Job Enrichment in Antisubmarine Warfare

Calhoun: The NPS Institutional Archive

Theses and Dissertations Thesis Collection

1979 Job enrichment in antisubmarine warfare.

DeLateur, Robert Emmett

Monterey, California. Naval Postgraduate School http://hdl.handle.net/10945/18777 BURUSB m••••a

Wffl

NAVAL POSTGRADUATE SCHOOL

Monterey, California

THESIS

JCB ENRICHMENT IN ANTISUBMARINE WARFARE

Robert Emmet t DeLateur

June 1979

Thesis Advisor: Carson K. Eoyang Approved for public release; distribution unlimited

T189157

SECURITY CLASSIFICATION OF THIS PACE (Whan Data £ntar*rf) READ INSTRUCTIONS REPORT DOCUMENTATION PAGE BEFORE COMPLETING FORM 1 aCRORT NUMbR 2. OOVT ACCESSION NO 1. RECIPIENT'S CATALOG NUMBER

4. TITLE (and Subtltlm) 5. TYRE OF REPORT a RERIOO COVEREO Master's Thesis; Job Enrichment In Antisubmarine Warfare June 197Q- « PERFORMING ORG. REPORT NUMBER

7. AUTMORraJ •. CONTRACT OR GRANT NUMSERfa.) Robert Emmett DeLateur

I. RERFORMINO ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASK AREA * WORK UNIT NUMBERS Naval Postgraduate School Monterey, California 939^0

II. CONTROLLING OFFICE NAME AND AOORESS 12. REPORT DATE Naval Postgraduate School June 1979 Monterey, California 939^0 IS. NUMBER OF PAGES 172 14. MONITORING AGENCY NAME * AOORESSd* dlllaront from Controlling Olllea) IS. SECURITY CLASS, (of thl* ripon) Naval Postgraduate School Monterey, Unclassified California 939^+0 l»a. DECLASSIFICATION/ DOWN GRADING SCHEDULE l«. DISTRIBUTION STATEMENT (ol ihl* Kapoft)

Approved for Public Release; Distribution unlimited

17. DISTRIBUTION STATEMENT (ol tha mpatrmct antorod In Block 20, it dllloront from Roport)

It. SUPPLEMENTARY NOTES

19. KEY WOROS (Contlnuo on rororoo aldo II nacaaaarr ortd tdonilty or bloc* niaawj

20. ABSTRACT i Contlnuo on rovoroo oldm II nocooomnj and loontltr or aloe* nummor)

_ Since the all volunteer force came into being, retention of military personnel beyond their first enlistment has become an increasingly important problem, especially for the U.S. Navy. Yearly retention conferences have been held for the purpose of developing plans to reduce turnover. The results of the latest conference brought the focus of attention to better leadership and management training of U.S. Navy personnel. do ,:'ST* 1473 EDITION OF I NOV 61 IS OBSOLETE

S/N 0102-014-460 1 (Page I 1) SECURITY CLASSIFICATION OF THIS PAOE (Wham Data Knlorod)

M1TV CLtlliriCtTlON 0» THIS » * O « »*• •« n*i« I-.«~rf

Among the techniques that deals with the problems of absen- seism and turnover is job enrichment. The main thrust of job irichment is to increase retention by increasing work satis- tction. Job enrichment as a management technique focuses on Le basics of employee motivation and work behaviors. It aids le managers in identifying the components which comprise a )b, and enables them to determine satisfying components that in be enhanced and dissatisfying components that can be .minished or eliminated. One of the rating groups in the U.S. Navy that poses a re- »ntion problem is the Antisubmarine Warfare Operator (AW) le purpose of this thesis is to 1) provide a history of the f rate and to describe the extent to which the AW retention •oblem has improved; 2) provide a comprehensive background of .terature on employee work motivation and job enrichment (Chniques for interested U.S. Navy Personnel; and 3) develop i organizational change strategy proposal, directed at the f rate and at a specific AW community (Moffett Field, Ca.)» ;ing job enrichment as a technique to increase AW worker sat- sf action and thereby retention. Further, examination of the .sks, benefits and recommendations associated with this irticular organizational change project are presented along .th specific considerations for future application to other Ltes and communities in the U.S. Navy.

Form 14.3 2 1 Jan 73 ______««»•»•«*) s 0102-014-6601 steuiiiTv claudication e>' t*«$ *»oerw»«« o«r«

Approved for Public Release; Distribution unlimited

JOB ENRICHMENT IN ANTISUBMARINE WARFARE

Robert Emraett DeLateur Lieutenant, United' States Navy B.A., Central Washington State College, 1972

Submitted in partial fulfillment of the requirement for the degree of

MASTER OF SCIENCE IN MANAGEMENT

from the

NAVAL POSTGRADUATE SCHOOL June 1979

MVAl POSTGfi Hommr. ca

ABSTRACT

Since the all volunteer force came into being, retention of military personnel beyond their first enlistment has become an increasingly important problem, especially for the

U.S. Navy. Yearly retention conferences have been held for the purpose of developing plans to reduce turnover. The results of the latest conference brought the focus of attention to better leadership and management training of U.S. Navy personnel.

Among the techniques that deals with the problems of absenteeism and turnover is job enrichment. The main thrust of job enrichment is to increase retention by increasing work satisfaction. Job enrichment as a management technique focuses on the basics of employee motivation and work behaviors. It aids managers in identifying the components which comprise a job, and enables them to determine satisfying components that can be enhanced and dissatisfying components that can be diminished or eliminated.

One of the rating groups in the U.S. Navy that poses a retention problem is the Antisubmarine Warfare Operator (AW)

The purpose of this thesis is to: 1) provide a history of the

AW rate and to describe the extent to which the AW retention problem has improved; 2) provide a comprehensive background of literature on employee work motivation and job enrichment techniques for interested U.S. Navy Personnel; and 3) develop an organizational change strategy proposal, directed at the

AW rate and at a specific AW community (Moffett Field, Ca.), using job enrichment as a technique to increase AW worker satisfaction and thereby retention. Further, examination of the risks, benefits and recommendations associated with this particular organizational change project are presented along with specific considerations for future application to other rates and communities in the U.S. Navy.

. . . .

TABLE OF CONTENTS

I BACKGROUND 9

A. HISTORY OF THE AW RATE 13

B. NATURE OF THE PROBLEM 15

C . THE AW RETENTION SURVEY 22

II MOTIVATION 26

A ALDERFER ' S NEED THEORY 27

B. EXPECTANCY THEORY OF EMPLOYEE MOTIVATION 30

C . EFFORT PERFORMANCE RELATIONSHIP 31

D. INTRINSIC AND EXTRINSIC MOTIVATION 3^

E. INDIVIDUAL PERFORMANCE IN AN ORGANIZATION... 3^

III JOB ENRICHMENT AND JOB DESIGN kl

A. THE CONSEQUENCES OF WORK SIMPLIFICATION kl

B . JOB ENLARGEMENT ^

C . JOB ENRICHMENT *J4

D . MOTIVATION HYGIENE THEORY ^3

E. ORTHODOX JOB ENRICHMENT (HILL AFB, OGDEN, UTAH) 51

F . TASK ATTRIBUTES 5^

G . JOB REDESIGN 5&

H. JOB DIAGNOSTIC SURVEY 60

I . JOB ENRICHMENT AND GOAL SETTING 65

J. JOB ENRICHMENT INTERVENTION DESIGN 68

K. JOB ENRICHMENT AND PHYSICAL SETTING CHANGES 71

L. SUMMARY AND IMPLICATIONS FOR THE NAVY 75

. . .

IV. ORGANIZATIONAL CHANGE STRATEGY PROPOSAL 77

A. AW JOB DESCRIPTION 77

B . FORCE FIELD ANALYSIS ?8

C. IDENTIFICATION OF A NEED FOR A BEHAVIOR INTERVENTION 79

D. SELECTION OF A PROGRAM LEADER AND KEY ORGANIZATIONAL PERSON 82

E. DETERMINATION OF THE INITIAL FEASIBILITY OF JOB REDESIGN 83

F. CREATION OF A LABOR MANAGEMENT REDESIGN TASK FORCE 83

G. IDENTIFICATION OF ACTIVITIES COMPRISING THE JOB AND LINKAGES TO TASK ATTRIBUTES 8^

H. SPECIFICATION OF A SPECIFIC JOB REDESIGN INTERVENTION 85

1 At The Flag Level 85

2 At The Staff Level 86

3 At The Squadron Level 87

I. EVALUATION OF THE PROPOSED INTERVENTION 93

J. AREAS FOR CONSIDERATION 93

V CONCLUSION 96

A EMPLOYEE WORK ATTITUDES 96

B THE PURPOSE OF THE THESIS 97

C . RISKS AND BENEFITS 98

D . RECOMMENDATIONS 100

E . FUTURE CONSIDERATIONS 103

APPENDIX A - ORTHODOX JOB ENRICHMENT HANDBOOK 105

APPENDIX B - JOB ATTITUDE/JOB DIAGNOSTIC SURVEY I36

LIST OF FIGURES I65

LIST OF TABLES 166

REFERENCES 16?

INITIAL DISTRIBUTION LIST 171

I. BACKGROUND

Since the all volunteer force cane into being, retention of military personnel has become an increasingly important problem. In 1977 PERS-12 (Bureau of Personnel Retention

Analysis) and PERS-5 (Bureau of Personnel Enlisted Develop-

ment and Distribution) , and PERS-OR (Scientific Advisor to the Chief of Naval Personnel) developed a possible approach to the problem of enlisted attrition and retention. Their idea was to interest the Chief of Naval Personnel in job enrichment as a way to increase worker satisfaction, and consequently retention. They arranged for a meeting between the Chief of Naval Personnel and Professor Richard Hackman

of Yale University on June 2b, 1977 • The topic was to be

"Job enrichment techniques and their impact on job satisfaction and performance."

In that briefing Dr. Hackman pointed out the basic problems involved in worker satisfaction/dissatisfaction. He also presented the Hackman- Oldham model for job enrichment.

This model depicts job enrichment through task attribute identification, and how the task attributes influence the critical psychological states which in turn produce specific work outcomes. These outcomes involve motivation, satisfaction and quality of work performance.

At the close of the meeting PERS-12 recommended that

Dr. Hackman visit U.S. Navy units for more information. This visit would be followed by another meeting before setting up a job enrichment/organizational change project.

On May 8, 1978 Dr. Hackman visited Moffett Field, Ca., a fixed wing anti-submarine patrol plane base, and North

Island, San Diego, Ca. , a base for shipboard, helicopter and fixed wing squadrons. These bases, with the exception of bases in Hawaii, house the Pacific fleet's anti-submarine warfare operations (AW's).

The purpose of the week long visit was to take a pre- liminary look at the AW rating as a target job which might be improved through a work redesign project. The stated goals as reported by Hackman and his associates were:

1) to gain an understanding of what the AW job consists of and the environment within which it operates; 2) to identify major issues that impact on the problems of retention and satisfaction of A.W's; and 3) "to develop proposals and alternatives for improving the AW job.

On June 17. 1978 a meeting was held at Commander Patrol

Wings Pacific (COMPATWINGSPAC) , RADM Prindle's headquarters at Moffett Field. This meeting focused on the results of

Dr. Hackman' s interview with AW's at Moffett Field, and at

San Diego. The purposes of the meeting were reported to be to obtain a common understanding of Dr. Hackman 1 s proposal for a job redesign project; to determine RADM Prindle's intentions and desires regarding the possible outcomes and to identify methods and resources that would be available.

Initially, measures to be adopted were indicated to be

items that would influence job satisfaction, motivation, team work, state of training and retention. These measures would be applied to all rates with special, but not exclusive, attention given to the AW rate.

The criteria outlined for the proposed project are stated belows

a) Some guidance about what needs to be accomplished clearly stated by COMPATWINGSPAC

b) Development of an internal Navy capability to be built into the project, i.e., PERS-6 or a Human Resource Management Center/Detachment.

c) The research component to include evaluation by the Navy Personnel Research and Development Center, San Diego, Ca.

d) Competent people to assist with the change process. (Navy Postgraduate School personnel, HRMC/D personnel or outside organizational development experts.)

e) Bureau of Personnel support and continuing contact.

As a result of the meetings , an agreement was reached

that COMPATWINGSPAC would submit a written proposal covering

the nature and scope of the project. This proposal would

provide definition for further action.

In October of 1978, senior chief Mel Fadness, AW train-

ing, COMPATWINGSPAC staff, was contacted by Lt. Robert DeLateur,

Naval Postgraduate School, (NPS) Monterey, Ca. The possibility

of including Lt. DeLateur in the Hackman job enrichment pro-

ject to compile data for a thesis project was discussed. A

meeting was arranged for Lt . DeLateur and Chief Fadness to

11 determine whether Lt. DeLateur' s involvement in the job enrichment task would be beneficial.

It was brought to the attention of Lt. DeLateur that a survey to measure AW satisfaction had been given to 159 of the 300 AW s at Moffett Field. No statistical analysis had been done on the survey results to that date. The survey was intended to measure motivation, satisfaction with the

AW job, and the reenlistment intention.

Lt. DeLateur returned to NPS to analyze the survey data.

These analyses ranged from compilation of simple descriptive statistics to the use of multiple regression and factor an-

alysis .

In November 1978 Lt. DeLateur returned to Moffett Field to brief the Readiness Training Officer, Capt. Winter, and other members of the COMPATWINGSPAC staff on the results of the analysis. Further, he provided recommendations and ideas in regards to certain areas that could be used for an initial job enrichment project. One of the outcomes of the meeting was a decision that Lt. DeLateur return on December

11 and 15 to facilitate meetings with senior and junior AW chiefs respectively, to help set up an AW advancement program, one of the areas of AW dissatisfaction, that would be acceptable to all concerned. These meetings were accomplished successfully and a final meeting with Capt. Winter and

Cdr. Munch, the Assistant Readiness Training Officer, was held on 20 December 1978 to discuss the results.

At present the job enrichment project has not yet begun at either Moffett Field or North Island, San Diego,

California.

A. HISTORY OF AW

The antisubmarine warfare operator (AW) is a relatively new occupational rate in the U.S. Navy. This rate was first formalized in 1968 because the airborne submarine detection devices were becoming increasingly sophisticated. Prior to

1968 other rates such as Aviation Electronics Technician (AT)

Anti-Submarine Warfare Technician (AX) and Aviation Electrician

(AE) were operating these sophisticated devices, along with their regular jobs of inflight repair work and radio operation. These same people were required to do two separate jobs, and to have an allegance to two different bosses.

When flying or doing required training, the AT, AX or AE would be responsible to the Operations Officer but when he was needed for maintenance on the aircraft the Maintenance

Officer would be his supervisor.

It became evident that demands for the time of these individuals would pose somewhat of a problem. In discussing this problem with individuals who worked both jobs, they indicated that conflicts in fact did occur.

Creation of the AW Rate

In June of 1968 an all volunteer program was launched to create the AW rate. At this time individuals in the other

rates who wished to change to the AW rate could do just that. After one year, the program that allowed other rates to change to the AW rate was cancelled. Thereafter recruit- ing and retention programs were expected to keep the rate filled. ^Renner, 197^7 Initial Training and Assignment

A typical non-reserve individual in the AW rate completes the AW "A" school at the Naval Air Technical Training Com- mand, Memphis, Tennessee. He then progresses through the

Fleet Airborne Electronic Training at either Norfolk, Virginia or San Diego, California (the electronic training requirement

was dropped in 1970) . This individual is then assigned to a training squadron for the type of aircraft that he will be

concerned with, either Patrol Plane (VP) , Antisubmarine War-

fare Plane (VS) or helicopter (HS) . Upon graduation from the training squadron he is assigned to a fleet squadron.

The reservist, after completion of the AW "A" school is assigned to the Reserve Antisubmarine Warfare (ASW) Tactical

School at either Willow Grove, Illinois (east) or Los Almitos,

California (west) and then to a reserve squadron.

There are two sub-specialities within the AW rate, the

acoustical operator and the nonacoustical operator. The

acoustical operator is concerned with sound related equip-

ment and techniques while the nonacoustical operator is con-

cerned with equipment and techniques which process signals

of a nonauditory nature, such as electronic impluses

/Johnson, 197JJ7 14

B. NATURE OF THE PROBLEM

Introduction - On 22 August, 1978, the Navy wide Reten- tion Conference was held in Arlington, Virginia. The format of the meeting consisted of a day of plenary sessions, two days of workshops and a wrap up session.

The Chief of Naval Operations (CNO) , Admiral Hayward was the keynote speaker. In his remarks on attrition, the

CNO pointed out that 33?S of all first term enlistees leave the Navy by the time two years have passed, and that nearly

5Qfo have left by the end of their four year commitment. Be- cause of this, he indicated that people-related issues demand paramount attention in the Navy. The shortages in the petty officer ranks were said to number 7.000 and with an increase in billet requirements (new jobs) that shortage will be well over 30,000. Admiral Hayward said that with this type of shortage in existence today, it may result in new ships being tied up or being unable to meet their deployment (sea duty) commitments. Obviously, retention is a crucial issue.

Admiral Hayward cited his own experience as a Pacific fleet commander. He said that the Navy has to change in some fundamental ways. He further commented that the Navy has to learn how to make it possible for senior petty officers and junior petty officers to find satisfaction in what they and the Navy are doing. Concentration, he said, should be focused on the things that effect our people, and leadership is one of those crucial issues. One effort to help develop

15 this leadership is the leadership, management, education and training courses (L.M.E.T.) that are being implemented at the present time. This program is being expanded rapidly.

It is the intention of this study to address the subject of retention by focusing on a particular rate, the Antisub- marine Warfare Operator (AW) rate. The objective is to develop a method to increase AW retention through an increase in job satisfaction. The subject of this study is the fixed wing patrol airplane base at Moffett Field, California.

The Problem - The retention rates for the AW are on a downward trend. This trend is readily apparent if one views the summary of the 1977 Bureau of Personnel Health and

Welfare report as shown in Table 1-1.

£ t>£ C — CD -P £ C £ C ch •H ^ ?H Sh •H •H •H •H ch o o O T3 03 03 03 03 cd >> CO^. ft -p ^-N c Ctf a Cd a -P CD CD CD CD CD 03 3 C^ • 04 h U u Sh u T3 Cd O 03 Eh o O O o CD -C O CD CD +J CD CD CD CD -C C -rH > S-) O n Q Q -p O cd ch 90- >» jecti rH less rQ CD H CD O H n -P T3 •H cd CD X> T3 CD > 3 T3 CD O T3 C -p CD 0) Sh -P CD 5 C O C m o O U>l cd CD o C -P -P cd • CD S-i c O o\ o\ CO e 03 cd C C CD cd •H T3 Cd rO CD x Ph 2 -p CD CD CD s s -p 03 .C U fi T3 -P rH CD -P cd CD CD 03 cd cd P C-H CD CD c -p S Cd C rH X oc CO CO -P •H cd h cd C £>- o- O- cd .c 03 S CD 03 C On ON ON !h 03 -p •H ,-*. CD fn O rH tH H tH - < CD Cd CD •H a G S 03 CD -P ft - +^ !m -p rH Sh u •H < -P cd -p ^ 3 CD OvO CD jtT CD CM CD CM S cd - U 03 PQ & X> Eh CO -P U"n -P VTN -P vn, T3 Q -p T3 T3 CD £ CD CD H O O CD 10 C Sh Sh 3 rQ SO O ON h^l ; =5 o x: ?-. CD C fe Sh c -p 4-> CD 03 CD-H rH O ft CD 5 T3 S cd -P ^ o- O \o CD CD 03 -P -P C C vr\ en CM -3- s: • x: H CD cd cd cd O CD 00 CO ON On -P 03 -p -C C rQ -P >5 Eh > CM CM CM CM C ^ -P fclfl 03 S-i c 03 O 03 CD •H T3 cd l-H •H -H •H £3 03 03 CD S -P S •H CD C >5 | -P cd >J 3 T3 C C 3 c Sh Sh 2 T3 cd o GO CD CD o CD fcuO S !h -P s A -p C C C o c CD O £ O c •H CD Cd • CD Sh CD •H 03 cd ft-P t-H ^}- rH s o r> cn •H > -P 3 S 3 cd C 1 O CD o- tH o o 3 cd fi 3 -p o U cd rH 2 !m On O tH tH a > tH XI cd 4^ !h O -H CM r> c*> CD cd •H -P C O'-- 03 3 (X s H f-t 03 CD pq-H a a cd 4^ O o PQ CD o -p 03 U w < « o •H CD Cd Eh o Eh Q o

Table 1-1 demonstrates that even though the percentage of AW billets that are manned is 90% and descending, this number does not reflect the number of petty officers needed for second term reenlistment. The summary table only indicates the total number of AW s available in that rate. In

Fugure 1-1, which portrays the AW retention and general career path, the difference in the number of second term petty officers needed and those who have actually reenlisted is illustrated. In the first enlistment, completed in four

i years, retention is approximately 29^- At this point the

AW has just completed his first tour at sea. ^Renner, 1972/

In the Navy, duty may be divided between sea and shore tours in alternation. Sea duty consists of deploying aboard ship or with an aviation squadron from six to eight months, and also for shorter periods of time for operational fleet exercises close to home port when not deployed. The deployed operations are world wide and are at times extended beyond the normal six to eight months. The shore duty cycle does not have any deployment; the AW is usually assigned to a shore installation as an instructor or for other duties involving his rate. After shore duty, the AW faces another tour of sea duty.

Of those that completed their second enlistment, reten-

tion is k2% and at later reenlistment points it levels off

A first term retention of 29?6 indicates that 29?6 of those available for reenlistment at the end of a four year first enlistment do enlist. 18 at about 50fo. This rate is calculated on the total number

of people (AW's) available for reenlistment . At the end of his second enlistment the AW is a senior second class petty officer (E-5) and is very close to becoming a first class

petty officer (E-6) . If he decides to reenlist at the close of his second enlistment he may be viewed as a careerist.

Figure 1-2 emphasizes the shortage in junior petty officer ranks, E-4 through E-6, by depicting the reenlistments needed to keep the petty officer ranks manned enough to meet

CNO manning levels. The lower line of Figure 1-2 indicates those numbers of individuals actually reenlisted.

CD h o xi xi u o CO xi Jh o a, i cd CD w CD xi CO -p U CD CD r^ 43 U c\i o H-P x: CD CO CO T3

i Xi -P cd -P Jh ON CD O • O ft 00 •H CD aJ tH CD R CO serv

fare xi f CD -3" O -H 1 CD cd o w co s u x: In o CD Cd TJ O CD C CO % H >s cd cd os > CO • f-| -xs T-H CD CD -P CO -P rH c*"i -p \o 03 cd > CO O CO PQ rH o tH Jh CD aJ Xi C 0) CD +> £ >H VP cd o >s P-. CO Eh i Per CD C\J o areer Xi of CO VP\ o C\i \ 3 • C cd J^ O CD -3- •H ^ i -P 3 aJ °8 w C PQ cd -p CD CO bO -P CO C H cr •H o ^ -4 Re C o •H X! ,W uty. oJ o <5 TJ T !h CO ^ ^ ^ ^ Eh o VPI o vrs O

•H

•

number 250 -1 of - 200 195 Individuals 150 -

- - 100 ._-- 75 projected 50-

* r 1 1 Fiscal 1 2 3 1978 QTRS. PER FISCAL YEAR

Figure 1-2: Reenlistment Needed/Received (Bupers Health and Welfare Report)

Further study of AW reenlistment figures from the patrol plane squadrons stationed at Moffett Field indicates that of those individuals that were eligible to reenlist on completion of first enlistment, only 34.6% elected to remain. At the end of the second tour, of those eligible to reenlist,

40% reenlisted.

According to the retention figures obtained from

Lt. Jim P. Hopkins, the Assistant for Enlisted Retention,

OP-I36DIA, the present Navy-wide retention rates for AW's completing their first term is 40.8%, while second tour retention rates are at 64. 5%. Navy-wide reenlistment

The Navy-wide retention figures are computed by dividing actual reenlistment plus extension by those eligible for reenlistment plus extension. This figure is admittedly in- flated due to the inclusion of those individuals who have extended their enlistment. 21 figures for all rates are b0.3fo for first enlistees and k7.jfo for second term enlistees. Although AW retention may be better than retention for many other rates, it is still substantially below requirements needed to maintain mission readiness.

C. THE AW RETENTION SURVEY

As a means of trying to develop a more accurate and timely picture of the AW retention intention at Moffett

Field, a survey was administered to 158 of approximately

300 AW's located there in August of 1978. The survey was divided into three parts: 1) motivation/utilization;

2) training; and 3) retention intention. The data collected from the survey was subjected to statistical analysis. The survey results are explained below.

The Sample Demographics

Of the 158 AW's who completed the survey, 10.1^ were

AWC or higher; 21.5% were AW1 ; 25 3?S were AW2 ; ll.kfo were .

AW3; and 29-7% were non-rated AW's. Further, 76$ of the total surveyed were reported to be in their first or second enlistment (typically non-rated through AW1). Motivation/Utilization

One of the questions in the survey that dealt with motivation and utilization inquired why the individual became an

AW. The responses indicated that 31.6^ simply wanted to fly; 25 -3^ were looking for a job that was challenging and

;

satisfying, and 12.7% felt that being an AW offered them a good career opportunity. Another question asked the rank that each respondant had set as a goal for himself. Approx- imately 80fo had set petty officer first class or higher as their goal.

Training

In regards to the present squadron training programs

(i.e., PQS , NATOPS, Acoustic and Nonacoustic Aircrew Train- ing), roughly one half of the AW s surveyed felt that the training was either too time consuming and repetitive or that it was missing important points vital to performing their job.

Retention Intention

The responses to intention to reenlist revealed that

58.2% would not reenlist while 27 > 2% responded that they would reenlist and lk-.6fo remained undecided.

Stepwise Multiple Regression

One of the procedures, a stepwise multiple regression, indicated those areas that had the strongest relationship with the AW's intention to reenlist. There areas are:

1) pay; 2) a promise of schooling for reenlistment

3) advancement opportunity; 4) job satisfaction; 5) reenlistment bonus; and 6) job dissatisfaction. According to the survey, these areas need to be addressed to increase

AW intention to reenlist.

The above results are complemented by a memo from the

commanding officer of Patrol Squadron Six which states:

"Efforts to enhance the appeal of the AW career pattern by providing greater opportunities in an expanded warrent officer program are supported as is the initia- tive to gain an increase in enlisted aircrew flight pay. Success in either of these areas would certainly improve AW career incentives.

It is in the area of AW .job satisfaction that I believe the greatest lasting gains in AW career motivation can be achieved. Job satisfaction in a rating whose professional effectiveness is so directly dependent upon a continuous, repetitive training program is difficult to attain and has not been successfully addressed."

The problem, then, is to increase retention in the A.W rate by improving the AW's satisfaction with his job. This

can be done by using certain organizational development

techniques that are specifically aimed at providing the worker increased satisfaction levels through work redesign and job enrichment.

In Chapter II, worker motivation is discussed as it

pertains to understanding perceptions that lead to performance on the job. In Chapter III job enrichment is studied

through two viewpoints; Motivational Hygiene Theory and

Task Attributes. Each viewpoint deals with increased worker

satisfaction as a means for reducing employee turnover and absenteeism.

The final areas of discussion in Chapter III are goal

setting plus job enrichment and physical location of working

groups. With job enrichment and goal setting, worker

productivity is increased while change of physical location of employees to more natural working task groups provides increased satisfaction through a feeling of belongingness

All of these, then, will help to develop a proposal for a job enrichment project in the AW rate at Moffett Field,

California.

II. MOTIVATION

Introduction

Intensified interest in human behavior during the past thirty years has wrought significant innovations in the theory of practice of management. The following review of motivational and organizational theories and techniques is presented to enhance the reader's background in the specific areas of employee motivation and worker satisfaction.

Chapter II - Motivation deals with why the employee works and what induces the employee to expend effort while on the job. It also attempts to explain the thoughtprocesses that the individual makes when accepting any assigned task.

The moderating effects on effort that lead to the degree of individual performances is also discussed. Further, a model of individual performance in an organization is developed as a means to increase and clarify this effort-performance relationship.

In Chapter III, various theories and techniques of job enrichment and job design are presented. They are: 1) work simplification; 2) job enlargement; 3) job enrichment and

Herzberg's two factor theory; k) task attributes and job redesign; 5) job enrichment and goal setting; and 6) job enrichment and nesting. Discussion of specific job enrichment projects and their designs will illustrate the various techniques

Individuals in today's Navy are interested in the content

of their jobs as well as their pay. They expect a job to be not only satisfying, but challenging as well. The management

techniques presented here should enable the Navy manager to

increase his knowledge of worker motivation and the condi-

tions that are necessary to increase the level of job satisfaction. It is hypothesized that these techniques, correctly applied, would result in increased productivity and would

lower turnover due to increase in worker satisfaction.

A. ALDERFER 'S NEED THEORY

C.P. Alderfer elaborated on Maslow' s classic need theory

(Aldag and. Brief, 1979) by introducing his theory of Existence,

Relatedness and Growth. Alderfer' s theory /Alderfer, 1972/

is less rigid than Maslow' s theory and recognizes the poten-

tial for frustration, that is, the inability to satisfy a need. It also recognizes regression, which is the movement

to a less frustrating need. For example, if one attempts

to fulfill growth needs and this proves to be frustrating,

then relatedness or existence needs become more important

needs to fulfill. Alderfer' s version of human needs are

described below:

la. Existence . The need for existence is a need for

material existence goods, such as food, water, pay and

fringe benefits.

lb. Relatedness * Relatedness is the need for maintaining

interpersonal relationships with friends, family and supervisors, co-workers and subordinates.

Ic . Growth. This is the need for personal development.

It is a need to enhance one's creative or productive potential ^Aldag & Brief, 1979, Alderfer, 1972/.

Using Alderfer' s Need Theory, the following model illustrates the employee's motivation to work.

IV. Employee Receives , Need Satisfaction of

I . Employee Needs III . Work Outcomes a) Existence a) Wages b) Relatedness MOTIVATION b) Energy Expen- c Growth diture c) Production of goods & services d) Social Stature Effort II. Employee Exhibits Job Behaviors To Produce Performance

Figure 2-1. Outcomes of Work /Aldag & Brief 1979, p. Il7

II. The job behaviors produce work outcomes to satisfy needs

Ula. Wages satisfy existence needs for food, water, clothing, etc., and also can act as a gauge of personel de-

velopment when used as a measuring device (growth) . Wages can also satisfy relatedness needs by increasing the employees ability to frequent social gatherings. Wages may,

28 in part, satisfy ego needs in relation to how much one has or spends as compared to others.

III"b. Energy expenditure, both physical and mental, is an outcome of work that enhances personal worth and adds to the feeling of accomplishment during the work day.

IIIc. This energy expenditure produces goods or services that are perceived to be of some worth or value, and may be viewed by the individual as a positive contribution to society.

Energy expenditure, through the production of goods and services, is a means of fulfilling the growth needs /Aldag and Brief, 19797-

Hid. Social interactions refer to the physical location of the worker to the other employees and can be viewed as restrictive or permissive. For example if an employee works in close physical proximity to a group in a certain work area, he will have more time to get to know and socialize

with his fellow workers (permissive) . The opposite is true of the restrictive work setting. Social interactions both on and off the job satisfy the relatedness need but are moderated by the degree that the individual has contact with others on the job and desires this interaction /Aldag and

Brief, 197^7.

As shown in Figure 2-1, need fulfillment is the basis for motivation. Need fulfillment induces this effort that produces performances that are exhibited as job behaviors.

B. EXPECTANCY THEORY OF EMPLOYEE MOTIVATION

In order to understand the nature of inducement it is assumed that before the employee exerts any effort on a particular job, a rational decision-making process takes place ^Aldag and Brief, 1972/- This process has been developed into the model of "expectancy" or "instrumentality theory of employee motivation" ^Aldag and Brief 1979.

Alderfer 1972, Hackman and Oldham 197^7 • The model has three basic parts, Expectancy, Valence and Instrumentality

/Aldag and Brief 197^7-

Expectancy . Expectancy is a perceived effort - performance association. It is the perceived estimation of individual capability of achieving some performance goal (can I do it with any degree of success?).

Valence . Valence is most associated in the feelings about a certain work outcomes. It may be viewed as the level of satisfaction or dissatisfaction an employee expects to

experience after attaining a particular work outcome, and can be measured in strength of an employee's desire or aversion for a given work outcome. Valence therefore can be either

positive or negative, depending on individual perception.

As an example, a promotion to sales manager may be viewed

as positive to the company but may be viewed as negative to

the salesman receiving the promotion because it may cause him

to have to move to a new location when he likes where he

lives now. (If I do it, is it good or bad for me?)

Instrumentality . Instrumentality is the perceived likelihood that performance will in fact lead to a particular outcome. (If I think I can do it, and I do do it, will they give me what I want?)

As shown in the model in Figure 2-2 this rational decision-making process will lead to the degree of effort put forth on a particular job. Motivation that leads to effort is therefore a function of expectancy miltiplied by the sum of the valences for all potential work outcomes, each weighted by its corresponding instrumentality. To increase an employee's motivation, a manager would want to increase the effort-performance linkages (expectancies) the array of outcomes the employee can anticipate as being satisfying (valences) and the performance-outcome linkages

(instrumentalities) ^Aldag and Brief, 1979. p. 207-

EFFORT = Expectancy X^(Valence X Instrumentality)

Figure 2-2. The Expectancy Model of Employee Motivation /Aldag and Brief, 1979 p. Z%/

C. EFFORT PERFORMANCE RELATIONSHIP

To produce total job behavior there must be a link between effort and work outcomes. This link is performance.

Performance depends on 1) aptitude skills and ability,

2) role perception, 3) technology, and W) certain other c actors. Without these factors effort could be applied,

31 but there would be no performance. Aptitude skills and ability are cognitive, motor and physical proficiency attributes which enable an employee to accomplish a task.

The degree of performance is contingent upon the limiting attributes an individual possesses /Aldag and Brief, 19 7.27 •

Role perceptions are how an employee views or defines his job. This may be altogether different from the way the company or organization defines his job. It also may be the amount of effort and level of performance that he feels is necessary to complete the job. Again, there may be great differences between his perception and management's /Aldag and Brief, 197.27-

Technology may be viewed as another limit to performances

Operation, materials and knowledge to produce a good or service have to be developed to be performance enhancing.

For example, without increased technology no degree of physical effort or flapping of man's arms could make him fly.

Certain other factors act as motivators to the effort performance relationship. These factors are market demand and the social structure of the work place ^Aldag and Brief,

19797* Market demand limits performance to that which is needed to be produced by the demand during a given period.

The social structure of the work place may limit performance because of the need to maintain group interpersonal relationships. Figure 2-3 shows how effort leads to performance through the moderating factors previously discussed.

ofa fa faw fa ft •H .C CQ £ o •H -P HCvl 0) fa

OEnXWK (1) o c S o!h 0) •H EnfaOXZOi^lOO^ 0) *H fa fa

-P T3 k c o ctf

i CM

CD u

E-t ofa fa fa fa

D. INTRINSIC AND EXTRINSIC MOTIVATION

In regards to work outcome as related to instrumentality

(If I think I can do it, and I do it, will they give me

what I want or deserve?) , it should be noted that people are motivated extrinsically or intrinsically. Extrinsic motivations are job behaviors that address the work outcomes which are derived from sources other than the work itself.

These outcomes would, for example, be like an individual v/ho works at a job because it gives him/her a lot of time off

so that the individual may pursue other endeavors. Intrinsic-

ally motivated individuals gain their satisfaction from the

work itself. This satisfaction can be viewed as benefits

that are provided as part of the job, such as challenge, novelty and excitement /Organ, 197x7*

E. INDIVIDUAL PERFORMANCE IN AN ORGANIZATION

A model of individual performance in an organization is

presented in Figure 2-4. This model and following explana-

tion is meant to clarify further the effort-performance re-

lationship and how the previously discussed factors impact

on work behaviors. The upper section of the diagram depicts

organizational contributions of the individual performer.

The behavioral process itself moves from left to right across

the diagram. At the beginning, are displayed perceived or-

ganizational outcomes which result from individual work

behavior. There are six stages that describe the various

states in the behavioral process. These stages are explained below /Porter, Lawler and Hackman, 197^7*

Stage I - Perception and Appraisal of Organization Demands .

Work behavior may be instigated by the organization, by its managers and supervisors communicating to the employee the expectations, or demands regarding work behavior of the employee (Circle B, Figure 2-6). The organization generates

these demands from the goals of the organization and from

the needs that the organization has to develop a high degree

of coordination among its members, to differentiate among

functions individual employees perform, and to encourage

those behaviors which enable the organization to survive.

(Circle A, Figure 2-6)

However, when a supervisor of the organization communi-

cates an objective demand or expectation to an individual,

it must be perceived and appraised before the individual

can act upon it. These demands may be dictated unconsciously at this state to render them more personally acceptable or

meaningful to the receivers. In otherwords , the demands are made to fit with the performer's needs and values (Box I,

Circle 2)

- Stage II Task Redefinition . After an individual has

perceived, understood and appraised an organizational demand,

he may decide to redefine it before accepting it as a per-

sonal endeavor (Box II) . Again this process which is now more conscious and deliberate than in Stage I, is dependent

. .

upon the personal needs , values and goals of the individual performer

The tasks that a person accepts for himself do not all originate from the organization. A person may generate self tasks that may not "be congruent with the demands of the organization.

The critical point in making decisions of whether to accept any tasks, organizational or personal, are the expectations the individual has about the nature of the consequences of accepting versus rejecting each of the demands which he is experiencing, and the valence the individual

has for those outcomes (Circle F) . In reviewing expectance theory, it is proposed that the individual during the decision process, will reject or redefine those demands which have the lowest expected payoff for himself.

Stage III - Developing a Behavioral Plan . Once the individual has determined what he is going to attempt to do in the course of his organizational activities, he must develop a plan for how he will behave to accomplish those tasks. In most jobs the worker has a certain amount of lat- itude in how he performs his job. He may have to make a decision as to the performance strategy and the amount of

effort he may expend in task acccmplishment . Again expectations and valences play a significant role in the decision process

. .

Stage IV - Work Behavior . Work behavior (Box IV) is moderated and limited by the skills, energy capacities and level of psychological arousal of the performer (Circle G)

Even a well-executed plan of attack on an organizational task may be doomed to failure if the individual does not have the skill or energy for successful performance, or if his psychological arousal is not appropriate for effective work behavior.

Stage V - Obtaining Outcomes . Work behavior leads to some set of outcomes, both performance outcomes, such as work quality and quantity, and personal outcomes, such as satisfaction, as shown in Box V. Outcomes are jointly determined by the work behavior of the individual and by the task and organizational contingencies which are relevant to

the performance situation (Circle D) . These contingencies are characteristic of the situations which determine what kinds of outcomes result from various patterns of work behaviors

The degree to which, such behavior-outcomes contingencies are clear cut, reliable, and visible varies from organization

to organization. Pay, for example, may be by the hour or

by the performance displayed by the individual. The contin- gency therefore becomes the individual's perceived under-

standing of what he does and what he gets.

The major point is that for most organizational resources,

there is some set of behavior-outcome contingencies which

;

determine when those resources (i.e., pay, advancement, etc.) become available to the individual.

Finally, it should be noted that the outcomes of work behavior act as a test for the individual's earlier expectancies about the organization and the environment (Circle

F) . The outcomes permit the individual to determine the degree to which those expectancies about behavior-outcome contingencies were realistic.

Stage VI - Feedback . As indicated in Figure 2-6, work outcomes provide feedback to organizational needs and goals to personal needs, values and goals; to behavior outcome contingencies and valences and expectancies. Feedback to valences, expectancies and behavior contingencies were discussed earlier. Feedback to the organization of work outcomes, provides the organization with a gauge to measure its effectiveness in meeting its goals and needs. It may also be used as a measure of employee effectiveness on the job. In either case, the information provided by the feedback loop helps the organization determine what new or different strategies may be needed to insure its survival in an un-

certain environment.

Feedback provided to the individual of his work outcome

enables him to evaluate his own performance in such a way as to adjust his personal values and goals to be more in

line with the organization if he desires to continue to work there. The feedback loop provides a necessary function

38 in reassessment of one's position in regards to personal and organizational well being.

cd cd CM

CD o C on 03 Cd CO -P CD SO) T3 U M in -H -p C O fn C O fcuO in 0) fH O 'H =H fl) O ft •H T? k -P <+H X CO > 3 CD cd <+-t 0) C OjrH ft

OJ o cd fe C\] T3 CD cd in C •H M -P T3 CO ft CO ^[0 3 KJ CD S -P CD ^ CD ^ rH o o fcl T3 CO O O Sh HCC^H• CD Cd G cd Vh

CO CO TJ H CD cd CD O •H C «j CD CD M SI CO T3 > EH •H T3 •H •H prais O c C > CD and mands w cd cd •H ^3 M S T3 ^ • CQ U 0) z CD ft CD CD cd PQ O O M • Ph G M < Q Wft >

III. JOB ENRICHMENT AND JOB DESIGN

A. THE CONSEQUENCES OF WORK SIMPLIFICATION Intrinsic motivation has been addressed by theoriests many of whom have tried to increase intrinsic motivation by increasing satisfaction through job redesign. For example,

Frederick W. Taylor dealt with selecting, training and com- pensating employees, designing the employee's job and tools, and assigning management the responsibility for taking in-

itiative that was previously vested with the employee ^Aldag

and Brief, 1979, Alderfer, 19727- Time and motion studies

were performed to discover and set down standards for exact

employee behavior. In essence, all employees were required

to perform the same job and use the same techniques and pro-

cedures. Work was simplified and standardized to conserve

time, money and energy /Aldag and Brief, 19797- There are

consequences that are associated with work standardization

and simplification /Golembiewski , 196^7. These consequences

are summarized as follows:

1) The worker loses control, as when paced by a machine or assembly line.

2) The simplification of work reduces the possibility of the employee developing skills that can lead to his advancement.

3) The simplification of work also depersonalizes work in that skill content tends to be reduced and equalized, thus undermining the hierarchy of skills that, for example, can constitute a promotion ladder and can give social meaning to work.

4) The simplification of work reduces the degree to which the individual can meaningfully participate in organizational affairs through his work.

5) The simplification of work often prevents the individual from completing a task that is meaningful to him.

6) The routinization of work implies monotony.

7) The routinization of work often requires that the individual work alone, or at least, there are few positive incentives for individuals in separate organizationl units to integrate their contributions into a continuous smooth flow of work.

Along with the above consequences, there are negative employee behavior consequences that are associated with work that is made routine and mundane. The behavior consequences

are presented in Figure 3-1 •

H cd CD CO - O -P h co H H -H 3 o fi O P > ft -P O -H 3 cd co C H O x: CD CD m P 0) cd CO 3 CO ^ pq rO Eh CD O PC O r-i\ •H.=fr

cd • o ft •H ch - •H On H <>- ftO S tH o •H ,Q -H 00 - CD O P ch > 0) •"0 O « 0) •H CO cd M-H P c -ch O H O o £ CO ;spq CD ft O -H Ch T3 -P ch T3 CD Cd O fi < cc h CO Cd o CO CO pq H CD fcjfl Q O 03 £ ts CD rH 3I<5

CD CO C C o oO -Hp o Cd H H ttf -P o cd -H ftl -p H TJ CD o O H O H cd H o > T3 CD s cd C ft ;C cd CD P pq oo

CD T3 £1 C Eh cd

CO o o iH Hi --ra 1 rH en CO C - CD CD 3 O T3 >H CD H •H CD CD O M 3 -P >> 3 s •H

As shown earlier, just because work is designed to be efficient and productive for the employer, costs associated with worker dissatisfaction, i.e., absenteeism, restrictive output or high rates of turnover, may prove quite the opposite. Increased study in the area of worker satisfaction and productivity has led to techniques of job enlargement, job enrichment, job redesign and job enrichment combined with goal setting.

B. JOB ENLARGEMENT

Job enlargement is the horizontal expansion of job content to include a wide variety of tasks. This includes the responsibility for checking the quality and adds discretion in use of a particular method /Kilbridge, 196o7' The specific elements of job enlargement are:

1) Increase the number of tasks.

2) Increase the variety of tasks.

3) Allow for self determination of work pace.

k) Increase responsibility for work quality.

5) Increase discretion over work methods.

6) Allow for completion of an entire work unit.

Although the studies in job enlargement seemed to be weak, positive results have been reported /Aldag and Brief,

19797-

C. JOB ENRICHMENT

In the I960* s, before the results of job enlargement had

il4

been completely studied, job enrichment was introduced. One of the pioneers of job enrichment is Frederick Herzberg.

Dr. Herzberg studied the results of over two hundred engineers and accountants responding from nine different companies.

These respondants were asked to recall specific events that had occurred and caused them to feel exceptionally "good" about their jobs. They were also asked to recall those events that resulted in negative feelings. Each individual was asked to give as many anecdotal reports as he/she could ^Herzberg,

Manusener and Snyderman, 1959. Herzberg, i960, Tannehill, 197^7<

Content analysis of the interviews generated two distinct areas that were independent of one another. Those that led

to job satisfaction were called motivation elements, and those

that lead to dissatisfaction were called hygiene factors.

The motivation and hygiene factors are listed below.

Motivation Factors Hygiene Factors

Achievement Company Policy and Administration Recognition Supervision Work Itself Relationship with supervisor Responsibility Work conditions Advancement Salary Growth Relationship with peers Personal life Relationship with subordinates Status Security

Hygiene factors are explained in more detail below:

Company Policy and Administration . These areas include

policy procedure involved in running an organization and

contain reactions to how the organization is managed,

possible problems in communication, inhibitions caused by limiting policies or problems created by the absence of appropriate policies and procedures. Problems in these areas surface as the way that things are done and procedures for getting things done.

Supervision . Included in this catagory are the technical competencies of the individual's supervisor and the general management style of that immediate boss. Situations included here are the supervisor's willingness to delegate responsibility and his fairness when dealing with subordinates.

Relationship with Supervisor . This catagory includes interpersonal relationships, both on and off the job.

Work Conditions . These responses had to do with the physical conditions on the job, including the availability of, and the efficiency of tools, working space and physical facilities that include light, heat and ventilation.

Salary . This area includes compensation and the way in which pay is administered to the individual.

Relationship with Peers . This catagory deals with the events where the individual interacts with his fellow workers. This may be strictly social or may take place at work

Personal Life . Relocation of family due to job requirements dominates this catagory, but other personal problems caused by the job, such as irritability, are also key factors

Relationship with Subordinates . This is another catagory dealing with interpersonal relationships and is relevant to situations where the individual felt dissatisfaction with his interpersonal behavior with subordinates.

Status . Events related here were associated with status symbols such as the dimensions of the desk, the type of car driven, carpeting in the office and an expense account.

Security . The areas included in this catagory are the perceived stability or instability of the organization, those events related to seniority and those situations that may threaten the actual security of the job.

Motivators are related to job satisfaction. Below they are dealt with in more detail.

Achievement . In this catagory individuals completed a job, solved a problem, or in some way had experienced accomplishment. In these events an individual can see for himself that he had accomplished something worthwhile and definitive.

Recognition . In this area an individual received specific recognition for his performance by another person.

Acknowledgement of actual performance is a key factor here.

Work Itself . The specific content of the job is the essential ingredient in this catagory. Specific questions asked here are whether or not the work is routine; does it have some intrinsic interest to the individual or is it boring; is it challenging enough to call for a creative effort on the part of the job holder?

Responsibility . The degree of autonomy of the work is addressed in this section. The individual's actual control over how the job gets done is of strong significance and leads to increased job satisfaction.

Advancement . This is the degree to which people have upward mobility and a chance for promotion.

Growth . This catagory included events related to opportunities people felt they had in their jobs for learning more and increasing their skills and abilities further. This also includes learning for potential advancement in the organization /Tannehill, 197ij7'

D. MOTIVATION HYGIENE THEORY

The Herzberg theory of job satisfaction (motivation- hygiene theory) states that certain factors surrounding the job, called hygiene factors, if present in proper form, will tend to eliminate dissatisfaction. But their presence will not necessarily produce job satisfaction or motivation.

Other factors called motivators will, if present in proper form, cause job satisfaction and/or motivation. The maximum motivation at work will therefore occur when both hygiene factors and motivators are present in proper form in the work situation ^/Herzberg, Mausner and Snyderman, 1959>

Tannehill, 197i+7«

In other words, the Herzberg view is that the fulfillment of the motivator factors can lead to positive satisfaction on

^8 the job, and the fulfillment of the hygiene factors can prevent dissatisfaction but cannot contribute to positive satisfaction. Job satisfaction and dissatisfaction should not be considered at opposite ends of the same continuum, but rather as different factors ^/McCormick and Tiffon, 19747- Therefore the opposite of satisfaction is no satisfaction where as the opposite of dissatisfaction is no dissatisfaction /Whilsett

and Wins low, 196^7'•

The support of Herzberg's two factor theory comes from a number of studies ,/McCormick and Tiff on, 19747- One study carried out at Texas Instruments (TI) followed the Herzberg procedures. TI interviewed 282 subjects (including 52 fe- males) in various occupational groups. Although the results were generally consistent with what would be predicted from

Herzberg's theory, there were some differences in the specific motivator and hygiene factors that were dominant in the responses of individuals in the different occupational groups

/Meyers, 19647.

On the other side of the coin, there have been numerous studies that have been interpreted as not supporting the two factor theory ,/House and Wigdor, 19677- In on e study over

500 people in six occupational groups describe both previously satisfying and previously dissatisfying job experiences by choosing among thirty six preselected, analyzed and sealed statements presented to them on cards. Such statements were worded both positively and negatively so that they could be

49 used to describe either a satisfying or a dissatisfying job event.

Responses to these statements were used in deriving

"scores" on each of twelve factors that corresponded essentially with those of Herzberg. The scores reflected the importance of each factor as related to each situation being described

^Dunnette, Campbell and Hakel, 19677- The findings essentially were that certain hygiene factors were found to characterize both satisfying and dissatisfying situations /House and

Wigdor, 19627-

Therefore, some motivators (such as achievement, respon-

sibility, recognition and advancement) frequently were used

to characterize dissatisfying situations and certain hygiene factors were used to describe satisfying situations /House

and Wigdor, 19677 • It is as though there is a cross-over

effect that is dependent upon the situation that the individual is reporting or describing.

In reviewing the literature on job enrichment, the con-

troversy about Herzberg' s two factor theory should not in- hibit understanding of the basic components of job satisfaction

and dissatisfaction which compose the total of job enrichment.

The purpose of job enrichment is increased humanization in

work and consequently higher worker satisfaction, lower

personnel costs and improved performance.

Job enrichment, then, adds increased humanization in work

to enhance psychological growth. The worker is responsible

50 for the total job cycle from planning and organizing to reporting and evaluating the final results. Where job enlargement expands the job horizontally, job enrichment adds a vertical dimension to the job. See Figure 3-2.

HIGH JOB ENRICHMENT PSYCHOLOGICAL GROWTH

^ JOB LOW ENLARGEMENT LOW SKILL HIGH SKILL VARIETY VARIETY

Figure 3-2. Job Enrichment and Job Enlargement Relationship

Work redesign to increase worker satisfaction through work humanization is the main thrust of job enrichment

^/Herzberg, 197^7- Work redesign enhances the individual's personal growth needs in terms of what he can learn, what he can accomplish, and how he can develop /Herzberg, 19777.

E. ORTHODOX JOE ENRICHMENT

The Herzberg approach to job enrichment in the military was best typified by an orthodox job enrichment (OJE) project that was conducted at Hill Air Force Base, Ogden, Utah

ZHerzberg, Refalko , 197^7- Sixteen key men were selected on their managerial ability and received 120 classroom hours on

orthodox job enrichment. These managers continued to study while on their job for an additional eight months before they were considered proficient in job enrichment techniques.

These key men operate as internal consultants and coordinators of OJE training in their respective divisions. Upon completion of initial training, the 16 key men selected 11 pilot projects. Each project followed a similar pattern of job enrichment.

The first step in the job enrichment process was the formulation of the implementing and coordinating committees.

The implementing committee is a group of four to eight members, composed of supervisors of the area to be enriched, first and second level supervisors, and specialists to help develop the strategy for implementation of job enrichment principles. The coordinating committee is of a similar size and includes middle and uppor level managers over the areas under consideration. The coordinating committee is charged with removing obstructions to implementation.

The key men direct the implementing committee in brainstorming techniques as a means to generate ideas for implant- ing motivators into the jobs under evaluation. This is the green light process. The green light list is then evaluated.

This process is called red lighting. If certain jobs to be enriched contain too many hygiene problems then the hygiene are to be fixed before trying to enrich the jobs /Rafalko

197i7« (See appendix for OJE Handbook.)

The results of the Hill Air Force Base OJE project were a savings of $1.75 million in two years. The cost of implementation was $500,000 of which 95% was a one time cost only. The $1.75 million in savings was the result of employee reduced sick leave, lower turnover, less overtime and rework, and reduction in man hours and material

savings /Herzberg, 1968, Herzberg and Rafalko , 1975.

Rafalko, 197i7- The reported savings prompted a Government Accounting

Office letter to Secretary White, Assistant Secretary of

Defense (Manpower Reserve Affairs and Logistics) which in summary cautioned against accepting any claims of cost savings using job enrichment where there has not been a good evaluation program using control groups. The comments made in the letter were qualitative in nature. The quantitative data used in evaluating cost savings claims were collected and reported by the United States Air Force Auditing Agency at Wright Patterson Air Force Base. Their findings, after taking a sample of orthodox job enrichment projects across the Air Forace, were that 23% of all claimed savings could be substantiated, hh% were rejected and 337S could not be substantiated. The only benefits considered were those

that were trangible and measureable . The quality of work life and worker satisfaction claims were not measured due to their intangible nature /Lloyd, 19797- The satisfaction measurements collected by the experimentor are presented in the following paragraphs. 53

The employees, of whom 98 were sampled, reported the

following changes in satisfaction j

Factors Increase No changec. Decrease

Recognition for achievement 20 75 3

Achievement 66 29 3

Work itself 67 29 2

Responsibility 78 18 2

Advancement 61 33 k

Growth 71 27

Change in satis:faction 7^ 19 5

Table 3-1. Results of Hill Air Force Base Orthodox Job Enrichment Project on Satisfaction Levels /Herzberg, 1968, p. 6p_7

Throughout the entire Hill Air Force Base OJE project, top management was involved and lent its support, and had ownership of all the phases of change that were to take

place ,/Rafalko , 197^/. It seems that for any specific change to take place that change must be planned, organization wide and managed from the top for increased organizational effectiveness. A planned intervention such as orthodox job enrichment that uses behavioral science knowledge as its base must have this ingredient for success /Huse, 197^7-

F. TASK ATTRIBUTES

The identification of task attributes by Authur Turner

5^ and Paul Lawrence of Harvard University represented a radical departure from the job enrichment and job enlargement research. Their hypothesis was that a specific set of task attributes directly and indirectly influences the affective and behavioral responses of the employee to the job ^Aldag and Brief, 1979, Turner and Lawrence, 1 96,57*

Using a previously designed classification system they were able to identify specific sets of task attributes.

These sets were encompassed in two general groups, the elements of behavior and the elements of task. The elements

of behavior include activities - what people do on the job; interrelations - contact between people for the purpose of physical or social exchange; and mental states - attitudes,

feelings, awareness, cognition, etc. /Aldag and Brief, 197.27'•

The two elements of task are identified as prescribed - the part of the task behavior that is predetermined by the defined role of that job in the organization; and discretion - ary - that behavior that is at the descretion of the individual /Aldag and Brief, 197.27-

The task attributes that emerged were called Requisite

Task Attributes (RTA) because they were viewed as required

by the intrinsic nature of the job. Those attributes ares

1) variety - the number of different activities that can be

developed by various job designs; 2) autonomy - the amount

of discretion the worker is expected to have in carrying

out assigned activities; 3) required interaction - the

55 amount of necessary interdependence in which direct face-to- face communication is needed to perform the task properly; k) optional interaction - the amount of voluntary communication feasible given the technology (machinery, layout or noise) employed; 5) knowledge and skill required - the degree of mental preparation or learning that can be presented as essential in order to perform the job adequately; and

6) responsibility - the unprogrammable but necessary level of felt accountability required for task performance.

Six Associated Task Attributes (ATA) were also identified.

The ATA are task identity, pay, working conditions, level of machinization and capital investment.

To test the theory, Turner and Lawrence measured k7 jobs

over a wide range of technologies, company sizes, community

sizes and regional setting. In addition, ^70 job occupants completed a job attitude survey which included measures of

job satisfaction and perceived task attributes. Their find-

ings indicated that perceived task attribute scores from the

job incumbants were positively related to the more objectively measured requisite task attribute scores and to levels of

job satisfaction. The requisite task attribute scores were

also positively related to attendance /Aldag and Brief, 1979/.

G. JOB REDESIGN

Additional work in the area of task attributes was done

by J. Richard Hackman and Edward Lawler III. They investi-

gated the task attributes of: 1) variety; 2) autonomy;

3) task identity; 4) feedback; 5) dealing with others; and

6) friendship opportunities. All of these attributes flow directly from the work of Turner and Lawrence /Aldag and Brief,

1979, Hackman and Lawler, I97l7« Their study consisted of administering a questionnaire to 208 individuals employed by an eastern telephone company. The employees occupied thirteen different jobs ranging from directory assistance operators to central office repairmen. The general findings indicated that the greater the degree of variety, autonomy, task identi-

ty and feedback that employees perceived in their jobs, the higher was employee motivation, satisfaction, performance and attendance. It was found that the factors of working with

other people and opportunities for friendships were unrelated

to employee motivation and performance /Xldag and Brief, 1979, p. h^J.

Approximately four years later J. Richard Hackman and

Greg Oldham developed a strategy for job redesign. This was

based on three years of collaborative work and designed as a

set of tools for diagnosing existing jobs and setting down

guidelines for translating the diagnostic results into speci-

fic action steps for change /Hackman and Oldham, 197^7. The

basic desire for action was to get people involved in their

work.

In Figure 3-3 the Hackman- Oldham model is presented with

implementing concepts. The implementing concepts will be

discussed later. The core job dimensions that led to the

57 critical psychological states are explained in further detail below:

Skill variety . The degree to which a job requires the worker to perform activities that challenge his skills and! abilities. The job appeals to the "whole" person when more skills are involved.

Task identity . The degree to which the job requires completion of a whole and identifiable piece of work; doing a job from beginning to end with a visible outcome.

Task significance . The degree to which the job has a substantial and perceivable impact on the lives of other people, whether in the immediate organization or the world at large.

Autonomy . The degree to which the job gives the worker freedom, independence and discretion in scheduling work and determining how he will carry it out. The individual responsible for success and failure of work.

Feedback . This is the degree to which a worker, in carrying out the job, gets information about the effectiveness of his efforts /Hackman and Oldham, 197i7-

Growth need strength is a moderator in the model. It is hypothesized that people high in growth need strength tend to respond more readily to job redesign than those with little or no growth need strength.

^ r^ ^ o U 3: c o o 3S i CO nj !m CD U c -P CD <*H o CD CD in £ •H O co 3£ -P > CD O H C •H £ o CD r-\M CO -P -H ctf nJ -P CD £ a u CD C "P 3 E a s: CO u C o s m e$ csr ^ X/l Eh rO -J OS o > o < EH CO o -C-H ,c

C Oh fcuO •H - CO V\ r4 CD o- n on Ctf o CD H rH •H QC ctf M CO O O CD & s o ctf • H H -P •"3 -P O cd X •H£^ T5 k O 01 £ r O >> Ctf O CO xz T3 T3 rH C o CCS « G c a a 5 s w ^ O o ctj 03 cdIX ,a c ^j o o 1-0 •H CO CD c k CD i o e o •H Q CD

•H

ha c •H CO +3 +3 c ft CD CD £ O CD G rH O PhO Ms

H. JOB DIAGNOSTIC SURVEY

To implement job enrichment in the Hackman/Oldham style, a job diagnostic survey (JDS) must first be given to the employees on the job to be enriched. The JDS, as developed by

Hackman and his associates, measures: 1) the overall level of motivation and satisfaction of employees on the focal job;

2) the overall motivating potential of the job and if the

job is realistically open to improvement; 3) the readiness of employees for change. It also identifies what areas of the core job dimensions that are specifically in need of improvement /Hackman and Oldham, 197£/> A copy of a typical JDS is enclosed in the Appendix. The job diagnostic survey produces a motivating potential score (MPS) based on the formula

in Figure 3-4. The MPS is a single summary index of the degree to which the objective characteristics of the job will

prompt high internal work motivators /Hackman and Oldham, 197^7 •

O &

CD CD X

s o c po cd < fci 3\o X s T-H 5-i O - CD Ph a o C CD . cti U w\ o o o- a on GO tH H „ «J s •H •H ctf CO p x: C T3 CD rH CO P O Oj O EH PL, T c £ cd o >» •H C p P Rj •H a3 £ -P > ^ C

ctf

Eh i en + CD >> U -P 3 CD san •H u Pn >

•H

In using the MPS as an index, studies have shown that people who have jobs that are high in the core job dimensions also have scores that are high on the MPS index. The reverse is true for those jobs that are low on core job dimensions.

The five implementary concepts are: 1) forming natural work units; 2) combining tasks; 3) establishing client relationships; 4) vertical loading; 5) open feedback channels.

These implementary concepts are described in greater detail below.

Forming natural work units . To form natural units of work, elements of .the task are distributed in a logical way.

The employee does not have a piece of the product, as in an

assembly line. Instead he has a whole identifiable body of

work that gives a sense of ownership upon completion.

Combining tasks . Existing and fractionalized tasks should

be put together to form new and larger modules of work to

increase skill variety and task identity.

Establish client relationships . There are three steps in

establishing client relationships. They are 1) identify the

client; 2) insuring the most direct contact possible between

client and worker; 3) "the client must be willing and able to

judge the quality of the product services he receives.

Vertical loading . Vertical loading gives the job holder

greater discretion in completing the assigned work unit. To

increase vertical loading the employee is given greater dis-

cretion in planning and controlling work, evaluating and

reporting the results. 62

Open feedback channels . Feedback channels must be open

to help the worker learn about his performance either directly

from the work by completion of a job, or by the client-re-

lated feedback. The job provides more immediate and private feedback than client/supervisor-related feedback /Hackman and Oldham, 197^7.

In Figure 3-3 the implementary concepts and the effect

on the core job dimensions are depicted.

Will the Hackman- Oldham job enrichment model work in

every circumstance? It depends in part on the psychological

needs of people and whether or not the job may be modified.

Figure 3-5 depicts the moderating effect of employee growth

need strength upon the influence of the core job dimensions.

As was stated previously, the higher the growth need, as

measured by the job diagnostic survey, the greater chance

of significantly positive results when undertaking a job

enrichment project using the Hackman- Oldham model.

cd cd o fi C cd o s M CD •H u c x: -P o •H p £2 cd -C > O •p -P bfl •H CD C P cd C -P cd CD fa CD O JnrH M U «h -p cd S S C •P CO 00 •H O 3 00 H T5 ^ cd >> CD Jh-h rH T3 c x; P CD CD > cd +» •H P> >.H PQ CD ^ CD CD 5 rH C O T3 2 P o Cd CD c CD 00 C U 3 CO P rH" CD •H rO 13 J3 -C ^ x: CO o o CO f-3 CO fclfl M P CO u w •H -H •H O •H O a cc X X CC P-. CD(\ CD Ol >iVO O rH • ft ft e w -

o as -p o - CD cd

T3 MO

cd cd U CD C cd O o CD cd ;^j

i c^

w PQ o CD o O H U s fa *-3 00 3 w X 2 bjD GO Eh H w fa fa w ce £; Pi fa o H fa O o Q

I. JOB ENRICHMENT AND GOAL SETTING

It has been hypothesized in the previous literature

/Hackman, 1975. Herzberg, 19687 that increased worker satisfaction led to increased quality of performance, internal motivation and low absenteeism and turnover. These in turn increased profits or savings but evidence of increased productivity seems to be lacking.

The addition of goal setting theory to job enrichment would, it is hypothesized, increase satisfaction and productivity /Umstot, Mitchell and Bell, in press, Umstot and

Rosenbach, 19767- Denis D. Umstot and William E. Rosenbach tested the hypothesis that job enrichment is related to goal setting. Umstot and Rosenbach used a combination of the

Hackman and Herzberg job enrichment techniques and E.A. Locke's goal setting theory. Hackman' s model has previously been presented. Locke's goal setting theory states: 1) specific goals result in greater output than a general goal like

"do your best" ; 2) a difficult goal results in greater output than an easy goal; and 3) goals serve to moderate performance only if they are accepted /Locke 1968, Umstot, Mitchell and

Bell, in press/.

Further, where job design refers to the deliberate purpose- ful planning of the job, including all of its structural and social aspects, goal setting is the process of developing and formalizing targets or objectives that an employee is responsible for accomplishing ^Umstot, Mitchell, and Bell, in press_7.

The effect of goals on a job are:

1) They provide direction for all work activities.

2) They create a sense of challenge that enhances the significance and meaning of a job.

3) They facilitate increased feedback from the job.

k) They enable the manager to give the employee more freedom to get the job done.

5) They allow a closer match between the individual and the organizational goals. Goals further enhance role clarity for the job holder /Umstot, 19777*

Urns tot, Bell and Mitchell developed a two-phase research project to investigate the effect of job enrichment and goal setting on employee productivity and satisfaction in a well- controlled, simulated job environment. The first phase consisted of two conditions of goal setting (assigned goals vs. no goals) and two conditions of job enrichment (enriched vs.

unenriched) . The results indicated that job enrichment had a substantial impact on job satisfaction but little effect on productivity. In contrast goal setting had a major impact on productivity and a less substantial impact on satisfaction.

In the second phase of the experiment, those that were in the unenriched jobs worked under enriched conditions and those that previously had no goals were assigned goals. The results were the same as with the first phase of the experiement

/Umstot and Rsenbach, 1976/

Due to the results of the Umstot, Bell and Mitchell experiment there seems to be conclusive evidence that goal setting and job enrichment can be combined without creating any adverse effects. A further explanation of how goal setting interacts with job characteristics is given in

Table 3-2. It should be noted that in almost all cases the job attributes are enhanced.

Job Characteristics Predicted Effect of Task Goals on the Job Characteristics

Skill variety No change

Task identity Enhance

Task significance Enhance

Autonomy Enhance if participation used

Feedback on the job Enhanc e

Role clarity Enhanc e

Challenge Enhance

Individual and organizational Enhance goal congruence

Table 3-2. The Interaction of Goal Setting with Job Characteristics /Umstot, Mitchell and Bell, in press/

J. JOB ENRICHMENT INTERVENTION DESIGN

The intervention design proposed by Umstot and Rosenbach for their experiment seems to be a combination of the Hackman and Herzberg job enrichment techniques. The initial phase would be to obtain top management support and then administer the job diagnostic survey. Education in job enrichment techniques packman and Herzberg7 °f those involved in the project is the second phase. This helps those involved to have ownership of the project and increases the likelihood of success. This group is then divided into two smaller groups to brainstorm the area to be enriched or focal job, for motivators and non-motivators (e.g., vehicle maintenance

activity) . Key supervisors then evaluate the findings and feed back the results to the groups for implementation of the job enrichment process. A followup is made at periodic intervals to insure proper implementation and feedback /Umstot and Rosenbach, 19777. (See Figure 3-6.)

The Umstot Rosenbach Model for goal setting and job enrichment was developed from previous experiments and job enrichment studies by Hackman and Oldham and goal setting studies by Locke ^Hackman and Oldham, 1975. Locke, 1968,

Umstot, Mitchell and 3ell, in press, Umstot and Rosenbach,

1976/. The model and its moderators are presented in

Figure 3-7.

Obtain Top Management Support

Administer Pretest i Herzberg Educate Those Hackman & Oldham Involved in Job - *r Implementing Enrichment and Concepts of Job Management Techniques Enrichment

/ V

Group I Group II Brainstorm Brainstorm <— l Implementation Implementation / X Focal / Job / Identified / \ Identified Motivators Nonmotivators

> t Key Supervisors And Top Manage- ment Evaluate Feedback Motivat ars Ana Job Enr ichment Pro ject

Figure 3-6. Job Enrichment and Goal Setting Intervention Strategy for a longitudinal Field Experiment /Umstot and Rosenbach, 19777

>J rH co •P cd H CD CD •H ^ a T3 O > T3 C 3 fi •H •H O p> Sm cd >> H >-H •H CD T3 p O •H -P •P > c •H 3 Td cd * P O CD rH CO Td p> C n cc s <: c -P CtJ P o ?H M -H o w o u -P 3 CQ Sh O c H T3 3 S-t Sh u W > Sh W O t-i c m w ~ T3 ^ ,a G o cd ctf ^> ,0 r-i G T3 r- CD c CD CO cd ^ a O X M -p C •H -a •H s G P> cd P • CD -p 4-3 CO o O p -P rH CO CQ opcd S XS

EN- en

CD U 3 fcuO •H

A final note should be interjected in regards to goal setting in the work environment. According to results of studies of a West Coast utility project by R.M. Steers, the individual differences of needs for achievement, affiliation and autonomy moderate the goal usage process. If an individual's need for achievement is high the individual will react adversely to goal setting but conversely if his affiliation need is low he will react favorably to goal setting. A highly autonomous individual will react favorably to goal setting provided that the means to accomplish the goal are under the individual' s control. The reverse is also true for those individuals with a low need for autonomy /steers, 1975

7 Steers, 1976, Umstot, Mitchell and Bell, in pressy .

K. JOB ENRICHMENT AND THE PHYSICAL SETTING

In his article "Job Enrichment Lessons from A.T.&T."

/Ford, 197.27 Robert M. Ford describes a job enrichment technique to bolster employee motivation in white and blue collar jobs. Ford visualizes going beyond high-level concepts as

"self actualization," "need for achievement" and "psychological growth." He favors a strategy that can be broken down into three aspects of improving work through systematic changes in: 1) the modules of work; 2) control of the modules; and 3) the feedback signaling whether something has been accomplished.

The module of work refers to a complete set of work. In the control of the module, the supervisor turns over more and more responsibility as the worker gains in experience and ability. Feedback signaling gives the employee direct knowledge of the results as the job is accomplished /Ford,

19737-

According to Ford to improve or enrich an already existing job, the parts must first be rearranged. Prework, such as planning, and later work stages, such as reporting and evaluating, are put back into the job. Responsibility for the work module is obtained from upper echelons. Work that does not belong in the work module after rearrangement is pushed down to other job classifications or automated. See

Figure 3-8.

Pull Down Responsibility From Above

I Pull "Prework^ To Improve this Job Pull Later into the job *" Rearrange the Present"* work stages Parts back into job

v Push Work on Down to Lower Job Classifications or Automate Completely

Figure 3-8. A.T.&T.'s Steps in Improving the Job. /Ford, 1973. p. 10l7

A.T.&T. has established that job enrichment works to their satisfaction. Now they are studying ways to enrich a number of jobs by a technique called "nesting." /Ford, 197.27

Nesting essentially changes the physical location of a number of related jobs in a given office space to provide complete work modules, and easily identifiable work groups which are involved in getting a specific task or a typical days work completed. Nesting can be shown by a typical office floor plan. An example is given in Figure 3-9 below.

Unit "A" T T Unit "B" Manager Typ ing P ool Manager T T

Unit "A" Unit "B"

Boss Boss Boss Boss

E E E E E E

Figure 3-9. Plan "A" - Typical Office Floor Plan Without Nesting

By this oversimplified depiction, it can be seen that a typical organizational hierarchy exists. Indirect channels of communication and a lack of identity with the existing work of each unit is prevalent. Further it should be noted

that the typists (T) are secluded from the identifiable work group. There is quite a contrast between "A" and "B" (Fig- ure 3-10.)

Unit "A" Unit "A" Manager Boss E E E ^°ss T T E E E

Unit "B" Manager

Unit "B" E E E Boss . T T aF E E Boss

Figure 3-10. Plan "B" - Office Plan With Nesting

Plan "B" floor plan shows typists (T) that can be identified in working with a specific unit. They became familiar with work and essentially became part of that specific unit.

They share in the feedback and the productivity of their respective units. Again, this is an over simplification of the nesting procedure described by Ford, but it reflects the main ingredients. With this technique it is possible to enrich many jobs at the same time.

: .

L. SUMMARY AND IMPLICATION FOR THE NAVY

In summary, the previous discussion has highlighted the dymanic variables related to job satisfaction. The three general areas defined were: 1) the characteristics of individual work motivation; 2) the nature of the job; and

3) the management of work. The specific variables for each general catagory are

A) The characteristics of individual work motivation

1) The employee's need satisfaction. 2) The development of work outcomes. 3) The expectancy, valence and instrumentality of the worker. *0 The effort-performance relationship of the worker 5) Identifying the moderators of the motivation to perform. 6) Role perceptions and their relationship to the organization's expectations. 7) The performance of an individual in an organization.

B) The nature of the job

1) The effect increased work simplification has on worker behavior. 2) An increase in skill variety by enlargement of the task horizontally. 3) The increase of psychological growth on the job through job enrichment. *0 The identification of the attributes that make up a task and their relationship to worker satisfaction and motivation to perform. 5) The moderating effects of growth need strength.

C) The management of work

1) The addition of goals to existing jobs and their effect on productivity and satisfaction. 2) The rearranging of existing parts of a job into a more meaningful whole. 3) The rearranging of physical office or work space to provide natural working groups

All of these variables can be used in existing Navy organizations when managers interact with subordinates during the daily routine of work. Using the expertise that has been developed by noted theorists, small initial job enrichment projects may be developed by Navy managers to enhance the productivity and worker satisfaction within their particular spheres of influence.

IV. ORGANIZATIONAL CHANGE STRATEGY PROPOSAL

A. AW JOB DESCRIPTION

In viewing the "job" of the individual Antisubmarine

Warfare operator, it must be realized that it is, in reality, two jobs. These jobs can be described as; 1) the antisubmarine warfare flying job that consists of the search for submarines by use of acoustic and nonacoustic sensor equipment, and 2) the collateral duty job which consists of all other duties necessary to help the squadron function on a day to day basis.

The flying job is considered a crew function. The AW is an integral part of a team of eleven to thirteen other individuals that process electronic data when patrolling the ocean in search of submarines and other ships of interest.

It is the AW s job to interpret these data.

From the survey that was described in the problem statement (see p. 2 2 of this thesis) it was learned that antisubmarine warfare operational flights are the most satisfying part of the AW s job. Searching for and finding submarines has much of the enrichment necessary to sustain the critical psychological states of experiencing responsibility, meaning- fulness and knowledge of actual work outcomes.

According to the responses received to the survey question,

"What is most dessatisfying about your job?" , the problem area is in the second part of the AW s job. This part requires

77 the AW to be used as a "manpower pool," i.e., to wash aircraft, clean the hangar, and fly as an observer on pilot training flights and also includes his collateral duties of maintaining the AW shop records and training documentation.

It is important to identify all the functions in the AW job. Not realizing it has two distinct parts could prove to be fatal in a job redesign project.

B. FORCE FIELD ANALYSIS

As depicted in Figure 4-1, a force field analysis /Lewin,

19517 could be used to signify how a meaningful change can take place. To increase satisfaction level, the project could recommend more submarine (VPSS) or out of area (00A) flights. This may not be possible due to scheduling or other constraints, i.e., aircraft, fuel, submarines, etc. but it would give the AW less time on the ground to be used as a

"manpower pool" and increase the portion of the job that is most satisfying. From the squadron's viewpoint, however, certain routine jobs must be completed. With the entire work force focused on VPSS or 00A flights there is little time for the chores necessary in the daily routine.

Another way to attack the problem would be to reduce dissatisfaction through job enrichment. This idea would not be dependent upon aircraft, fuel or submarines, but instead would be dependent upon the people resources that are available to the squadrons and staff of Commander Patrol Wings Pacific

(COMPATWINGSPAC) at the present time.

Crises Management VFSS/OOA Flights < Job II Manpower Fool Job I c Well Done Job Pilot Training Flights

:epititious Training , Crew Belongingness

Direction of movement SATISFACTION V DISSATISFACTION i

Figure k- 1. Force Field Analysis of AW Job^

The Proposed Change Strategy - The change strategy that is proposed for Moffett Field is given in Figure k-2. A more detailed explanation of the parts of the strategy is provided below.

C. IDENTIFICATION OF A NEED FOR A BEHAVIOR OF INTERVENTION

This is the beginning of the change strategy. Identifi- cation of the need for a behavioral intervention may be accomplished by reviewing records on turnover, individual performance, absenteeism and squadron operational efficiency.

Low retention in a particular rate, such as the AW rate or low scores in squadron efficiency may indicate low satisfaction

The subjects presented in the force field analysis were taken from the AW Retention Survey and individual AW interviews.

79 levels within a particular squadron. Other means of identification would be to give surveys to check the job satisfaction levels of those involved in a particular job or rate within the squadron. Hackman and Lawler proposed using a job diagnostic survey (JDS) to find out if a job can be enriched. They also use the JDS to identify the portions of the job that could be targets for enrichment.

An important moderating variable in the Hackman- Oldham model of job enrichment is growth need strength. The survey given should include, as the job diagnostic survey does, questions that measure the employee's need for growth. The employee's need for growth may be defined as the employee's desire for self actualization through his exercising inde-

pendent thought and action while on the job /lennis , Benne and Chin, 196_g7. High growth need strength scores could indicate that a job enrichment project would be successful in increasing the level of job satisfaction. Low growth need strength scores could indicate that a job enrichment project would have no impact on job satisfaction.

In any case, surveys and interviews should be conducted to help the change agent gather data to determine the satisfaction level of the individuals in the organization's jobs.

The survey could be of any type designed to measure the satisfaction level of those in the organization that may be the focal point of the job enrichment project.

Identification of a Need for a Behavioral Intervention

Selection of a Program Leader

Selection of a Key Organizational Person (KOP)

Determination of the Initial Feasibility of a Job Redesign

Creation of an Officer-Enlisted Job Redesign Task Force

Identification of Activities Comprising the Job

Identification of Job Activities Task Attribute Linkages

Specification of a Specific Job Redesign Intervention

Evaluation of the Proposed Intervention

Figure k-2. A Proposed Job Redesign Strategy in the AW Rate /Adopted from Aldag and Brief, 1979, Alderfer, 1972, p. ig

Squadron efficiency records absenteeism or turnover, and as in the case of AW's, reenlistment records, should be kept and reviewed from the onset for later evaluation of the job enrichment project.

D. SELECTION OF A PROGRAM LEADER AND KEY ORGANIZATIONAL PERSON

The selection of a proper leader is extremely important in a job enrichment project ^Huse, 197^7* The individual should have a broad knowledge and experience in the behavioral sciences, including motivational theory, as well as excellent knowledge of installing job enrichment programs. In most cases, organizations do not have in-house personnel to use and outside consultants may have to be called /Huse, 197^/.

The program leader would run the project, but would have help from a key organizational person. This individual would be someone who is familiar with the operation of the squadron at Moffett Field and would act as an interpreter to help with communication flows between the consultant and flag, staff and squadron personnel. Flag, staff and squadron personnel are

defined in this case as: Rear Admiral C.O. Prindle , COMPAT-

WINGSPAC (flag) ; COMPATWINGSPAC personnel (flag staff) ; individual squadron's commanding and executive officers and all officer and enlisted personnel who work for them (squadron

personnel) . A background in behavioral science would be essential, as well as a Navy background. A suitably quali- fied individual to fill the position of key organizational person might be found at the Navy Postgraduate School in

82 the Human Resources Management curriculum, or at HRM centers

Dr detachments.

S. DETERMINATION OF THE INITIAL FEASIBILITY OF JOB REDESIGN

Even though the survey results in the Appendix indicate

MiT job dissatisfaction and the potential for the use of a job enrichment project, there are other factors to consider.

Certain critical questions should be answered to the satisfaction of the change agent (consultant) and the client alike. These questions ares

1) Have we diagnosed all of the problems in the work systems?

2) Are the managers involved ready to deal with the problems that are encountered when a major change takes place in an organization?

3) Is there a firm and complete commitment from top management? /"Hackman, 19757

If these questions are answered in the affirmative and the results of the surveys and interviews indicate that a job enrichment project is needed, then the project would seem feasible.

F. CREATION OF A LABOR MANAGEMENT REDESIGN TASK FORCE

In any change effort, the main ingredient for a successful project is the degree to which the management and the labor force support and change efforts. If commitment to the project is only superficial the results will be less than desired.

At the squadron level - In the AW rate job enrichement project, it will be essential to have the AW's, the branch and division officers, branch and division chiefs, department heads, executive officers and commanding officers all involved. Their commitment to the change effort will give support, accelerating implementation, and lend credability to the project. The management areas given above will be formed into a squadron job enrichment task force.

At the COMPATWINGSPAC staff level the AW training office should be involved in setting up training requirements that would be necessary for the AW's and in gathering retention data for the project evaluation.

G. IDENTIFICATION OF ACTIVITIES COMPRISING THE JOB AND LINKAGES TO TASK ATTRIBUTES

Once the task forces have been identified, the change agent will set out to identify all of the activities that make up the job of the AW. These parts would be evaluated as to their ability to increase satisfaction, or to decrease dissatisfaction. The job parts would be further analyzed as to whether or not they could be linked with the task attributes of skill variety, task identity, task significance, autonomy and feedback by the use of a job diagnostic survey or by interviews.

. SPECIFICATION OF A JOB REDESIGN INTERVENTION

In approaching the proposed job enrichment project, it s important to outline a strategy for implementation and ey areas for focus. At Moffett Field the consultant or hange agent and his key organization person should approach he intervention from three levels. These levels are: 1) the lag level; 2) the staff level; and 3) "the squadron level.

The main reason for this approach would be to : 1) in- olve all of upper and middle management and thereby increase roject ownership at each level; 2) to increase credibility f the project in the eyes of the squadrons who are the tar- et for the change effort by the interest generated from the dmiral and his staff; 3) "to provide a means of communication o all levels about what the project is, what it intends to ccomplish and what involvement or support is needed from ach level; and 4) to insure that ultimate control of the roject still lies in the hands of upper management.

At the flag level, the consultant would act as an advisor o the Commander of Patrol Wings Pacific on the job enrichment roject. In the absence of the consultant the key organiza- ional person would be responsible for clarifying specific tages of the job enrichment project. Therefore any questions hat are generated could be answered completely and promptly

.nd most of all, correctly. Keeping top management well in-

'ormed will be vital to the project's success.

At the staff level, the consultant and the key organizational person would set up plans for the job enrichment intervention. They, along with the AW training personnel, would analyze the AW rate by gathering data on dissatisfaction levels and report on problems and possible solutions.

Group problem solving sessions would be scheduled with the consultant and the AW's. These sessions would be used to get the individual AW's ideas on ways to solve problems within the rate and specifically problems they perceive at

Moffett Field. Examples of problems that could be solved would be advancement and career paths and shortages of manpower in the AW rate. Potential solutions would be reported back to the staff.

Training of squadron and staff personnel in the job enrichment techniques would be provided by the consultant, and the key organizational person. Once initial training had been accomplished, ongoing consulting services would be provided as the project developed. Feedback from the consultant and the squadron to the staff would be increased by regular progress reports. These reports would be used to keep all informed of the project's well being and could help address areas of concern where direct intervention by the consultant may be necessary. As the project progresses, refresher or reeducation training would be scheduled.

Figure ^-3 illustrates activities and functions at the flag and staff level diagrams.

COMPATWINGSPAC

CONSULTANT STAFF Key Organizational Person

1 Brief •Advise AW Training Office

Progress • Ongoing Report Consulting AW Training Chief

Training •Planning Coordinating

Training on •Career Path Group Problem Job Development Solving Enrichment HRMD Management Reeducation and Leadership Program Classes

Figure ^-3« Consultant, Flag and Staff Interactions

In summary the consultant or key organizational person would be on hand to brief and advise on the effect that the job enrichment project is having on the organization. He also would conduct training in job enrichment, facilitate group problem solving and help plan and coordinate the implementation of the job enrichment project at the squadron level.

Job enrichment at the squadron level - Since squadrons deploy overseas once every year and a half, those squadrons identified for job enrichment would start the project on thei:

87 return. Prior to returning however, the consultant and key organizational person should visit with and brief the squadron's commanding officer and executive officer. During this visit detailed outlines on what is to take place over the next few months would be presented. Further, those individuals that would be needed as implementors and coordinators could be identified and briefed. The purpose of the pre-visit is to obtain squadron top management support.

After the squadron returns to Moffett Field, a pretest or job diagnostic survey should be administered and inter-

views held. Education of the AW s , branch officers and division chiefs on job enrichment concepts would begin. The subjects covered would be motivation hygiene theory, the

Hackman- Oldham job enrichment model, implementing concepts, job enrichment and goal setting and nesting. The department heads, division officers and division chiefs would be in- structed in the same concepts but from a coordinating group viewpoint. In each of these management education classes on job enrichment theory the consultant, or the key organization person would be in charge.

The AW branch officer and branch chief along with the first class petty officers would become the implementing group. Once they finish their job enrichment training the implementing group would "brainstorm" the focal job to identify the motivators. They would then develop implementation

strategies to enhance the job motivators. This session is commonly referred to as the "greenlight" session ,/Rafalko

19737.

The implementor' s main task is to come up with ideas for providing the AW with more recognition, responsibility, growth and achievement and by doing so point out areas that may increase the level of satisfaction in that job. The only ground rules would be that no ideas are unacceptable and all ideas are recorded.

Once the implementing group has run out of ideas, the areas of concern should be placed in catagories of 1) maintenance items - job context factors (social, economic,

physical) ; 2) road block items - constraints and limitations

- to a job (rules and regulations) ; 3) growth items the ideas or tasks that require new learning and additional challenges by the AW in order to perform adequately; 4) recognition items feedback that permits the employee to evaluate the results of his work and to determine corrective action without being overly dependent on supervising value judgement; 5) responsibility items - either vertical loading (assigning higher level responsibilities) or horizontal loading (extending the work process from either direction) in making a whole job;

6) module items - a natural unit of work that gives the employee a whole job or complete responsibility for a task

(rearranging the job so that the individual performs the

planning, doing and evaluating of the job) . Until the group

89 gets into the swing of the operation the consultant may be needed to help facilitate the operation.

In the session called the evaluation, or "red light session," the implementing group discusses all of the ideas and labels them as either good or excellent. For those items deemed excellent, the group will develop implementation strategies. If the change cannot be handled at the AW shop level, then the idea and its implementation will go to the coordination group.

The coordinating group should be composed of upper and middle level managers in the organization. One of the main purposes for having a coordinating committee or group at the flag and staff level is to identify the squadrons that are to be the first to use job enrichemnt. Squadrons selection should be done with great care and with the aid of the consultant. Improper selection may cause failure of the project. An example of this would be a squadron that would be selected without complete commitment or without any commitment from the selected squadron's commanding officer.

At the squadron level the coordinating group would con- sist of the executive officer, the department head, the division officer and the division chief of the rate that is to be enriched. In the squadron, the purpose of the coordinating group would be to serve as a review board for the squadron on projects recommended by the implementation group

^Herzberg and Rafalko , 197^7- The coordinating group would

90 also have approval power over implementation projects. If a certain project is disapproved, immediate, constructive and honest feedback would be given to the implementation group as to why the project cannot be approved.

It should be noted however, that it would be the duty of the coordinating committee to try to enhance the project's probability of success by reducing any roadblocks that may stand in the way of implementation. After the "red light" session, feedback would be obtained from the coordinating group, the projects that are approved would be implemented.

The implementation group would be in contact with the consultant throughout the project development as would be the coordination group. After a certain length of time, may- be a month or two, the consultant or his assistant develop

a progress report for COMPATWINGSPAC , his staff and squadron commanders on what has been accomplished and what perceived changes have taken place. Any changes or adjustments to the existing project would then be brought out for review.

(A diagram of a squadron job enrichment project is provided

in Figure k-k. )

The final stage of the job enrichment process that is really ongoing is the followup meeting. This is where the implementation group again meets in a green light session.

More areas are identified and the process begins again.

OBTAIN TOP MANAGEMENT SUPPORT / / / ADMINISTER PRETEST FOR, JOB SATISFACTION LEVELS MOTIVATION HYGIENE THEORY HACKMAN/OLDHAM J.E. MODEL EDUCATE THOSE INVOLVED IN JOB ENRICHMENT MANAGEMENT" IMPLEMENTING TECHNIQUES CONCEPTS J.E. PLUS GOALS EMPLOYEE BEHAVIOR > IMPLEMENTATION GROUP

GREENLIGHT SESSION CONSULTANT ;i

FOCAL JOB COORDINATING RED LIGHT SESSION, GROUP EVALUATION

IMPLEMENTATION

PROGRESS REPORTS RESURVEY

•FOLLOWUP MEETINGS

--Indicates direct intervention by consultant — Indicates stepwise progression

Figure ^-4. A Diagram of a Proposed Squadron Job Enrichment Project

It should be noted that the ultimate authority over all phases of the job enrichment project within a squadron rest with the squadron commanding officer. The consultant, coordinating and implementing groups advise him as to the phases of the project and any change strategies that would be developed.

I. EVALUATION OF THE PROPOSED INTERVENTION

An evaluation of the job redesign project is the measure of success it obtained in achieving the goals it identified at the onset. In the case of the AW, it would be increased retention and increased job satisfaction. The best way to verify if we are successful is to review the AW retention figures in the squadrons over time and see if any change can be identified between the enriched and the unenriched squadrons

After six to eight months a Job Diagnostic Survey is given or other surveys that measure satisfaction levels would again be administered. The changes in satisfaction level would help to determine if any meaningful change has occurred.

J. AREAS FOR CONSIDERATION

In setting up any job enrichment project it is imperative that those involved understand the theory of job enrichement and its implementing concepts. One must also identify and be in tune with why employees are working in the first place.

Essential information to the squadron supervisor would be to

93 find out why an employee is motivated to work, what he expects from his work and what needs are being satisfied by his working.

If an individual's performance is low, is it because his aptitude, skill and ability is lacking or is it just because his role perception of what he is to do and the supervision or organization's role perceptions are not compatible?

Another basic consideration is, has the organization provided the proper tools to enable the individual to perform up to expectations? Once these basic questions have been addressed and answered the problem of enriching a job can begin. (See Review of Literature, Section 2.)

Job enrichment failures are often caused by poorly diag-

nosed problems in the work system /Mirvis , Berg, 19727' The

job and the people should be studied in depth to avoid faulty initial assumptions that may doom a project from the start.

When studying jobs, it should be realized that given the existing technology, some jobs may be as good as they ever will be /Kackman, 19737* ^n "this case job enrichment may add complexity, destroy worker relationships and make the

job even more unbearable than it already is.

Targeting a job redesign project for what is desired as an acceptable outcome is another consideration. Is the target higher worker satisfaction, low turnover or increased productivity?

Job enrichment is not a cure-all for all that ails an organization. Sometimes instituting job redesign without sufficient regard for the spin-off effects may prove dis- ruptive and reverberations may be felt throughout adjacent parts of the organization /Hackman, 197^7'

In adopting job redesign or job enrichment, are we actually changing the job, or are we merely changing titles?

/Hackman, 197^7* Jobs can be relabeled and still they remain routine, repetitive and without feedback. To change a job, the previous dissatisfying qualities must be reduced or eliminated and the satisfying qualities of increased feedback, skill variety, task identity and significance and autonomy must be enhanced.

Finally, the changes developed in an organization must come from within. A top down approach often leaves employees with the feeling of being uninvolved /Hackman, 197£7. Timely worker involvement with the help of facilitations and education in the theories surrounding job enrichment will help to insure a lasting change takes place for the betterment of the organization.

V. CONCLUSION

The increasing retention problem in the AW rate is perceived to be due in large part to the AW s dissatisfaction with his lot in life. Areas of high concern to the individual AW are pay, re enlistment bonuses, advancement opportunity and personal growth through training. Job dissatisfaction also plays an important role in his intention to reenlist.

A. EMPLOYEE WORK ATTITUDES

A problem facing the U.S. Navy is one that employer's throughout the nation are trying to solve, this is a marked change from previous generations in employee work attitudes

/Witkin, 197.27. A whole series of factors have come into play to change work attitudes; our country has a higher level of education than ever before, and a higher standard of liv- ing; young people are more sophisticated and anxious to throw off parental shackles and get away from school discipline; and of course, more of today's young people have had no contact with economic adversity as severe as the Depression of the 1930 's. As a result of all this, the younger workers feel that they have the right to be self assertive on the job, and therefore are more vocal about situations that are not to their liking. If today's young worker is unhappy with his job, he is likely to pick up his marbles and walk away zTwitkin, 197^7.

Workers today are far more interested in personal satisfaction /Witkin, 19727. Although pay is a factor, as long as it is adequate, employees are motivated by far more complex tasks than job holders of a generation ago. Many workers of today want to be challenged and this need for challenge is modified by the workers' growth need strength.

The need for self esteem is another factor that comes into play. Everyone needs to feel good about himself and if he doesn't he may not only turn in a poor job performance but in addition he may keep others from doing their best. Workers of today refuse to submit to conditions that they feel are unfair or demeaning ^Witkin, 19757.

With the change in work attitude, it is important that the managers in todays Navy learn more about what motivates workers and keeps them satisfied. It may not be enough to merely learn about employee motivation. Navy managers should try to do something about the problems of dissatisfaction that they are faced with.

B. THE PURPOSE OF THE THESIS

The purpose of this thesis, therefore, is to: 1) address the AW retention problem; 2) to provide an exhaustive background of literature on employee motivation and techniques of

job enrichment; 3) to develop an organizational change strategy using job enrichment as a means to increase employee

job satisfaction, and increase retention in the AW rate;

97 and k) have that change strategy tailored to a specific

U.S. Navy community.

C. RISKS AND BENEFITS

There are certain risks associated with any change strategy. With the strategy proposed for Moffett Field, the following are areas of concern:

1) The degree of resistance to change. If there is a high resistance to the change process, either at the flag, staff or squadron level, then the project may prove to be a worthless exercise. Although the degree of commitment is important at the flag and staff level, the area of highest concern is the support for the project provided at the squadron level where the change process will have the most impact.

If upper management at squadron level is indifferent or resistant, then efforts to increase satisfaction through job enrichment techniques will be stymied.

2) A poor or faulty diagnosis of organizational problems.

Before the change effort is begun, extensive data gathering on the AW s job and his perceived satisfaction levels should be gathered. After the information has been compiled, a careful diagnosis of the results should be undertaken. If the diagnosis is based on faulty assumptions, then the change strategy may be misdirected which may lead to results that are undesirable.

3) The setting of unattainable goals. If the expected results of the proposed intervention are unrealistic, then the chances for success are diminished. For example, if the goal set for retention is to move from kQfo to 100$ retention, the chances for such a success are nil. Reasonable targets and expectations should be identified prior to beginning the project.

h) An increase of job complexity and worker dissatisfaction.

If the AW's job is poorly diagnosed and the project is begun, the possibility of adding to the complexity of the job exists, with the ultimate result of increased worker dissatisfaction.

After studying the problem of AW retention, increased worker dissatisfaction through the proposed job enrichment project seems remote, however the possibility still exists.

Before discussing the benefits of the proposed change strategy it should be clearly understood what change means in an organization. Change is defined as resulting from an alteration of an existing field of forces /Bennis, Benne

" " and Chin, 196.27'* ^ the Presen t state of affairs, that is the present force fields, are unacceptable and are causing organizational problems, then a change in the existing forces should be undertaken. When focusing on the AW retention problem facing the U.S. Navy, it becomes obvious that a change, if the proper one, may benefit the organization.

The benefits associated with the change process through the use of job enrichment in the AW rate are hoped to be:

1) Improved performance and mission effectiveness

2) Lower absenteeism

3) Increased retention

4) Increased organizational training in management techniques, i.e., job enrichment and employee motivation.

5) High internal work motivation

6) Organizational problems identified, that may have gone unnoticed through increased communication and information flow

D. ROCOMMENDATIONS

In viewing the change strategy from the staff level, a number of suggestions that may help to increase satisfaction in the AW rate come to mind. A summary of these follows:

1) The development of an AW career path program. This career path would have the benefits of providing the AW with the ability to proceed up the ladder to limited duty officer

(LDO) or Warrent Officer (WO) or to remain in the AW rate if desired. This increases the motivational value of the AW rate

(cf. p. 31). To date the AW rate has no specific career path that maps out a detailed progression in training and development from the time he enlists to becoming an AW chief, LDO or Warrant Officer. Part of the career path should include options to change rates at the end of each enlistment. If the career path program works well in the A.W rate, then future consideration should be given to its adoption in other rates as well. 100

2) Increasing electronic training in the AW "A" school.

"A" school is where the AW learns to decipher the electronic signals that are received on his equipment while he is flying.

With this proposal, increasing electronic training would provide the AW with the ability to develop a greater skill variety. Once in the squadron, a greater understanding of electronics would increase the AW's ability to trouble-shoot the equipment he works with in case of break downs. Also this increases motivational expectancy (cf. p. 31). A greater capability with electronics will also give the AW a chance to develop a closer working relationship with other personnel in the squadron who perform maintenance on the equipment that the AW operates while flying. By increasing daily contact with other rates, the AW would continue to build expertise along with friendships by lending a helping hand where it is needed.

3) The rescheduling of compartment cleaning and mess cooking duties so that they are completed by the time the AW joins a squadron. Compartment cleaning is the use of the junior enlisted men for barracks cleanup duties. The enlisted men, including the AW, are given tasks such as cleaning and buffing floors, and general janitorial duties. When the AW has mess cooking his duties involve kitchen help, such as serving food, washing dishes, etc. At present the AW leaves the training squadron for the fleet squadron and then is assigned to compartment cleaning and mess cooking. This project would call for reorganizing the present schedule so

101 that once the AW leaves the training squadron he no longer would be used for these menial tasks. In this way, the individual AW would be able to concentrate on being an antisubmarine warfare operator, his crew activities and professional development while in the fleet squadron.

4) Increasing the use of group problem solving. Specific problems that affect the AW directly, such as the sonobuoy locker problem, for example, would be presented in large group meetings. The sonobuoy locker problem pertains to duty that each AW shop in the squadron takes a turn at performing. The job elements involve receiving, sorting, un- packing and storing sonobuoys. The AW's find this duty to be very dissatisfying, but to date no alternative solution has been successfully attempted. At the proposed group problem solving meeting the AW's would be split into sub- groups and asked to develop solutions to the problem. This meeting should be facilitated by an organizational development consultant. Once a reasonable solution is developed, the AW's would present that solution to COMPATWINGSPAC Staff for approval. In this way, ownership for the solution lies with those that are directly involved with the problem and increased commitment to the project solution is enhanced.

5) Increasing awareness of steps involved and requirements of LDO and WO programs. This project would provide the AW with increased knowledge of the steps necessary and requirements to fulfill to be eligible for selection to the LDO or

WO program. 102

6) Development of a meaningful training program. Accord- ing to the survey results discussed in Chapter I, unmeaningful or repetitive training is a source area of AW dissatisfaction.

The AW training provided should be stimulating and thought provoking. It is recommended that training be scheduled bi-monthly, but great care will have to be taken in order to avoid repetition.

The preceding recommendations all touch on the motivation factors Herzberg identified in his research. These motivation factors are achievement, work itself, responsibility, advancement and growth. The ideas for these projects were derived from interviews with selected AW's and the survey results discussed in Chapter I, page 22.

E. FUTURE CONSIDERATIONS

The scope of the project does not have to be limited to the AW rate, nor does it have to be limited to one specific locale. Each job enrichment project, though, should be tailored to the host organization, to the specific target group, and to the environment in which it operates. The strategy presented herein is not one that will work for every organization, environment or group. One should not assume that the problem of one organization will be the same for all organizations. The characteristics of each individual

job are also different and must be studied as unique entities to enable proper and correct diagnosis of the effects of

103 job enrichment and whether or not job enrichment is an appropriate strategy to use.

The opportunities for job enrichment in the Navy may be found where worker dissatisfaction is prevalant. These areas nay be small work groups such as flight crews or maintenance teams, they may be large organizational entities, such as ships dt squadrons, or they may be specific occupational rates within the organization as a whole. Identification of target job enrichment opportunities can be made by checking for ligh turnover rates and/or low efficiency and performance.

This study raises such additional questions as: what is the effect that job enrichment may have on the Navy; what effect will job enrichment have on leadership and management skills in the Navy; will an increase in worker satisfaction reduce turnover in the AW rate, or any rate, when better wages lure the worker away from the Navy; and will the project

Df job enrichment, if adapted by the Navy, have a lasting effect on the organization, or will it's effectiveness diminish with time. These questions strongly indicate further study of job redesign approaches within the U.S. Navy.

104

APPENDIX A

Air Force Logistics Command MPIImi

^4 to k e efficient and to be human

105 ENCL I

APPENDIX A

* "To Be Efficient and To Be Human" is the subtitle of The Managerial Choice by Frederick Herzberg, published by Dow Jones- Irwin, 1975.

"Orthodox Job Enrichment" and "OJE" are trademarks of Herzberg and Associates

106

APPENDIX A

TABLE OF CONTENTS

Page

Introduction 11

What is Orthodox Job Enrichment? 1

Why OJE in AFLC? 8

How OJE is Done 12

How OJE is Measured 22

Glossary of OJE Terms 24

Bibliography 26

107

FMPT. 1

APPENDIX A

INTRODUCTION

This handbook is intended to give the reader a modest overview of the development of the Orthodox Job Enrichment Program in the Air Force Logistics Command. It is written to give supervisors, middle management, executives, and other interested parties a chance to become familiar with the program.

This AFLC handbook will briefly cover the theory of OJE, how and why we started an OJE program, how v/e implement or apply the theory, and how we measure the results.

Each section is written as independently of the others as possible, thus allowing the reader to peruse only the section(s) of particular interest.

A glossary of terms is also included.

ENCL 108 1

APPENDIX A

WHAT IS ORTKQOOX J03 ENRICHMENT ?

In discussing what is Orthodox Job Enrichment, as a first step, it is best to separate the "orthodox" from the "job enrichment". "Orthodox" has the connotation of traditional, conventional, and in this case, original. Dr Frederick Herzberg, distinguished Professor of Management, College of 3usin2ss, University of Utah in Salt Lake City, Utah, is the originator of the job enrichment philosophy, concepts, and management strategy. As such, programs in job enrichment that utilize his approaches and techniques are referred to as Orthodox Job Enrichment Programs. Other approaches to organizational improvement may use job enrichment as a large or small part of their strategy. Examples of such alternatives are sociotechnical systems, participative management, industrial democ- racy, and organizational development. In AFLC, we have pursued and applied job enrichment with Dr Herzberg's advice; hence, we have Orthodox Job Enrichment.

A Strategy and A Process

A second point to clarify is that job enrichment is both .i strategy and a process. As a strategy, it involves theory, concepts, and views on the nature of man and direction for management. OJE provides a strategy which incorporates the tactics of human relations, communications, wage and salary administration, etc., which we have used for years. As a process, it involves putting the theoretical to practical use. The process of implementing OJE is discussed under "How Is OJE Done in AFLC?" In discussing "What OJE Is", we will cover the theory and key concepts in a brief nar- rative. We must emphasize that only the highlights will be covered and the reader is strongly encouraged to seek out further insights and explanation in the sources listed in the back of the handbook. Where a certain source is particularly pertinent to an area under discussion, we have made direct reference to it.

T he Dual Nature of Kan

The theoretical basis for job enrichment begins with a particular view of the nature of man. Though man exists at all times as a unity, conceptually we view him as having two distinct natures. Further, each nature has its accompanying need system. One nature

109'

APPENDIX A

of man is concerned with escaping from or avoiding pain. As such, man is an animal. He doesn't want to hurt, or put differently, he wants not to hur t. Now, by avoiding this pain, both physical and psychological ( cold, heat, hunger, thirst, sickness, danger, loneliness, inferio rity, etc.), he does not achieve positive meaning in his life. He me rely avoids being uncomfortable. As an animal. man is able to find infinite sources of things that make him miserable in an inf inite variety of ways 2 (too cold or too hot; food th j t is too sp icy or too flat; and an office that is too small, too noisy, too dul 1 , or too crowded; a partner that is too passive or too aggressive)

The second part of man's make up is directed toward experiencing psychological growth. 3 Man has a ns ed to grow psychologically. This want makes him distinctly human and separates him from the other animals on this planet. Where the animal nature of man is characterized by avoidance behavior (he may be seeking shelter but the motivation is to avoid the rain) , the human side of man is characterized by approach behavior, In this posture, man seeks fulfillment or growth as he does certai n things. He gains from experience that provides psychological growth. If he doesn't have these experiences, he isn't worse off nor do es he incur a deficit. He merely doesn't gain anything.

1 Frederick Ticrzberg, Work end Tr.z fixture of Man (fie-j York: World Publishing Company, 195S) This is referred to by Herzberg as the Adam nature.

2 Frederick Herzberg, Motivation: The y.ar.ager-.sr.t of Success, Tapes 1-10 (Elk Grove Village, Illinois: Advanced Systems Inc) Tape 8

3 Frederick Herzberg, Work and The Nature of '-fan (New York: World Publishing Corrpany, 1966) This is referred to by Herzberg as the Abraham nature.

110 ENCL 1

APPENDIX A The important point about these assumptions concerning the nature of man and the thrust of the theory is that man exists on two continua. From this concept of the duality of man's nature comes the motivation-hygiene of people at work. Simply stated, this theory says that items, policies, or actions that deal with the environment or the surroundings of the job serve a hygienic function ( of keeping people from being unhappy with their job. This is equivalent to satisfying the pain avoidance nature of man or placating his animal nature. Herzberg refers to these factors as hygiene because, if managed properly, they prevent unrest or dissatisfaction among workers (they keep them from experiencing pain), much as a vaccine prevents a person innoculated from being stricken with a disease. Other authors talk in terms of maintenance factors. 4 Note though, that regardless of the adequacy of the hygiene, it is of no value in meeting the psychological growth of the worker.

Tne need system associated with the human part of the worker is served by the elements of the job itself. These factors that lead to growth for the worker are termed motivators. Those items make the worker want to do his job because it meets his human need to grow psychologically. Meeting these needs are by far more challenging; but, whan met, they pay big dividends for the organization and the worker. This graphic is a conceptulization of the two distinct continua:

JOB DISSATISFACTION <]. NO JOB DISSATISFACTION

HO J03 SATISFACTION _ {>J03 SATISFACTION

Traditionally, management has placed total or almost total concern with meeting the maintenance needs of the worker. One reason for this has been that management has concentrated on moving their employees rather than motivating them. The distinction between these two may be subtle, but it is crucial. When we move an employee, we entice him to do something he wouldn't ordinarily co "5"y using

4 Robert N. Ford, Motivation Through the Work Itself (ttew York: American Management Association, Incorporated, 1969 J. Ford calls these naintanance factors because these things keep the "hitman machine" in order and available for use.

Ill ENCL 1

APPENDIX A

either a reward or a threat, We are motivated to get the job done and we move the employee. When someone is motivated to do a job, he does it for something tha t is contained in the job. A motivated employee has an internal gen era tor that doesn't need to be charged by the manager. 5 There a re many other reasons for the traditional concern with hygiene, but they are not important here. What, is important is that the gro./th needs of mm typically have not been met in the work place a nd everyone has been the worse because of it. What is needed is to restructure jobs so that they are endowed with motivators. Th is process, which previously has occurred as coincidental to other management strategies, may be denoted as job enrichment.

Managing Hygiene

How we will examine some of the impl ications -of the motivation- hygiene theory for the management of hygiene and the management of motivators. When discussing hygiene or maintenance, we must keep in mind that the goal for the management of hygiene is to eliminate dissatisfaction. The ultimate would be that there exists no dissatisfaction within the work force. This is, of course, an impossibility because, as we already know, people find infinite sources of frustration and we cannot hope to resolve all of them. We find ourselves in a minimization problem where we want to keep the total or level of dissatisfaction as low as possible.

Before getting further into how hygiene operates and how we should manage it, it is appropriate that we list the factors considered as hygiene (remember that these are factors affecting the environment or the surroundings of the job): company policy and administration, supervision, relationship with supervisor, work conditions, salary, interpersonal relation?, status, and security.''

5 Frederick Herzberg, Motivation: Tne Mmaa&sent of Success, Tapes 1-10 (Elk Grove Village, Illinois: Advanced Systems Inc) Tape 2

6 Frederick Rerzberg, Work and The tJatia-e of Van (lien lork: World Publishing Company, 1965)

tiz ENCL 1

APPENDIX A

In considering how best to deal with hygiene, the following points must be considered. ? First, avoidance behavior is characteristic of hygiene problems (avoidance of feeling inferior or inadequate, or going hungry, etc). Second, hygiene is concerned with the condition, events and people around the job. Third, hygiene has a i short-term effect and it must be continually reinforced. If you get a thousand dollar raise now, then you feel great; but pretty soonyour new income level is your accepted base. Further, bv next year at the same time, you will likely expect another increase and if it isn't at least a thousand again you will feel slighted. With these characteristics in mind, there are three basics to the management of hygiene. A manager shojld de-emphasize hygiene programs. He should give compensation, make better working conditions cr improve the working environment and be quiet about it. Also, a manager gives hygiene or tweets maintenance needs with the appropriate measure. Don't give someone a new parking space when he needs a new desk. Or, more concisely, the rules for hygiene management are: (1) Keep it simple. (2) Give it and shut up about it. (3) Be direct.

Managing The Motivators

The management of the factors that lead to motivation represents an entirely different challenge. In this area, our goal is to reap the rewards of motivated workers by providing them with enriched jobs. Here, we want to maximize the satisfaction of our employees. Rather than having no satisfaction from their job, we want to be able to fill their human need for psychological " growth as much as possible in their work. In trying to do this, our basic task is to put into jobs as much of each of the following motivators as we can: achievement; recognition for achievement; responsibility; the work itself; advancement; and growth. 5

7 Frederick Herzberg, Motivation: The .Var.zye-er.t of Success, Tapes 1-10 (Elk Grove Village, Illinois: Advanced Gysteris Inc), Tapes 8 and 10

8 Frederick Herzberg, Work end Tae Mature of Kan (Ke-J York: World Fvblishing Ccrrpanij, ~1966) These are listed as the motivators in the motivation-hygiene theory since they ars the classes within vhich -'ob satisfaction experiences Here placed by Herzberg et at in his testing for intci-pretation of uhat these rear, in the process of enriching jobs (see the section "Xou is CJE Done Here?")

113 ENCL 1

APPENDIX A

In contrast to hygiene, the motivators tend to be long lasting, arc available from limited sources, and do not need constant reinforcement to be effective. For easy reference and comparison, the following table contrasting the dynamics of hygiene and motivators is provided:

DYNAMICS OF DYNAMICS OF HYGIENE FACTORS MOTIVATION FACTORS

1. EFFECTS: 1. EFFECTS:

Dissatisfaction when at some Personal satisfaction low level through psychological Ho job dissatisfaction at the growth when present. hi oh level.

2. TYPE OF BEHAVIOR 2. TYPE OF BEHAVIOR Avoidance Approach

3. SOURCE: 3. SOURCE:

Environment Tasks or job content

4. NO. OF SOURCES: 4. NO. OF SOURCES:

Infinite Finite or limited

5. TYPE OF FEELING: 5. TYPE OF FEELING

Less than someone else More than one was before

6. DURATION: 6. DURATION:

Short Term Long Term

7. PSYCHOLOGICAL FUNCTION 7. PSYCHOLOGICAL FUNCTION

Cyclical Additive or cumulative

8. ZERO POINT: 8. ZERO POINT:

Escalating Nonescelating

9. OVERALL ANSWER: 9. OVERALL ANSWER:

None — pain built into your More answer to meaning arid

biology contentment in 1 ife

114 CNCL 1

APPENDIX A

The Challenge

This summary provides most of the highlights of the theory sup- « porting the job enrichment program. We iterate that for a complete understanding of the theory, the reader should consult the sources listed in the back of this handbook. One other point is that job enrichment is either not in the answer or will not be effective if motivation is not part of the question. Applying motivation to a job is a necessary but not sufficient condition for motivated performance. If the people hired to do a task are not skilled in the areas needed, then the most enriched job in the world won't get performance. Similarly, if the workers are •hurting" very badly, if there is excessive dissatisfaction, if we are pitifully managing hygiene, then we should not expect the worker to provide us with motivated performance. However, if the hygiene is at acceptable levels, and our people are competent, then a lack of performance is likely due to a deflated, unchallenging job, and job enrichment (or enlivenment) is the answer.

In summary, it is important to always keep in mind that the two continua are separate, distinct, and represent equally important noncompetitive need systems with unique dynamics. Therefore, our management approach to the two must be different and we must be careful not to confuse the two continua in our management actions.

115 i^JCL 1

APPENDIX A

WHY OJE IN AFLC ?

Continuing pressure to do more v/i thin existing resources led to an investigation of ways to increase employee productivity in AFLC.

At Ogden AtC, research and analysis of published literature, U.S. Government and industry programs, and past Ogden ALC programs, led to a proposal for a new approach to motivation. This proposal was presented to the Ogden ALC Commander and the Executive Council and approved on a conceptual basis in May 1973.

In September 1973, an ad hoc committee was established to further develop the proposed Ogden ALC program. In addition, contact was made with Dr Frederick Herzberg of the University of Utah in order to determine if he and/or his staff would be available for assistance to the program.

Dr Herzberg was receptive to their request and agreed to assist in the implementation of a trial program at Ogden ALC. So, in January of 1 ?74, Ogden ALC contracted with Herzberg and Associates for extensive training in the motivation-hygiene theory and the application of Orthodox Job Enrichment. The next month, the initial keyman training started. Sixteen keymen represen- ting the various directorates received 120 hours of traininq 1n the theory and application of Orthodox Job Enrichment. At the conclusion of the training, eleven pilot projects were selected for application of the principles of job enrichment.

Results from these projects were encouraging and 16 more projects were begun in June 1974. The prooram was increasingly successful over time. The following chart (Figure 1) reflects the growth of the program at Ogden.

In June 1976, the decision was made to apply OJE command-wide because it demonstrated consistent results and a universally applicable approach. A letter from General Rogers, 10 July 1976, reflected this decision and expressed his desire to apply OJE throughout the command. An implementation plan was prepared and published in September 1976. The plan calls for a time- phased expansion both in terms of when each base begins, and expansion within each base.

116 ENCL 1

APPENDIX A

OGDEH ALC OJE PROGRAM

Apr 74 Jan 75 Jan 76 Jan 77

Projects 11 13 45 64

(4) (4) (25) Keymen* 16 16 25 25

Cost $ 70,000 $170,000 $654,000 $1,109,000

Benefits $ 274,000 903,000 2,747,000

Workers Impacted 425 607 2152 3584

- Data is cumulative for the month indicated.

Number of Keymen on board and number ( ) that have been rotated.

Figure 1

117 :ncl i

APPENDIX A

The Need for QJE

There is one rare aspect to answer "Why Orthodox Job Enrich- ment". It deals with the necessity for such a program. In ' the recent DOD experience of decreasing manpower with a relative increase in workload, there is obviously a need to be more efficient in the use of our resources. Job enrichment accom- plishes increased efficiency in the work force in two ways. By providing more meaningful jobs for the workers, the organization is imr.adiately bettor off because its work force is doing more and using more of their human abilities. Second, the organization profits by reaping the gains of a more motivated work force. That is, the same people provide more and better output per time period. The point that makes job enrichment so particularly exciting is that it also has big payoffs for the worker. Like the organization, he gets dividends because he now has a personally rewarding and meaningful experience at work.

Put another v/ay, OJE gives us the means to reconcile two concerns previously thought to be diametrically opposed. The two are productivity and quality of work life. These two issues have become more and more important in recent years. The management principles of OJE bring these two issues together and indeed make it imperative that we treat these issues as inter- related and simultaneously solvable problems. Dr Herzberg does this when he describes the challenge of OJE as "to be efficient and to be human". The model in Figure 2 depicts this inter- relatedness.

EN L l 118 ' V

APPENDIX A

ORTHODOX JOB ENRICHMENT

EFFICIENT HUMAN

MOTIVATED GROWTH

MOTIVATORS PERFORMANCE

FAIR DAYS DECENT

WORK HYGIENE TO BE DECENT

•

'TO BE EFFICIENT AND TO BE HUMAN"

Figure 2

ENCL 1 119

APPENDIX A

HOW IS OJE DONE IN AFLC

Interpreting theory to its Dractical application is always a difficult task. To do so, the interpreter must have a thorough % understanding of the theoretical and also a unique ability to translate the theory into usable, applicable form. In this section, we are faced with the task of outlining how we make use of the concepts and ideas behind job enrichment. First, we will discuss how the theory translates into goals for the enrichment process; second, the process we follow in implementing job enrichment and the staffing that exists to sustain the effort; and third, we will provide an example of how the job enrichment process works.

The Real Life Terms of Enrichment

The goal of the job enrichment process is to enrich jobs. What does it mean to enrich a job? How can you tell if a job is enriched? How can you tell if a job is ailing? Theoretically, we would say: Ooes a job contain a large dose of the motivators, or is it lacking the motivators? Practically, we can zero in on certain elements of a job that are derived from the motivators but are easier to deal with in the real world and less ambiguous than terms such as opportunity for growth, achievement, responsibility, and advancement. Some of these are:"

a. Direct Feedback . The employee should know directly (not by way of one, two, three, or four supervisors) and as quickly as possible whether his performance is acceptable or not.

b. Client Relationship . The worker should have someone to serve besides making his boss happy or playing the regulations tune.

c. Hew Learning . A job should offer a person a chance to gain new learning. An important point here is that real growth occurs not from learning the same thing or similar things many times, but from learning new relationships and new concepts in new areas.

9 Frederick Herzberg, "The Viae Old Turk", Harvard Business Review (Scpterrber-October 1974)

120 ENCL 1

APPENDIX A

d. Sch°dul inq . The opportunity to schedule his workload, as only he knows is best, is another key element.

e. Unique Expertise . Each worker has individual abilities; let's not make him like everyone else and everyone else like him by routinizing jobs down to the mirco second or micro movement.

f. Control over Resources . Place responsibility for costs, maintenance, etc., to the people who use the resources.

g. Direc t Ccrowncatjon Authority. Allow the worker to deal directly with those people with whom he needs to work to accomplish his job.

h. Personal Accountability . In many instances, we have developed control systems or procedures that, in effect, serve to take any responsibility for performance away from the worker end put it on the system. Each person should be personally responsible and accountable for his or her performance.

The above "ingredients of a good job" are indicators that we should look for in our jobs and our employee's jobs. What we attempt to do in job enrichment is include as many of these ingredients as possible into each person's job.

A Conceptual Model of the OJE Process

Another way of viewing the implication of job enrichment theory for practical application is the following diagram which demonstrates the enriching process for a job as it currently exists. The concept displayed is the effort to give a worker a complete job or job module. Note how Figure 1 relates to the elements of an enriched job described above.

10 Robert U. Ford, I'otivatioi Through thr. Work Itself

(llew York: American Itanagemnt Acsociatic:, Inc., 19S3 ) t page 157.

ENCL 121 1

APPENDIX A

PULL DOWN RESPONSIBILITIES FROM ABOVE

1. PLANNING WORK 2. GOAL SETTING 3. QUALITY ASSURANCE CHECKS 4. DECISION MAKING 5. METHODS IMPROVEMENT 6. PR03LEM SOLVLN'G

JV.

^ ENRICHED JOB

X PUSn EARLIER PRESENT JOB PULL L*VTER WORK WORK STAGES STAGES BACK INTO THE JOB INTO THE JOB

1. WORK PLANNING? 1 INSPECTIONS 2. SCHEDULING 2. PROOF READINQ 3. WORK LAYOUT 3. DECISION 4. COORDINATING MAKING \z PUSH WORK ON DOWN TO LO-.VER JOB CLASSIFICATION

1, CLEAN UP DETAILS 2. FILING 3. TYPING

Figure 3

i22 ENCL 1

APPENDIX A

Implementation of OJE

W* have the challenge (increase motivation and obtain increased efficiency). We have the process (job enrichment). We know how to distinguish an enriched job from a poor one. Now, how do we implement job enrichment?

Unlike most approaches, the strategy of Orthodox Job Enrichmen\ is to start at the bottom of the management pyramid and work ud. First- line supervisors are involved in enriching the jobs of the line workers. Later, upper level management applies the OJE principles to the management of the first-lir.e supervisors, and so on. This approach is necessary because enrichment of one level has an unavoidable impact on the jobs of the immediate supervisors. Additionally, the bulk of the work force is on the line and this is where the most deflated jobs exist.

A pivotal person in the enrichment process is the keyman. Each directorate has one or more keymen. Keymen are individuals from within the organization who have had extensive training in job enrichment theory and application and have a broad knowledge of the functions and operations of the directorate within which they operate. They serve as specialists and consultants to management in the implementation of OJE. In the OJE process, they are involved extensively at first, but to a decreasing degree as the approach becomes more of an accepted and adopted strategy.

Implementation is on a project basis. Projects are approved by directors, usually on recommendation of keymen, division chiefs, or line supervisors. The first phase in the project is the establishment of implementing arid coordinating committees. The implementing committee is comprised of the supervisor of the area to be enriched (the key supervisor) and other first and second level supervisors who can be of assistance in the implementation of job enrichment. Size of the implementing committee varies from four to eight. The coordinatinq committee is made of middle and upper level management with which the unit involved interfaces. Typically, it consists of four to eight members. The keyman serves as advisor to both groups.

After selection of the committees, the keyman conducts training in the motivation-hygiene theory. Training usually consists of 30 to 40 hours of theory including classroom exercises to highlight the major points of the instruction.

123

ENCL 1

APPENDIX A

Following the training effort, the implementing group has the task of enriching the jobs under consideration. The technique used is called greenli ghting and redlighting. Greenlighting, or ' brainstorming, utilize s the concept of deferred judgment. The purpose is to generate as many ideas as possible about how to instill motivators into the jo bs. After a list of perhaps two to three hundred has been green lighted, the group enters a redlight session. Here the ideas are eva luated to determine which will be considered for immediate implemen tation, which will be kept for possible future implementation, and wh ich will be discarded.

The implementation of the accepted green! ight items is the area where the coordinating committee can be most useful. Having been trained in the theory, this committee can now understand the strategy behind the changes suggested by implementing committee and be of assistance in removing roadblocks to implementation. The coordinating committee also develops the measurement plan for the oroject. Important points to note in this process are the relationships and roles of the keyman, the key supervisor, and upper level management. It is the keyman's responsibility to train the key supervisor and to offer him guidance as he adopts a new approach to managing his people. The responsibility for running the unit always rests with the supervisor in charge. The keyman serves in a consultant role here as someone that offers sound, usable advice, but is not responsible for the actual function of the unit. The keyman serves another function as an impartial observer who often is able to help those caught up in the day-to-day routine of the operation see better ways to accomplish their missions. Upper level management, as members of the coordinating committee, provide important assistance to the project by making it possible for the key supervisor to make the changes he has decided are needed. They will also need to make adjustments to their management strategy as more and more of their employees have their jobs enriched. The keymen, key supervisors, and the key supervisors' managers form a team, each with his own role, ability, and responsibility in the ongoing task of managing by this new strategy.

An Example of A Project — OJE in Action

This is the rough outline of how a project is run. To provide a better feel for the real-world application, the following description of an actual project is provided:

124

:ncl i

APPENDIX A The Warehouse and Receiving Branch (OSEO) of the Installation Equipment Management Division receives, issues, inspects, stores, picks up, and delivers installation and individual equipment for Ogden ALC. This branch was selected as a pilot project in February 1974. There are 24 people in the branch. This area was chosen as a pilot because it was experiencing a high turnover rate, low productivity, and processing problems. All of these are indicative of sick jobs rather than unqualified people. x

Besides the section chiefs of the two sections being enriched, the implementing committee included a section chief from one of the other warehouse divisions, the engineering standards representative for the branch, the quality supervisor over the area, and a section supervisor from another branch that has sor.a impact on the branch under study. The coordinating committee was made up of the Instal- lation Equipment Management Division Chief, all three D5E branch chiefs, a branch chief from Oepot Supply whose branch performs a similar function, and the classifier from Personnel for the area.

The keyman on the project provided both groups with 20 hours of training on the motivation-hygiene theory utilizing video tapes and guidebooks prepared by Dr Herzberg. After completion of the formal training, a series of green! ight (brainstorming) sessions were held to come up with as many ways as possible to instill motivators into the jobs. Over 250 ideas ware generated in these sessions. Aft-r redlighting (evaluating) this list, the following are some of the changes and their accompanying motivator(s) that were proposed to be accepted by the coordinating committee:

ITEM FACTORS

Redesigned work flow Responsibility, growth, achievememt, work itself, internal recognition

Allowed workmen to do their Responsibility, achievement own work scheduling

Allowed workmen to schedule Responsibility their own break periods

Assigned individual drivers Responsibility, work itself, specific vehicles and assigned achievement, personal recog- responsibility for first level nition maintenance, gas, and repair budgets

125 ENCL 1

APPENDIX A ITEM FACTORS

Established formal training Growth and learning, work itself, and OJT in inspection principles responsibility, achievement and techniques

Gave equipment technicians Work itself, responsibility, and warehousemen/drivers achievement inspection functions

In process of establishing Growth, achievement career visibility through cross training

In process of establishing Advancement opportunity career progression, WG-4 to WG-8

A conceptual tool to view the effect of OJE on the job is the use of a flow diagram which traces the progress of the work through the warehouse section. Figure 4 shows the work flow prior to the job enrichment effort and Figure 5 shows it after the effort. Notice how the worker now has much added responsibility, personal accountability, and challenge in his job.

This kind of effort to redesign jobs according to OJE principles is not without payoff to management and to the worker. Based on pro- jections resulting from reassignment of two inspectors and one warehouseman, this project will save the branch approximately $38,000 yearly. Not a bad return on the $8,500 investment in salary for the keyman and supplies used in the proiect. As for the worker, well, these comments about hew he views his job now are typical

"Before OJE, this job was boring and unchallenging. Now

that I have sore real responsibility and a real job to do, it's a lot easier to get up in the morning. Also, when the

IG comes through to inspect the records, I know they will find them all in order and that means something to me."

In summary, we have seen how we implement, what the goals of implementation are, and a real live example of a project. We have seen how, when done correctly, OJE gives the worker a job to do that provides him with the motivation to work because the job provides

ENT CL 1 126

APPENDIX A r^

•J < o ft •J >-* 5 w ft

« w a; gg ft »-4 8 8 8 P. M 03 B -v» S-: M o :=> •-< w CO 5 M « wn O p: K4> H* n w as Q CO eo w s en GO g *£ «5 o »-« S3 M o a o P. o y o a ro .-I c_> Si •^ 55 u ci — K ft

5 w at c; s o i o

Figure 4

ENCL 1 127

APPENDIX A

m P. to HO

H DELIVER OR RECEIVE hP. 8

3 M | »»» « 5E w a »2 O D "*»«» 03 01 GO § W •H a o u P. H CO < i a o « e H W < 3 JE ea o o •m u DETERMINE PRIORITY SCHEDULE 1 § B» O M A «CO

c C1 oo c 2 1

Figure 5

ENCL 1 128

APPENDIX A a means to meet his human need of psychological growth. The supervisor now is able to return to doing supervisory functions and get away from babysitting functions. He is managing a dynamic group of workers who have responsible jobs. The supervisor now can differentiate between things that prevent unhappiness and things that can offer satisfaction to his employees. Higher levels of management reap the benefits of motivated performance from workers and lower levels of management. Their own jobs are enriched as they find more time available for executive level functions and leave the lower level functions to lower level management. It all sounds nice, and it is; but we would be remiss if we didn't leave you with some frank statements of what OJE is not. OJE is a powerful tool and a necessary management strategy, but it is limited. The following statements serve to place OJE in its proper perspec- tive and point out some of the constraints and difficulties in applying OJE:

a. OJE is not a panacea for all of management's ills.

b. Orthodox Job Enrichment is not easy. It is work.

c. It is not effective if there is not a healthy workload and a real desire by management to be efficient. You cannot motivate people to do nothing or meaningless work.

d. The purpose is to better utilize people's talents, not to find excess positions.

e. OJE is not a program for building grades or organizations; to the contrary, it is meant to provide more complete and stronger position structuring. Misuse of the program must be avoided.

f. It is not a duplication of other planning, industrial engineering, or management analysis functions, it is a new approach to management to be adopted by the supervisor and manager.

g. You cannot apply a cookbook solution to the problem of notivation.

h. Orthodox Job Enrichment must be accepted by the supervisor as his own management philosophy, not as an installation program.

ENCL 1 129

APPENDIX A

HOW OJE IS MEASURED

In order to have feedback for ourselves on how successful our O'JE projects are, to be able to assess our progress, and to have a sound basis for reenforcing top management, it is necessary to measure the impact of our projects and the program as a whole. In this section, we will highlight the organization and procedures established for measurement, including appropriate examples of these areas and levels.

Measurement Guidance

Direction for measurement efforts is basically provided through two sources. As part of their initial three-week course, the keymen are given training on techniques for measuring. Also, they are briefed on previous projects, including what indicators were used in these projects to measure the impact of the OJE effort. A second source of direction is policy on measurements, as expressed in DPCJ letter. Project Measurement, published by the AFLC OJE Office. These docu- ments map out a commonality of approach to measuring OJE results and define the parameters used to evaluate the program in eat.:, directorate and for the ALC. Integral parts of the training and policy are an emphasis on being as scientifically valid as feasible, and the placement of responsibility for a measurements plan in the hands of the coordinating committee for each project.

Level and Areas of Measurement

In measuring the effect ar>d value of the OJE effort, there are two levels to consider. One level is the project, or micro, level. Here we are concerned about indicators that show us if we have made any progress as a result of the changes from job enrichment. At the overall program, or macro level, we are interested in assessing the development of the program and in comparing all enriched areas with the rest of the ALC.

Within each project, we look for change to be reflected in three areas:

a. Quality of work life for the employee.

b. Productivity of the employee and/or unit.

c. Quality of the work produced.

ENCL 1 130

APPENDIX A

Quality of work life for the employee is measured by such indicators as sick leave usage and trends, turnover rates, job satisfaction audits and testimonials from both workers and supervisors.

Increases in productivity are often associated with OJE projects. » In general, any information system that provides accurate productivity data for the unit ray be used to track changes in productivity. Some of the productivity increases in various projects noted to date are flow time, reduced overtime, number of units produced, and de- creased use of manpower.

Quality of the product put out by the unit is measured by such indicators as customer quality surveys, rework rates, material usage, and numbers of errors or discrepancies.

Evaluation of the total OJE Program is accomplished by looking at progress towards institutionalization, comparison of enriched areas with the rest of the ALC and comparison of costs with benefits.

Institutional izati on is achieved as OJE is accepted as the management strategy for deal ng with people and work flow across the ALCs. Indications of thi s include improvement in ALC macro measures, more utilization of keymen as consultants, former keymen as functional managers, and more humane hygiene practices evidenced in part by fewer grievances a nd complaints. Sick leave usage and trends, critical incident surveys a nd numbers of disciplinary actions are areas where enriched units as a composite are compared with the rest of the ALC. Total costs and to tal benefits of the program are aggregated monthly.

By utilizing the above approaches and measures, we are able to track and evaluate the success and progress of our OJE effort at all levels. Specific information in this area is available from directorate keymen and the ALC OJE Office.

ENCL 1 131

APPENDIX A

GLOSSARY OF TERMS

The following terms are defined according to their meaning when used in conjunction with Orthodox Job Enrichment:

Abraham : An archetype used by Herzberg to represent the "human" side of man's nature, the nature of man that responds to the motivators.

Adam : An archetype used by Herzberg to represent the "animal" side of man's nature, the nature of man that responds to the hygiene or maintenance factors.

Coordinating Committee : A group of middle and upper level managers who expedite changes proposed by the implementing group and remove roadblocks to implementation of job enrichment.

Dissatisfiers : Factors surrounding a job that lead to employee dissatisfaction or cause unhappiness. The removal of these dissatisfiers cannot lead to job satisfaction.

Greenlighting : A technique of generating ideas for job restructure by utilizing the concept of deferred judgment (brainstorming). Used by implementing committees to come up with ways to instill motivators into jobs.

Hygiene : Refers to factors that affect the job surrounding or the environment of the job. Called hygiene because it is necessary to keep workers from becoming unhappy but does not lead to any satisfaction (see maintenance factors or dissatisfiers).

Implementing Committee : A group consisting of mostly first line management and other specialists who have the responsibility to develop and implement changes to the worker's jobs.

Job Enrichment : A motivation theory aimed primarily at restructuring jobs to provide employees with work that is in and of itself rewarding, stimulating, and therefore motivating. Job enrichment may be pursued through several strategies (see Orthodox Job Enrichment).

ENCL 1 132

APPENDIX A

KITA : Stands for kick in the "pants". Refers to a traditional carrot-and-stick approach to management, when the motivation to work is son:e intrinsic reward or threat. KITA comes in either psychological or physical varieties and may be doled out in positive or negative flavors.

Less Than/More Than : This is roughly equivalent to feeling inferior or superior to someone. For instance, many people feel "less than" their neighbors because they have a smaller house or car.

Maintenan c e Factors : Factors affecting a job which keep the workers going. They are not part of the actual job, but keep the worker in a posture to do the meaningful work (see hygiene or dissatisfiers)

Motivation : Providing the employee with his own internal generator. Giving the employee a job he wants to do because doing the job is a meaningful and important goal to him.

Motivation-Hygiene Theory : The theoretical basis for Orthodox Job Enrichment. The theory centers on a concept of man having a dual nature and states there are motivation and hygiene factors that are distinctly separate.

Motivators : Factors affecting a job that are concerned with the v/ork itself. These items may lead to satisfaction or happiness for the employee on his job. If not present, the employee is deprived of satisfaction and also motivation (see satisfiers).

Movement : Threatening or bribing an employee to do his job using something external to the job itself. Using the carrot or stick to get employees to perform.

Orthodox Job Enrichment : The management strategy and process of job enrichment as developed by Or Herzberg. The strategy uses all levels of management in planning and implementing job changes.

Psychological G rowth : This relates to the Abraham, or the human, nature of man. The capacity for the seeking of psychological growth is the basis for the motivators in the motivation-hygiene theory.

Red! ightinq : The process of evaluating the ideas which come from greenlight sessions.

Satisfiers : Aspects of the job that provide satisfaction to the worker. These things are feedback in the work itself (see motivators).

ENCL 1 133

APPENDIX A BIBLIOGRAPHY

Books and Articles

Ford, Robert N. Motivation Through the Work Itself , New York: , American Management Association, Incorporated, 1969.

Herzberg, Frederick, The Managerial Choice , Homewood, Illinois: Dow Jones-Irwin, 1976.

Herzberg, Frederick, et a!.. The Motivation to Work , Mew York: John Wiley and Sons, 1959.

Herzberg, Frederick, "The Wise Old Turk", Harvard Business

Review , (September-October 1974).

Herzberg, Frederick, Work and The Nature of Man , flew York: World Publishing Company, 1966.

Levinson, Harry, "Asinine Attitudes Toward Motivation",

Harvard Business Review , (January-February 1973).

Mather, John R. , New Pers p ectives in Job Enrichment , flew York: Van Nostrand Reinhold Company, 1971.

Meyers, M. Scott, "Who Are Your Motivated Workers", Harvard Business Review

Smith, Clifford, "The Implication of 'New View' for Motivating

Officer Behavior", Air University Review .

Walters, Roy, "Jcb Enrichment Isn't Easy", Personnel Adminis- trator/Public Personnel Review , (September-October 1972).

Whitsett, David, "Human Growth in The Formal Organization",

Air University Review , (May-June 1969).

Video Tapes

Motivation: The Management of Success , Tapes 1-10, with Or Frederick Herzberg; Advanced Systems Incorporated, Elk Grove Village, Illinois.

EN CI. 1 13^

APPENDIX A

The Motivation to Work: The Ingredients of A Good Job , v/ith Dr Frederick Morzberg and Roy Walters; Advanced Systems Incorporated, Elk Grove Village, Illinois.

Note: Both of the above have accompanying student « and instructor guides.

OJE — Og den S tyle , with Major General Edmund Rafalko and Dr Frederick Herzberg; USAF Film, VRD0869/5396CH (produced by Ogden ALC).

OJE -- What Do Employees Think , with General F. Michael Rogers, Major General Edmund Rafalko, and Dr Frederick Herzberg; USAF Film VR677d (produced by Ogden ALC).

ENCL 1 135

APPENDIX B

rv i

4< Z< -I>

'• J " ——"a

I '•8 v- -J •r-V

\ \n i ^\ % y

f 3 _ j /

•> _•*—*. i -J J -~^

^ y (

4,2 i

i U Q 1?6

APPENDIX B

o o W 2

rH CJ

H Oi W

137

APPENDIX B N •3 +J rH CJ 3 3 O U & 3 •H 83 3 •H CO CO Q. 0) CO 3 g *3 3 CJ a O T-i CJ 3 H • •H Oh • 3 09 U 4J 3 *-> ^ (0 O.H § 4J O CJ • 3 ^3 o •• 3 1-J 3 3 U ^ •H C9 A cr O 3 co a> *J H •H o CJ co co > c CJ 3 to CJ IH rH 3 3 T3 CO CO 3 O tH CO CJ H 3 c T3- CJ •H 3 U S fl 3 J •H 3 ^ •H CJ 3 2 >^ a •s 3 «r o 00 a fO 4-» 3 •H M ^c O (3 IJ 3 4J CJ o o r»» •tf i-) 0J a — U 04 s 3 fs in M CJ o •H 3 gQ H. 2 o> o> H CJ Q «w i-i H O <4-( V u § H 3 ,C *J O 3 o a> w M - o* •H (0 «N co *"»», 4J CJ CJ O CJ z ej < > -J 3 5 3 3 4) § 3 •o OJ CJ 3 ,3 3 •H o ja ^-» Jp M CO «J 4J -= 4J H 0. •3 O q rH fl> § A o ^ n H 5 a) i-« > oo O 3 1 i3- A Cu a •H 3 o • 6H M 22 O «H 00 O 4J - **-i 3 i O CJ M •H i *-» O. iH 3 ~ •3 • u • •3 ^-i 1 iH M H CJ 8 CO •H . 3 4) w •H 3 w 3 o > S4 ^ "5 > 3 a O JS •H CJ <5 ^— •H ps] aj t"** CO > •H M «H o 4J a W ^> 5 >s 3 3 O oo 3 4-t 3 3 s rH >«- T3 ft 3 01 03 o ^-^ en o & i •u o H 3 u 0. H CO OB J-t 3 -a as O CO 3 O cr CJ o - •H 3 CO eg x: H P-t -J H 00 4 3 3 H 3 o S3 CO (^ a) fH a a • «H O 4-1 co >> Q ^ H H 5 3 9 o G •H iH CO 3 u o A M o 8 M-l iH CJ 73 O iH •H O O CJ •H O •3 3 CO •a >» O CJ o XI J*. H o

138

APPENDIX B

• 41 0) fl J3 *a xi 4) 4-» o *J a n «h a. d O >, 4i ^ •H o •D H • 4) CO 3 4) M J O M c* Xi 3 s u 4) o O 1 gfc CJ 3 8 41 H W •« <9 ? H CJ >% CO M » 01 •H a M « rS iH 1) 4) CO 4) •H 4J S a) 41 • .d 4J CO a ,6 a h 3 > n o a d 3 a d 9 • 3 er o Xi o •H 41 x> 4) • «H O CO CO 75 i . » 41 4) •H n J= M «d ^ CU a n d 00 4) CO cd /" H 4) o co (0 T3 CO y 5 d 5 Gy 4J "H o rd H 4) CO u CO > 9 4) 9 o •H ,d •o CU ? IM a) ol 41 a r« M .a u O U 0) M CO M C5 u OJ § 1 41 o o to 00 M 4) 1-1 iH CO d a U H ,0 4) -C 4« *g A a a a 3 o « VO 4) 4) a •H O 44 CO a > •o 3 83 cs 3 u O 41 M d § ct) eg ft) 3 3 4) 4) 4J O ^3 ^Q iH O > M . u «H CO TJ H u u rS g p. 04 CO 1 9 id 2 i % o CO d A 4) a 0) 4) rS 3 4J 4) 45 * 0) a C 3 41 4-1 rH 0) •H «3 J O d a 4) J3 3 4J 5 •h a 5 M o 3 4-> 41 & U -r-> CO JSS 3 . •H O fl 4) 4) CO O 00 \ ^t u H ^S iH CO o ca o 3 41 CJ 2^ (U •w d d 4) 4> A M 41 m-( M o . 3 M 3 xi o •H CO TJ •H •H CO O" •3 * o n o 4-> (4 4) 41 CO 4) 2 CO iH . 3 ^ rd o a ft. U O 4) 00 CO 00 •H *& o H^ M >sTJ 4) d 4J CO •H 9 Xi 4) XI . 1 P. CO «H 4J CO O *-o 4-» > ^ X • P. n c ^ 41 O 3 ^ U X> •H < 9 § 6 CO O 0) « CO < o JB 3k 01 rN u= pO co £ 41 -i , 3 -o 41 4 -^ d U 3 u o CO d M a> 4-i «M M 4) a O 4) T3 o • ah 3 O rH £§ A * O * O M-l P, § 4J « oil 4, M cu a s n a *d -H 4» e4 CO tH • » 3 c d 4J «d iH CJ - «J o i • «w o* d H o u 0. 3 4) CO 3 s cu a 04*0 4) M 4) =- oj a CO -H 41 Xi H JS •h d O 41 13 (0 ^ CO T3 1 U CO 4-» 3 -H 4-> x: o d •H 4) 9 •H cr^S CO •d d «H H o .* co a 4) 4) 41 63 O. O 4* 4J 4) 4) >, U >-( 3 00 r-t |4 *J rH Q CO 4> o u 5 4J -H CJ CO cd 3 rS 4) 5 4J 3 d U 3 co "2 •H O* 4-1 •H U-l *4 d O f-HH O C d O M 3 H M o CO ° jd w t?x> o a 4) o O at cu > *-» c i a

~~139~~

4J 00 <*4 •u 5N CO O fH H •H 3 9 «H 4J CO ** JS 5 ca a o t-f OJ • 4-1 M 3 3 3 • b > to ca uj v-i cu -a rH *o O «h d H o * CM 3 o 4J oo oj • Ol 3 M CO •H T-l A 4J fH 1 M JS U CU 00 i-l u U d rO 4) 'J CO rH o hum a d , a o 3 >W ffl H H o 3 cu 4-1 "O 00 •H ja a *j w *3 c- CD > Orl 44 144 •d cu d d d 4-» O -H 3 M H d i-i u fH 3 • 3 •* M o O CU •* -H J3 *H O rH CO UI44 *3 > HX 3 r* , CO fH r*» 4-i A cu , 3 d 3 r% d 3 w CJ u 1 O JS .0.3 O OH 00^ o d •H •H O 3 i-l •H d 4-i ca i-i *4-l -a 3 o a a m IM cu 4J co a 3 fl o 4J o o S a d «h o O 4,2 -a «H 5 v-' 1") d d fH O -3 3 •H CJ o CJ 4-1 >> 3 d >x t-t -3 4-t Cu > 3 •H 3 cu o i > a u H u » 3 w o co o Q Ss P. M i-l 3 •• *-> 1 • O ft as CU

~~cu i rH J M NO o to US c- O sO~~

~~• . 3 1 T3 1 CO -3 4-1 1~~

~~X i-l 3 3 1 • 4-» • u IM 3 3 1 d 4-1 3 >% 1 4J J3 d 1 4-1 OJ 1 • ^ -3 H 8 M 1 S •H 00 O 1 4J d 1~~

d * •o •H 3 1 rH fH e 3 m 1 m o o» 0) 3 a cu m •• • © . u a ft •H O i o 4-i z 00 CJ 3 4J 1 fH a *3 a «a OJ 3 CU 1 •M a «»- 4-1 O O 01 3 o H -Q i O o *-* OS •fSrf d n d o cu 3 O U i *3 3 d o 31 «- «H 03 U O o) ^ O rfi 3 3 i V JS 3 •H 4J 4J u d 00 «H O u ts >. g a _3 d J3 i N O 3 d 3 o o CO 3 d to oj a a d O 4-i i d «H 3 3 o d o JJ . eft y-i i-i 3 H ES M • 00 N «H i a o i-l 3 •»-» fH fH d a) d «h h d CO d > to 1 o cu 4J 3 rH *3 o 3 01 3 Jifc O) "H 0) «0 d a >» 1 •H 9 3 3 4J M u o> 4-» (a £5 «X I4TJ O o oo o a i 2= H& •H «-t -3 3 M 03 • •H 3 i Q m d d 'h ,a o 9 01 » 3 •H ^S O 3 OJ i i-l 3 3 M AS 4-1 ;s DO TJ £2 4J a JS -H -3 3, ca 4-1 4J O M "3 .3. i "3 J3 3 J-i d d 3 4-i n O O «H i O 3 > O O cO JS 3 » i " 3 >»^1 3 A -5 i , M (0 «H 4J 1-1 d* d ! -3 O f1 •H O c "» a ^ JS en rS eo QUO 1 1-1 cu- 1

d u o . "12 1 0) 4J • u 3 S3 d «m 1 to 5 O o « o | ts .n S Ps -« i o a js at u ! • cj CO i-» •H CO o t eg oj oj I : 3 O T3 • Sj S O i-l "3 J T3 3 O CUU-t 1 4J C4 c O CN to 4-1 Ot u d 1 d U d I • 4J a fH fH o 3 OS cu • a oi i » 4J O OJ OJ o d D '4-1 4J 3 S3 3 3 d ^»-6 1 9 3J 4J fH w M cu a i-f 3 > xh a) > d 3 1 X OH U 3 4J -3 *3 M • CO 4-i 3j a o M CuiH i >N 3 -H d -3 fH 01 CO 4-1 g d 3 4J >sX d S «3 at a cw i 3 O 14-1 -H OJ to CU S3 3 fH O CO 3 3 fH CO -H 3 H •H -H 3 | 4J 4J rH CJ A H 4-1 CO 0) 3 -3 4J CO 3 3 .3 3 3 i a Cu 3 3 3 Cu 4J J3 fi QJ JS -H 4J 0» O O AJ 3 V4 t •H H 43 3 crj 4J O •H 4-1 o 4-1 3 O •H > CO JZ U ,3 CU i iH 3 3 f-4 H H 01 O) o cu fH iH i-l U O O O > H X> an zn crj *» H 0b 3 fH a 33 "3 00 OJ 4-1 3 H i-l O O ps O <4-l 3 a. >s CU 3 i-> a 3 a U 00 O fH I U ja o cu a 3 over work • 0» fH o • 0) O O .0 J3 • tiny of 4J CO O 4J fH 23 Cu crj CN >r)B a £ O

~~140~~

CO V4 4J a) OJ V4 •a d 4J • O a >h QJ c CO C3u m > u 0J u ea o oj o o •o 0J u a s °a oo u d m 0J U_i d at OJ M d o« ja o 0> H-i m rH U O a S u •O iH u J= -H aou_i d O QJ d co co 0J rH •u CO *0 3 -h •u d «4-i OJ a m o OJ OJ 3 0J •H 73 > oj a o • A u Ss CO •3 a a 8 •«Ai rH y- fs r-* , •h a 3 3 3 o 3 r*» ja n d > 3 o 0J 3 ITfl a . M O 00 OJ H VM I iH O O •U 4-1 00 *3 rH co ? * 3 .O o i s: a. On « 3 3 C M ,a h e I 00 OJ o >% §0 «H 0J 0J o o ,3 3 3 00 o aj d a OJ M OJ .O O u > 1-1 u 4J S d 4-1 33 4J 5 o > o a rH ja 3 I • o to I n o. I 4) I

~~1-+ 4-> I r-l I~~

~~a a) I d I ' OJ 4J 0) I o M 3 T3 •o d O~~

~~e>-> I 4J s OJ I a to iH I S to •H 3. I u rH O I OJ iH OJ I 9 d a, m »n 3 ? I I U CO H u I aj OJ .3 OJ .3 M ja » 3~~

• O . .o o O O >\ o 0J 4J 4J 5 •• O, OJ CO « a >. 3 OS e QJ A O u rH d 3 rH CO % 00 0) • 3 00 aj a O OJ OJ OJ 'J 1 •H 0s 4J Os 4J -H I u § > d CO •u 4J <+* «H -H d 15 d I d JQ U 0J <• M OJ OJ sr M -H 4J sr M -U 00 73 H d •H 0J H 00 .fi t 0J 3 0) OJ OJ >% .3 U "3 t4 00 I *3 OS 0J U3 QJ a) -H I U-t 4J H d o i*T3O O d J > * > 4J S

09 a oc|m I •H •H d I U OJ to I o > O l u es d 3 •3 CM 4J c J3 O 0J 4J O 4J 4J • «H P o O CO 3 M o 0J •H -J u 0J d u .3 OJ « o U-l U-l o -I S> 09 *J a co •H O ^ OJ | 00 V4 d «*-) 3 f-l y-l OJ ft IM •A » 3 3 OJ 00 CD 0J a •H 0) OJ CO H > H OJ jj OJ rH 3 •3 rH u -C o 3 00 co g CU CO 4J •H 0J 4J QJ -H u o >» -U 3 J= "3 oo ao on o 3 £U ?J H o* *-> OJ 3 U 4J 3 a. o G] r- H iH 0J • 3 O p1 OJ 3 o n 3 U O 5 * 3 H 4J > o u u H 00 >S T3 *J M •H O 1) t-i ja 3 OJ d U OJ cj ar • 0J o o O > 00 • O X u g u 0J rH 3 O «* > i-i *-> u o d n Z 4J d Ti o vO > d 42 *o

~~141~~

APPENDIX B c- (J 0) a ^ • cj nj m a U • 3 X 4J o 3 3 V< *»-N 3 XI o •u 3 O O • o u 1& 1-) a § M »«« o 3 4J r X o M u-t 4-1 1 J3 * *> 00 o 9 M-l ^ I O 3 iH u o O M 1 3 M U X» "H M «H 3 83 to x •H 3 o 1 rH >% 3 •H 3 -H H • •3 O 00 1 9 u x Uh o M 1 O rH CO O, 4J 4-> 1 4J CO CO 3 o) I » to 0) o 3 U a rH fN O 8 »3 M 1 i u to H H s CO "H 3 > 3 oo > 00-H

~~^•H 1 3 CO 1 o 1 0J to -H~~

~~4J "O I x; 09 ! 4-» 4J 3 i a i o o 3 3 i c- X> H \o 5 ^3 sO Xi vO 4J . 3 a) i O 3 i 00~~

~~i 3 i •H a s 5 CO H o o i u 60 i B« >, i •H l 3 rH 3 a *J i O 3 •H i o 4-1 3 rH i >t (0 t CJ CJ a h i 0) 3 i n~~

~~£* i 1 | O 1 • 3 O i 4J~~

s i 3 4-1 • •H 3 i (0 3 i CJ •3 5 o J i CO 3 •H •• 4» X* i ! co N 3 i rH U M-t CJ 3- 3 3 I (0 (U CJ M M i 3 'H » 00 i O X T3 a M 00 5 <*-• i-> 0J i CO O ,Q CO 3 •H o rH -» 3 3 3 « » u O V CO 3 0J a 3 CO o

*3 »* +-> 4-1 1 0) 4-1 • rH TJ i tf> a> H > rH 4= ,5 O 3 ° •H fs T3 s •H 3 O 4-1 3t 00 > >. x: ^ ~i 4-1 s > l H •H -si CO U 0J CO H •H H CO o CJ 3) 3 CJ 3 sT .3 3 4J *i-> A 3 3 3 CJ a. 05 -5 •«-) > i U o.t: JO U O 3 U h a • | 4J *i O >% I •H i oo o -a u n «H > I o o M m 0J w 3 en p1

01 -*

~~S « O 1 rH M t u 3 1 U O. 3 3 *T3 4J co 1 •h a U i o O u 1 >% 09 ca~~

O J CJ CO CO 4J s^ M I -o o ,c •H r4 3 •H 3 I M « CJ • « 1 •H H J2 O ca oj OJ o 3 IH •H -H O a) 4-1 4-1 *3 4-> u 03 i > a co oj CJ i 3J ca 4J 00 rH 3 « U A 3 3 I O i) •H to t-i 00 cj ca 3 i H 9 3 o 1? O A I 3 a u-< iH rH u cu c M O )-i 3 r1 i 3 3 4-1 O r-1 0J o o 3 5£ s •H O > -H S 3 CO > H «o oo a PS to T3 rO a & 3 3 (3 • 0) O a. O "H 3) • o XI M • OJ 3 J3 -H r^ •»-> '->— > 3 i M-l 3 OO 2 M 3 53 o> > o 4J a

~~1^2~~

APPENDIX B 3 > « •H rH 0) CM CU ^ 03 > M cj cj o CO cw u 3 3 60 A o >» o U Xi U e- a 3 H 03 CO M rH (3 H CU B «H CO •H 60 M 0) • •9 • CO • M CU 3 3 • ««M 60 ,3 H CO O A *3 CU -H O J= 3 U OH 00 f>. CJ O 3 Ps CJ 4J -H r^ 3 u »>. *J cu • O r4 fl 03 cu

~~. 3 1 >» 05 O CO u ao m-( j-» d >» V4 3 3 ai a h 3 CU 3 CU O 4J 3 0O~~

~~> a «j > > CO •HtJ 00 ! > O O iH ca o 3 0J C 1-1 •3 § O 3 €*• V ) 1 ea so ,0 ^ o M 1 Js *n 1 1 •H 4J H 1 3 H | 3 O 3 | 3 >» o 1 1 £ M 1 <4-< 1 eg~~

IH o 1 J3- 4J ea 1/ i a i U*) H 1 o I 60 a) •H » o 44 i 5 i § i B i CU . 8 i 3 u •• * CO 1 i a» •H 60 00 >, i> 0J at I >» e 3 g « 4) u i iH O CU «H . o > CU i CU CO o 3 ao 3 ^4 ul AJ •u •H -o i «J C H rH 3 O *J hi • 3 3 m CJ 3 C O •H 4-* U-4 A-l 13 O O 3 i -a x. O T3 CU X> 1 o o o i o 3 CO >s 3 O CU 30 ° SH J) fl i S M •H 73 a M S --M M i 3 1 to (U O O i >s 3 a • CU O ai 3 i -3 A rH « U | m i 3 r^ s en O C* > *J 1 «H 1 3 1

~~a I 3 1 -3 cu CU I~~

~~ace CO- I XL I 1 ' 1 | u 3 1 •3 O 1 o i 3 1 o o ^ T3 -o 1 CJ 1 c«i cs CO c*J~~

~~4J 1 4J 1 rO 1 •3~~

s s 1 CU • ] 41 1 +J ti 1 (U u l O CJ CU eg CO 3 Xi "O 1 CU U CU 60 3 i CU 3 ^ rH 4-» co —i U 4J £ rH O 60 3 « T3 c0 B 1 U -H CU >N 4J CU 3 c J3 •H 1 rH h m a o l «H O 1 •H H -O H < rH o o. H rH H CU 3 60 ca < rH CU CO fi a co > •H fl O NflflH rH >* <0 •H ££*< CJ • r* -H CO • M J= >, 3 • 3 O CO o CO rH CU CO T-t CM cu o •H > H 60 a) r-( > H co a rH > H fl 60

~~1^3~~

HJrrjciNjjxA D 1 1 3 00 a 3 o OJ o •H OJ 4-1 4J O a. >-» C3 •3 r»» U • M 3° M 9 OJ OJ 1 3 s M 1 > o •H 03 43 M u 1 O 3 44 < H O 9 1 1 H 00 H 4= 3 • 3 1 OJ rH 44 5 3 43 43 OJ •H 3 4J 1 SI » > O •3 1 a O 44 o > 00 43 3 OJ M O 3 CO O 1 >s 4J «4-i 43 44 44 1 iH 03 3 3 3 00 1 M U 44 4J CJ O 00 3 o CO 3 l-t 3 OJ •H CJ 8 1 O O O 43 M JS u 5 a M M 1 < OJ z O U » «H U M M > 3 O 3 o CJ O • • 1 00 a 3 • OJ 1 CU •H 00 43 43 a CJ 4-1 a m rH t «4-l *v •H 43 ' O OJ 03 1 OJ 3 3 43 43 O C« 1 •H O 3 3 fH 44 i-» 4-1 *J (0 43 1 3. «H >4-l rH 3 eo a O 1 >> OJ 3 S 3 3 3 4J • CJ OJ 4-> a 43 eo n 1 tH > 9 43 •H u 03 a) u >> 3 4-1 £ 1 a T3 •9 M 1 4= M iH •H 4J 00 «H *u 3 m tC 3 pH 4J u 3 S I •3 00 O O 1 O i •H CJ •H 3 O 43 3 d rH OJ 3 r-t > i CJ M OJ •4-i 43 T-l § . *3 CO H 1 C/3 > « 43 CO ec i (0 •H 4^ t-l 1 CO o a> m H OJ s OJ 3 o o d 1 5 •9 OJ rH •3 IH •H *-t •H rH [ u > "3 0J 43 > O. o 3 1 3 d a 3 « 4J t-l i iH OJ 43 0) U •H o. ° O 00 CJ i 1 P. O a 3 M 3 44 i » iH > IM •H 3 4-J »M o *C i a) •H OJ OJ Q 0) 3 3 44 0) o >> 1 T3 i 44 43 43 CJ n •rl M 4-1 44 OJ a i U 3 3 00 3 d cn a CO -3 CO •H t* * OJ I OJ •H OJ •H o I 3 3 4J 4J i-< 8S H 3 fl 1 3 43 > E* 3 O H 4J O 0J 3 1 u O 3 3 >N M O a ^ 0J 4-» I 1 "4tS tH 3 43 H U 3 3 CO 0) 43 03 1 o M OJ 3. o O (3. 3 43 *-> 43 a ri oi 03 4J 1 CJ O > co i-J a. 4J *3 • 43 3 CO I ^ 43 M 3 % -u o OJ «*n > 3. H & iH | 5 *j 00 u 3 43 I H 3 > 4-> •H 43 M 3 •u) 4J 4J « 03 a CO 1 M t-l •H O OJ 3 44 3 3 3 • 3 t- 03 3 1 43 3 OJ 44 3 43 •H 43 co 4-» 3 a) aj 43 4 CO n 60 a «3 4-1 44 >S 3 44 3 5 "0 ^ 3 a 43 O •H l •H O fl U CJ 43 O O O o o t-l 0J I i a. O 43 •h ea O 4J 43 OJ I CO 3 3 3. 43 OJ >% 3 — 44 •o c 4J fl U 44 — H O M u iH t-l ^ | C -H 0) 3 3 1 OJ «H O 3 1 o t3 44 M 44 O M ff 0) >> O 3 i 4) 03 M 3 3 u d M O O 4J 4-1 CJ 43 g 3 3 H 3 44 3 OJ u c 1 3 o 4-1 § 43 $ a 3 4-> 4xS OJ 3 I er OJ 3 3 3 a *-• 4-1 0J co eo •H ,0 l OJ o O OJ iH *a t-l 33 3 iH u 44 o CO 3 CJ 3 JS 4J g | M at u 0J 43 OS 9 s 1 >s 03 iH t-i d 3 •3 a rH O H a 30 1 iH t-i *o 44 1 at 3 3 iH •U OJ T3 03 CO . d o *3 1 3 a m 3 3 43 o o oj- CM 03 O 00 O 3 3 d ea «^ 4J CJ •3 {h M 1 O OB 03 3 § OJ a 3 03 03 CO 4J O i x OJ OJ 44 3 • SS «H » 2 M M u OJ •H 3 U 3 CO M-l 03 oj M M H •H M 43 3 43 O 4«J 3 3 O 00 *J 4? Ot 1 3 3 CJ 44 o* co u •H C3 3 •H O i cr cr 3 •H O CO CO t-i H M OJ OJ 09 00 CO CO > ? •H s t-i 0) 3 a. u u •H 3 •H CJ t-l T3 3 o o 3 a. 1 •H 3 S* 43 CO O o) i 43 43 43 O 43 43 a. Q O 43 •H "0 •»-» O 03 r*i t O O O O O 3 O > OJ i OJ t-> •»n t-i •O i-l CO 00 t-J t-4 43 4-1 44 3 3 3 1 44 03 OJ OJ OJ CO OJ 3 OJ -H •H 3 CU 1 ts n 43 43 43 3 43 4T O 43 43 3 OJ r-t H 3 H H H »-> £ H H Tt H H CO iH OJ CJ U > o M •H cn «» vO r>» 00 o> O fH CM U J ^H iH ^ rH rH rH rH CN «N CM

~~lkk~~

~~APPENDIX B 3 4J er 2 (U 3~~

> 8 3 CO 3 a 3 > • > 3 ^ IM •H X n 4-1 o CJ M > •3 3 3 • «h 3 4-1 X 3 3 x u o M «j • 3 3 3 CO a: X! 4-» o to » M 4J sO w • •3 3 3 O o 1 o rH •H 3 • rH M XI CO a 01 » § •H 3 & X! 00 O LM 4-1 9 1) to X! o 3 • 3 X S X! 9 •H 4-1 •d. a 3 3 3 3 3 4-1 I M 3 •H s X! 3 4-1 4-1 4-1 I u 3 >> •* o g XI tH 3 U U kM o CJ 4-1 3 o 4-1 I rH O M T3 3 o 4J >* a. 4J 03 3 01 0) 3 3 rH I X M 3. 01 M X H rH J u-> &0 3 l-i D |. W < 0) T3 O O CJ O O 4-1 O I at M u a I § X J3 o 3 (J 4J 4-1 3 •H 3 3 M u u 4 1 a a O x; 3 3 3 4J • * » 3 s a I at H 3 o 3 •3 I xi o 3 •H a >. 3 -> I 3 •H IH O s > I h s H M •H •u I x U cu CJ vw c 4J 1 M 0) Xj at 3 3 o o 3 •H 4J T3 3 CU 4-1 3 4-1 «-) « cj a 0) 3 CO M > - I C •H X! H O o X) «4-4 •3 <4-4 I 3 3 o X o I h 9* «4H 1 4-1 I rS w 3 . 3 M rH 3 *4-i •H o O • a) O l-i > M CO o 3 C0 rH i o a) 4J O 0) rH 3 rH «H rH rH •3 3 O -) i . "O 3 4-> H u i-i 1-1 O M rH M CO I X 3 O o H V 4J rH U 0) o a. '4-1 P 3 O X l O 4-1 3 a. «H 01 3 3 *-» 0* l i-i 3 01 o 3 M CO I to C 0> U-l 30 M 00 >» d M o 3 •H 3 U-4 a o 3 >> rH ca 3 o o 1 3 M Xi CO «4-t CO 4-1 Xi 01 3 3 3 3 O 3 ca O > H & > U 3 •H M 3 3 •H •H U X 4J 3 0) ca *3 > 4J 3 oo O -H o 0) X 0) •H O cr* 3 •H V4 a 4-1 -> *3 ca 4J 3 3 •3 <8 •H 3 3 i"-> M B5 rH ^ o C XI u 3 U 3 i 5 u o rH ft o cn to cj 1-1 3 rH rH H O O co Q. 3 •H m •H 3 rH IH 3 a o 3 3 O 3 •a <4-t — 3 >M H rH en rH co CO 3 > 01 3 3 rH r-l 3 o 0) > ca 3 3 M 1 § 1-1 AJ •H u O o 3 (0 01 a. •H 00 •H 60 00 4J •U CO CO X> X XI X M ^ rH 1-4 U O O O o u M rH 01 3 0) *-» 1 n t-» ri o O •H T3 3 4-1 1 ? 3 > C rH

~~1 CO 3 0) 3 01 3 O 4-1 1 >» M ^3 X X X >% >. H H 3 H H H H Jg X M M 3 0) U > o~~

~~§ en~~

~~-1 he~~

~~APPENDIX B >» • rH 4J~~

(0 ! 4J Xi o i CU O • CO x a i 00 tn •H X • id Tl 0) 1 3 M CO o X •H 1 cu M •H •r^ o 4J u x vO X! •n 3 3 4J > 4-> CO •H CO X >> 3 CU 3 H 3 O 1 O 5 X 4J 1 4J 4-t a >x 3 *o 1 o a 4 at 3 O 1 4J H •3 o a • X 9 X CO 1 O H o r-t <0 1 Q 3 3! H >» • •n u X 1 3 3 H >, • CO 1 M •H Xt 44 M rH x « u 00 oo 1 >» O > o ,a h u O M • 4-» 3 a 1 cu rH •H T-) o 3 3 O 4-1 1 •H co c 1 a M U •*n 3 U-l Cu O t»> H u a) o* "0 XI CU 4J CO Cu 0) 3 B u 1 00 00 X3 •H CO 3 3 T3 a u il 3 •H 4J U •H u O 1 < X! X! 3 3 u 4J 3 CO M a it 1 iH cu o 4J X 4J U o U O CO S 1 C/3 ja 4J 4J g 4J X CU rH 4J y 1 3 CO a u O rH 3 co a co u CO o o o 3 a 1 H • 3 w CO 1 4J cu 3 a) •u • H O CO X 1 3 Xt iH M 3 3 oi CO o co 1 O •H o cu ^r M >> O CU "»-» • 0) 4J u a> CO X) «H CO o 4J »4-t cu 4J 1-1 1 CO CU 3 3 3 3 a* X a, <- X 3 CO o OJ a H > •H ts u M u \t US «H 3 3 XI •H 3 3 O •>tw •3 H O 1 11 o X> X! cu «M 3 X X H 60 p O «w X 4J 91 CO 3 0) 4J 3 a o >^X n •n CO •H U-4 u X X CO u M OC 01 o cu •H m a o M 4J •3 it H CU CO ! h *3 H X ^! •H CO iH n CU 3 co 4J 3 3 CO M-l 4-1 M 4-1 01 CO > X >. •H fl 3 CU >s o M CO O 3 a 3 co 3 CJ 0) 2 O 0) r-1 •H a 3 CO O •H u 41 CO 4_l 4J CO 4-t 3 •H > 1 M o 3 o X CO s o 'O t-i oox 4-1 i> CO >» f-4 £ ^ 4J •H 3 x iH 3 tO i) o PI fj 00 JC as o a CO at 3 •3 O a) •H CJ X T3 co •H it 3 •3 3 > ft 00 0) X 4-1 H rH a 4J O s M 00 4J O 3 X « CO 3. & o o CO CO MH •H a 3 CO 4-t a o u 3 CU 4-1 3 M «H O 4-1 •H y 4J >. o 3 o > CU 4-t s m •H 3 0) a 1*4 CO CU U cu 3 •H X •3 X M X M 01 s > o O at 3 3) 9 - 3 C H cO o > (M u 3 a g a O M 3 co at «w cu V « O 9 CU •«-> «M M X 3 •H •3 o CU CU 4J H 3 cu .H A 4J Xi 3 rH 3 co ^ )-« a CU 00 CO 3 § 4-1 X M X X 0) X cu 00 •H co 3 00 X CU 00 ^ 3 H CU « w \ •H 3 3 CO 3 H a g O 0. ,0 X 00 CO CO 4J a ^ «H O X X u 4J O 3 «H •H (0 x: 3 4J 4-1 •3 4-t M O 3 CU 4J O 3 o 8 «M -3 O o 3 •3 & >. 9 01 2 O U M o CO CU U cu r-4 > it CO M «t 3 X 00 M > 4-1 •a «0 X S ~ CU T3 O tN 4-1 >s 3 X a a M •H »H rH CO ^ 3 s X CO P >» CO CO H U-t »H M 3 a w o x ,3 5 CO o 3 iH O rH cr rH at 4) a >s 0* )-( 3 CU 3 CU 3 3 4-t X CU rH co o cu 4J CO CU 01 M 01 U-l 4J M 00 « CO 3 '4-4 it <4-4 U-l «M o 00 3 4-1 >> § o X CU ^H CO O M X O s M H H M M H M iH CO M a •H — u Q CO Cf

~~1 k£~~

~~g APPENDIX B > n ' rH • 0) 60 CO 0) 0) C H a r» u o • jSH a 1 00 M ,o S3 I < H o s CO •n a M 1 o O • CO «M 1 •H o M I XX TJ 01 I *i a.~~

~~1 M I M~~

~~1 o -H~~

I •H 01 1 o> ^ 0> rC 1 » .3 i a Ol i , i «M U3 a • i O 01 M >* rH 1 CO Ol a rH 4J -a •H 0) 1 >» iH u rH o i rH 3 o •H 4J to Xi ,Q 9 oi - 41 o 01 H m u 00 M *-» ,c CO Ol 1 00-H H a ^s J-» « < iH 01 CO o 1 03 A •H U Pi 1 u A o co o • 1 V 0» 4J » U >> u a 1 o a CO a o 1 «H •H » o •H 4J 1 H •H 1 cu O oj 4J (0 1 H s TJ c >» M N 1 <3 a) o rH O 1 U rH H h a. •a 1 -U ,Q J= CfJ o CO •* 3 .* o Ol M 00 ' i o> U M 3 rH — u 1 z o O 6 CJ O 1 3 d o> 1 u •a CO •H ca

~~I •H «H Ol •H •H 1 TJ o AJ TJ »*- 1 0) o 4J 01 H~~

1 rl TJ 0) .3 TJ 1 O s . 0) r>t CO U 3 1 0) rH X CJ a 1 u 4J 4J 01 -J 01 >> CO i oo.c J= 3 •H on co eo a) (J c o 0) 'J I « H .* tj H •H 1 «H rH (0 A S) CO 4J 1 o CO 4J u H 0} s 00 4J •H 01 1 o 3 rH c O 3 u O rH •H a to 00 ! i .3 CO rH 00 « (0 H Ol H M CO i 01 01 O O i M 3 U CO •H i iH 00 3 0) •H 1 oi 5* 1 J^ 3 A rH (3 o M M X 5 t-4 H HCO u Q CO CN CI sr m vO r»« -r -T «* >T sr >T

~~1/L7~~

~~>*TJ APPENDIX B ih~~

~~l AJ AJ~~

~~I I W to 1 1 3 i o~~

~~1 •H~~

~~I TJ 4J . I CU (0~~

~~I •H N~~

I •H l ca 3 c~ vO •H CO • ua 1 AJ 00 o 1 CO u ua n CO • o o 1 ,3 t-i n 1 O OS •«-> • • 3 1 •H • « -3 1 1 3 >< CO O M 4J O ••-» i tj & CO O 3 •H »H 1 >> CD o co O •H AJ • o 1 -H «H 00 h3 >. •H 4J «J AJ U_i CU 1 3 a N f*S AJ 1 JC CO •H >N a CU CO •H M o o IT> 60 -H a 60 CU 4J •H 3 O AJ • CJ u 0) 1 •H TJ 3 a. 3 CO 3 o. a 1 «H CO a •H J3 3 ja . u oo a CO 1 w w 3 o O O a •H a) r-l >» C3 to 1 •H M TJ T~t H M O a 1 1 M s o X AJ • i H tw o CJ 4J CU I fH a> M co 4J • A i > O O M-» M 3 •H aj AJ • CU 0) AJ CU 1 M •H •H M M 3 •H 1 AJ OJ s J= M 00 X O CU o CU a S I CO at a T"l M rH •H «H » «H h 3 M 4-t H a 3 1 z h o. U3 CU 3 IW a aj +J O I o >s 4J > o h O 4J AJ M X 3 > I H rH a 3 3 CU o CO 3 CO •u f H •H I OJ cu CU cu r-l M-4 -i 3 aj <0 en CD 1 (0 > c a rH TJ CU O CO oo Vh I TJ •J 0) o u J Pi w TJ 3 CU rH •H CO CO !fl I 0) «H TJ CO CO o •H CO 43 •H CO • • ej I JS-H M X 4-) B CJ CU O I - CO > C c H a 3 j: 3 o rH cO r-l r s •H t JS «H 1) c0 3 Q 3 >» 00 H CU T-l 0) U-i aj o ^ I CO -= .O M o OJ TJ rH 3 rH — a) O cn CO •H 3 -3 ^ •H CJ J3 •H u O CU a >> 3 - U-l r-t 4J tH 1 CO M . s o 3 <4-l r-l a. 3 CU H 5 0) CO a •u •H M TJ cu 5 TJ 4J •H -= rH TJ CJ 1 «H M 00 TJ 3 rH o 3 s 3 **-t M AJ 3 V .3 1 TJ M «W 3 09 •H 3 CO 3 CU CU CU •H ,3 CO 8 4) 3 rH (0 J= M TJ ^ J3 00 U-l 4-> Ed 1 •H O TJ CO 4J M 3 o AJ 3 o CJ CU 1 VM > 1 •H CO o. U a. CJ CU Ou fH AJ AJ CO 4-1 1 .o >» u M O a •H TJ CO iH CO •H (0 o CO 0J rH OJ 3 CU 3 J3 3 oo CU j3 fH i ely 9 CO CO a. TJ

~~• a co 0) (U CU CU CU CU CU cu CU CU CU OJ CU 3 «H 4= j3 ,3 I J3 rH h aj H H H H e e e 3 6 cS AJ CO~~

~~[2 CO 00 ON o rH~~

APPENDIX B • • 4) iH >s CQ «H • O 3 00 r-l CO 3 3 rH s r- O 41 • 5 m CO 1 CO H » M 4-1 1 < M M •3 2 1 LO 43 3 •H AJ 1 O » 3 1 tS 43 T> a 3 H 4-1 43 CQ 3 o 3 43 •H to 43 43 4-1 3 >i T-l 09 s •H >% •3 4J 43 l-i

~~•H M iH 3 ! AJ 3 n CJ AJ CO S 8 cQ •3 0) CO fi o 1 3~~

S-s . •H O 43 O) t *o 3 3 a 0) 3 «H 4J 43 43 5 3 4J AJ %* 43 O >-H «M 73 *o 1 a M H 4J ««-» tJ CQ 3 § i 3 O 3 43 iH 3 aj aj 4J 43 CM ft 00 3 43 43 *J cQ 3 •H 43 43 •H 3 -H 4-1 >> 3 U AJ 4J M . 3 oo a M CJ S cr c- H 3 3 43 u-i co 43 4-1 >% •H • 3 5 o 3 W rH 3 3 iH 4-1 rH a >s O "3 •4-1 O) CQ 3 3 4-1 u 3 43 3 •3 s 4*5 0) 4) 8 3 43 3 «H •H 43 o c CQ AJ CM 3 U "> U 00 •4-1 > CO AJ 09 H «H AJ a M AJ 60 «H CO «H 3 4-t 4J 43 41 4) O 3 < iH •H U O rH 3 0) AJ i M tH CM AJ CO 4-1 AJ ft rH 00 N e 4> a co 3 3 3 •H « O) 14-1 O AJ « • M 3 3 43 3 3 4J 4) 3 43 O H O 3 O a a s. 4) 43 H O 3 • T-> oo •u •3 43 AJ i-i >> 3 n O •3 H CO AJ CQ 3 CO 4 43 3 O CD 0) 3 43 O 3 3 3 •4-4 43 a) 0) M 4) H 4J iH co 43 iH O «M 00 4-1 w a m i» •H 3 M AJ 3 3 o 3 3 43 5 4) 3 3 U 3 00 M •H AJ O O 4) <4-4 CO 4J (3. 43 3 3 3 o >>in M-i H *4H a 3 •> eg CQ M 4) 4-» CO 3 H H O M M rH 3 0J 4-* 3 3 •H 3 3 3 3 3 ft 3 3 m 3 O 3 •4-t 3 41 00 > 43 43 >> CO O O * co 3 •3 AJ 0) -J H a •H 3 >» 4* 3 ft. a CQ H o AJ 4J X AJ AJ VI 43 >% U • * 4) •3 3 >s 3 3 AJ 3 AJ o 3 U rH 3 43 U 43 43 3 r-l 3 CO 41 3 3 a AJ H O 3 O 43 H AJ M AJ M AJ ^- U 43 U 3 "*-| O i-» 3 a 00 00 >» 3 00 ft> 3 3 u O Sn 3 3 f1 3 CO U 43 43 43 o a o 11 U a 30 •H 3 3 AJ 3 3 4-t AJ 6 3 3 3 3 > 3 3 AJ 3 CO O AJ 4-1 O ^ 3= 3 M 3 3 3 •H 3 43 43 3 43 AJ M . 3 CO M 3 O u O O O O O 3 O ° O O •*-» ft •a o 43 a) rH -H ft 3 •H AJ 3 iH rH AJ 4) , «Q « ft. ft ft ft. ft ft ft 3 3 &S O 5 3 rH AJ AJ AJ AJ AJ AJ 4J ft 3 H 00 co CO ca CO oo co CO CO 00 00 3 o o o o o o O 3 3 r-H 3 O S S X S £ S X M CO u 3 •H AJ O Q CO 3 CN en o ^o vO vO vO vO

~~•1 ). r\~~

~~APPENDIX B~~

~~o> 60 • a> a At ua r*. u o u o 1 ••-I 4J 1 $ § CO T3 ! 01 (Q~~

~~i US ua~~

~~i I S3 ts i 1 0) M~~

~~i O g o ! 60 1 a 1 J «H I O "3 1 >>~~

~~1 0) c~ us 0) ! 4J 1 » u M I rH (0~~

~~4J 4J~~

~~i 0> US Ed >s s m U 60 US 0) •u 1 60 -H 4J US rH 4J td 1 < u i to T3 CD 1 C u~~

~~I •H 01~~

~~01 1 *M us us 1 *J~~

~~4J 1 0>~~

~~1 fr us US 1 us r* u t-t 4J 1 3 ! j M (3 3 i U 0) o oi . «H A3 i 60 P. u a 3 1 3 I •H CO 60~~

i 4J US •H S4-i >1 i c i •H 3 o t 3 0) -o i CJ tN u* M rH i 0) rH O US 4J £ i M U-l 3 a i 60 US o *o o 3 <*> PS i AJ 01 C3 i us i a rO ua 1 U O o SM •n 1 0» O a> CO co I I k4 .O •H •H i 60 O us US CM CO •o u AJ 1 CO 1 H co c C3 1 Q «H o o 1 US 4-t 0) 0) ! i rH rH a. C ! O o o 0) • 01 1 01 O. >* c t 0) >N rH iH a> rH <-> U •U i O. i u O 03 O CO » 60 2 0) O O o iH o (Xi X o. s CO u •H P CO « • • o rH SO

~~> w 3 rH JS cu O 3 3 r-t ^i m~~

-3 iH C8 JS 3 "H O • 3+» a O t4 3 •O 63 JS >, JJ O a) g . V 3 c M (3) i •H — a m rH 3 I O *J *H •H 3 *H •3 M H a. C GO •© 3 O Q) 0) H O u CO H 3 5 cu il D, O a. M 3 3 3 IX 3 o >» 3 o JS ^ js aj i •H 60 CO aj 5 JS 3 3 3 a •8 O u *rH

a 3 a O CJ I *J > al M I js 3 •H I I- U JS 3 3 I 60 B «H O D I js o H 14 I S > U t4j3 I > JS j= CU I 3 O u 3 •3 09 3 CJ J3 I o o^ : O » •H Tj S 3 i-i I 3 tsu O CO ™ fl u I u -3 O 3 I rH 3 3 WH^5 3 O I > CU § •3 0) 3 I 3 U O 00 3 rH 3 3 <-) 3 3 O C 3 -H & 4J 3 >H «H iH I 5 -A •3 *-> M >, 3 I 3 JS S 03 D m 3 4J I o CO £5 3 •H 3 I s If u U U O OJ I O o MH J 3 CO • I JS •H >w ,3 CO 3 4-1 I 0) <*4 O O 3 O 3 U 3 I J* 60 3 3 3 a. 3 4J U u a 3 n e rH ,3 » a o d «H 3 0) •3 V* ao 3i 3 3 3 JS JS •9 * 3 3 a T3 4J J 4J •H U O •« K 3° 3 3 9 js CO >, 3 aa a 3 cu V4 3 60 a Ctt O -H 3 3 H c 3 *-> u c «H M CO M 60 3 O CO s 3 3 3 «H 3 3 3 *J c •3 CU u o U JS 4J aj 3 C CO " 3 J3 O e w 3 32 3 3 3 •H ja u 3 *3 cd >H H jS 3 3 3 o O u 4) CO 3 3 4J JS 3 O 9 m cu u «H t>0 t-•4-1 3 U to a a CJ «w O o o. •3 U u s 0) «H 3 JS § a 3 o j3 "3 0) JS O 3 3 3 3 H 3 •U 3 CO 3 3 3 u •3 0) O a) 3 If O 60 U •3 H O CO o H 3 3 o 60 4J a u o. CO 5 3 3 a. a. •H •w cu s •H 3 o oa o .a o •H > aj 6 CO •u TS •H 3 V4 •H 0) O 3 CO 3 3 o JS 3 3 CO Vi 3 3 Cu •n 3 ro js u 3 M 3 JS MH 4J 3 U 60 M M .8 JS 3 >» O JS O o I -hh m m 60 I 3 M o. 60 CU 4-1 I h c«j » JS CU c •H 3. <* O 3 3 CJ > o a o •3 UH rH CO CU 3 -H TJ VI O JS Q O CM m m v£> 00 o> o s w a ^ CO

~~151~~

~~00 a •H > X 3 f-i o ei n •H M U APPENDIX B I «H 4J~~

~~I rH GO JS~~

~~I 3 "HO js 3 o « i ^ a~~

~~uCO % ? o u~~

•3 Vi 3 o cu us 3 3 3 - 4J 3 3 3 •H * 00 a • o § O 3 03 4J rH 60 3 4J o I & 3 3 1- > A • O 3. a O q VM .3 •H rH <4-t 3 • 3 3 O *-> a U a 03 3 M 3 • 4J >s 3 o. ^ •H £ 01 ^ 3 a 3 tH r*» iH 3 M 3 >» • 3 3 I > 3. O g >» e 00 h u 1 Tl O 3 rO u 00 J* •3 1 H 00 iH 00 ,* 3 1 3 •H 41 * •H 3 o .* 3 3 1 O ,3 > a 03 fl» •H H 3 4J 1 3 u 0J 03 ,3 o A *o 3 4-> 00 4-1 3 1 5 f •H (U 1 *3 44 O 00 3 u U a 4J y 3 3 o 3 4-1 3 O 3

1 3 > a o T3 1 u 1 00 H 3 vO 3 03 3 JS JS 03 • M o •H •H Cu 4-1 >* u rH oo 3 4J •H 4J 4-> • 4J 00 3. 3 O o s co •H 3 r4 a 3 u 3 3 rH 4J CU rH o rH 00 3 •H •H •H JS 3 o rH g M JO U-l 9 3 u 3 3 •3 •H J2 •H 3 o 3 JS rH o 03 3 3 00 u tM M 3 •f-> 3 3 3 M 3 O •H o ,o M 01 H •3 01 O 3 0- 3 a. 3 u U O JS 03 4J 2 3 3 » o 3 3 a •H 4-4 O. •H O ca 3 •H *J 4-1 M-l IH 00 rKS 4-t rH 3 M 3 > •H •H a) .3 as •H 3 •3 •H 3 § 3 •3 00 •H 3 oo JZ O 3 0J H M 3 00 4-1 3 00 4J 03 4J « g >> 9 JS 1 3 3 O 3 33 M 3 rH •H J-l •H 3 u J >. /"N O 3 H ^ >> § o M M 3 3 •H H a) 03 a. 00 •H M u rH o. u 00 3 M iH c u CO 3 OJ Dt o 3 O o * < i. 3 > «* O 3 * m vO r*» co C7\ O rH 3 4J i s^ 00 CO 00 00 CO CO 00 CO CO c\ o>

~~152~~

APPENDIX B M fH a o a) ^11 •H 4J a 1" a O a c ^ o (0 •3 3 O 3 •a 4-> o (U O 3 tH 4-» 3 3 > «M 3 CO 3 3 oo n. •3 8 S IS PQ 3 O 3 O 3 •H 3 A (3 *J U3 0s« 3 CM PQ m a. fH u 3 fH O O »H 00 U 3 o 3) U U 00 V4 >% 3 H 0s G 3 O A O O 3 C 3 • Cf 3 3 UY O *M •") rH O m •K *3 a> t-i 3 0) 3 JS i u A OS 3 3 4J M *J | M 3 CJ A 4J U S 3 o a> en a- O- CO Ph O ,2 to A A 3 •n o <-i 3 o ^r I 3 1-1 4-> •m a 3 3 M iH 0) O 3 • 3 3. A 3 4J ^ § 3 O O 3 >s« 2S On H S rH •H I 4J S-l 0) 4-1 U a: 3 U-i J 00 I ,3 O 4J M 3 X r* 3 tH & • A 03 3 M 3 3. 3 "0 3 > > 3 •H CO cj 3 iH U t-i O 3 r-4 3 u 0) > a « 3 u o •-M 3 3 O ' u_ co 3) 4-> U-I CO •H rQ CO 'J ca 3 3 t; o CO c0 >s«J •H >> 3 a 3 >. *-» 3 *3 3 3 A 4J O *-* ^ cr > ca 3 OOfH >x u 3 < oo u-i H 3 § eg jz 3 CO 3 3 3 03 o 9 A at o •H O T3 U3 <4-l pa •H cU ^ 3 3 3 4-> 60 M — 4J o t-i CO Xi fl CO 3 o 3 n •H W Q* 3 3 >< O rH •H U 4J fH 3 A tr o 3 iH >» CJ u "0 3 o a 00 t-i 3 3 >mH 00 u U C 3 O U -J u-i 3 % O X 4J 4J U 3 CU O O CU 4J Kl 1-| 4-1 CO CO i. U •3 t-) CX "C CO (X, •H O cu C3 H 5 § < » n 3

~~153~~

•H T3 O aj APPENDIX B u OJ as o 4rf CJ AJ ^ > a U O «H aj O d O M aj M CO O AJ 0) CO 3 a, 60 o) OJ > 43 -H M CO a 05 3 -H «J • AJ -H ^ U CO rl U Tl «H AJ »« m co cj a O a) V4 U P.C! rH iH 60 -H CJ > CO ai a. 60 n 60 M >> CO 60 M OJ 3 -H o M 43 o o a 43 ^ O |3 0) A & o $ OJ u OJ o I H 0) •H *H CX CO M oj •H 43 -H u OJ a O I

I r-4 9 H aj aj u 4-1 U XI B O 43 a I AJ u ta * (X. u ja CO Cm CO Cm > -h S a CO cu 3 O •H 73 i CO o rt cj aj O JQ 4J TJ OJ X ^ M •H AJ Q *H rH % w OJ > 3 ^5-H ID 43 H 43 O O OJ t3 CO 43 O O a) cu o d 43 CJ O

~~I >>« >»« I H H AJ Ul I u U 4J 1h I AJ U CJ OJ X OJ I rC 43 I 43 OJ +& eoun >3- 60<*-» «cf 60«AH~~

~~I •H CJ I "H O I f( CO H M rH U i rH l-i •H m co a- CO fH I CO (14 CO (Li~~

~~iH 4 a) cd 0) I M V4 M 4J AJ AJ m 3 cn 3~~

I >> < >>< *<: I H I aj V- - 4J AJ AJ I I I V4 o a) OJ I U 4J -> I 4= 43 I 43 OJ cn 60»M U-l Im cm eou-i U CJ CJ N Miw •H CO AJ 43 I «H CO AJ rH 43 I 1-1 OJ 1-4 r-4 CO rH H I u I U CO d I rH U CO Phi » CO ft, S 00 o I CO pu. N >H AJ iH I CO (U a? z$ I 0) X I •H CJ 43 43 O. a) MRU 60 AJ to 60 *H c3 S V 3 .* O &o d ? 43 O CO 43 ^-a u fl u * >N 9 O 4-» O VM •H «H O 1 s OJ O %<: • rH "3 43 O 43 » < 43 43 43 1-4 » 1-4 cj CJ O > o o au^ I O D U i-» - c o I 00 t-t t-l CO u 60 M i ) «H O <0 60 M CO CO 0) 0) C a) I C OJ o o a oj 43 M O 0) d co < -H O u-i < Ui "O O u-i < 3 AJ AJ o

~~15^~~

osu-i *a n co at h O (U 0) 00 H 00 CO 00 «H 4J » H 4* Jj fl fl O -fl 4J H M a> 4-> a) h 4J 0J o a a a) o •O H fl 43 § > 3 fl 3 M at 9 3 a O i-t u to O «M W fl O O U U to fl O. SsH >>ca a> o .PQ 4) FN iH iH CXiH 4J H > o (33 V M 00 W 43 *j > 60 l-i £ a oo 00 u *T3 00 H td CJ O a n o oo a» o «n o y-t •h a X *fl m H 41 h m o u-i O m o «h 4J 4J M 01 43 0) 1 M 4J i I u O t-t *fl i-i co w M m 44 qi O O C ^ * 2 < <8 <; m-i co 4= < CJ <4-i CO

~~J^PO. PS 03 H iH 44 H I 4-1 U 4-> P 43 a) 4= a> I X "J •* co«-i «a* oo~~

~~CO (X. CO Oh I CO (X, 1 CO P4~~

*3 <0 •a w I M M M 4J 4J 4) 53 25 2

~~I 3 o o ^ X ;>% < t <4-i U-l H H H o o 4J U 4J M 4J H~~

I X o M 43 a> u jr at . 43 4) CM 0J3U-I OH U r -i CO tw o CM OO^w CM 00tM I -H 0) a> nj a CO I H 4) H CU I rH M •h o o S 2 H -a I H M CO H M I CO P* > -H ^ CO (X, I CO Cm H 3 CO P-. 43 t J-l 4J *M M ^ • O I O H 01 >, 4) y I P, W fl a, 3 iH 3 OH 3 o V4 4) 3 4> 00 CO >%-r- O a >>44 • CO 4-t >N H 3 fl. X a 3 Wt O ^+-1 o 4-1 o 4J a) O 4J fl O u hah (U •H a. >» 43 fl S 4) 3 (X 5 a £ 43 T3 >s •w o o CO CJ -H

~~«*-( >- I 4J u 1 ?SN >N>< 43 CO 4) r-t 1 O 0) H o CO H O 1 00 M fl T3 -C CO M 1-> O a) 50 M t-j cd 00 u 4-» O i a o a c a ON~~

~~155~~

60 3 73 »flH CO o 4) -H U M 3 CU 00 •O 4-1 U-l O O 0)0)144 U iH •H 5 o •H > c U « a O H 4) 3 >, • o o a a) rH cd 4J n (0 CO U 4-» OI a» iH 2 >»« c0 O ^03 a> ji Xi o CU a rH 0) iH ^ W u rH ^3 rH J-i rH O CO O co 00 rl 00 M O 3 00 rl o 00 I-I H > X Oi O » M o M V4 X co «*H co a. .a •H ^» B) -H a co a. co pm O 09 CU o *o O 3 rH cu O Xi B *-> -w T3 a •n C t-> -H 4J «n o rl o 3 SJ o . ° "9 ^ O «< H CO ,£> <: o

~~rH rH rH i H 4-1 U { 4-1 U 4J rl •u u I X cu JZ cu x: cu 00 vw sr oo tw 00 vw sr oom-i~~

~~I •H CU •h cu 3 g r-i U rH l-i CO P* I CO pu. CO PW CO Pm~~

~~I I~~

~~H (0 CO I CO M r< «J 4-1 I 4-1 CO 3 CO 3 cn cn 3 I a> 0) i 3 i cu I Z SB i z~~

~~I i~~

~~1 1 1~~

~~a >s< 1 rS -U HI •o O 4J Jj t- 1 rl~~

~~I jC 4) OJ O Ss JS CU I J£ CU OJ 1 J= CU CN 00 4-1 01 T3 CN OOU-i CN 00U-I 00~~

4) u CU u >s •H CU •H N I d *j UH U O TJ H I •H cu O 1 •HXH J) a I iH T3 C o j • £ a jj I (3 «H x a 4J > T3 00 I A 0> CJ 1 0) M I u (XM CO •H U 1 O CU M OJ «H CU fo * •a o X 1 M 09 0) a ? CU 1 H X X •H M .O rH I O (0 O M a *<: O 4-1 >s< 3 -H T-IT3 3 «H rH •*-) *» i r-i o o x a 00 u G O J= 00 M 00 ft 1 00 >-l i-i 4j 01 <3 >% 09 «H a a) <: co >% £ CU 3 CU 1 a O U-l O u-i o rH o U-( u cu l-i CU 1-1 ^J ti 0) u u *J M 4-1 U 4-> 1-1 o CO 0- CO CU CN CO PL, CO &4 o O o

~~156~~

~~i 1 APPENDIX B~~

CO 3 d • 4J «H 3 3 tu d 4J 3 r* fr H 3 o M-l 3 H •3 I at 3 o O O I > O (U 43 • • 4-i I m 43 3 60 St i i-t 44 O CJ 3 O 1 3 M f-J 3 rH 5 a 3 cr O «H a, >% a 1 a 3 3 a o M 3 »3 M 43 3 M 3 . 1 Ct) B 4J 3 C 3 e>« l 43 43 o H 3 09 £ P. 0) y 4J M-l 4-1 O M A re 4-i 3 1 >s •H M 3 43 3 d 3 3 O tH 3 43 o 3 00 St 43 •H O U 4J U 1 H M 3 *o 3* H u NO (0 3 O 3 4J 60 4J 1 o O CO CU CD- 3 M 1 s u 60 3 3 O •M M O U > 0) ej O 1 d •3 St 3 43 CO St rH t* 1 S o rH U •H o •9 up4 a 1 iss M g 43 3 s O 43 4-» 4J O 3 *M I H 0) o > a •3 4-1 3 O o 1 4-» 0} VM 3 3 3 U • iH 43 • M 1 43 U M-l 01 3 > 5 3 0/-s M 43 in 60 3 •H 0) O 43 t 3 H H 3 4J ri • o I •H U •a M 43 O 43 H o -* •n I rH o «H 3 i-» 00 3 O 3 3 • a) *j n 1 CO «< >> •H > •H U c3 •3 CO 4J W I d U 43 3 44 3 5 43 I 3 d o 3 43 3 «H M 60 g •3 A 4J I g 83 H O > d 3 •H 4J 4-1 d d m 1 •H •H 4J «M W O 3 QC » O 4) 3 o § o H 3 •3 , H I d d i X 3 u 3 d o 43 I •H o CU o 3 CU o 43 H St <*> •3 •3 4-1 O 0) •H I a 4J «H St rH 3 jj u a o M I d d O. 3 M o 1 M 4) •H fH a 3 CO U § CD « 42 CD si- > d 1 ai 43 43 >N 43 4^ g CO d ca 4-1 03 O > 3 1 u 43 g 43 3 H o a: a 1 3 }j H 3 4^ fs O 43 4-> •3 i 60 C£ 3 3 l >> o. CU St d CO iH •H 3 4J -3 4J c a i rH «3 3 3 3 3 «H ~> • 4J •H 44 43 >% m l M O •H 44 3 iH >% — 4-1 4-1 St M rH l 43 3 u C3 03 § O 3 >« d O O d 3 CO 3 3 44 fH Gl l •H a d o co IH 3 43 •H «H 3 g rH CO 4J CM 4J H 43 -H "J 1 3 ^ 3 o 3 a. tH d 00 3 Q, (0 43 O U 3 3 3 •H 43 •H | g d J3 d o 43 «H 1 M •o M 3 O CO o •H > •3 H 0) o 1 3 d Pu M H O g 3 60 3 4-1 0) 1 o eo § 3 09 3 43 3 3 U 4J -3 1 01 CU «M fH O 3 O 43 a, «• *J 4-1 a) I -w sa 4J iH O. 44 •H 30 •tn u 2 H I >» 3 O rH 3 M CO d 3 43 o 3 1 rH M r-l h 0) 3 O d H H H 3 St - 4-1 M O 1 3 44 O 3* 3 o 3 O tH fn f— o CM PI O a 3 •H 3 S O 43 44 75 « O o 0] co CU M M •H o, 3 U 3 4J W 1 2 CI 3 43 3 3 3 00 3 3 o 43 '+-i "3 4J St 1 d O O ,2 O O 0J O CO St g o 1 M H o M •n 4-1 >sX M •H <: S3 1 00 o 3 3 60 3 60 « • 1 a 5n 3 rH c a Si 3.4= d u 4J M 43 M-l O 3 o 44 44 3 4J •H 60 4-1 1 0) cu U o 43 43 M >N M V4 O o d 1 > •H Q St St >H 3 O O u 43 T3 -H 'A 00 4J 3 St St 60 CO 3 d O 3 d M •H 4J "3 it CO 1 0J > U •H rH 3 U 3 U M P 1 QJ 3 O CO > O 43 3 43 3 •H 3 CO 4-J 4J *3 -H 1 e 03 O Q < <: W St H O O U-l £ id 0) u > 3 o

~~157~~

~~APPENDIX B~~

~~0J 4J 3 £ M r»» 3 > o • u • < 3 »H~~

1 X 3 4J O 3 0J •H 3 >* 4J 4J 4U «>• * ' rH 3 3 3 CO J M N 3 3 a \0 CO 3 •H O r3 CO •H O CJ •H S fH 4= X o § 4-1 ft, 03 < 60 3 O i 3 u N a 3 X O o •H a 3 -a 4-1 3 3 • o o 3° CO •H 60 c •»-> «j •H H 43 U 3 •o OJ >» OJ 4-1 •H 5? d •H • u fH 4-1 4-i • a 3 O CO *J 3 3 3 3 "5 41 u •H rH 3 ft. . 42 M 9 »3 -H M 3 H 3 3 B 5 X O m *h O CO 4J 60 3 o H CO M 3 CO 3 H o 3 3 3 4J VM •H 3 CO «< 4-1 3 U M O M 3 3 « 4-» •U >x 1 3 8 3 u & a a a 03 4-i O H 43 o 03 d 3 M-l u a * tJ 4J •4-1 o •H o a o •H U 3 4J U h 5 3 «H 4J *j d o U 3 43 •H • •H 3 d 4J 3 4J 03 O . >* •H 3 3 o o •H N 4J «H M 43 5 CO 3 3 CJ 3 •H . M •H 00 AJ CO J-t •H CO C U 3 3 4-1 O ft. 3 O r4 •W 3 o (4-4 U S CO s 43 «h 3 a W 43 >N O •H H a •3 60 CJ M OJ co < OJ 4-» 3 •3 o 'm 3 U • 3 o > u OJ o 3 y-t o 3 O 3 3 03 H 3 •3 8 •3 1 3 M • M 3 w o » 4-1 P 3 03 • a 3 ' M -3 o >> 3 § CO ,3 3 ft. 3 «J •3 43 3 OJ •H O 4J •H 3 3 3 iH JS m n oo 3 •H M 3 3 3 a 4-> 43 4-1 4-1 4-1 .ft 3 4J M a 3 ft, J3 4-1 Ut M u 8 J) C3 o 43 3 O 3 o 4J 3 43 O d 3 — H •H OJ •H CO M 3 i-i •H i> U r-9 * 3 CO t-i a 3 M 3 a 8 cr • a rH M O % 3 *3 3S ft. 43 4J X 3 CO H 3 > 3 3 rH M u 1 y «h t-I ca en ca O 0J 3 3 •H X ;* rH 4-1 3 •H r^ O U «H o 3 4J 3 4J 4-> 4J 3 3 Xi H 93 t3 a 03 u 3 0) fH 0J 3 s CO 3 •H 3 M •H 60 -H 8 3 3 a; 43 C/3 § 3 O 5 H > 3 O M •H 4J •H O 4-1 M •H O O CO 4J 43 3 05 V. H fri 2 Cj o 3 8 4-» T1 a J3 M O 4-1 4J 4J CO 3 3 M 1 8 3 3 3 «J ca 03 •H 43 § M 3 1 s 3 ft. 4-1 3 O 4)3 % 3 U S 4J 4-> O O o 0J U rH M 3 ft. •H U O •H a 3 3 •3 « as 3 A u CN 4J 3 U •o 3 4J ft. CJ > o 00 •3 a 3 >* CO CO o 3 3 3 3 CJ 3 8 •H fH o u -3 M 3 60 M 3 s o 60 3 CO OJ 3d O •H 3 4-1 3 O vH u 3 H GO 4J 8 s M 4-1 •H 1-4 00 T3 60 O U •3 ~~% o OJ 4J 4-1 >* 3 H M s M £ OS £ iS M IH C/3 p-i u O >OJ CJ 3 *cr ITl NO r* OO a\ O rH CN cn *0* u-» r-t iH r-l rH rH rH rH CN~~

~~158~~

n-L A XJ41JJ XA iH 0> CU A • 4-> U • en OJ (« U >» 3 r-i O 3 .ft a ft. o a o rS 01 o *d td • 0) rH a cu 4-» (3 ft. OJ *u o 4J CU (3 O 3 ca CU * H Jft m § • tj o r4^ ft w 00 >% r4 -U 0) » O /"s a CO 3 O -H 4J 0) H 01 »-l CO O 3 J3 ft to H ft. CO 4J M M TJ 4-1 CU 0) -H cu o cd CU W OJ M rH a O JS CO JQ U3 3» J3 *3 N-» OJ -r-l § u 00 co AS L-> ft. o *J m « in h CO I 3 «i

~~0) •H 3 ^N § O 1 M >% CU ^« l OJ~~

~~41 1 «H OS rQ J3 O «n 5 ^3 ^aj U A! 1 >s~~

~~CU 1 CU CJ i-l M V >% -H V4 ! 0) TJ CO u 1 -C T) rp W 3 O~~

~~CU 1 oj (U M 2^ 3 1 H N H O 3 ! fi~~

~~4J 1 CJ OJ J3 O ^c O 1 CO i~~

~~kl -u n-t JJ 1 03 a >> 1 3 0) rN~~

~~•H CU l 1 OJ o •o M 1~~

~~CO 1 J J3 % 0) ! &~~

~~CD CO 1 rH 4-1 •H TJ u ft O ^ ft J o >. s >> 1 CU~~

~~CO CU 1 4J ft 3 -£ 3 u •H >-l H ! > ft 4J CO cu H-l 1 E u a. | tj a ft 3 I -H TJ CU r-j -a 0) 0) CU u O \ -i B O ft 1 0) -H to u rH u O § OJ CU « >. <• CU •> T cd O 4J OJ~~

~~M n Q • o ft M 01 1 CO -H o* ft. o "4-1~~

~~CO CU ft. 1 CO 4J ft. H >> o iH >H A M ^-i 1 >i**-l CJ o u 3 U a. O ft. 1 O 1 0J -H 3 M-4 CU 01 4-1 CU CQ 1 4-1 U-4 GS M O 3 U O O 1 J3~~

4-> to CU 01 1 eg 01 O >.TJ > ft. M !£ i H ft. CU ft. ft. 3 u O M ! 8 0) 4J co CO i TJ H o ! 1 . a. •-) OS aj ft. * OJ 1 5 a 3 o 1 • »S cu TJ •H U A ! eft 1 ft. TJ. 3! CU U .ft u O n 4-1 n A M i 4-1 fl ISU U >x r u a CO o w a 01 ja « 3 •H 4J CO cu r-l ,d «M 1 A O CU >» r-i 4J u 00 ft. o TJ rH jft 1 4-> CU 4J >> CU

~~CU 1 4J O) ^H 1 CO m ft 3 p «H M 00 I rH -H~~

>, CU «H O CO ^1 o ! 0> U rH «H A M CJ U-l • CJ S- J3 o 3 1 ft O »W rt Qj CO OH C"» -H >H •H 4-4 •H tj 50 TJ CO o 1 3 M-l *J 1 (0 M-l 4J • d O 1 CO J2 CJ CU • ^^ C Ai ft i «H ta ^ CO I oi s CU j3 M o a. fti H 4J CU -H i^ 3} 4-) 4J T) § O •H 3 1 ^3 H o- J3 OJ rH

•H o 5 4J O CO 1 rH rH a, H CO .a U M M-i CO '-4 u CO 3 10 OOP cu to ft 1 3 o & rH i-> u 3 3 •H c 5-( 3 *ri co 3 >> o S*A J3 N i O <0 * O 4-1 rH >, 4 u 4-1 0) P4 > V-l J^ CJ rH «»-. ^ AJ « CO 0) •» JJ 3 3ft "o CO 00 1 >S V-i > u TJ «-l -rl <8 3 ft rH >> AS OJ CD <0 O CU cu u O •H U OJ ? W O M > 3 U U 3 3 ^ CJ H •H •H O O 4J o TJ tj TJ ft. eo O M o M 3 «J t-i rH W 3 $ ft (U 0) CU .c a » O ?*> <0 TJ 1 m >. 3 O 3: «8 O 3 U O JH >* O -H * 4-1 3 •H JCS Aj j3 U N tfl O CO >t CN 0*0 O 3 CU CN 4-1 U 4J TJ (0 TJ 4-1 *J -u rH •i ft T3 a cU ft. •H 1 ft oo O A •H r-l O (U ft. CU «H «H -H CU OJ >x *J 4-1 (4-4 3 u 00 0) CO «w jd 3 TJ a 5 >s *J O^ -ft CO O (4-1 ft. u CO n o w H o M H «H ft ^\ 2 cu i-l 4 cu > «w J ^3 •H » (w a to CJ CO 5 O M O 4-1 U TJ O O <4-i CD IB 4-1 o CU cU -U O u CJ OJ 4-1 •H CJ 0) H M u-i 3 CU e ft. 3 a ^ rH 0) J^ TJ •H cu ft. 3 3 TJ o >-i o ft. rH TJ CJ TJ x *s 4J ^-1 •H o o o l-l 3 A! CU CO cu H 3 O CU 4-1 cu a o o 4J u H u 4 ft. n-^ r-4 J3 A5 a! cr 60 rH •H U A ft. d -h o iH ft. aj iJ ft ot ft. rH O 4-1 -H (+-I g cu o •H n > ? o a) O 3 O (4-1 CQ U *d cu CO CO jft o O O) 3 ft. O V TJ 0) 4-J CO m »h a. •H u H X 1-i o 5 » ft. rh cr ft» 0) rH o 3 o •H iH CO >>JI CO 3 cu o cu cu 01 CU "H 0) U •H tj CO > CO M • • • o CU o CU >4-l M 00 g as fi s 4J CU CN ft. ££-5 P rH 3

~~159~~

~~t < APPENDIX B~~

CO CO • 3 • a CJ •3 cu 3 g 3 4) u 3 O AJ cu a u • >N «tt a 60 c AJ r* M 3 3 a 4) 3 3 3 •3 J- o 3 > o • 3 M u a O * o U 8 60 a o v. O 3 4) 3 3 X c- 3 o a o 4J 3 X 3 4) >* r-i 3 8 n Di 3 AJ x e»» •W U >S O M H o >s 0) °* vO CO 3 3 3 60 5 T"> r-i ^ 31 J2 u O 5 AJ 41 -H O S u 3 • M 3 CU 3 *J r-i M + u a U X 3 (0 CO 60 3 O •3 o AJ « 4) U *H O 3 a 3 9 CU AJ X M 3 T3 M 3 3 2 3 •H •H O 3 u H rl X M u 3 3 H • M 3 Vi o 3 O r-i 3 *3 M CU -3 U 4) a o 3 X! UH f^ 3 X 3 60 3 Vi *J JJ M AJ U • 8 s d u >\ 4) O P. 3 M 3 AJ M 8 8 X •a v< £3 rH U 3 > U X 3 3 ,3 -H iJ 3 X! 3 4J 3 3 O 3 8 u • r-i X J3 M 3 rl 3 3 X X 9 8 •3 3 w o a. 60 O m 3 60 X X AJ 4-> w AJ (0 3 3 3 •I •H O 3 9 9 X •3 O •H O iH a .* •3 q UH •H 8 8 J- 0) c Vi T3 >> M en < a. M rH o 3 3 X VI «r-> Vt 3 co •H 3 r-i O 3 •3 X 4-1 8 3 O U O 3 5 3 AJ s 3 3 o ^5 4) 8 > X! > 4-1 J3 3 X 8 •H N TJ X >N CO J- 3 •H a AJ 8 X o AJ 6C O a M 3 • VI •H 3 AJ aj 3 a a) 3 4J T-> a 3 Vj 3 8 AJ * •3 c ct) X •H G 3 3 ? AJ «H Vl 3 AJ H V u u 3 X H 60 •H Cm M 3 £ Cu 60 60 8 9 a o .•H 3 3 3 i-i 3 8 a O 8 3 «4H h •u 5 J 3 X 60 U 3 3 J- 8 u aj X O o H X! 4J- • U AJ Q X CU M AJ cu 8 o >% CO •* 0) u U 60 3 ,-i a 4-1 3 3 AJ ri CO 4) O Ss 3 h M 3 3 AJ 3 •3 s CO en co 3 3 5^cw ^ 3 3 *M 3 3 Vf •H M aj o P 3 M •3 3 3 O 3 >> a CO X X 3 rH 3 4) O rH 3 3 a 3 u O 4) 13 •H U s 5 3 >, •3 y AJ u M 8 ?N > H 3 3 a 3 a 3 ««H 8 u CO 4J •H (3 AJ Q 3 H > U X 3 — o aj IH •u CO 3 3 X 3 0. CO AJ 3 a Vt O o o 4} i— «J X H AJ 3 8 3 S 3 N X d "»"l 3 >. *J /~\ o •« AJ AJ M «H 8 X a AJ AJ I 5 X 1 H O 3 3 CO 3 3 AJ X 8 ij 8 H O 8 iJ U -3 X 3 rH 4) 3 -* -H 3 3 « x aj a AJ A 3 rH a r-i M AJ 8 8 •H 4J 3 a CO 3 CO co to u *3 O O AJ X P 3 a at H CO •H O rH fcl 4-1 3 >H 3 3 3. cu 8 4) >j M 4} 3 3 rt 8 r-i u «W AJ o 4) 00 X W 3 O 3 •3 a 60 3 X 8 8 o AJ H > 3 o o 8 u X X 3 °^ •H U 3 u 5 AJ u •H 13 O Vi OS a rH U 3 3 «M UH CU 3 8 •3 4J o •H 3 3 «H X I" 8 •H 3 ,£3 a) 5 O •3 (4-1 o 3 a {3 a aj 0J u rH 3 e 3 X r-i AJ Vi 3 3 8 L?M AJ 3 60 3 c 3 3 o 3 8 60 Vi a o M aj o 3 4-1 O 3 3 3! 3 • 8 a >4H aj 3 u >% 3 ^ & U rH rl 3 3 >i T3 M 3 U O X 3 rH U M u 60 3 AJ AJ .» M 3 4) U CO O o U 3 M O 3 > rH AJ 3 Vi « M C3 tO »-) o cg aj a 9 O 3 AJ •3 r-i 3 3 5 3 u 0) a 0) 8 O CJ •w X 3 AJ •H s 17 8 8 •H fH Vl g 3 (>i 4-1 X CO 3 l-l 8 8 3. 3 3 a eo 3 3 60 M 60 3 60 > 1? 8 3 s O 1 M 3 AJ 3 H 3 3 Cu Vi I « 8 « >» a IM •H ? X 3 «H co 3 8 "4-1 a. rH C O 3 3 rH X 3 8 X U AJ 3 4) rH x « cu CO 3 3 T3 tr 5 *3 8 43 cox M » 3 3 •H ? rH M «3 ffl >H 3 3 3 > M AJ 8 3 8 8 0) M *J fH r-i 3 3 CU 3 3 rl 3 X M 4J 4) U 3 rH •3 X eg O 8 3 8 CJ CO U .1 U-) 41 X 3 45 3 O >s 3 X M rH M H » rH 3 rS M j2 e -i O *8 rH U O OJ u

~~o r-4 CN CO <3» m sO r«» 00 o> o M C"» en CO CO CO co CO -a- 3 rH a rH rH rH rH 3 rH r-i rH~~

~~160~~

~~Arr.K,lND.LA D~~

CO 01 a u 3 O £2 • M 01 •3 I 4) 3 00 J5 > O 01 4J CJ ,& ^ CO u d H ed iH 5 fd O. 4J a U o CU CU o A o 4J d 0) ed o 2 fH 3 a 4) X B VJD o X M o • «H u • O «M 03 » u (0 CU •H B >» Pi a • O 4J • 4J 4-1 •H rH S CU 4J •H 3 CU > CU *o CU 3 ja o JC X •H - 4J 35 c 00 o oo »3 CU •«-) I - U 3 >» o T3 -H 3 -3 O o -a 4J a - •H M u CU 3 •3 <0 u .S CO O 00 d >% CU u CU M d § • 3 I (0 fH 00 •H ed •H O CU O I a. O cu M o iH u •3 i 3 co d 4J (0 H O ea o O § o a. •H J3 w fH u •3 CO 3 - CU 3 CO 09 U >» O 4-1 ^5 a. i d >s 9 00 3 o 4-» 1 as u X ed fH JS CO M ' *J 1 o B J5 ed ^4 •d u ed 00 • CU 1 H 3 u M •H 0) ^ CU hi d o CU M 3 CU 1 3 o h M 00 3 a d 00 4J i o 3 (0 CU o M d •3 i 0> > CO M u CU CU CU .£> u 3 2 o t*M 3 •u i § N a 3 l> *j i d 9 H ^ d ,o M o -< l 0) o § eo CU u U4 eu 4J i >* u •H o 6 u >N > O Xi i ih a <-> u H 3 e 4J CU (-1 i U M •H O o ed •H

«M CU H Ji fH IH oo 1 M o iI o oa 3 3 ^3 O i OJ o i a O O o ed AS o 0- o i «H 3 M u fH M M 4> a O 00 00 ed OO 1> -i i ^ P i 4J j H ej jQ c CU 3 x: <0 "3 •3 4J i 00 a CU o •H AS i >s f- u £1 •n CU >» 1-4 u 4J 4J i fH 3 ^ o U ^3 S o d H cs 4J CJ ed M 3 CU ed ed 3 ed M I en o CU O M >. CU «H x: •H i O CO J-i 3 as ca o M O >s u (X •3 1 S d 00 s •H t-1 OO a CO ! M en 3 a CO CU eO 3 ed CU ^ CO A ed to •H H co u ^-« fH •H a CO H H CO u CU 4-1 fH CU h Li CU Xi ed 01 a 41 o 3 o u ^a o a CU u ^3 y-i iH 4J a>

~~161~~

APPENDIX B . . U :s TJ c0 rH 3 rH a> 00 CO •H OJ a o | 3 00 M 3. O 09 < 4J rH CJ CO CU to • A «0 .a 3 3 O jC O rfi Tl CJ 4J 4J -*5 3 V4 M a M H o CU O 3 £ 3 73 IM o M vw H A OJ O 00 O O CU 60 M 3 U c OJ a s 00 •H •rM1 • «H «H < M & ja X fcl 73 o 4J o to CU > •r; U JJ at 3 •H o a A u O 73 CU 41 4-t 3 rf> 3 • 9* cu 3 H e»« 5f M 0) * CO aJ a >s ?n >* O 4-1 3 ja fi i rH >. 4J 00 3 CO

~~CO 4= fi JJ 1 eo -H Q •a 00 a < rH c M CO rH H h 4-) cn O c0 V B 3 0} a QJ O 3 t? U-l s >s > 4J 4J CO JJ 1 ^ rH M 3 4J 3 §~~

~~H cu O - 1 OJ O <0 QtU3 JJ 73 g O~~

~~1 rH c 4 •H . 3 p -1 o 01 ? 1 3 o So CO co 1 h >* •H 3 u 4J BIS CU > O co 4J O~~

CU O CO 0) 1 CU rH •H >4H 4J CO u a M JJ rH rfS ^ 4-1 fl CJ OJ O 1 efi.fi CO 3 00 u CO O. 4J 3 e*1 (0 00 V CO 3 •H CO H e 1 CO •H "O o •H - Ul 1 •H rH 4J 4J ^ • 1 3 p ca 3 ! a en u CO U •H 3 o 1 CO rH >^ o rH O cu X CU 3 4J S 3

4) 9J .fi 1 u -M rH rH CO 4J JQ U 1 oo CO CO CO cu co a 3 1 >. x> CU CO <4-t 1 cS OJ o 4J H JJ >» o CJ rH a. rH 4J a a 1 cu CJ CJ rH 0) v si 1 CU 3 3 CU o OJ 4J 3 O 1 M PU CO rH o 3 1 eo fO I 00 4-1 CO is 4 OJ 3 CU 4J CO 0) •H CO JJ U3 •H •a a} 4-1 TJ JS ! •H rH rH CO 3 4J Q O0T3 3 4J •H -H ! C 3 >» O 0) 0) •H k 3 u 3 3 JZ 1 rH g CU in 4J u OJ rH g > H

~~01 ! «H o 73 V-l IM CU i » o rH rH rH~~

~~O m oo i OJ CU 3 aj co i CU >» CO cu CU O rH JS i CU i H~~

~~162~~

~~APPENDIX B~~

fc 3 • 5j g -8 3 u 1"1 3 • • O H rO 9 A 43 3 O O O e 00 fc 3 u a J3 3 3 3 •H AJ O 4J fH •H r»S C>- AJ 0) 3 - ^ § 3 CI O M rQ 0) a 3 Ml H rH Vj 00 3| m 3 3 AJ ol en 3 O 3 r^"l * •H O r*< A 00 CO AJ >» o 0) (s0 CO C4 3 •3 CO 8 rH 3 5 3 3 H fH 0) • O rH 0) 09 9 3 3 . CO 3 o u c 01 ^ rH O •3 H 3 o 3 .a 01 rH JQ rH AJ A CO j: ca 3 3 3 3 AJ u -J AJ 4 AJ O cu o O X 3 3 aj O 3 G •3 3 — 01 4J H o CO AJ rH 0) CO 0) M o TJ •3 IM J2 01 •M o u iH H o) 3 aj JJ o 3 3 * 09 M 3 • s >s*w O O U) a «H - O •3 •H a 3 3 3 O >s o u >i rH ^ ua A u"> CfH 3 3 T M M AJ es CO 3 a 2 % O 3 •n O O) *-> u > o o 3 AJ J3 u 3 3 -3 5 AJ 3 3 >% u s 0) rH J3 G J3 0) 3 AJ 00 4a C 01 3 S » 3 rH VH o H-J co A > 53 o QJ rH •H n-| a ^a u 3 j2 a 0> r-t O u o 01 3 •u 3 U a^ 3. f-> O M-i ca u a 4J O 3 ^ r^ ja o o o AJ u CO aj AJ a a ca o JS J3 00 «H o> o o XI i-> u 00 • -2 u ^3 V 3 AJ 3 • • 4J 3 >» £0 CO •n >. 35 3 oo 9 AJ 3 0) G G S G 4 i •H O 3 J3 § 60 a 3 >, o *j AJ «H ,Q H O G A A G 3 •H * *J 8 O 3 > ^-> AJ (0 U O 3 60 4J VJ O 01 rH AJ O CO J= X G • CO 0) fH US CI) rH U rH ca Q O 0) O M-l 3 H A-> X O • AJ •H rH •H R AJ O jG §1 O AJ •M *J 3 *J O £ rH o o y o* 3 X-l I •4-1 •H 0) CO y-t 4J 3 AJ AJ u a • AJ O u-i • 01 • H 3 3 •S 3 01 0) is U 0) 0) •H 3 AJ 3 00 «H a 3 jG 0> rH rH AJ H ,i sw ca ua H r3 M J A3 jC iJ *c -^ u X 3 vm rH • >H H-t • 3 • H 3 3 H •H 0) AJ O 3 +J AJ aj 0) rH 3 «M •M Ot rH «H •u ^3 J-» o« AJ rH rH 3 O «M TJ 0) G «H Ji "3 •H •H -H U-t AJ AJ rH 0» o 0) y-t jG o • •h ** q 3 o •3 T3 "3 T3 o O T3 fH rH X o TJ H a • 0)1 01 f-H - -H 01 0) r-t rH rH <-i G G «H 0) AJ O O " O a O M c u ca s rS . > 3 3 3 3 3 G 3 M-l H c AJ O 3 3 "3 O) ol m -h o a •H a o 3 O O O O fl 3 O •H fH CO CO o rH > fH a rH O 3 ? 3 3 3 O 3 ? m vO P*^ ^ rH «S on o- m vo r« Pu i""»

~~• • • SO 2 2 rH~~

~~163~~

~~APPENDIX B~~

~~oa, cj Q. U~~

~~4J o~~

~~U CO •H H & . «H~~

~~oj « ca • .c ^ ^ M » •<-»~~

~~O, 0) OJ i-l 0) a .a • jc oj .* O 4J CO 4J X -H • CJ M *J H D OJ -H 0) CO C 3 ^ (U ^ CJ -H -j O • «H .C "H ^J TJ S >, 0) H « H rl C H 9 U Jrf -H 0) Jj 5) B) H ^ £J a H ^ fH «H C-H~~

~~•C 0J O r-< O OJ CO vO w ^ (j~~

3 r-t iH O, J-» o u a. *j o oj m >i H 0) O 0) CJ O o o a. a c 5 a s a, s ca O CO w C JS J3 ,C fl U B W «3 -U u> «5 CO <8 O X J3 *J 3 a a -H rH U « O X r-( CO 3 0J X X J3 o -h a .o ~~, -H~~

*J ^ CO irl >>>,>, 0) 3J «H «w r-taaa^^-o O i-l il OJ OJ OJ CO i—I «H 0) cu c Aii ^ to oi c C Oi-t-H-Hi-t-HO O HHrt -03 o o J3 ZHMMtHMH CJ •H S H n m «? uio s

~~~~• oo~~~~

~~~~164~~~~

~~~~LIST OF FIGURES Page 1-1 AW Retention/Career Path 20~~~~

~~~~1-2 AW Reenlistments Needed/Received 21~~~~

~~~~2-1 Outcomes of Work 28~~~~

~~~~2-2 The Expectancy Model of Employee Motivation 31~~~~

~~~~2-3 The Effort Performance Relationship 33~~~~

~~~~2-4 A Model of Individual Performances in Organizations 40~~~~

~~~~3-1 The Behavioral Consequences of Work Simplification and Standardization 43~~~~

~~~~3-2 Job Enrichment and Job Enlargement Relationship 51~~~~

~~~~3-3 Hackman- Oldham Job Redesign Model 59~~~~

~~~~3-4 Motivation Potential Score Formula 61~~~~

~~~~3-5 The Moderating Effect of Employee Growth Need Strength 64~~~~

~~~~3-6 Job Enrichment and Goal Setting Intervention Strategy for a Longitudinal Field Experiment 69~~~~

~~~~3-7 Goal Setting and Job Enrichment Model 70~~~~

~~~~3-8 A.T.&T.'s Steps in Improving the Job 72~~~~

~~~~3-9 Plan A - Office Floor Plan Without Nesting 73~~~~

~~~~3-10 Plan B - Office Floor Plan With Nesting 74~~~~

~~~~4-1 Force Field Analysis of AW Job 79~~~~

~~~~4-2 Proposed Job Redesign Strategy in the AW Rate.... 81~~~~

~~~~4-3 Consultant, Flag and Staff Interactions 87~~~~

~~~~4-4 A Model of a Proposed Squadron Job Enrichment Project 92~~~~

~~~~165~~~~

~~~~LIST OF TABLES Page 1-1 Summary of AW Force Levels, 1977-78 17~~~~

~~~~3-1 Results of Hill AFB Orthodox Job Enrichment Project on Satisfaction Levels 5^~~~~

~~~~3-2 The Interaction of Goal Setting with Job Characteristics 67~~~~

~~~~166~~~~

~~~~REFERENCES~~~~

~~~~Aldag, R.J., Brief, A.D. , Task Design and Employee Motivation , y Scott, Foresman and Company, 1979- Alderfer, C.P., Existence, Relatedness and Growth: Human~~~~

~~~~Needs in Organizational Settings , New York: The Free Press, 1972.~~~~

~~~~Behling, 0., Stark, F.A., "The Postulates of Expectance~~~~

~~~~Theory", Academy of Management Journal , No. 16 , 1973, PP. 373-3"^~~~~

~~~~Bennis, W.G., Benna, K.D., Chin, R., The Planning of Change , New York: Holt, Rinehart, and Winston, Inc., 1969-~~~~

~~~~Dunne tte , M.D., Campbell, J.P. , and Hakel, M.D., Factors~~~~

~~~~Contributing to Job Satisfaction in Occupational Groups ,~~~~

~~~~Organizational Behavior and Human Performance , 2(2) 1967, pp. 1^3-174.~~~~

~~~~Ford, R.N., "Job Enrichment Lessons from A.T.&T.," Harvard~~~~

~~~~y Business Review , Jan., Feb., 1973, PP« 96-106. v w~~~~

~~~~Golembiewski , R.J., Men Management and Morality: Toward an~~~~

New Organizational Ethic , New York: McGraw Hill, 1965*

~~~~Hackman, J.R., Lawler , E.E. , III, "Employee Reactions to Job~~~~

~~~~Characteristics," Journal of Applied Psychology Monograph , No. 55, 1971, PP. 259-286.~~~~

~~~~Hackman, J.R., Oldham, G.R., "Development of the Job Diagnostic~~~~

~~~~Survey," Journal of Applied Psychology , Vol. 60 , No. 2, 1975, PP. 159-170.~~~~

~~~~Hackman, J.R., Oldham, G.R., "A New Strategy for Job Enrich-~~~~

~~~~ment," California Management Review , Vol. 17, No. ^, Summer, 1975, PP- 57-71.~~~~

~~~~Hackman, J.R., Oldham, G.R., "Is Job Enrichment Just a Fad?,"~~~~

~~~~Harvard Business Review , Sept. -Oct., 129-138. / 1975, PP-~~~~

~~~~Herzberg, F., Mausner, 3., and Snyderman, B. , The Motivation~~~~

~~~~to Work , New York: Wiley, 1959- 4~~~~

~~~~Herzberg, F. , Work and the Nature of Man , New York: Thorn Y.~~~~

~~~~Cromwell Co. , 1966.~~~~

~~~~167~~~~

~~~~Herzberg, F. , "The Wise Old Turk," Harvard Business Review , No. 52, (197*0. PP. 53-62.~~~~

~~~~Herzberg, F. , "One More Time: How Do You Motivate Employees?,"~~~~

~~~~Harvard Business Review , (Jan. -Feb., 1968) pp. 53-62.~~~~

~~~~Herzberg, F. , Refalko , E.A. , "Efficiency in the Military:~~~~

~~~~Cutting Costs with Orthodox Job Enrichment," Personnel , No. 52, (1975), PP. 38-^8.~~~~

~~~~Herzberg, F. , The Managerial Choice: To Be Efficient and To~~~~

~~~~Be Human , Illinois : Dow Jones-Irwin, 1976.~~~~

~~~~Herzberg, F. , "Orthodox Job Enrichment: A Common Sense~~~~

~~~~Approach to People at Work," Defense Management Journal , (1977), PP. 21-27.~~~~

~~~~House, R.J., Wigdor, L.A. , "Herzberg's Dual Factor Theory of Job Satisfaction and Motivation: A Review of Evidence~~~~

~~~~and a Criticism.," Personnel Psychology , 20 (^) , (1967)1 pp. 369-389.~~~~

~~~~Huse, E.F. , Organizational Development and Change , West Pub-~~~~

~~~~lishing Co. , 1975.~~~~

~~~~Johnson, J.Y. , "A Longitudinal Study of Airborne Antisub- marine Warfare Operator (AW) Performance in Various Training Pipelines," Commander Antisubmarine Warfare~~~~

~~~~Force, U.S. Atlantic Fleet , (July, 1971), TR-P^3-o3X. I6.3.~~~~

~~~~Katzell, R.A., Kankelovich, P., Work Productivity and Job Satisfaction, The Psychology~~ ~~Corporation, Jan. 1975- / Kilbridge, M.D., "Reduced Costs Through Job Enrichment: A~~~~

~~~~Case," The Journal of Business , No. 33, (i960), pp. 357-362~~~~

~~~~Lewin, K. , Field Theory in Social Science , New York: Harper and Row, 1951.~~~~

~~~~Lloyd, R., telephone interview with behavioral scientist, Wright Patterson Air Force Base, Ohio, March 23, 1978.~~~~

~~~~- Locke, E.A. , "Toward a Theory of Task Motivation," Organization~~~~

~~~~al Behavior and Human Performance , Vol. 3, (1968) , pp. 157-189. J~~~~

~~~~McCormick, E.J., Tiffon, J., Industrial Psychology , 6th ed. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 197^.~~~~

~~~~168~~~~

~~~~Meyers, M.S., "Who Are Your Motivated Workers?," Harvard~~~~

~~~~Business Review , No. 42, (Jan. -Feb., 1964), pp. 73-88.~~~~

~~~~Mirvis, P.H., Berg, D.N., Failures in Organizational Develop -~~~~

~~~~ment and Change , New York: John Wiley and Sons, 1977.~~~~

~~~~Organ, D.W., "A Reappraisal and Reinterpretation of the Sat- isfaction-Causes-Performance Hypothesis," Academy of~~~~

~~~~Management Review , No. 2, (1977), pp. 46-53.~~~~

~~~~Porter, L.W. , Lawler, E.E. , III, Hackman, J.R. , Behavior in~~~~

~~~~Organizations , McGraw Hill Book Co, 1975«~~~~

~~~~Rafalko, E.A., "Job Enrichment Ogden Style," Air University~~~~

~~~~Review , (May, 1975). PP- 46-53.~~~~

~~~~Renner, W.S., telephone interview with 0P-132-E2C, Bureau of Personnel, Washington, D.C., Feb. 22, 1979.~~~~

~~~~Shei, R., telephone interview with Pers-62, Bureau of Per- sonnel, Washington, D.C., Feb., 23, 1978.~~~~

~~~~Steers, R.M., "Effects of Need Achievement on Job Performance -~~~~

~~~~Job Attitude Relationships," Journal of Applied Psychology , Vol. 60, No. 6, (1975.)~~~~

~~~~Steers, R.M., "Task Goals Attributes, Achievement and Super- visory Performance," Organizational Behavior and Human~~~~

~~~~Performance , Vol. 13, (1975). pp. 392-403.~~~~

~~~~Steers, R.M., "Factors Affecting Job Attitudes in a Goal~~~~

~~~~Setting Environment," Academy of Management Journal ,~~~~

~~~~, Vol. 19, No. 1, (1976) , pp. 6-16.~~~~

~~~~Tannehill, R.E., Job Enrichment: The Modern Proven Method~~~~

~~~~to Motivate Your Employees , The Dartnell Corporation, 1974.~~~~

~~~~Taylor, F.W. , The Principles of Scientific Management , New York: Harper, 1911.~~~~

~~~~Turner, A.N. , "A Researcher Views Adjustment to Motivation," Advanced Management, No. 21, (1956), pp. 21-25.~~~~

~~~~Turner, A.N. , Lawrence, P.R., Industrial Jobs and the Worker , Cambridge: Harvard University, Graduate School of Business Administration, 1965-~~~~

~~~~169~~~~

~~~~Umstot, D.D., Mitchell, T.R., Bell, C.H., Jr., "Goal Setting and Job Enrichment: An Integral Approach to Job Design,"~~~~

~~~~Academy of Management Review , (article in press at present time)~~~~

~~~~Urns tot, D.D., Rosenbach, W.E. , "The Effects of Job Enrichment and Task Goals of Satisfaction and Productivity: Im-~~~~

~~~~plications for Job Design," Journal of Applied Psychology , Vol. 61, No. 4, (1976), pp. 379-394.~~~~

~~~~Urns tot, D.D., "M.B.O. and Job Enrichment: Have Your Cake~~~~

~~~~and Eat It Too," Management Review , (Feb. 1977), pp. 21-26. /~~~~

~~~~Umstot, D.D., Rosenbach, W.E. , "The Effects of Job Enrichment and Goal Setting on Work Satisfaction and Performance: A Longitudinal Field Experiment," Air Force Institute~~~~

~~~~of Technology , Wright Patterson Air Force Base, Ohio, y (April, 1977), pp. 1-21.~~~~

~~~~Whitsett, D.A. , Winslow, E.K. , "An Analysis of Studies Critical~~~~

~~~~of the Motivation Hygiene Theory," Personnel Psychology ,~~~~

~~~~20 (4) , (1967), PP. 391-415-~~~~

~~~~Whitsett, D.A., -"Where Are Your Unenriched Jobs," Harvard~~~~

~~~~Business Review , (Jan-Feb. 1975), pp. 74-81.~~~~

~~~~Whyte , W.F. , Human Relations in the Restaurant Industry , New York: McGraw Hill, 1948.~~~~

~~~~Witkin, A., "How Bosses Get People to Work Harder," U.S.~~~~

~~~~News and World Report , (Jan. 29 . 1979). pp. 63-64.~~~~

~~~~170~~~~

~~~~INITIAL DISTRIBUTION LIST~~~~

~~~~No. Copies~~~~

~~~~1. Defense Documentation Center Cameron Station 2 Alexandria, Virginia 2231^~~~~

~~~~2. Library, Code 0142 Naval Postgraduate School 2 Monterey, California 939^0~~~~

~~~~3. Department Chairman, Code 5^Js Department of Administrative Sciences 1 Naval Postgraduate School Monterey, California 939^0~~~~

~~~~4. Dr. Carson K. Eoyang, Code 5^Eg Department of Administrative Sciences 1 Naval Postgraduate School Monterey, California 939^0~~~~

~~~~5. Dr. Richard Elster, Code 54Ea Department of Administrative Sciences 1 Naval Postgraduate School Monterey, California 939^0~~~~

~~~~6. Rear Admiral CO. Prindle COMPATWINGSPAC 2 Moffett Field Naval Air Station Mountain View, California 9^035~~~~

~~~~7. CDR Bruce Bartells Human Resource Management Detachment 1 Alameda Naval Air Station Alameda, California 9^501~~~~

~~~~8. Commanding Officer Human Resource Management Center 1 San Diego Naval Training Center San Diego, California 92133~~~~

~~~~9. Dr. J. Richard Hackman Yale School of Organization and Management 1 Box 1A New Haven, Connecticut 06520~~~~

~~~~171~~~~

~~~~10. Dr. Bert King Office of Naval Research Ballston Center Tower No. 6 800 N. Quincey Street Arlington, Virginia 22217~~~~

~~~~11. CAPT Don Parker Navy Personnel Research and Development Center San Diego, California 92152~~~~

~~~~12. CDR Richard F. Shea, Jr. G808 Arlington Annex Washington, D.C. 20370~~~~

~~~~13. CAPT Barry W. Spencer Head Total Force Analysis Branch l309 Arlington Annex Washington, D.C. 20374~~~~

~~~~14. LCDR Virgil G. Cook, Jr. AIRANTISUBRON Four One (VS-41) NAS North Island San Diego, California 92135~~~~

~~~~15. LT Robert E. DeLateur 15928 20th S.W. Seattle, Washington 98166~~~~

~~~~172~~~~

~~~~Thesis 183358 D27 DeLateur c.l Job enrichment in antisubmarine warfare. AUG80 269S 2 7 6 OU SEP 83 2 9016 29 SEP 87 3 355U~~~~

~~~~183358 Thesis D27 DeLateur c.l Job enrichment in antisubmarine warfare.~~~~