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Motivational Training:

Modifying Behavior for Success

Jonathan Wheeler

16 March 2016

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Certification of Authorship

Submitted to: Dr. Young J.

Author’s Name: Jonathan Wheeler

Date of Submission: 16 March 16

Title of Submission: Motivational Training: Modifying Behavior for Success

Certification of Authorship: I hereby certify that I am the author of this document and that any assistance I received in its preparation is fully acknowledged and disclosed in the document. I have also cited all sources from which I obtained data, ideas, or words that are copied directly or paraphrased in the document. I used APA standards to credit all sources properly. I also certify that this paper was prepared by me for this purpose.

Student's Signature: ________Jonathan D. Wheeler__________________________

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Table of Contents

Problem Statement 4

Purpose Statement 4

Research Questions 4

Problem Analysis 5

Conclusion 12

References 13

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Motivational Training: Modifying Behavior for Success

Problem Statement

The writer will research the nuances of Behavioral Modification as applied in the Basic Military Training (BMT) environment.

Since the inception of military units there has been a need to modify the behavior of the men and women serving those units. This need is derived from the real or perceived requirement for these service members to be changed from their civilian way of thinking and living to a military mindset that is finely tuned for the sole purpose of performing their responsibilities as a fighting force. This behavioral modification is imposed on the new “trainees” immediately upon entrance into the military training environment and it is necessary to determine if such change is warranted as well as what method(s) could and should be used at what points in the training to ensure that the behavior is modified and in a way that will result in long term behavioral changes rather than short-term changes.

Purpose Statement

The writer intends to develop a series of behavioral modification techniques for use specifically in the BMT environment. Research will help to define the problem and will provide support for the creation of the techniques.

Research Questions

There are six key questions designed to develop an understanding of the usefulness of these behavioral modification techniques, what is currently in place, what could be discarded, what could be added, and how the end product could be efficiently and effectively implemented into the BMT environment. The writer will answer these questions,

1. Provide a list of 8-10 motivational training tools that are the most effective tools currently being used to reinforce attention-to-detail, motivate trainees, and/or build teamwork.

2. List at least 5 unauthorized tools that should be considered for inclusion.

3. List any motivational tools that are ineffective.

4. Discuss the factors that would increase or decrease the likelihood that other MTIs would adopt these tools listed above.

5. If new tools are adopted, what is the best way to ensure they are widely adopted/used by the MTI Corp?

6. If new tools are adopted, what is the best way to ensure MTIs will fully understand how to use them?

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Problem Analysis

The writer will use peer-reviewed sources discussing the topics of motivational training, behavioral modification, and stress inoculation. This literature will aid in supporting the answers to the questions while providing more depth to the topic. Ultimately, the research will not encompass all literature on the subject however the amount of literature sources will be sufficient to grasp the concepts and answer the posed questions. All literature will be peer reviewed and recent in order to ensure only accurate and approved literature is used.

Provide a list of 8-10 motivational training tools that are the most effective tools currently being used to reinforce attention-to-detail, motivate trainees, and/or build

teamwork.

This question poses an interesting question. What current tools are actually working is something that must first have a quantifiable way to determine effectiveness. In the BMT environment there are several methods in place to determine, to some extent, how well a trainee is developing their ability to have attention-to-detail, their motivation, and their level of team work. These tools are typically appraisals, progress checks, core-value ratings (CVR), and direct observation by those around them. Though this system, in and of itself, is useful it is often difficult to fully determine the commitment a trainee has to these values when they are no longer in the presence of behavior modification catalyst, in this case MTIs.

Before analyzing the tools there has to be an understanding of how behavior is modified. This is easily seen through research into the idea of reinforcement/punishment. One useful and often cited concept is the reinforcement schedule. Though there is much research on the benefits of the negative reinforcement (punishment) and positive reinforcement, the debate as to which is more effective and long-lasting is a hot one (Magoon & Critchfield, 2008). According the article, many researchers believe that positive reinforcement is the best form of behavior modification, yet the article points out that much research and testing has been completed that shows negative reinforcement/punishments being the more effective and long-lasting of the two. (Magoon & Critchfield, 2008) It is important to understand that regardless of research, it is easily agreed upon that there must be a mix of both punishment and reinforcement. For the purpose of this research the writer will refer to the following table when discussing which type of tool is being used and its expected outcome.

(Shah, 2014)

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With the system mentioned above in place there are several tools that are used by MTIs to assist in effectively modifying the behavior of the trainees from the day they enter training until the day they depart and hopefully until the day they separate or retire from the military. This writer believes that the most effective tools currently in use are two of the current Military Training Exercises (MTEs); namely Exercise Challenge and Personal Living Area (PLA) rearrangement. The reason the writer believes these are the most effective is that they have the ability to be immediately enforced on the trainee as soon as they have displayed an undesired behavior. Not only that, but the individual(s) upon which these are being enforced are not happy about having to perform them as they are inconvenient, tough, and often embarrassing. These are tools that should be used immediately upon being authorized after the trainee has completed their initial physical fitness assessment and should be continued as a tool throughout the remaining weeks of training. Those two tools are excellent at providing a positive punishment (Shah, 2014) for that unwanted behavior and the result is an immediate change in behavior.

The third, fourth, and fifth tools that are currently used most effectively are bed drills, task repetitions, and restrictions. These tools are valuable because they add meat to the bones of the punishment side of the operant conditioning (Shah, 2014). Bed drills and task repetitions not only provide a means for the individual to develop muscle memory and perfect skills, they also take away time that a trainee could be doing something more pleasant with. This makes these two tools to fall into the positive and negative punishment spectrum. The restrictions are clearly on the negative punishment side and are just as effective because they begin to minimize unwanted behavior (Magoon & Critchfield, 2008). These tools are useful throughout training, however the first two are extremely time consuming and can quickly become a nuisance to the instructor who then does not hold the trainee to the punishment due to a lack of time. This is something that should be considered when administering these tools but when time is available they are perhaps more valuable and impactful than even the first two tools mentioned in the paragraph above.

Moving to the other end of the spectrum of reinforcement where the goal is increasing desired behavior (Magoon & Critchfield, 2008) the sixth, seventh, and eighth tools are some of the most often neglected, yet powerful tools. Siding with B.F. Skinner, the writer finds that these positive reinforcements are not only easier to use, but also significantly more effective and long-lasting than any other mentioned tool (Wei & Yazdanifard, 2014). The tools are phone calls/liberties, verbal praise, and spa time/personal time. These three tools are all giving something to a trainee who performs in a way that is typically greater than the expected behavior. The first and third are time consuming (depending on the time given for them) but are so impactful that often, in the writer’s experience, the time lost to them is easily made up by the improved performance and motivation gained. The second of the three is easily used and takes no time at all and can be applied at any given time or location. The caution with the last three is that they have a value based on the limited access trainees have to these things. This implies that if they are used regularly (overused) they easily lose their potency and can have an adverse effect of low motivation and discipline (McLeod, 2015). This is referred to as the extinction rate. According to McLeod (2015) the extinction rate for positive reinforcement is extremely high. The writer does not believe these tools should be used early in training unless something extraordinary has occurred and when used it should be sparingly and for a legitimate reason tied to an above and beyond exhibited behavior.

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List at least 5 unauthorized tools that should be considered for inclusion.

Perhaps, the most anticipated question is the one where unauthorized tools are discussed. The writer would venture that there are two schools of thought when this question is answered. There will be the group that will want to bring in tools that are an outlet for their anger against trainees specifically focused at trainee critiques. There will also be the group, hopefully the majority that will answer this question with a desire to improve the efficacy of the BMT program as well as improve the end product, in this case Warrior Airman of Character.

Once again siding with Skinner (Wei & Yazdanifard, 2014) the writer believes that one of the most valuable, yet unavailable tools to the MTI involves positive reinforcement. The tool is the ability to award trainees with dessert for knowing their memory work, excellence in performance, etc. According to Harvard scholars, sugars have been increasing in our diets rapidly since 1970 and the rise of obesity and health concerns related to that have skyrocketed (Harvard Health Publications, 2012). The article points out that sugars, in and of themselves, are not bad and moderation is key to enjoying sugary items (Harvard Health Publications, 2012). The writer has combed the scholarly journals and peer-reviewed articles for any publication that touts that desserts are a necessity of life and required for sustainment of life and has come up empty handed. With that in mind the writer dares make an assumption, sugary foods are not needed for sustainment of life, therefore they should not have to be an automatic option available to trainees. With this in mind, the writer argues that desserts are not mandatory and should not be. A trainee should be permitted to have desserts but under certain conditions. Think back to the days growing up when a parent placed similar restrictions on those tasty sweets. There was often the reminder that unless the dinner plate was empty dessert was not even an option up for negotiation. Similarly, if behavior was poor dessert was once again out of reach. In the BMT environment, an instructor should be able to use desserts as a reward. If a trainee wants dessert then they must expect to be asked memory work questions or perhaps even denied the chance to get dessert if their performance was less than up to standard. Barring a trainee from dessert for poor behavior or lack of knowledge of memory work questions is not going to harm them, but it will certainly give them one more thing for which to work. If it is automatically given, they quickly realize they can perform at whatever level and fail at tasks such as memory work without any ramifications to things they hold dear such as dessert. This is something that could be used through all weeks of training and each meal.

Still working on the positive reinforcement (Shah, 2014) the writer has another suggested addition to the tools available to MTIs. Phone calls are something that trainees long for and work hard to earn. The problem lies with the reality that MTIs must go through great lengths to convince a Senior Non-Commissioned Officer or higher to give their trainees a phone call. The writer believes that the restriction should be removed giving MTIs the authority to give a phone call on their own. I believe this would be something that could be kept in check by limiting how many “reward” calls an instructor has per week and it has to be logged with the names of the trainees who received those calls. Similar to the way current MTEs are logged. This would ensure that they are being given fairly and for the right reasons.

Switching back toward the positive and negative discipline side (Shah, 2014) the remaining suggested tools are more geared toward decreasing an undesired behavior (Shah, 2014). The third suggestion would be to eliminate or loosen restrictions on dormitory/PLA re-arrangement. This is an extremely useful tool that not only required the trainee to work hard to

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fix the mess but also addresses exactly they area in which they were lacking discipline and attention-to-detail. Currently these re-arrangements are limited to the first two weeks of training and then severely restricted to just the personal living area and under very tight restrictions for the remaining weeks. This is often considered a requirement because re-arranging PLAs makes the dormitory less than inspectable. The writer counters this by suggesting that if only the PLA is re-arranged then the non-PLA portion of the dormitory is still in inspection order. This would be a tool that could and should be used at any point in training as needed and has been shown to improve the performance and attention-to-detail among trainees.

Continuing on with the discipline side, the writer believes that two additional tools could and should be added to the repertoire would be changes to the MTE tools that are currently in place. Within the MTE tools is the exercise challenge. Though, as mentioned above, the writer believes this is an excellent tool, it could be made more effective by adding two additional exercise tools. There is clear evidence that exercise and sport type activity is directly responsible for improved health for young adults (Shores, Becker, Moynahan, Williams, & Cooper, 2015). The first is extended exercise challenge. The current challenge involved 20 second sets of push-ups, flutter-kicks, and squat thrusts. During the first week that is limited to just one of each of those for a total of 1 minute. This can be administered up to five times per day. After the second week the three exercises are still 20 seconds each but it is repeated once so that the total time is 2 minutes. This is again restricted to 5 times per day. Though a good program, it is not going to work for all disciplinary scenarios. For example, in flights were the trainees are extremely fit they can easily do this exercise without it having any impact on them. Other flights ask to perform these tools because it gives them more PT time. The writer suggests adding another type of exercise tool that includes 20 seconds of sprints from one side of the drill pad to the other side of the drill pad (width not length), followed by 20 seconds of high knees, and finally pyramid pushups up to 5 and back again. This could be something permitted starting in the second week of training and limited to once per day until third week and twice a day after that. The safety concerns would be that these would be performed in the uniform of the day. Though none of the exercises are foreign to the trainees (they are the same ones used in regular PT) they would have to be carefully monitored when performing these exercises in ABUs and combat boots. The other consideration would be that these exercises could not be performed during restricted WGBT Flag conditions.

The next additional exercise tool the writer suggests would be sand pit drills. These would entail low crawl and high crawl exercises with or without the trainer weapon. These exercises would be beneficial tools because trainees dislike performing these tasks and they are tough to perform. Once again, this tool would help improve health and strengthen the trainees therefore, prevent future injuries (Shores, Becker, Moynahan, Williams, & Cooper, 2015). These sand pit drills are also required tasks for BEAST which is a graduation requirement. This would be useful in improving their performance during BEAST as well as providing a useful tool to re-focus the trainees back to desired behavior. The writer suggests that this tool be available immediately upon completion of FEST training which where trainees learn sand pit maneuvers as well as have to apply these tactics. This tool would be restricted to 10 minutes per trainee divided up as such, 2 minutes low crawl followed by a sprint back to the front of the pit followed by 2 minutes high crawl and a return sprint. This whole set would be repeated one more time for a total of 10 minutes. Instructors should be limited to observing 3 trainees at a time performing this drill. It would be restricted to once per day and only in ABUs.

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Ultimately, having additional tools as options for both reinforcement and punishment gives MTIs more flexibility when determining what would be the most effective tool to use for the given situation. It also helps to prevent satiation by varying the types and intensities of the tools being applied. Overall, the outcome would be a more disciplined trainee.

List any motivational tools that are ineffective.

Within the current MTE program there is only one tool that the writer feels is ineffective and certainly not worth keeping. That tool is the sanitation exercise. This exercise, though good in theory, was designed in such a way as to prevent its use. The tool permits an MTI to assign a menial, mundane, and uncomfortable task such as cleaning the tile in the showers with a small scrub pad for a given period of time. There are variations based on the infraction that is being punished and the outcome desired. That, in itself, lends to this being a much too complex tool to be used. Perhaps the most damning aspect to this tool is that it has to be administered and observed by a Flight Commander. Though Flight Commanders are assigned to squadrons, they rarely have enough time to devote to things outside of their immediate purview let along sit with a trainee for 30 minutes watching them scrub a wall. Not only that, but as of writing this paper, the writer has yet to find a FC willing to administer this tool. It is essentially a tool that is not ever used and therefore should be deemed ineffective.

Discuss the factors that would increase or decrease the likelihood that other MTIs would adopt these tools listed above.

It probably goes without saying that the readers have a solid understanding of change and organizational change management. This is a concept that has been studied and applied to organizations around the world to include the United States Air Force. In order to answer this question there is a need to understand why we must ask the question in the first place.

No matter what happens in an organization, when change is imminent or occurring there is inevitably resistance to that change (Robbins & Judge, 2011). This resistance is linked to numerous factors but the writer believes that there are likely four key factors that apply to MTI resistance to change, particularly tool changes. These four factors are distrust, doubt, inertia, reactance (Nesterkin, 2013). The reason these factors tend to be the most influential to the MTI corps is because the current system of discipline and oversight in BMT is designed to treat MTIs as instant criminals rather than professionals. No matter how it is worded or theorized, the reality is that a trainee can say whatever they want about whomever they want and without any justification the MTI takes the hit. Even after the system, albeit flawed, is employed and the MTI is deemed “not guilty” the trainee receives no punishment for falsifying a government document or providing a false report. Not to mention slander and libel. This pit of despair that is formed as a result of this system creates a fear, a dread by MTIs to do anything that will get them sent there. Tools, of any kind, are given to MTIs as means by which to reinforce and/or punish good/bad behavior (Shah, 2014). MTIs are afraid to use them even within the confines of the regulations that authorize them because all a trainee has to say is that they were picked on, hurt, felt singled out, or any plethora of other terms and the MTI is immediately sent to the that dark pit of doom. There is no consideration for how the tools were used or if they were used appropriately.

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If BMT leaders want to have trainees that are loyal, have integrity, embrace the core values, and are full of discipline and attention-to-detail, then the number one way to get MTIs to make that happen is change the way they operate the MTI discipline system. The above mentioned factors to change resistance are directly related to this discipline system. If an MTI is afraid for their career because of an unfounded and unwarranted accusation they are going to be less likely to utilize tools of any kind to develop their trainees. That includes both positive and negative sides of reinforcement and discipline (Shah, 2014).

If new tools are adopted, what is the best way to ensure they are widely adopted/used by the MTI Corp?

According to Robbins and Judge (2011), in order to overcome resistance to change, there are eight methods that can be used by the organization. These methods are to educate and communicate, participation, building support and commitment, develop positive relationships, implement changes fairly, manipulation and cooptation, selecting people who accept change, and coercion (Robbins & Judge, 2011). Of course, some of these are not the best way and should be avoided at all costs. There are a couple that are perfect for the BMT environment and, if implemented properly, would be the most dynamic means to improve MTI acceptance and use of tools. For now the writer is going to save education and communication for the next question to be answered and focus now on participation, building support and commitment, develop positive relationships, and implementing changes fairly (Robbins & Judge, 2011).

Participation is very powerful in the BMT environment because the top echelon of NCOs and SNCOs have been hand-picked and brought down to fill the roles of MTIs. When MTIs are the key participants they are going to be able to influence change greater than any other level of leadership. Peer-to-peer influence in BMT is probably one of the strongest that exists in the world. The fact that the writer, along with close to 50 other peers is writing these papers is a sign that this participation theory is being tested.

In BMT, as mentioned in the previous question, there is a darkness that lurks around every corner for an MTI. This darkness is trainee opinion and feelings. Though those are valid and important factors to consider when molding a new warrior Airman of character, the amount of weight placed on their opinion and feelings even when unsubstantiated by facts, is damning to the whole BMT program. Building support and commitment requires that MTIs believe they are being supported and defended and that their leadership is committed to them. MTIs, the writer would venture to say, are already committed to the program and to their jobs. They need to be supported and feel safe when they act on directives from their leadership. When they do not, the MTI will not implement the tools because they have to move back to the self-preservation mode (Sadri & Bowen, 2011).

A side note that will help to fill this out is that those “hand-picked” top tier NCO/SNCOs were close to the top of their needs pyramid. Bringing them to BMT and then subjecting them to this system of trainee over MTI brings them straight back to the bottom of that pyramid fighting for their basic and safety levels of needs (Montana, Ph.D. & Charnov, Ph.D., J.D., 2008). BMT constantly pushes these top performers back to the base levels creating a void of trust between MTI and BMT leadership.

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Hand-in-hand with the previous method is building positive relationships. If MTIs are to feel confident that they are going to be defended and supported they need to have a positive relationship with their leadership. This goes from Squadron level all the way up the BMT and AETC levels. Currently, leadership outside (and for some squadrons, inside) the squadron is viewed as the executioner. There is no, in the opinion of the writer, trust between MTIs and BMT leadership. Though foundational to any relationship, trust is rarely a topic of discussion in BMT, perhaps because there is so little of it. In a journal article this very topic is discussed in detail with a direct look at the impact of trust as well as the more detrimental impact of distrust (Macduffie, 2011). The writer understands that this article is discussing relationships between organization on the international level but the facts presented in the article are equally applicable to the environment in BMT and should be considered valid even in that environment. If BMT leaders shifted their focus from how to get promoted to how to build a dedicated and loyal MTI corps focusing on building a positive relationship with their MTIs, they would see that MTIs would begin to have that trust and, in turn, use these tools.

The final method is implementing changes fairly. This should go without saying but unfortunately it must be said; BMT leadership must implement changes fairly. They must give MTIs some defense built into tools. If an MTI uses tools and does so within the confines of the regulations regarding those tools, then any negative feedback from trainees should be used as data for further process improvement but not for discussion with the MTI about their actions. There should, there must be a built in immunity when an MTI uses tools within the confines of the regulation. It is only fair that the tools being given to the MTI to use by their leadership come with a protection for the MTI using them. This plays right into the need hierarchy once again by helping the MTI to secure their safety level and begin working in the belonging level of need (Montana, Ph.D. & Charnov, Ph.D., J.D., 2008).

If new tools are adopted, what is the best way to ensure MTIs will fully understand how to use them?

Though there are numerous answers, or part answers, to this question, the writer believes that there are two main ones that should be implemented when bringing anything new to the table. Perhaps the first and most important is that there must be a team of MTIs (the writer would recommend one from each squadron to later function as subject matter experts) that are responsible for being fully trained and then going to each squadron and teaching each MTI and signing them off on the tools. A part of this training would include something the writer believes is pivotal to the MTI having a firm grasp on the tool and its implications; the MTI must have the tools administered on them prior to being certified to use these tools. This is a common practice used by law enforcement agencies around the world and readily accepted by legal review as a means to justify that the administrator used the action with full knowledge of its ramification on the subject. Of course tools such as PLA re-arrangement may not need to be administered to the MTI as that is something they already do and understand fully, but certainly such tools as exercise challenges should be administered to them and in ABUs. This team should also properly demonstrate all tools to include PLA re-arrangement, dessert restriction questioning techniques, exercise challenges, etc. Each MTI being certified must be taught the same way and actually see the tool applied in order to understand exactly how and when to use it. The writer believes that every member of the BMT leadership from the Squadron level on up should be required to participate in the training and go through the tools so that when determining if an MTI did their

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job or operated outside the confines of the regulation they fully understand what the tool entailed that is being complained about.

The second is also multi-faceted. It must involve clear guidance that includes exactly when, how, and under what restrictions each tool can be implemented. This guidance must, as mentioned earlier, have built in protection for the MTI implementing the tools. That is only half of the picture, there must be a dedicated BMT leadership from the Squadron level up that fully understand the tools and supports their use by MTIs.

If these two tasks are not accomplished, MTIs will likely not use the tools and the likelihood of increased discipline, attention-to-detail, dedication, and of course pride, passion, and professionalism will not happen. There is no foreseeable alternative to this.

Conclusion

It is very clear, through the research, that tools are a valuable asset to the MTI and have the potential to have a major impact on the development of warrior Airman of Character. They have been proven, even in their limited form and use, to have a significant role in generating that discipline, attention-to-detail, dedication, and adherence to the AF Core Values. Adding some more both positive/negative and reinforcement/punishment as well as either taking away or editing a few existing tools will have a positive impact on the increase in these values BMT holds dear.

The tools themselves are just tools, useless unless used. In BMT, the epidemic of a lack of trust has rendered tools almost useless. If they are to be of any value then the BMT mindset and program must change to support MTIs and be committed to them and their efforts as well as ensure they are defended when abiding by the guidance they are provided.

Should all this be brought together, BMT will change and in such a dynamic and powerful way for the overall good of the USAF and the United States. The security of the AF and the Nation would be ensured and the position of The Greatest Air Force in the World would be solidified and confirmed.

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References

Harvard Health Publications, H. M. (2012). Sugar and your heart: Sour news about sweets. Havard Health Publications.

Macduffie, J. P. (2011). Inter-organizational trust and the dynamics of distrust. Journal of International Business Studies, 35-47.

Magoon, M. A., & Critchfield, T. S. (2008). CONCURRENT SCHEDULES OF POSITIVE AND NEGATIVE REINFORCEMENT: DIFFERENTIAL-IMPACT AND DIFFERENTIAL-OUTCOMES HYPOTHESES. Journal of Experimental Analysis of Behavior, 1-22.

McLeod, S. (2015). Skinner - Operant Conditioning. Retrieved from Simply Psychology: http://www.simplypsychology.org/operant-conditioning.html

Montana, Ph.D., P. J., & Charnov, Ph.D., J.D., B. H. (2008). Management. Hauppauge: Barron's Educational Series Inc.

Nesterkin, D. A. (2013). Organizational change and psychological reactance. Journal of Organizational Change Management, 573-594.

Robbins, S. P., & Judge, T. A. (2011). Organizational Behavior. Upper Saddle River: Prentice Hall.

Sadri, G., & Bowen, C. R. (2011). Meeting EMPLOYEE requirements. Industrial Engineer, 44-48.

Shah, N. (2014, February 26). Operant Conditioning (Punishment and Reward theory). Retrieved from Institute of Clinical Hypnosis and Related Sciences: http://www.instituteofclinicalhypnosis.com/operant-conditioning-punishment-and-reward-theory/

Shores, K., Becker, C. M., Moynahan, R., Williams, R., & Cooper, N. (2015). The Relationship of Young Adults' Health and Their Sports Participation. Journal Of Sport Behavior, 306-320.

Wei, L. T., & Yazdanifard, R. (2014). The impact of Positive Reinforcement on Employees’ Performance in Organizations. American Journal of Industrial and Business Management, 4, 9-12.