature c o n c e r n e d wit h the m o d i f i c a t i o n of tea c h e r behavior, concept of m o d e l i n g points out that the (a video taped teaching epi s o d e e m p h a ­ sizing a specific teaching behavior) alt h o u g h d e v e l o p e d and researched, has not b een i n corporated into m a n y programs. Research on imitation learning (modeling) should be g i ven serious c o n s i d e r a t i o n for its a d a p t a t i o n as a p r o cedure to modify teaching behavior. Young further states that three major theories of i m i t a t i o n / o b s e r v a t i o n learning have emerged; these are: Miller and Dollard present the instrumental conditioning viewpoint. One learns a specific behavior ^F. R. Cyphert and L. O. Andrews, "Using the Video taper in Teacher Education,1* Audiovisual Instruction, December, 1967, pp. 1067. 2 David B. Young, "Modification of Teacher Behavior Using Audio Video taped Models in a Micro-Teaching Sequence," Educational Leadership, XXVI (January, 1969), pp. 394-5. 9 by observing a model's responses to stimuli either because the model is reinforced, w h ich v icariously reinforces the learner, or the learner is directly reinforced as he mat c h e s the model's responses. The sensory feedback theory (Mowrer) states that the learner assigns a positive value to a mod e l ' s behavior as a result of the rewards a d m i n i s t e r e d to the model. The learner can then have the positive experience by reproducing the model's behavior. More recently, Bandura has developed the stimulus continuity and m e d i a t i o n a l theory. As the learner views a model, the sensory images he forms become structured and his pe r c e p t i o n responses s t r engthened through continuity. The p r o b l e m and pu r p o s e s of this study support both the instrumental conditioning v i e w p o i n t and the sensory feedback theory. A r e v i e w of the literature relating to c o m p l ex social behavior reveals that Ban d u r a and Wal t e r s believe that such behavior can be acq u i r e d almost e ntirely t hrough imitation. They suggest that face-to-face models serve to accelerate the learning process, and w h ere trial and error learning is costly or even dangerous, imitation learning b ecomes the essential means for translating be h a v i o r patterns. 3 Acc ording to articles reported in trade journals, video taping is effective in tr a i n i n g personnel. Koehn reports that time and m o n e y were saved by using video tape to teach trainees the b a sic paying and receiving functions of a bank teller at the A m e r i c a n Sec u r i t y a n d T r ust C o m pany A. B andura and R. H. Walters, Soci a l Le a r n i ng and Personality Develo p m e n t (New Yorks H o l t , R i n e h a r t , and Winston, 1963), pp. 47- 49 • 10 in Washington, D.C. Initial results showed that the trainees learned in two and a half days with v i deo tape that which had formerly taken five to six days w i t h a 600 page programmed instruction manual. The d e m onstration tape ran for seven minutes in co n t r a s t to the 40 m i n u t e reading time with 25 trainees. In a pilot class of six trainees w h o learned to count m o n e y by viewing v i deo tape and w ho were tested, only two m i stakes were m ade in c o u n t ­ ing. It was concluded that the company was able to reduce the time spent in an orientation period before the trainee was sent to a branch for o n - t he-job training.^ More and m ore banks in the nation have turned to video taping as a means of p e r f orming a m u l t i t u d e of jobs. A forerunner in this m o v e m e n t was the Fir s t National Bank of Fort Collins, Col o r a d o w ith its A m p e x rec o r d i n g system. New bank services are introduced to all bank employers via video taped programs. N e w employees are introduced to each of the bank's 11 departments by viewing a series of tapes each running from 12 to 15 minutes. They can be played and replayed wit h o u t loss of quality. The bank also has a subsidiary that sells computer software, and included in the p r ice of the pro g r a m systems is complete 4 C. Ca m p b e l l Hoehn, J r . , "Training Tel l e r s w i th V i d e o tape," B a n k i n g , LXI (October, 1968), pp. 97-9. 11 documentation, training of the buyer*s staff, and on-site help in the implementation of the system. At Brooke General Hospital, 5 Fort Sam Houston, Texas, a solution to the therapy training program was found through video tape. for the following: The hospital found video tape valuable (1) it provides patients with injuries appropriate for illustration of course material at the desired points in the schedule, (2) instructors can d e m o n ­ strate not only one, but several similar patients with significant variations of muscle functions, (3) the limited number of instructors are exposed to m ore trainees, trainee has a front row seat, and (4) every (5) the trainees may observe the presentation as often as necessary.® In education, the effectiveness of video taping and television has been demonstrated. Gross points out the value of video taping for performance classes. V i d e o taping is widely used in speech classes and music departments to evaluate and to present good models of performance. A dance teacher video taped students in portions of the spring dance concert, and then replayed the tape during the fall so that beginning students could g ain a concept of w h a t w o u l d be required of t hem by spring concert time. 5 "Video Tape Opens New Vistas," B a n k i n g , LXI 1969), p. 55. (January, ®S. D. Lopez and S. P. Dittmann, "Televised Physical Therapy Instruction," Education T e l e v i s i o n , I (November, 1968), pp. 30-4. 12 The taping of performance groups has proven to be educationally sound. 7 In preparing art teachers, Michael concluded that so much of teaching depends upon the personality of a teacher, a difficult area at best. their work with a class; mannerisms, When students observe voice, personal appearance, openness, acceptance, patience, and the like, they become concerned. Generally nothing needs to be said by the supervisor; the student-teacher verbalizes his own shortcomings.® Branson and Nearing sought to answer these q u e s t i o n s ; How can the instruction of experienced teachers be improved? How can the excellence of master teachers be shared with colleagues? During the summer of 1967 at an institute held by the University of California at Davis, instructional television was used to explore its capacity for increasing professional competence and sharing the expertise of experi­ enced teachers. Thi r t y — nine teachers participated and each made a 15 minute television presentation to their colleagues. Nine video tapes were kept as models and these showed some particularly fine teachers at work. According to the 7 Lynne S. Gross, "Utilizing ITV for Performance Classes," Audiovisual Instruction, X I V (November, 1969), pp. 54-59. g J. A. Michael, "Use of V i deo taping in the Prepara­ tion of Art Teachers," School A r t s , LXIX (February, 1970), pp. 36— 8. 13 authors and thirty-nine teachers w h o participated, the use of instructional television was a powerful teaching tool. It provided a climate wherein experienced teachers could gain from exposure to their colleagues. In addition, the television experience facilitated valuable individual critique sessions. 9 Specifically, within the area of counseling, video tape has been found to be effective in training counselors. Eisenberg and Delaney completed a three part study which purported to (1) develop a program that w o uld consist of an integrated series of video t a p e s , each designed to train counselors in the use of w e ll-defined counseling response leads, (2) compare the effectiveness of modeling procedures in the acquisition versus operant conditioning procedures in the acquisition of the target response, and (3) determine whether any demonstrated learning effects would transfer to a situation involving an actual climate. A video tape was developed and presented to subjects who included 40 high school age clients and 43 male and female students enrolled in two sections of a graduate course in counseling. Eisenberg and Delaney concluded that the video simulation procedure which involved the systematic presenta­ tion of a model, significantly influenced the trainee's g Margaret Branson a n d C. L. Nearing, "Teachers Learn from Instructional TV," Audiovisual Instruction, X I V (April, 1969), pp. 76-81. 14 behavior in video taped clients. Further, the results of the study offered conclusive support that one way by which trainees learn to behave as counselors, is by emulating their m e n t o r s . ^ Ivey and others studied the effects of microcounseling training procedures upon three groups of beginning counselors. "Microcounseling” is a video method of training counselors in basic skills of counseling within a short period of time. Three different skills— "attending behavior, reflection of feeling, and summarization of feeling"— were the focus of research. The subjects comprised 38 dormitory counselors, randomly divided into experimental and control groups. Video tape models of the behaviors were used. The results and conclusions showed that the microcounseling paradigm is a workable framework for teaching basic skills of counseling. The training paradigm appears to be economical of staff time and to involve the beginning counselor fully in his own training. The training process was designed to model the behavior and then reinforce the behavior once it occur r e d .^^ ^ S h e l d o n Eisenberg and Daniel Delaney, "Using Video Simulation of Counseling for Training Counselors," Journal of Counseling Psychology, XVII (January, 1970) , pp. 15-19.' ^ A l l e n E. Ivey et a l ., "Microcounseling and Attending Behavior: An Approach to Prepracticum Counselor Training," Journal o f Counseling P s y c h o l o g y , Monograph Supplement XV (September, 1968), pp. 1-12. 15 Ac c o r d i n g to the A n n u a l Report of the M i c h i g a n Department of State for the fiscal year 196 7-68, forty- eight s t a t e - o p e r a t e d license b u r e a u s h a n d l e d 140,104 original applications, 152,206 road tests w e r e given, 38,821 re-ex a m i n a t i o n s w e r e held. 12 and The Pl a n n i n g and Analysis D ivision for the S e c retary of State in its p r e ­ liminary report indicated that for fiscal years 1969-70 the Driver License Bureaus p r o c e s s e d m o r e than 250,000 original applic a t i o n s alone. For the y ear 1968-69, more than 90,000 dri v e r e d u c a t i o n st u d e n t s w e r e issued original licenses. The S e c retary of State has a n n ounced that starting in June, responsibility, 19 70, examiners w i l l take on a new t hat of testing m o t o r c y c l e drivers for their special license. In September, 1970, all persons seeking a renewal of their license w i l l be r e q u i r e d to take the w r i t t e n test, in a d d i t i o n to the p r e s e n t r e q u i r e ­ ment calling for an eye test. The increased vol u m e and c o m p l e x i t y of the duties of driver lic ensing p e r s o n n e l poin t s up the n eed for a V i d e o Tape T r a i n i n g P r o g r a m for such personnel. E v e r y m e m b e r of the driver licensing staff e m p l o y e d b y the State of M i c h i g a n can o b serv e a model e x a m i n e r p e r f o r m i n g his task. Th e Video T a p e T r a i n i n g P r o g r a m w i l l r e a l i s t i c a l l y simulate 12 A n n u a l Report of the M i c h i g a n D e p a r t m e n t of State for the F i s c a l Year 1 9 6 7 - 6 8 , J a m e s M. Hare, S e c r e t a ry o£ State. 16 all personnel functions relating to the issuance of a driver license to an applicant. As de m o n s t r a t e d in other fields, a video tape program with models, personnel, can be an effective means of training new increasing the competency of e x p e r i e n c e d personnel, and effecting a savings in time and money. CHAPTER III METHODOLOGY This chapter describes the procedure that was used to develop the video tape training pro g r a m for licensing driver personnel. The program was des i g n e d to m e e t training needs as indicated by experienced M i c h i g a n driver licensing personnel, state and local administrators, authorities in the areas of driver licensing and highway safety, and a lso empirical observation. The procedure was as follows: 1. Literature related to driver licensing including publications of the Ame r i c a n A s s o c i a ­ tion of Motor Vehicle Administrators and the U.S. Department of Transportation; the Spindle-Top Study; and driv e r licensing training manuals from a selected sample of states w i t h outstanding histories in the d r i v e r licensing field were reviewed. The criteria for s e l ection of o ut­ standing state licensing programs included: a. Administrative personnel w i t h a c ademic bac k ­ g r o u n d and professional preparation for their jobs. 17 18 b. Personnel w h o s e full-time duties and r e s p o n s i ­ b ilities include only admini s t e r i n g the driver license program. c. A n establ i s h e d tr a i n i n g p r o g r a m for all driver license examiners. d. A n e s t a b l i s h e d in-service training p r o gram for driver licensing personnel. Selected driver licensing training programs that were reviewed and used in the study w ere those of California, North Carolina, Ontario, Pennsylvania, and Washington. 2. T h i r t y d r i v e r licensing bureaus in the State of M i c h i g a n w ere selected a n d v i s i t e d for the purpose of o b s e r v i n g o p e r a t i o n a l p r o c edures used by the personnel in the various bureaus. Specifically, the task of the w r i t e r was to familiarize himself w ith p r o c edures used b y d r i v e r licensing personnel in selected b u r e a u s , and information was sought on the following: a. The degree of u n i f o r m i t y followed in a d m i n i s ­ tering driver license examinations. b. The training needs of p e r s o n n e l as per ceived b y b u r e a u managers. c. R e c o m m endations b y b u r e a u m a n a g e r s as to m e a s u r e s and remedies needed to o v ercome t r aining d e f i c i e n c i e s of personnel. 19 d. T raining needs of b e g i n n i n g examiners and clerks as p e r c e i v e d by examiners and clerks w i t h experience. e. Recommendations and suggestions by examiners and clerks for r e m edying ex i s t i n g gaps in training procedures. In addition, the c o mplete p r o c e d u r e followed by an applicant in securing a M i c h i g a n driv e r license was observed. This included the filing of an a p p l i c a t i o n for a license through c o m p l e t i o n of the road test. Further, d u r i n g road tests, dialo g u e o c c urring b e t w e e n license ex a m i n e r s and driver applic a n t s was noted by an o b s e r v e r w h o p o s i t i o n e d himself in the rear seat of the test vehicle. Special attention was g i v e n to interpersonal r e l a t i o n s h i p s that occurred b e t w e e n the a p p licant and the license b u r e a u personnel (whether or not the examin e r ' s att i t u d e and overt behavi o r cre a t e d anx i e t y a n d a d v e r s e l y influenced the applicant's performance). Finally, the d e g r e e to w h i c h examiners closely followed recommended standards for a d m i n i s t e r i n g dri v e r licensing tests as p r e s c r i b e d by the p r o f e s s i o n a l literature in the field of d r i v e r licensing w a s determined. A t t e m p t s w er e made to a s c e r t a i n by o b s e r v a t i o n a n d i n t e r v i e w w h y m a n y examiners w e r e not following r e c o m m e n d a t i o n s p r e s c r i b e d b y their profes s i o n a l manuals. 20 During the interviews, following: i nformation was sought on the (a) the length of time that dri v e r license examiners had b een w i t h the departments; and extent of the examiners' (b) the length training periods; sources of the e x a m i n e r s ' training; (c) the (d) the examiners' feelings about their p r o f i c i e n c y in a d m i n i s t e r i n g the various tests to applicants; and (e) the areas in w h ich examiners felt that they n e e d e d in-service training in order to become b e t t e r e x a miners and the reasons w h y they felt this need. The informal int e r v i e w was selected as a m e t h o d of gathering inform a t i o n c o n c e r n i n g the person n e l ' s feelings about p e r f o r m a n c e and training because: a. The feeling prevails that friendly d i s c u s s ion should follow the o b s e r v a t i o n periods rather than a formal or w r i t t e n evaluation; thus perhaps r e v ealing in a m ore accurate m a n n e r the true feelings of the dri v e r license e x a m i n e r s . b. Ex a m i n e r s w o u l d have fewer reserv a t i o n s concerning t heir adv e r s e r e a c t i o n on the part of their superiors w h e n their responses w ere oral rather t han written. c. T h e e s t a b l i s h m e n t of rapport thr o u g h informal oral c o n v e r s a t i o n w o u l d p r o d u c e a p e e r r e l a t i o n ­ ship in w h i c h e x a miners w o u l d be less h e s i t a n t to express their feelings. 21 3. A n a d v i s o r y g r o u p w a s c o m p o s e d of: 2 2 2 1 1 1 1 1 1 d r i v e r li c e n s i n g e x p e r t s driver education specialists law e n f o r c e m e n t o f f i c i a l s d r i v e r l icense b u r e a u m a n a g e r driver license analyst d r i v e r license s p e c i a l i s t (University level) media specialist optometrist legal e x p e r t (driver licensing) A d v i s o r y g r o u p m e m b e r s are i d e n t i f i e d in Appendix. E ach of the above experts w a s s e l e c t e d b e c a u s e of his par t i c u l a r e x p e r t i s e as r e l a t e d t o the t r a i n i n g program. 4. L i t e r a t u r e r e l a t e d to v i d e o tape i n s t r u c t i o n and u t i l i z a t i o n w a s reviewed. Instruction, utiliza­ tion, m e t h o d s and t e c h n i q u e s of p r o g r a m p r o d u c t i o n of v i d e o tape w e r e d i s c u s s e d w i t h Dr. E r l i n g Jo r g e n s o n , A s s o c i a t e D i r e c t o r of C l o s e d C i r c u i t Television, M i c h i g a n S t ate U niversity? Mr. Robert Shinn, Communication Specialist, T r a f f i c S a f e t y Center, and Mr. F r e d Henderson, J. Highway M i c h i g a n S t a t e University; C h ief Engineer, C l os e d C i r c u i t T e l e v i s i o n , M i c h i g a n S t a t e University. 5* V i s i t a t i o n s w e r e m a d e to o b s e r v e the lic e n se b u r e a u ' s o f f i c e layout a n d t h e r o a d t e s t r o ute t o e s t a b l i s h a s e t t i n g for the script. 6. A script, w h i c h i n c l u d e d t h e c o r r e c t a n d i n c o rrect p r o c e d u r e s u s e d in a d m i n i s t e r i n g the v a r i o u s d r i v e r l i c e n s i n g t e s t ^ a n d p r o c e d u r e s w a s prepared. 22 7. The script was reviewed by the Advisory group who made suggestions and recommendations for revision. (The script is presented in Chapter IV.) 8. Permission to video tape the program and to use the driver license bureau and the test route was received from the Michigan Department of State and the manager of the Lansing Driver License Bureau. 9. Pilot video tape sessions were conducted at the driver license bureau during the regular work day and in some instances , afternoon taping sessions were held at the suggestion of the bureau manager. These pilot sessions were held in order to deter­ mine the following: (a) whether recordings could be made during the regular work day without inter­ rupting routine business; (b) whether driver licensing personnel should be involved in filming the correct sequences of the program; (c) the camera positions and shots for the various sequences; (d) the type of lighting necessary for video recording; and (e) the choreography and pacing for the script. It was found that video tape recording during the work day interfered with the bureau's normal routine with the public. The number of licensing personnel required and their heavy 23 workloads would have caused unacceptable delays to the public. Even the cables and wiring necessary for the operation of the video tape equipment presented hazards for the public, particularly for the aged. had to be laid on the floor. The cables and wires Office sequences that were shot on the bureau's west side produced poor video quality because of uncontrollable sunlight through large glass windows. Chore­ ography was affected by the volume of client traffic in the bureau. Most of these problems related to recording, it was decided, could be eliminated by video recording the program in the bureau at night. However, the Skill and Road Tests serenes were taken during daylight. Pilot sessions were held at night to deter­ mine the auxiliary lighting necessary for good video quality. Additional portable lights were necessary. Two cameras had to be employed for many of the sequences which required the acquisition of a switcher or camera selector to permit the recording of two subjects carrying on face to face dialogue. 24 10. Eastern Michigan University and the Michigan Department of State purchased video tape equip­ ment for this project. The equipment included: {a) Sony Video recorder CV-2200, Video recorder Kit DVK-2400, CVM-1807,