2. 2
Certification of Authorship
Submitted to: Dr. Young J.
Author’s Name: Jonathan Wheeler
Date of Submission: 16 March 16
Title of Submission: Motivational Training: Modifying Behavior for Success
Certification of Authorship: I hereby certify that I am the author of this document and that any
assistance I received in its preparation is fully acknowledged and disclosed in the document. I
have also cited all sources from which I obtained data, ideas, or words that are copied directly or
paraphrased in the document. I used APA standards to credit all sources properly. I also certify
that this paper was prepared by me for this purpose.
Student's Signature: ________Jonathan D. Wheeler__________________________
3. 3
Table of Contents
Problem Statement 4
Purpose Statement 4
ResearchQuestions 4
Problem Analysis 5
Conclusion 12
References 13
4. 4
Motivational Training: Modifying Behavior for Success
Problem Statement
The writer will research the nuances of Behavioral Modification as applied in the Basic
Military Training (BMT) environment.
Since the inception of military units there has been a need to modify the behavior of the
men and women serving those units. This need is derived from the real or perceived requirement
for these service members to be changed from their civilian way of thinking and living to a
military mindset that is finely tuned for the sole purpose of performing their responsibilities as a
fighting force. This behavioral modification is imposed on the new “trainees” immediately upon
entrance into the military training environment and it is necessary to determine if such change is
warranted as well as what method(s) could and should be used at what points in the training to
ensure that the behavior is modified and in a way that will result in long term behavioral changes
rather than short-term changes.
Purpose Statement
The writer intends to develop a series of behavioral modification techniques for use
specifically in the BMT environment. Research will help to define the problem and will provide
support for the creation of the techniques.
ResearchQuestions
There are six key questions designed to develop an understanding of the usefulness of
these behavioral modification techniques, what is currently in place, what could be discarded,
what could be added, and how the end product could be efficiently and effectively implemented
into the BMT environment. The writer will answer these questions,
1. Provide a list of 8-10 motivational training tools that are the most effective tools
currently being used to reinforce attention-to-detail, motivate trainees, and/or build
teamwork.
2. List at least 5 unauthorized tools that should be considered for inclusion.
3. List any motivational tools that are ineffective.
4. Discuss the factors that would increase or decrease the likelihood that other MTIs
would adopt these tools listed above.
5. If new tools are adopted, what is the best way to ensure they are widely adopted/used
by the MTI Corp?
6. If new tools are adopted, what is the best way to ensure MTIs will fully understand
how to use them?
5. 5
Problem Analysis
The writer will use peer-reviewed sources discussing the topics of motivational training,
behavioral modification, and stress inoculation. This literature will aid in supporting the answers
to the questions while providing more depth to the topic. Ultimately, the research will not
encompass all literature on the subject however the amount of literature sources will be sufficient
to grasp the concepts and answer the posed questions. All literature will be peer reviewed and
recent in order to ensure only accurate and approved literature is used.
Provide a list of 8-10 motivational training tools that are the most effective tools
currently being used to reinforce attention-to-detail, motivate trainees, and/or build
teamwork.
This question poses an interesting question. What current tools are actually working is
something that must first have a quantifiable way to determine effectiveness. In the BMT
environment there are several methods in place to determine, to some extent, how well a trainee
is developing their ability to have attention-to-detail, their motivation, and their level of team
work. These tools are typically appraisals, progress checks, core-value ratings (CVR), and direct
observation by those around them. Though this system, in and of itself, is useful it is often
difficult to fully determine the commitment a trainee has to these values when they are no longer
in the presence of behavior modification catalyst, in this case MTIs.
Before analyzing the tools there has to be an understanding of how behavior is modified.
This is easily seen through research into the idea of reinforcement/punishment. One useful and
often cited concept is the reinforcement schedule. Though there is much research on the benefits
of the negative reinforcement (punishment) and positive reinforcement, the debate as to which is
more effective and long-lasting is a hot one (Magoon & Critchfield, 2008). According the article,
many researchers believe that positive reinforcement is the best form of behavior modification,
yet the article points out that much research and testing has been completed that shows negative
reinforcement/punishments being the more effective and long-lasting of the two. (Magoon &
Critchfield, 2008) It is important to understand that regardless of research, it is easily agreed
upon that there must be a mix of both punishment and reinforcement. For the purpose of this
research the writer will refer to the following table when discussing which type of tool is being
used and its expected outcome.
(Shah, 2014)
6. 6
With the system mentioned above in place there are several tools that are used by MTIs
to assist in effectively modifying the behavior of the trainees from the day they enter training
until the day they depart and hopefully until the day they separate or retire from the military.
This writer believes that the most effective tools currently in use are two of the current Military
Training Exercises (MTEs); namely Exercise Challenge and Personal Living Area (PLA)
rearrangement. The reason the writer believes these are the most effective is that they have the
ability to be immediately enforced on the trainee as soon as they have displayed an undesired
behavior. Not only that, but the individual(s) upon which these are being enforced are not happy
about having to perform them as they are inconvenient, tough, and often embarrassing. These are
tools that should be used immediately upon being authorized after the trainee has completed their
initial physical fitness assessment and should be continued as a tool throughout the remaining
weeks of training. Those two tools are excellent at providing a positive punishment (Shah, 2014)
for that unwanted behavior and the result is an immediate change in behavior.
The third, fourth, and fifth tools that are currently used most effectively are bed drills,
task repetitions, and restrictions. These tools are valuable because they add meat to the bones of
the punishment side of the operant conditioning (Shah, 2014). Bed drills and task repetitions not
only provide a means for the individual to develop muscle memory and perfect skills, they also
take away time that a trainee could be doing something more pleasant with. This makes these
two tools to fall into the positive and negative punishment spectrum. The restrictions are clearly
on the negative punishment side and are just as effective because they begin to minimize
unwanted behavior (Magoon & Critchfield, 2008). These tools are useful throughout training,
however the first two are extremely time consuming and can quickly become a nuisance to the
instructor who then does not hold the trainee to the punishment due to a lack of time. This is
something that should be considered when administering these tools but when time is available
they are perhaps more valuable and impactful than even the first two tools mentioned in the
paragraph above.
Moving to the other end of the spectrum of reinforcement where the goal is increasing
desired behavior (Magoon & Critchfield, 2008) the sixth, seventh, and eighth tools are some of
the most often neglected, yet powerful tools. Siding with B.F. Skinner, the writer finds that these
positive reinforcements are not only easier to use, but also significantly more effective and long-
lasting than any other mentioned tool (Wei & Yazdanifard, 2014). The tools are phone
calls/liberties, verbal praise, and spa time/personal time. These three tools are all giving
something to a trainee who performs in a way that is typically greater than the expected
behavior. The first and third are time consuming (depending on the time given for them) but are
so impactful that often, in the writer’s experience, the time lost to them is easily made up by the
improved performance and motivation gained. The second of the three is easily used and takes
no time at all and can be applied at any given time or location. The caution with the last three is
that they have a value based on the limited access trainees have to these things. This implies that
if they are used regularly (overused) they easily lose their potency and can have an adverse effect
of low motivation and discipline (McLeod, 2015). This is referred to as the extinction rate.
According to McLeod (2015) the extinction rate for positive reinforcement is extremely high.
The writer does not believe these tools should be used early in training unless something
extraordinary has occurred and when used it should be sparingly and for a legitimate reason tied
to an above and beyond exhibited behavior.
7. 7
List at least 5 unauthorized tools that should be considered for inclusion.
Perhaps, the most anticipated question is the one where unauthorized tools are discussed.
The writer would venture that there are two schools of thought when this question is answered.
There will be the group that will want to bring in tools that are an outlet for their anger against
trainees specifically focused at trainee critiques. There will also be the group, hopefully the
majority that will answer this question with a desire to improve the efficacy of the BMT program
as well as improve the end product, in this case Warrior Airman of Character.
Once again siding with Skinner (Wei & Yazdanifard, 2014) the writer believes that one
of the most valuable, yet unavailable tools to the MTI involves positive reinforcement. The tool
is the ability to award trainees with dessert for knowing their memory work, excellence in
performance, etc. According to Harvard scholars, sugars have been increasing in our diets
rapidly since 1970 and the rise of obesity and health concerns related to that have skyrocketed
(Harvard Health Publications, 2012). The article points out that sugars, in and of themselves, are
not bad and moderation is key to enjoying sugary items (Harvard Health Publications, 2012).
The writer has combed the scholarly journals and peer-reviewed articles for any publication that
touts that desserts are a necessity of life and required for sustainment of life and has come up
empty handed. With that in mind the writer dares make an assumption, sugary foods are not
needed for sustainment of life, therefore they should not have to be an automatic option available
to trainees. With this in mind, the writer argues that desserts are not mandatory and should not
be. A trainee should be permitted to have desserts but under certain conditions. Think back to the
days growing up when a parent placed similar restrictions on those tasty sweets. There was often
the reminder that unless the dinner plate was empty dessert was not even an option up for
negotiation. Similarly, if behavior was poor dessert was once again out of reach. In the BMT
environment, an instructor should be able to use desserts as a reward. If a trainee wants dessert
then they must expect to be asked memory work questions or perhaps even denied the chance to
get dessert if their performance was less than up to standard. Barring a trainee from dessert for
poor behavior or lack of knowledge of memory work questions is not going to harm them, but it
will certainly give them one more thing for which to work. If it is automatically given, they
quickly realize they can perform at whatever level and fail at tasks such as memory work without
any ramifications to things they hold dear such as dessert. This is something that could be used
through all weeks of training and each meal.
Still working on the positive reinforcement (Shah, 2014) the writer has another suggested
addition to the tools available to MTIs. Phone calls are something that trainees long for and work
hard to earn. The problem lies with the reality that MTIs must go through great lengths to
convince a Senior Non-Commissioned Officer or higher to give their trainees a phone call. The
writer believes that the restriction should be removed giving MTIs the authority to give a phone
call on their own. I believe this would be something that could be kept in check by limiting how
many “reward” calls an instructor has per week and it has to be logged with the names of the
trainees who received those calls. Similar to the way current MTEs are logged. This would
ensure that they are being given fairly and for the right reasons.
Switching back toward the positive and negative discipline side (Shah, 2014) the
remaining suggested tools are more geared toward decreasing an undesired behavior (Shah,
2014). The third suggestion would be to eliminate or loosen restrictions on dormitory/PLA re-
arrangement. This is an extremely useful tool that not only required the trainee to work hard to
8. 8
fix the mess but also addresses exactly they area in which they were lacking discipline and
attention-to-detail. Currently these re-arrangements are limited to the first two weeks of training
and then severely restricted to just the personal living area and under very tight restrictions for
the remaining weeks. This is often considered a requirement because re-arranging PLAs makes
the dormitory less than inspectable. The writer counters this by suggesting that if only the PLA is
re-arranged then the non-PLA portion of the dormitory is still in inspection order. This would be
a tool that could and should be used at any point in training as needed and has been shown to
improve the performance and attention-to-detail among trainees.
Continuing on with the discipline side, the writer believes that two additional tools could
and should be added to the repertoire would be changes to the MTE tools that are currently in
place. Within the MTE tools is the exercise challenge. Though, as mentioned above, the writer
believes this is an excellent tool, it could be made more effective by adding two additional
exercise tools. There is clear evidence that exercise and sport type activity is directly responsible
for improved health for young adults (Shores, Becker, Moynahan, Williams, & Cooper, 2015).
The first is extended exercise challenge. The current challenge involved 20 second sets of push-
ups, flutter-kicks, and squat thrusts. During the first week that is limited to just one of each of
those for a total of 1 minute. This can be administered up to five times per day. After the second
week the three exercises are still 20 seconds each but it is repeated once so that the total time is 2
minutes. This is again restricted to 5 times per day. Though a good program, it is not going to
work for all disciplinary scenarios. For example, in flights were the trainees are extremely fit
they can easily do this exercise without it having any impact on them. Other flights ask to
perform these tools because it gives them more PT time. The writer suggests adding another type
of exercise tool that includes 20 seconds of sprints from one side of the drill pad to the other side
of the drill pad (width not length), followed by 20 seconds of high knees, and finally pyramid
pushups up to 5 and back again. This could be something permitted starting in the second week
of training and limited to once per day until third week and twice a day after that. The safety
concerns would be that these would be performed in the uniform of the day. Though none of the
exercises are foreign to the trainees (they are the same ones used in regular PT) they would have
to be carefully monitored when performing these exercises in ABUs and combat boots. The other
consideration would be that these exercises could not be performed during restricted WGBT Flag
conditions.
The next additional exercise tool the writer suggests would be sand pit drills. These
would entail low crawl and high crawl exercises with or without the trainer weapon. These
exercises would be beneficial tools because trainees dislike performing these tasks and they are
tough to perform. Once again, this tool would help improve health and strengthen the trainees
therefore, prevent future injuries (Shores, Becker, Moynahan, Williams, & Cooper, 2015). These
sand pit drills are also required tasks for BEAST which is a graduation requirement. This would
be useful in improving their performance during BEAST as well as providing a useful tool to re-
focus the trainees back to desired behavior. The writer suggests that this tool be available
immediately upon completion of FEST training which where trainees learn sand pit maneuvers
as well as have to apply these tactics. This tool would be restricted to 10 minutes per trainee
divided up as such, 2 minutes low crawl followed by a sprint back to the front of the pit followed
by 2 minutes high crawl and a return sprint. This whole set would be repeated one more time for
a total of 10 minutes. Instructors should be limited to observing 3 trainees at a time performing
this drill. It would be restricted to once per day and only in ABUs.
9. 9
Ultimately, having additional tools as options for both reinforcement and punishment
gives MTIs more flexibility when determining what would be the most effective tool to use for
the given situation. It also helps to prevent satiation by varying the types and intensities of the
tools being applied. Overall, the outcome would be a more disciplined trainee.
List any motivational tools that are ineffective.
Within the current MTE program there is only one tool that the writer feels is ineffective
and certainly not worth keeping. That tool is the sanitation exercise. This exercise, though good
in theory, was designed in such a way as to prevent its use. The tool permits an MTI to assign a
menial, mundane, and uncomfortable task such as cleaning the tile in the showers with a small
scrub pad for a given period of time. There are variations based on the infraction that is being
punished and the outcome desired. That, in itself, lends to this being a much too complex tool to
be used. Perhaps the most damning aspect to this tool is that it has to be administered and
observed by a Flight Commander. Though Flight Commanders are assigned to squadrons, they
rarely have enough time to devote to things outside of their immediate purview let along sit with
a trainee for 30 minutes watching them scrub a wall. Not only that, but as of writing this paper,
the writer has yet to find a FC willing to administer this tool. It is essentially a tool that is not
ever used and therefore should be deemed ineffective.
Discuss the factors that would increase or decrease the likelihood that other MTIs
would adopt these tools listed above.
It probably goes without saying that the readers have a solid understanding of change and
organizational change management. This is a concept that has been studied and applied to
organizations around the world to include the United States Air Force. In order to answer this
question there is a need to understand why we must ask the question in the first place.
No matter what happens in an organization, when change is imminent or occurring there
is inevitably resistance to that change (Robbins & Judge, 2011). This resistance is linked to
numerous factors but the writer believes that there are likely four key factors that apply to MTI
resistance to change, particularly tool changes. These four factors are distrust, doubt, inertia,
reactance (Nesterkin, 2013). The reason these factors tend to be the most influential to the MTI
corps is because the current system of discipline and oversight in BMT is designed to treat MTIs
as instant criminals rather than professionals. No matter how it is worded or theorized, the reality
is that a trainee can say whatever they want about whomever they want and without any
justification the MTI takes the hit. Even after the system, albeit flawed, is employed and the MTI
is deemed “not guilty” the trainee receives no punishment for falsifying a government document
or providing a false report. Not to mention slander and libel. This pit of despair that is formed as
a result of this system creates a fear, a dread by MTIs to do anything that will get them sent
there. Tools, of any kind, are given to MTIs as means by which to reinforce and/or punish
good/bad behavior (Shah, 2014). MTIs are afraid to use them even within the confines of the
regulations that authorize them because all a trainee has to say is that they were picked on, hurt,
felt singled out, or any plethora of other terms and the MTI is immediately sent to the that dark
pit of doom. There is no consideration for how the tools were used or if they were used
appropriately.
10. 10
If BMT leaders want to have trainees that are loyal, have integrity, embrace the core
values, and are full of discipline and attention-to-detail, then the number one way to get MTIs to
make that happen is change the way they operate the MTI discipline system. The above
mentioned factors to change resistance are directly related to this discipline system. If an MTI is
afraid for their career because of an unfounded and unwarranted accusation they are going to be
less likely to utilize tools of any kind to develop their trainees. That includes both positive and
negative sides of reinforcement and discipline (Shah, 2014).
If new tools are adopted, what is the best way to ensure they are widely
adopted/used by the MTI Corp?
According to Robbins and Judge (2011), in order to overcome resistance to change, there
are eight methods that can be used by the organization. These methods are to educate and
communicate, participation, building support and commitment, develop positive relationships,
implement changes fairly, manipulation and cooptation, selecting people who accept change, and
coercion (Robbins & Judge, 2011). Of course, some of these are not the best way and should be
avoided at all costs. There are a couple that are perfect for the BMT environment and, if
implemented properly, would be the most dynamic means to improve MTI acceptance and use of
tools. For now the writer is going to save education and communication for the next question to
be answered and focus now on participation, building support and commitment, develop positive
relationships, and implementing changes fairly (Robbins & Judge, 2011).
Participation is very powerful in the BMT environment because the top echelon of NCOs
and SNCOs have been hand-picked and brought down to fill the roles of MTIs. When MTIs are
the key participants they are going to be able to influence change greater than any other level of
leadership. Peer-to-peer influence in BMT is probably one of the strongest that exists in the
world. The fact that the writer, along with close to 50 other peers is writing these papers is a sign
that this participation theory is being tested.
In BMT, as mentioned in the previous question, there is a darkness that lurks around
every corner for an MTI. This darkness is trainee opinion and feelings. Though those are valid
and important factors to consider when molding a new warrior Airman of character, the amount
of weight placed on their opinion and feelings even when unsubstantiated by facts, is damning to
the whole BMT program. Building support and commitment requires that MTIs believe they are
being supported and defended and that their leadership is committed to them. MTIs, the writer
would venture to say, are already committed to the program and to their jobs. They need to be
supported and feel safe when they act on directives from their leadership. When they do not, the
MTI will not implement the tools because they have to move back to the self-preservation mode
(Sadri & Bowen, 2011).
A side note that will help to fill this out is that those “hand-picked” top tier NCO/SNCOs
were close to the top of their needs pyramid. Bringing them to BMT and then subjecting them to
this system of trainee over MTI brings them straight back to the bottom of that pyramid fighting
for their basic and safety levels of needs (Montana, Ph.D. & Charnov, Ph.D., J.D., 2008). BMT
constantly pushes these top performers back to the base levels creating a void of trust between
MTI and BMT leadership.
11. 11
Hand-in-hand with the previous method is building positive relationships. If MTIs are to
feel confident that they are going to be defended and supported they need to have a positive
relationship with their leadership. This goes from Squadron level all the way up the BMT and
AETC levels. Currently, leadership outside (and for some squadrons, inside) the squadron is
viewed as the executioner. There is no, in the opinion of the writer, trust between MTIs and
BMT leadership. Though foundational to any relationship, trust is rarely a topic of discussion in
BMT, perhaps because there is so little of it. In a journal article this very topic is discussed in
detail with a direct look at the impact of trust as well as the more detrimental impact of distrust
(Macduffie, 2011). The writer understands that this article is discussing relationships between
organization on the international level but the facts presented in the article are equally applicable
to the environment in BMT and should be considered valid even in that environment. If BMT
leaders shifted their focus from how to get promoted to how to build a dedicated and loyal MTI
corps focusing on building a positive relationship with their MTIs, they would see that MTIs
would begin to have that trust and, in turn, use these tools.
The final method is implementing changes fairly. This should go without saying but
unfortunately it must be said; BMT leadership must implement changes fairly. They must give
MTIs some defense built into tools. If an MTI uses tools and does so within the confines of the
regulations regarding those tools, then any negative feedback from trainees should be used as
data for further process improvement but not for discussion with the MTI about their actions.
There should, there must be a built in immunity when an MTI uses tools within the confines of
the regulation. It is only fair that the tools being given to the MTI to use by their leadership come
with a protection for the MTI using them. This plays right into the need hierarchy once again by
helping the MTI to secure their safety level and begin working in the belonging level of need
(Montana, Ph.D. & Charnov, Ph.D., J.D., 2008).
If new tools are adopted, what is the best way to ensure MTIs will fully understand
how to use them?
Though there are numerous answers, or part answers, to this question, the writer believes
that there are two main ones that should be implemented when bringing anything new to the
table. Perhaps the first and most important is that there must be a team of MTIs (the writer would
recommend one from each squadron to later function as subject matter experts) that are
responsible for being fully trained and then going to each squadron and teaching each MTI and
signing them off on the tools. A part of this training would include something the writer believes
is pivotal to the MTI having a firm grasp on the tool and its implications; the MTI must have the
tools administered on them prior to being certified to use these tools. This is a common practice
used by law enforcement agencies around the world and readily accepted by legal review as a
means to justify that the administrator used the action with full knowledge of its ramification on
the subject. Of course tools such as PLA re-arrangement may not need to be administered to the
MTI as that is something they already do and understand fully, but certainly such tools as
exercise challenges should be administered to them and in ABUs. This team should also properly
demonstrate all tools to include PLA re-arrangement, dessert restriction questioning techniques,
exercise challenges, etc. Each MTI being certified must be taught the same way and actually see
the tool applied in order to understand exactly how and when to use it. The writer believes that
every member of the BMT leadership from the Squadron level on up should be required to
participate in the training and go through the tools so that when determining if an MTI did their
12. 12
job or operated outside the confines of the regulation they fully understand what the tool entailed
that is being complained about.
The second is also multi-faceted. It must involve clear guidance that includes exactly
when, how, and under what restrictions each tool can be implemented. This guidance must, as
mentioned earlier, have built in protection for the MTI implementing the tools. That is only half
of the picture, there must be a dedicated BMT leadership from the Squadron level up that fully
understand the tools and supports their use by MTIs.
If these two tasks are not accomplished, MTIs will likely not use the tools and the
likelihood of increased discipline, attention-to-detail, dedication, and of course pride, passion,
and professionalism will not happen. There is no foreseeable alternative to this.
Conclusion
It is very clear, through the research, that tools are a valuable asset to the MTI and have
the potential to have a major impact on the development of warrior Airman of Character. They
have been proven, even in their limited form and use, to have a significant role in generating that
discipline, attention-to-detail, dedication, and adherence to the AF Core Values. Adding some
more both positive/negative and reinforcement/punishment as well as either taking away or
editing a few existing tools will have a positive impact on the increase in these values BMT
holds dear.
The tools themselves are just tools, useless unless used. In BMT, the epidemic of a lack
of trust has rendered tools almost useless. If they are to be of any value then the BMT mindset
and program must change to support MTIs and be committed to them and their efforts as well as
ensure they are defended when abiding by the guidance they are provided.
Should all this be brought together, BMT will change and in such a dynamic and
powerful way for the overall good of the USAF and the United States. The security of the AF
and the Nation would be ensured and the position of The Greatest Air Force in the World would
be solidified and confirmed.
13. 13
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