T his d isserta tio n has been 62-823

m icro film ed exa ctly as receiv ed

W EBB, Sidney S., 1 9 1 9 -

CURRENT CAREER ATTITUDES OF GRADUATES
OF THE AIR FORCE RESERVE OFFICERS’
TRAINING CORPS.

The Ohio State U n iversity, P h.D ., 1961

E con om ics, co m m e rc e-b u sin ess

University Microfilms, Inc., Ann Arbor, Michigan

 CURRENT CAREER ATTITUDES OF GRADUATES OF THE

AIR FORCE RESERVE OFFICERS' TRAINING CORPS

DISSERTATION

Presented in Partial Fulfillment of the Requirements

for the Degree Doctor of Philosophy in the
Graduate School of The Ohio State
University

By

SIDNEY S. WEBB, A.B., M.B.A.

X u u u u u

The Ohio State University

1961

Approved by

Qk
t Advisfey f J
Department <*£/Buei*tess
Organization
 PREFACE

This study is designed to investigate the experience of college

graduates serving as junior officers in the Air Force. The development

of this theme has served to identify those areas of basic disagreement

between what a college-trained officer expects in a career and what he

finds while on military duty. The importance of the study is empha­

sized by the difficulty of retaining officers from this group in the

Air Force.

The preparation of military officers for increasing responsi­

bility and rank is especially critical in view of existing world

tensions and rapid advances in military technology over the past

decade. The military services, and particularly the Air Force, can

find no more rewarding task in the years ahead than the development

of leadership and technological skills in its officer corps.

Among those who assisted in the completion of this project

I am especially indebted to M. E. Potter, Colonel, USAF, retired,

who assisted in the authorization of two quarters of "Operation

Bootstrap" to meet the residence requirement of the university;

Professor H. F. Harding, Brig., U.S. Army reserve, who suggested

the subject; and my advisor Professor M. J. Jucius and the members

of my reading committee without whose assistance and encouragement

the study could not have been completed.

Sidney S. Webb
Major, USAF

ii
 TABLE OF CONTENTS

Page

PREFACE....................... ii

LIST OF T A B L E S ................ v

Chapter

I. INTRODUCTION..................................... 1

The Importance of Leadership

Supply of Military Leadership
A Statement of the Problem
Justification of Selected Problem
Limiting Factors
The Method of Investigation
Development of the Questionnaire
Selection of the Sample
Outline of Subsequent Chapters

II. HISTORICAL TRENDS AND COMPARABLE STUDIES........... 13

Early Development of the AFROTC Program

Administration of the Program
AFROTC Curriculum Trends
Summer Camp Training
The Program Today
Extent of the Program
Results of Previous Surveys
Precedents for Leadership
Summary

III. COLLEGE MEN IN IN D U S T R Y .......................... 37

Sources of Executive Trainees

Consideration in Selecting a Company
Developing Executive Abilities
Industry Training Program
Executive Stability
Summary

iii
Chapter Page

IV. STATISTICAL RESULTS OF THE QUESTIONNAIRE 6l

Personal Characteristics
Professional Characteristics
Pay and Fringe Benefits
Supervision
Flying Duties
Career Status
Preparation for Active Duty
Career Planning
Summary

V. PROFESSIONAL PROBLEMS OF JUNIOR OFFICERS.......... 9^

Monetary Return
Retirement Benefits
Survivor Benefits
Air Force Promotion Policy
Officer's Efficiency Reporting
3 Officer Education and Training
Duty Assignments
Summary

VI. SUMMARY AND CONCLUSIONS........................... 135

Purpose and Scope

Findings
Conclusions
Recommendations

APPENDIX I ............ 150

APPENDIX II 162

BIBLIOGRAPHY 174
AUTOBIOGRAPHY 181

iv
 LIST OF TABIES

Table Page

1. Air Force Officer Career Attitudes.................. 22

2. Air Force Officer Career Attitudes................... 2k

3. Acceptance of Five Year Option.......... ........... 26

4. Size of Families................... ............... 63

5. College Majors ............................... 6k

6. Present Job Assignments........... 65

7> Civiliam Job Experience............................ 66

8 . Comparison of Present Job to CivilianBackground . . . . 67

9 . Academic Skills . ............................... 68

10. Flying Experience (Rated Personnel) .......... 68

11. Preparation for Present Primary D u t y ................. 70

12. The Requirement for Additional Training. . . . . . . . 71

13. Desire to Remain in Present J o b .................... 72

lk. Challenge of Present D u t i e s ........................ 72

15. Instruction Given for Extra Duties................... 73

16. Fringe Benefits Most Favored

Civilian vs Military................. .... 75

17. Skill Improvement Through a Supervised Program........ 76

18. Supervisory Assistance............................. 76

1 9 . People Who Have or Assume SupervisoryAuthority Over

Junior O f f i c e r s ................................. 77

20. Qualification of Supervisors in Present J o b ......... 78

21. Consideration Shown Subordinates By Higher Ranking

Officers............ 78

22. Supervisory Experience (Present J o b ) ..... .... 79

v
Table Page

23. Supervisory Experience (Present J o b ) ............. 79

24. Time Spent on Flying Duties

(Officers on Flying S t a t u s ) ................... 80

25. Attitude of Rated Personnel in Regard to Flying. . . . 8l

26. Attitude of Non-rated Personnel in Regard to Flying . . 8l

27. Desire to Remain on Active D u t y ................. 82

28. Career Opportunities as Reported by Reserve Officers . . 83

29. Air Force Policy Information Furnished........... 85

30. Dignity and Respect Received by Junior Officers. . . . 85

31. Are There Restrictions on Personal Freedom of

Expression While in the Air F o r c e ............ . 86

32. Wife's Approval of Military Career ................ 87

33. Most Valuable Phase of AFROTC Training ....... 88

34. Is More Career Planning Needed................... 89

39. Best Use of Abilities ....................... 90

36. Items Adversely Affecting a Career............... 91

37. Experience of Value on Active D u t y ............... 92

38. 1958 Starting Salaries of College Graduates...... 96

39. Department of Commerce Survey, 1958 Beginning

Salaries of College Graduates .................... 96

ko. Beginning Salaries of USAF Officers ....... . . . . . 97

41. Military Retirement P a y ......................... 102

42. USAF Officer Retirement O u t l o o k .................. 105

43. Survivor B e n e f i t s ................. 106

44. USAF Officer Grade Distribution, February 1, i960 . . . 109

vi
Table Page

45. Temporary. Promotions of First Lieutenant to Captain

Line Officers - May 1, i9 6 0 .......... Ill

46. Average Age of Grade-Military O f fi c e r s........ 112

47. USAF Officer Corps Composition Flying vs

Non-flying, January 1, i9 6 0 ..................... 113

48. USAF Grade Structure-Officer Corps, 30 June i960 . . 115

49. USAF Temporary Promotions All O f f i c e r s ........ 115

50. Proposed USAF Officer Corps Grade Structure . . . . . 115

51. College Major and Present Assignment.......... 128

vii
 CHAPTER I

INTRODUCTION

The Importance of Leadership

Of prime concern to the continued development of American

industry, economic institutions, military establishments, and

political and civic organizations is the selection and training

of those who will direct these enterprises.

This problem is particularly pressing in the military estab­

lishment. There has been a marked change in the leadership and

management demands of the United States Air Force whose mission

is of paramount importance in this period of continuing interna­

tional crisis. The quality of the officer corps is the basis of

a structure most important .to the safeguarding of our national

interests.

While many problems of leadership exist, that of selecting,

training, and maintaining a corps of officers prepared to serve

efficiently in today's Air Force is a challenge which must be

accepted if those ideals we value as a free and democratic nation

are to be preserved.

Supply of Military Leadership

Americans have been known since the beginning of our nation

as an unmilitaristic people. Military service has been seen as sun

extraordinary hardship rather than sun inherent obligation.

After each major war the United States, by popular demand, has

reduced its forces to a minimum, believing that there would be no

further conflict. Consequently, the United States has entered war

after war Inadequately prepared for her own defense.

The "cold war" of the past decade has forced the United States,

for the first time, to build a peace-time military force capable of

immediate retaliation against any aggressive force which may be

arrayed against it. Today much of our national economic strength

and manpower is pledged to support of this force. Indeed, the

largest share of our national budget is programmed yearly for

support of military operations and the supporting economic and

military foreign aid programs.

In the "cold war," military leaders provide an important

influence on the world-wide impact of our military and diplomatic

efforts. The quality of this leadership depends upon individuals

in the officer ranks, the method of selecting these people, and

the sincerity of effort put forth to provide for a sensible and

realistic lifetime profession in the military service. The training

of an officer is expensive both in time and money; therefore, this

investment must be offset by officers who have a desire to serve,

the will to succeed as officers, and the moral determination to

serve with distinction in these positions of trust and confidence.

Such officers were in plentiful supply during World War II.

With the years, it has been necessary to add younger men to the

officers corps annually. Otherwise, the ranks would have consisted

of officers in the same age group.

 In the case of the United States Air Force, with which this

study is concerned, the selection of Junior officers has been delegated

in large part to the AFROTC program. About 80 per cent of the a.nnna.1

input is now secured through this source. Pre-service training of

these men is conducted by AFROTC officer instructors in accredited

colleges and universities.

Experience with this source has not been fully satisfactory.

The retention rate of officers provided by this source has been

2
disappointing. Many AFROTC graduates have asked for early release

from their service contract and few were interested in a military

career. Moreover, the record of performance by AFROTC graduates

while on active duty has seemed to be below that expected from an

k
Air Force officer. Still, the complexity of a modern Air Force

requires that every effort be made to retain college-trained officers

as future military specialists and commanders.

1. J. W. Bowles and Donald V. Torr, An Attitude Survey of

AFROTC Cadets. Research Report (Air Force Personnel and Training
Research Center, Lackland Air Force Base, Texas, November, 1955)> P- 25.

2. Eli S. Flyer, Selection of the AFROTC Officer on the Basis

of Career Intention. Technical Memorandum (Personnel Laboratory,
Air Force Personnel and Training Research Center, Lackland Air Force
Base, Texas, December, 1956), p. 1.

3. E. C. Tupes and J. K. Yarnold, Military Attitude as a

Predicator of Air Force Success. (Human Resources Research Center,
Lackland Air Force Base, Texas, July, 1952) (Research Bulletin
52-23), p. b.

1*. Eli S. Flyer and Abraham Carp, Retention of AFROTC Officers.

Human Resources Research Center (Lackland Air Force Base, Texas,
October, 1957)> P* 3*
A Statement of the Problem

There Is a general problem of what can be done, if anything,

to make a career as an officer in the United States Air Force more

attractive to the AFROTC graduate. Such a broad problem is beyond

the resources of the present study. Of particular concern here is

how to integrate the AFROTC graduate into an overall-in-service

development program so as to contribute to the solution of the

general problem.

The professional development of officers has many facets and

a study of all of them is beyond the means of the present study.

Among these facets is that of reactions of the AFROTC officer to

the military environment while he is on active duty. This facet

has certain phases that deserve study but is too broad to be effec­

tively analyzed here.

Among these reactions is that of the AFROTC graduate toward

opportunities provided by the Air Force for professional develop­

ment and advancement as a career officer and additionally, toward

a possible transition to a civilian career. It is with this problem,

therefore, that the present study is concerned.

The success of an officer on active duty is dependent upon

factors other than his own feelings or desires. Nevertheless, the

willingness of an individual to accept a career as a military officer

depends - in time of peace - on his evaluation of the military field

as a career and as a basis for transition to a civilian career, judged

according to his personal feelings and desires.

 The problem of officer retention and development Is very similar

to that of executive development in business firms. Many similarities

in method and result may be traced to the applicability in both fields

of common, basic principles of personnel management. Hence, in this

study the Air Force officer career program will be compared with that

offered by civilian industry for professional development and advance­

ment.

To recapitulate, the basic purpose of this study is to examine

the attitudes of military officers in regard to their careers and to

suggest what, if anything, can be done (l) to make an Air Force

career more attractive and (2 ) to retain more officers in the

Air Force who feel that either the Air Force offers a satisfactory

career or lends itself at some future time to an effective transi­

tion into the civilian field.

Justification of Selected Problem

Very little has been accomplished to date in the area of the

proposed study. To be sure, some surveys have been made in this area.

But they have been primarily surveys to determine such things as an

officer's reaction to certain favorable or unfavorable features of a

5
military career. These surveys did not specifically inquire into

reasons for dissatisfaction and poor performance. They did not give

5. U.S. Air Force Personnel Report, Characteristics and

Attitudes from Sample Surveys, (U.S. Air Force, 1 March i960), p 2.
the officer an opportunity to say why he did or did not enjoy his expe-
6
riences in the Air Force. In short, they reflected what the Air Force

considered important in a military career rather than what the indi­

vidual might consider the essential factors in a satisfying and chal­

lenging career, civilian or military.

The importance of other facets to the military officer was

brought out by the Womble Committee's recommendations to provide a

7
more attractive career in the Air Force. As this group suggested, -

even if meeting the individual's material need can be assured, there

is still no guarantee that he will be a happy, satisfied, and produc­

tive officer. It is also necessary to consider the effect of intan­

gible "psychic needs" which is normally the product of day-to-day

supervision and management. The satisfaction of his family with condi­

tions found in the military and the promise of a continuing career, if

he chooses to remain in the service, are also of importance.

Moreover, many of the officers return to civilian life after a

brief tour in the Air Force. As college graduates, most will seek

professional positions leading to important responsibilities. All

are faced with the prospect of adjusting to civilian life.An analysis

of individual experience may provide civilian employers and the

6 . U.S. Air Force, Military Personnel Surveys, Series ASC-^B

No. 1 (U.S. Air Force, 31 July, 1956).

7 . A Department of Defense Committee formed in 1955to study

career attractiveness-considered such matters as pay, housing, etc.
"The Womble Committee Report on Career Incentives" (October, 1955).
individual officer with a better understanding of what he desires and
8
has to offer. Additional information concerning the duties and respon­

sibilities in a military position should be of interest to both civilian

and military managers, who must plan careers for, as well as supervise

these individuals. Because of the shortcomings of earlier studies,

and because of the need for information to plan Air Force personnel

programs and to counsel AFROTC graduates, it is important to pursue

the study noted in this section.

Limiting Factors

The results of any study of this type are subject to considerable

variation. Changing conditions in the Air Force and the world situa­

tion continually affect the attitude of these officers and actual

working conditions fluctuate to a marked degree.

The present emphasis on missiles appears to offer an ambiguity

of both wonderful opportunity and extreme uncertainty. Since this

usually is an integral part of military life, it may be that the effect

of these uncertainties will not reflect properly in the results. Cer­

tainly the results of this study will be pertinent only for a short

period of time without further study and evaluation.

No attempt was made to interview or question graduates who have

completed their tour of active duty and are now civilians. Neither

was an effort made to present an evaluation of the AFROTC program.

8 . Charles W. Lytle, Job Evaluation Methods (New York:

Ronald Press, 195*0» p. 132.
This latter objective has been explored by qualified analysts and their

findings have been considered in the development of this study.

The Method of Investigation

The present study developed from the conclusion that previous

studies had failed to consider the importance of AFROTC officers as a

group. The purpose of the method selected was to reach a representa­

tive sample of all AFROTC graduates who were on active duty at the

time this survey was made.

These officers were located at widely separated bases in this

country and in other parts of the world, therefore, only a small

group could be questioned by other than a mail questionnaire ? It was

decided to provide for written comments in the questionnaire to allow

these officers to voice their opinions and attitudes concerning service

life. It was also decided to interview selected individuals over the

period of the study to check on the accuracy of the answers received

10
and the adequacy of the questionnaire.

Development of the Questionnaire

The process of designing a questionnaire was begun by interview­

ing a number of individual officers. 11 These amounted to case studies

9. William A. Neiswanger, Elementary Statistical Methods

(New York: MacMillan I9 U9 ), p 2 5 .

10. Stephen Fredrick, Sampling Opinions (New York: John Wiley

and Sons 1958), p 12.

11. William G. Cockran, Sampling Technique (New York: John Wiley

and Sons 1953), P 268.
in which the officer was asked to describe his experience from the time

of his graduation. The information obtained from these interviews was

screened to identify common subject matter. Suggestions of the officers

interviewed were also noted and grouped to provide further areas of

investigation.

On the basis of what was found in the case histories, a prelim­

inary questionnaire was developed according to these criteria:

1. It should make easy the obtaining of necessary

information from the respondent.

2. It should take into account the influence which

its own wording might have upon the replies of
the respondent.

3. It should, by adequate formulation and arrange­

ment, lay the groundwork for the sound analysis
and successful interpretation of the results.^

The questions on the first questionnaire were stated in general

terms of the open-end type. As a result, some respondents went to

great length to provide rather complete answers which were of great

value to the study. It is of interest that the interviews disclosed

no significant differences because of the job assignment of the

officer. Indeed, over the range of jobs interviewed, similarities

were found primarily in reactions to assignment policies, career

opportunities, and certain other administration and supervisory

practices.

12. Paul F. Lazerfeld, The Techniques of Marketing Research.

American Marketing Association (New York: McGraw-Hill, 1937)>
p. 6 2 .
 10

Information from the preliminary questionnaire was group into

the following general areas:

1. Assignments
2. Fay and other benefits
3* Training while on active duty
4. Supervision
5. Flying duties
6. Social obligations
7. Preparation for active duty
8. Specific career objectives

Study of the information suggested the need for a number of

13
revisions of the original questionnaire. Each revision required

testing to ascertain errors, ambiguous questions, and those which

lacked significance.

Selection of the Sample

The population used in this study consisted of 22,523 officers

who were AFROTC graduates and had no more than five years on active

duty. This amounted to 1 6 .9 per cent of the approximately 130,000

officers on active duty with the Air Force.

The questionnaire was mailed to 1135 individuals according to

the distribution found in the total population. Of the sample taken,

22k or 1 9 .8 per cent were overseas. The number of questionnaires

needed was determined by first establishing appropriate divisions of

the total population and then determining the number of officers in

each division by means of an IBM sorting. The sample was then selected

13. Milton L. Blum, Industrial Psychology and its Social

Foundations (New York: Harper and Brothers, 195^), p. ^9 5 . "As many
as six revisions are necessary even for persons with considerable
experience in the field."
 11

at random in proportion to the number found to exist in each division

of the total population.

These categories were selected:

lU
1. Command of assignment
2. Bated or non-rated
3* Length of service by year

The total number of officers in each category provided a strat­

ified sample from which individuals could be selected at random with

a close relation to the characteristics of the total population.

This method compares closely with the area sampling method.1^ The

method was used to reduce bias through stratification of the sample

and to offer validity by means of an accepted standard of a five

per cent sample of the total population.1^ According to current

sampling opinion, a larger sample in itself would not have provided

17
any significant increase in accuracy.

14. The Air Force is organized into Major Cosmands, such as

Strategic Air Command, Tactical Air Command, Air Materiel Command,
etc.

15. Robert Ferber, Statistical Techniques in Market Research

(New York: McGraw-Hill, 19^9), P 9#*

16. Neiswanger, p 117*

1 7 . Roe Goodman, Controlled Selection - A Technique in

Probability Sampling (Journal, American Statistical Association,
1950), P 350.
 12

Outline of Subsequent Chapters

Having stated the nature and scope of the study, It Is pertinent

to note the sequence of material to follow. In Chapter II, a history

of reserve officer procurement and the AFROTC program will be pre­

sented to show how this important source of officers has developed

and the present trends in the AFROTC program. In Chapter III, an

analysis of the philosophy and methods of executive development in

business is presented. In Chapter IV, the data derived from the

questionnaire are presented and analyzed. Problems of career

development will be discusses in Chapter V, and a summary, con­

clusions, and recommendations will be given in Chapter VI.

 CHAPTER II

HISTORICAL TRENDS AND COMPARABLE STUDIES

In order to have a better understanding of the problem area, it

is desirable to survey significant historical data related to reserve

officer procurement in the military services. This is done in the

present chapter under the following headings:

1. Early Development of the ROTC Program

2. Administration of the Program
3. AFROTC Curriculum Trends
k. Summer Camp Training
5. The Program Today
6. Extent of the Program
7. The Results of Previous Surveys
8. Precedents for Leadership

Early Development of the ROTC Program

During the early part of the Civil War the United States found

itself completely unprepared for war. To prevent a recurrence of this

condition of unpreparedness, the Congress in July 1662 enacted the

Morrill or Land-Grant Act, which is now considered the foundation of

the whole ROTC program. 1

1. U.S. Air Force, The AFROTC Program, Headquarters AFROTC,

Maxwell AFB, Alabama, January, 195^ •

13
 lh

The purpose of the act was to facilitate the establishment in

every state of a b least one college in which military tactics would

be taught, so that in time there would be spread throughout the nation

a substantial number of educated citizens familiar with the principles

of military science. Later legislation authorized the assignment of

officers and enlisted men, and the issue of rifles, uniforms and other

arms and equipment, to land-grant colleges and other institutions

volunteering to conduct military training.

At the beginning of World War I in 19lh, government-aided mili­

tary training was being conducted in 50 land-grant colleges, 13 other

institutions of college rank, and hi essentially-military preparatory

schools.

In a general, reorganization of the military establishment in 1916,

the Congress enacted the original National Defense Act. A strong

influence on this act was exerted by the "Ohio Plan" developed at the

Ohio State University under the leadership of Colonel Robert D. Mershon,

2
class of 1890, son of the University's firBt president. This plan was

the foundation of* the present ROTC program calling for military train­

ing in land-grant institutions which would qualify students for reserve

commissions upon graduation. This group also persuaded Congress to set

up the nations's ROTC Program under the National Defense Act of 1916.

2. Air Force ROTC Civilian Instructor Program, A Brief Report,

Ohio State University, Columbus, Ohio, 1957, p. 11.
 15

More than 159>000 students had been commissioned under this

program between 1920 and the time ROTC was temporarily suspended in

World War II in favor of the Army Specialized Training Program. Of

these, over 100,000 served in World War II. In addition, it was

estimated by the War Department that one-third of the officers who

served during the war received some training in ROTC.

The Air Force (known as the Army Air Corps) during the late

thirties relied on an Aviation Cadet program as a primary source of

flying officers. Applicants were required to have a college degree,

or an equivalent based on two years1 college experience and mental

ability examinations. During the war similar tests were administered

to thousands of young men to select those considered best qualified to

fly. While the Aviation Cadet program is still operating, it no longer

provides the major source of flying officers for the Air Force. The

primary responsibility has been delegated to the AFROTC program.

The current program includes more than 100,000 students at 188

degree-granting institutions and 19 branch or affiliate campuses in k6

states (excepting Delaware and Nevada), as well as Hawaii and

Puerto Rico. This program is necessarily geared to the personnel needs

of the Air Force. Consequently, changes in the world situation which

affect the Air Force cause adjustments in the program.

3. Letter to all Professors of Air Science, April 29, 1953,

from Headquarters AFROTC, Maxwell AFB, Alabama.
 16
Administration of the Program

The post-war Air Force ROTC program was administered initially by

the War Department General Staff. However, in 19^9 the Department of

the Air Force assumed complete control of the program. Operational and

administrative responsibility was vested by the Air Force in the

Commanding General, Continental Air Command, who in turn delegated area

responsibilities to his subordinate commanders.

As the program grew in importance, the Air Force realized that

closer control was necessary and moved to place AFROTC training in an

administrative position approaching that of the civilian institution

served. The Commanding General, Air University, was assigned the

responsibility for the AFROTC program. This resulted, in the activation

on 1 August 1952 of Headquarters AFROTC as a separate command under the

Air University. For the first time in its more than 30 year history

ROTC affairs were administered by an agency provided specifically for

«

this purpose.

AFROTC Curriculum Trends

At first it was thought that specialized training, which fitted

second lieutenants for specific jobs, was desirable. Because of

difficulties in subsequent assignment of these officers, the most

recent developments in curriculum planning provide for a generalized

course in the fundamentals of military operations, weapons systems,

 17

and personnel problems associated with a military career. A mission

statement Issued by Headquarters AFROTC serves to state the primary

purpose of the generalized program:

The mission of the AFROTC is to select and prepare

students, through a permanent program of instruction
at civilian educational institutions, to serve as
officers in the Regular and Reserve components of the
USAF, and to assist in discharging, where necessary,
any institutional obligation to offer instruction in
military training.

Summer Camp Training

During the four-year course required of those who receive

commissions, a period of six weeks is devoted to a summer training

program conducted on various Air Force bases. The student is

introduced to military life by living in barracks, meeting formations,

and taking part in the many activities of traditional military

trainees.5 in addition, classes are held to explain the operation

of the base and, whenever possible, operational equipment is dis­

played for a first-hand look at the working Air Force. Each cadet

is usually given the opportunity to fly, many for the first time,

to provide realistic knowledge of the job toward which he is directed.

Letter from Headquarters USAF to the Air University,

January 11, 1952.

5* U.S. Air Force, Summer Camp Training Prospectus,

Headquarters AFROTC, Maxwell AFB, Alabama, 1957*
 18
The Program Today

Procurement objectives have varied, considerably since 1945 when

the total output of the program was set at 30,000, which provided for

8,000 to the Air Force and 22,000 to the Army. In 1948 an effort was

made to relate R0TC procurement with mobilization requirements and as

a result the Air Force was expected to receive 12,645 AFR0TC officers.

It was expected that many would not be placed on active duty. This

goal was never reached because of economy cuts which then provided a

goal of 6,500 for I9U9 . Again, this was a mobilization figure and

did not mean that these officers would be placed on active duty.

The Korean War provided an initial required output of 11,300

officers but when the Chinese Communists moved into North Korea, the

objective was raised to 27,750* The true extent of the war was

uncertain at this time, and the goal established represented a

planning figure based on possibilities which did not materialize.

For example, in an extended war the schools and colleges might have

been required to operate at a much greater capacity, and it was

assumed that a greater portion of the students would prefer to

serve as officers if military duty appeared imminent.

In 1953 a new administration cut the expected output to 13,500

and shortly thereafter to 6,7 0 0 divided into 4,500 pilots, 1,2 0 0

navigators, and nearly 1,0 0 0 engineer-scientist category graduates.

- •■**»
The goal set has gradually been decreased until the present totujT

of 4,000 per year appears to be a long term yearly goal.

 19

Extent of the Program

The ROTC program, including both Army and Air Force detachments,

has become a part of the majority of the nation's college level

institutions. A limited, but similar, program is used, by the Navy.

Schools that offer no ROTC program provide the nation with a present

yearly graduating class of approximately 16,0 0 0 male students, or

about 10 per cent of the total graduates. Those schools which offer

ROTC training for one or more of the services graduate nearly 1*40,000

yearly or about*90 per cent of the nation's yearly output of male

college graduates. All of these men do not have personal experience

with ROTC. However, most physically qualified college students have

the opportunity to follow the intent of the Land-Grant Act of 1862.

It is the rule in some schools, Ohio State University for

example, to insist that all male students who are physically qualified,

attend classes in military training and complete the first two years

of ROTC as a prerequisite for graduation. This requires the military

services to offer a much larger program for the first two years of the

college program. It further demands a higher academic level of instruc­

tion in ROTC, since most students are not volunteers for the program

and often criticize the ROTC classes for their seeming lack of academic

competence.

The military value of graduates of the ROTC program has long been

questioned by military and civilian leaders. Experience in tforld War II

and in the Korean War demonstrated the complexity of attempting to

adjust the long lead time of such an officer procurement program to

 20

rapidly fluctuating officer requirements. At the same time, the

Officer Candidate School program, with its short lead time and easily

manipulated input and output, met the needs of the military services

exceptionally veil. Because of this, the Army Ground Forces reached

the conclusion that three months of intensive training would produce

a better combat leader than four years of ROTC courses. Perhaps it

was not necessary to impose an elaborate system of military training

upon American education but only a system whereby a substantial

number of college educated men would be immediately available to the

armed services in an emergency. The essential contribution of the

ROTC program, therefore, was to provide 100,000 reserve officers who,

even if they required a period of training to reach a state of combat

readiness, did not have to be enlisted under the emergency conditions

of wartime mobilization.

Other benefits do accrue from the ROTC program. The students

presently in college may reasonably be considered potential leaders

in all walks of life. An accurate and objective description of mili­

tary problems, methods, and their effects on our country certainly

may be considered a proper subject for students who ultimately will

exert a considerable influence on the course of the nation, whether

they serve in the military service or not.

 21

Results of Previous Surveys

Top Air Force commanders believe that Individuals with a high

level of education are required to fill essential positions and

become capable leaders, managers, and specialists. In their view,

the Air Force needs scientists and engineers who can form an effective

cadre of high quality technical officers to plan and direct future

research and development programs. Pilots of today must be capable

of hand! 1.ng complex, high performance aircraft and also provide a

reservoir of officers capable of assuming future command and staff

responsibilities. The requirements of the Air Force often seem to

call for greater quality and proficiency than civilian industry.

Junior officers who meet these requirements apparently fail to

find the opportunity described by the Air Force for the career officer.

A Department of Air Force survey report in 1956 showed that during the

previous two years officer losses had averaged over 1 6 ,0 0 0 per year.*’

Most of these losses involved the young officers serving the minimum

obligatory tour of duty (3 years) who were looking forward to pro­

fessional careers in civilian industry. It was reported that one out

of every ten non-flying officers and four out of every ten flying

officers request to remain on active duty after completion of their

obligatory tours. As an example of the attitudes of officers currently

6. U.S. Air Force, Officer Retention Program (AFR 36-20),

Headquarters USAF, 1956.
 22

on active duty, a 1956 Air Force survey reported, the opinion of

non-career reserve officers (generally less than three years' service)

concerning the most unfavorable features of an Air Force career as

shown in Table 1.

TABLE 1 *
AIR FORCE OFFICER CAREER ATTITUDES7

Distribution
Most Unfavorable Features of opinion

1 . Civilian life offers greater career 2 0 .1$

opportunities.
2 . AF has not provided me with chance to do 1 1 .2
the kind of work I like or am trained to do.
3. Career insecurity. 7.7
4. AF is not good place to raise family. 7.7
5. Feel personal freedom is limited. 7.7
6 . Don't like military life in general 7.5
7. Separations from family. 6.k
8 . Can make more money in civilian life. 5.3
9. Change of station. 5.3
1 0 . Promotion system based on seniority. 5-2
1 1 . Inadequate or poor housing. 4.7
1 2 . Being on non-rated status. 2.9
13. Not enough promotion opportunities. 2 .8
Ilf. Irregularity or length of duty hours. 1.9
15. Inadequate school facilities for children. o.u
1 6 . Other reasons.
100.0$

7. U.S. Air Force, "31 October Sample Survey," Headquarters,

USAF, 1956.
 The results shown In Table 1 Included officers receiving commis­

sions from the Aviation Cadet program as veil as AFROTC, therefore,

it is not exactly comparable to the group selected for the present

study. The survey is of particular interest, however, since it

indicated areas of greatest dissatisfaction as veil as those of most

needed improvement or benefit to Increase the vdlue of an Air Force

career to the individual.

As shown in Table 2, the survey also included attitudes of

Regulars, Career Reserves, and Non-Career Reserves in regard to

those areas of improvement specified in the survey. It is interesting

to note the difference of opinions between the groups represented.

In general, the desire for greater monetary gain is strongest in the

Regular and non-Career Reserve groups. The relative insecurity of

the Career Reservist is reflected in the desire for improvement of

the security of an Air Force career (31*1 per cent). A suggestion

by the non-Career Reservist that a better or more appropriate job

be provided is of primary interest to the present study (1 0 .9 per cent).

While stated in general terms, the items included in this survey

showed the areas requiring investigation and possible improvement if

greater satisfaction of its officers is desired by the Air Force.

 TABLE 2

AIR FORCE OFFICER CAREER ATTITUDES8

Career Non-Career
Most Needed Air Force Regulars Reserves Reserves
Improvement Distr. Distr. Distr.

1 . Increased pay 2 1 .8* 11.9* 2 2 .6*

2 . A better or more appropriate 2.9 2.5 10.9
job assignment
3. Decreased frequency of changes 7.8 6 .1 10.7
in station
k. Improved allowances and fringe 11.9 8 .2 8 .6
benefits
5. Security of an Air Force career 2 .6 31.1 7-3
6 . Improved promotion system 1 0 .8 5.9 6 .1
7- Increased formal education 2.3 3-7 5-9
opportunities
8 . Extend base of choice 1.9 3.1 5.6
opportunities
9. Increased availability of 1 6 .1 8 .1 k.9
adequate housing
1 0 . More Regular commission .2 6.3 3.1
opportunities
1 1 . Increased prestige of career 9.6 3.6 2.9
in the USAF
1 2 . Improved Officers' Effective­ 2.5 1.9 1 .2
ness report system
13. Improved medical (and dental) 2 .2 2 .2 1 .2
care for dependents
14. Longer advance notice for 2 .1 1 .6 1 .1
reassignments
15- Improved retirement policies 2 .6 2 .2 1 .0
1 6 . Same other reason 2 .7 1 .6 6 .?

Total 1 0 0.0* 1 0 0 .0* 1 0 0 .0*

8 . U.S. Air Force, "October Sample Survey," Headquarters, USAF,

 25

The Cory Ford Survey (1957) reported that 50 per cent of the

AFROTC graduates considered a career In the Air Force at the time of

9
graduation. Of this number considerably fewer than half remain in

the service. The highest percentage desiring a military career was

smong students in the Junior year in college. The number desiring

a career according to this survey gradually decreased until about

the third year of active duty. This period coincides with the limit

of the required tour of duty for most AFROTC officers.

Changes in weapons programming, increased costs of the new

weapons, and the requirement for a force-in-being have all been

important factors in the investigation of personnel policies for

officer planning. In today's Air Force it takes about 18 months and

$100,000 to send an officer through pilot training and combat crew

training. Then to be combat effective, he must still spend an extra

six to twelve months in training as a member of a combat crew. In

fact, it is practically impossible to place a dollar value on these

officers or to determine the actual length of time they should be

required to serve in a combat crew capacity.

To ensure a better return on investment, the Air Force, begin­

ning in 1958, required all personnel desiring to enter or continue

pilot training to agree to serve a total of five years. The

9* A Department of Defense sponsored survey which considered

„ the satisfaction of AFROTC cadets at definite periods in their
progress in school and later on active duty.
 26
alternative was to serve three years in a non-rated status. While the

over-all acceptance of this requirement by all students in flying

training was 55*4 per cent, Table 3 shows the Immediate reaction by

AFROTC graduates as well as aviation cadets in flying school at the

time this requirement was placed in effect. No attempt has been made

to record the number of potential officers who decided against an

>
Air Force commission, and perhaps in favor of possible draft, when

faced with a minimum tour of five years and the possibility of

readjustment to civilian life at that later date.

TABLE 3

ACCEPTANCE OF FIVE YEAR OPTION10

AFROTC OFFICERS AVIATION CADETS

Pre-Flight Yes No $Yes Yes No $Yes

Class 59-B 168 l4l 45.4 37 0 100.0
59-C 152 210 42.0 63 6 91.3

Primary Flying School

Class 5&-H 39 22 63.9 4i 11 7 8 .8
58-1 46 55 45.5 2 6 2 5 .0
58-J 43 79 35.2 10 10 50.0
58-K 90 121 42.6 _6 6 0 .0

Total 538 628 46.0 162 39 8 0 .6

As reported in Table 3, an average of 46 per cent of the AFROTC

graduates then in flying school agreed to remain in training and

continue on active duty for a total of five years. Those who did not

10. U.S. Air Force, Report of 1958-59 Flying Training Classes,

Headquarters, USAF, August 1, 1957.
 27

accept the five-year option were immediately transferred to duties

other than flying and may expect to remain on active duty for three

years or less in completion of their military service obligation.

Aviation cadets, who are commissioned upon graduation from

flying school, vere more enthusiastic in their immediate response. An

average of 8 0 .6 per cent agreed to serve a toted of five years in

return for the opportunity to continue in flying training and serve as

a flying officer in the Air Force for an indefinite period of time.

Later developments, however, show that it has been impossible to fill

aviation cadet quotas for flying classes presently scheduled. No

explanation has been given by the Air Force for this seeming change

of interest on the part of qualified non-college men.

A survey conducted by the Navy reported the opinions and

attitudes of two groups of Naval officers regarding the Navy in

general and their vocational careers in particular.^ The two groups

were composed of officers leaving the service at the expiration of

their obligated service (211) and officers who requested retention

(199). The purpose of this comparative study was to Identify charac­

teristics, opinions, or attitudes which might be associated with one

group rather than the other.

The rank structure and experience of the two groups were sur­

prisingly similar. However, the educational level was higher for

the group requesting separation. On the other hand the educational

11. U.S. Navy, A Comparison of Officers Staying in With Those

Leaving the Navy, Bureau of ftavy IPersonnel, becember, !$*>&, p. 12.
 26

specialization was practically the same. In the retention group 7&

per cent vere married as compared to 57 per cent who were married in

the separation group.

The greatest difference in the two groups was in their source

of procurement. In the retention group k2 per cent were procured

through Naval ROTC (Regular) program and 2k per cent through the

OCS (Reserve) program. In the separation group only 1.6 per cent

were procured through the Naval ROTC (Regular) program.

The separation group was not as well satisfied with the finan­

cial reward offered by the Navy in the next five years (5^ per cent)

and in their lifetime (83 per cent). In general, however, the

attitude of the separation group as well as the retention group

was quite favorable to the Navy. This is demonstrated by the 90 per

cent of the separation group who would recommend a commission in the

Navy to a younger brother. This compares with 99 per cent of the

retention group who replied favorably, as was expected.

The Navy did not fare as well with the wives, although 88 per

cent of the wives in the retention group view a Navy career quite

favorably. However, more than half of the separation group wives

looked with disfavor on a naval career for their husbands. It is

difficult to determine the actual influence of the wives in career

planning since the attitude of these wives may simply reflect the

attitude of their husbands.

 29

The descriptive portion of the report shoved, that the two groups

vere fairly similar with respect to age, education, college major,

officer job titles, and amount of sea duty. The two groups vere

markedly different vith respect to marital status, source of procure­

ment, and amount of shore duty in the United States. Although the

officers electing to remain in the Navy are more favorable to the

Navy, the group desiring separation cannot be regarded as unfavorable

in their attitudes toward the Navy. In fact, they reported increasing

motivation from the time they began ROTC training until their release

from active duty.

A survey vas conducted by the Army to record the opinions and

attitudes of ROTC officers on active duty toward major aspects of

12
their military service. The questionnaire used for this purpose

consisted of fifty-seven multiple choice and open-end questions. It

vas mailed to approximately 1600 ROTC officers who vere on active

duty more than six months and less than twenty-one months. There

were 1100 replies which represent approximately 10 per cent of the

officers eligible to receive the questionnaire.

Generally, these officers gave the opinion that they personally

profited from their military experiences and they felt that they had

contributed considerably to the military effort. Their experiences

vere, for the most part, pleasant experiences but few planned on

12. U.S. Army, Adjutant General Office, Survey of ROTC

Officers on Active Duty, January, 1958> P* 23*
 30

remaining in the Army beyond their two year tour of duty. Increased

career security, greater pay and allowances, and more opportunity for

advancement would, in the opinion of many ROTC officers, cause more

of them to seriously consider the military service as a career.

An interesting and perhaps significant complaint was reported

by one of the officers conducting this survey. Some of the junior

officers stated that they had never visited with a senior officer in

his home other than on those occasions requiring an official courtesy

call. There was an apparent division of rank in the social as well

as the professional structure of the Army which was not acceptable to

these officers.

Although some differences in opinion on certain aspects of

military service were expressed according to whether the officer vas

married or unmarried, overseas or in the United States, a member of

the Arms or a Service, generally, the attitudes of most ROTC officers

reflect the fact that they are citizen soldiers, treated well in the

service, but whose future goals are directed toward a civilian, not a

military career.

Prededents For Leadership

The strength of the United States and its military forces lies

in its unique capability and expression of leadership at all levels of

organization. This capacity for leadership is developed from our

maturity as an industrial nation, our social environment, and our

educational institutions, acting not just for the benefit of the few
 31

but toward the advancement of all individuals, until the national

structure is an endless supply of leadership potential. It follows

that what is needed is a method of inspiration and direction so that

minds at all levels can concentrate on the problems at hand with

increasing sophistication as the level of activity rises.

Since the organization of a separate Air Force in 19^7, no

fundamental change has been made in the selection, training, or

administration of Air Force officers. Yet during this period of

nearly a decade and a half the whole state of the art of military

science has been revolutionized as shown by the transitions to super­

sonic aircraft, atonic weapons, and space exploration.

Military careers, as in civilian business, cover a wide range

of skills and capabilities, and to some degree most of the profes­

sions. Most Air Force officers function within their organization

by exercising a particular specialty or by reason of some particular

knowledge or experience. A military officer may contribute as a

professional leader, or as an individual, versed in research, the

methods of science, and a discipline or logic. The effective mili­

tary officer will need to find ways to become a member of the team

but at the same time preserve those conditions which produce indi­

vidual imagination and mental flexibility.

In a proper managerial environment, the Air Force officer must

be an administrator with ability, vision, and above all, a sense of

responsibility for the public interest and the Integrity of his

 32

decision. He should be encouraged to become an integral part of an

elite corps of scholarly, coolly efficient, and analytical profes­

sional Air Force officers. Leadership is a challenge and is given

only to those who are prepared and able to meet the challenge offered.

Effective leadership is demonstrated by those who have the knowledge,

skill and judgnent to plan, organize, and control the operation, and

the courage to make decisions as the need arises. Leadership may be

expected by those men who are willing to make decisions and then live

with the results.1^

Since there are only two sources for the formulation of mind

and character, formal education and general experience, a wise choice

14
in the use of one or both must be made. The successful achievement

of this goal should be the development of the physical, mental, and

15
moral capacity of every individual. In a dynamic organization no

one can rest on his past achievements since the growth of individuals

must keep pace with the growth of the organization to which they are

assigned.1^

13. "The Great Hem Hunt," Time, December, i960, p. 11.

lU. Charles H. Melik, "The Businessman and The Challenge of

Communism," Management's Mission in a Hew Society (New York:
McGraw-Hill Book Company, Inc., 1959)» P* 37*

15. Iyndall F. Urwick, Management Education In Business.

(New York: American Management Association, 1959), P* 37•

1 6 . Peter F. Drucker, "Managing the Educated," Managements

Mission in a New Society (New York: McGraw-Hill Book Company, Inc.,
1959)7 P. 23.
 The responsibility of the individual to his society is clear in

this age of national peril while the responsibility of his society to

the individual is clouded by conflicting Interests of the mission,

economy, and certain bureaucratic influences.1^ As this person

leaves college, where he has prepared himself for modern society, he

must be integrated into a career, through a development process, in

which he can offer only his ability to learn and to absorb the prin­

ciples presented by the society. Therefore, beyond his acceptance of

this responsibility to perform, the responsibility for a program of

development is clearly that of the organization to which he belongs.

A program of educating military officers is necessarily devel-

18
opmental and the essential element is talent. The program must

develop the unique capabilities of individuals who have been selected

on the basis of their potential and demonstrated proficiency. The

program should emphasize such things as critical thinking through

problem-solving and decision-making by offering new approaches to

problems for which current doctrine is not usable. Above all, it

should give priority to those kinds of behavior not likely to be

19
acquired alone. The program should be based on the concept of a

17. John L. Burns, "The Businessman and National Security,"

Managements Mission in a Hew Society (New York: McGraw-Hill Book
Company, Inc., 1959)> P* 2 3 .

18. Gene M. Lyons and John W. Masland, Education and Military

Leadership (New Jersey: Princeton University Press, 1959)> P* 13*

1 9 . Unpublished materials, Air Force Personnel and Training

Research Center, Lackland Air Force Base, Texas.
continuous formal education for all officers, designed to provide a

trained Intellect that takes an imaginative, unfettered approach to

Q A
the most complex problems. It Is significant that the scientific

point of view is becoming increasingly important in dealing with a

21
wide range of military questions.

In personnel planning there must be a much stronger focus on

discipline-tested knowledge, the generalization of knowledge, and

22
more careful research methodology. All of this will assist in

preparing a program for development of an environment suitable to

managerial, scientific, and specialist talent. In general a program

will encompass —

1. Organization planning.
2. Sources and selection of managerial material.
3. Appraisals of abilities.
4. Management inventories.
5. Personnel development through formal programs of education
and training.

20. "McNamara: Harvard to Detroit to the "E" Ring" Missiles

and Rockets, December 19, 19^0, p. 10.

21. Frank J. Jasinaki, "Adapting Organization to New

Technology," Harvard Business Review, January/February, 1959# P* 79*

22. Peter Drucker, "Thinking Ahead," Harvard Business Review,

January/February, 1959# P» 2 5 .
 35

Only a few will ever become generals (only 42^ are authorized)

and this means that most of the young officers can look forward to

lesser ranks. Nevertheless, it is those top spots that the young

officer and the Air Force must think about. As junior officers they

must be divided into those who can best make an individual contribu­

tion or manage the work of other. It isn't too difficult to under­

stand that although fen: more will become specialists than managers,

those who axe ambitious will be primarily interested in management

skills. Of course they are also interested in how their job is done,

but it is easier to get the attention of such impressionable minds

by emphasizing the managerial aspects of Air Force officer careers.

Professional development on the job is only one phase of the

Job to be done. Qualities of character and personality are still

23
of the utmost importance to professional Air Force officers. They

can be learned only through practical experience and such practical

experience is still the most vital element in the development of any

executive if it is experience of the right kind. But unless it is

accompanied by a mental capacity of a high order, continuous intel­

lectual development is impossible. It is a simple fact that intel-

pj,
lectual progress can occur only as a result of continuous education.

23- C. G. Jung, The Undiscovered Self, (New York: Little,

Brown, and Company, 195&), p. ^3*

2k. Frank C. Pierson, The Education of American Businessmen

(New York: McGraw-Hill Book Company, Inc., 1 9 5 9 ) ^ 7 3 ♦ ”
Summary

The AFROTC program has proved to be an excellent source of

well-qualified, college-training young men vho serve as Air Force

officers. The integration of these officers into a professional

officer corps has been a disappointing process since relatively few

accept a career as an Air Force officer. The others are discouraged

by their experiences on active duty and return to civilian life at

the first opportunity.

The continuation of the program is strongly supported by

civilian educators and military leaders although equally strong

protests against have been made by certain members of each group.

The gradual deterioration of the requirement for reserve forces

largely denies the usual justification for the program today.

However, the acceptance of reality in officer procurement, especially

for the present mission of the Air Force, may be forced by the urgency

of officer requirements which are developing in a missile Air Force.

The large numbers of the World War II officers, who are now reaching

retirement age, will easily allow both a reduction of numbers of

officers and a gradual realignment of those personnel spaces retained.

The possible conversion of the AFROTC program to a source of limited

numbers of professional Air Force officers, while ultimately related

to the development of national policies for education and manpower,

must also meet the immediate requirements of the military establish­

ment in the interim period.

 CHAPTER III

COLLEGE MSB IN INDUSTRY

An analysis of the current issues of Air Force officer integra­

tion and professional development is not complete without an inquiry

into the appeal made to recent college graduates by industry and the

methods of executive and professional development in civilian business.

Because of increasing interrelation and interdependence, the civilian

military systems are difficult to separate. In broad general terms

the same sources of procurement for executive manpower are used,

career incentives are expected to be much the same, and managerial

principles are purported to be similar. Unfortunately, to the young

college graduate, very real and important differences do exist.

To understand better the viewpoint of those officers who do not

wish to continue as professional military men, it is necessary to

investigate what is offered them by industry. This is done by

analyzing a group of brochures and other printed materials which des­

cribe industry indoctrination and training program for college grad­

uates .

The information for this chapter was gathered by selecting fifty

of the 500 most successful American companies from the list published

37
yearly by Fortune Magazine.^ Forty-four companies replied to a letter

requesting information about established management development pro­

grams and the degree of satisfaction found among college graduates

employed by each company. Extensive brochures containing detailed

plans for indoctrination and training of personnel were received.

Accompanying letters offered detailed information as to the success

of training programs and several multi-division companies notified

each division to forward similar information. Most of the brochures

contained an invitation for the prospective employee to consider, in

detail, the advantages of becoming associated with the particular

company and compare what he found with his own scale of values and

personal goals.

The results of this investigation are shown under the following

headings:

1. Sources of Executive Trainees

2. Considerations in Selecting a Company
3. Developing Executive Abilities
4. Company Training Programs
5. Executive Stability

Sources of Executive Trainees

The selection of young men for management training programs

(an important task for American business firms) is conducted each

year as college graduating seniors prepare to take their places in

1. "The Fortune Directory," Fortune Magazine, July, 1959, p. 125.

the business world. Graduation is a turning point and they must

decide where to invest their energy and build their future careers.

Their decision usually lies between further education, military

service, and launching an immediate career in the field of their

choice. The choices offered are seemingly unlimited to the man who

has prepared himself to step into a dynamic and expanding economy—

one in which the rate of growth and opportunity appear to offer sub­

stantial improvement in the years ahead.

The challenge ahead is enormous if our country is to maintain

its position as a world leader while making all of the things we

desire more abundantly available to an expanding population. In the

period ahead it will be necessary to innovate, and adjust programs

2
and policies to the changing requirements of a space age economy.

This simply adds up to more responsibilities and opportunities for

well-trained and well-qualified men than ever before. It is a

demanding job and competition between the military establishments,

industries, companies, and individuals is exceedingly keen. There

is no doubt that a premium is placed on resourcefulness, imagination,

and initiative whether in military service or the civilian economy.

2. William H. Bines, "A Call to Arms for Peace," Harvard

Business Review, January/February, i960, p. 21.
 IK)
To meet this challenge, American business considers the nation's
3
colleges and universities a prime source of executive manpower.

Recognizing that there is a heavy demand for the top men in any

graduating class, each industry attempts to offer starting salaries

that are competitive vith other industries. A vide range of "fringe"

benefits, such as group life insurance, medical, surgical and hospital

insurance, profit sharing and a generous retirement plan, insures an

employee's future security. Even more important than starting salaries

and benefits, however, are the prospects for stability of position

k
coupled with financial progress.

This problem is no less urgent for the military service. Since

the prime source of replacement of technical and executive manpower

for each of the military services is from the ROTC programs, the

Air Force, Army and Davy aze in direct competition with civilian

enterprises for a limited number of educated young men with a great

variety of skills and abilities. This group constitutes an important

national resource which has been entrusted to their care.

3* A recent study showed that among 1700 executives over

two-thirds were college graduates with the trend toward a college
degree as a requirement for a managerial position. "1700 Executives,"
Fortune Magazine, November, 1959> P* 139*

4. International Business Machines, A Career for You in IBM,

p.
 kl

There is a dangerously vide gap between professional officer

requirements and readily available talent unless college graduates

are considered as potential officers.'* Unfortunately, there is little

enthusiasm among American college students for a life as an officer in

the military profession. A military career falls low in the scale of

values not only among students but among their parents and associates.

For most students, the ROTC is an alternative and relatively more

satisfactory method of fulfilling their service obligation than doing

so in the enlisted ranks, but certainly not a means of starting a

career.^

An accepted method for a college man to discharge his service

obligation is to participate in an ROTC program, serve a minimum tour

of duty as an officer, and return to a civilian career while remain-

7
ing in a reserve status. Those graduates who thus delay their chosen

careers to serve their country, in a manner specified by the

Government, are of great interest to civilian concerns. While in the

service they gain skills and experience which make them a valuable

asset to their future companies even though they are several years

older.

5. Gene M. Lyons and John W. Masland, Education and Military

Leadership (New Jersey: Princeton University Press, 1959), p. 144.

6 . Robin M. Williams, Jr., Edward A. Suchman, and Rose K.

Goldson, "Reactions of College Students to Manpower Policies and the
Military Service Prospect," The Educational Record, April, 1953,
p. 10^.

7 . Gene M. Lyons and John W. Masland, op. cit., p. lk6 .

 k2

One method of attracting these people to civilian pursuits is

8
through advertisements in publications read by military people.

By far the most productive method, however, is to contact interested

members of graduating classes prior to graduation who will then begin

work with a company while they are waiting for their call to active

duty. Of course, they intend to return to the same company upon

their release from the service.

Considerations in Selecting a Company

The decision to be made in selecting a career will influence

the life of this individual for many years to come. With many fine

companies to choose from, the key to a decision is to find the

company which offers the widest opportunities - not only today but

for the future as well.

In selecting a company to work for, the college graduate needs

some measure of the opportunity offered. An appropriate description

of the word opportunity is suggested as, "all the factors affecting

9
the pace of your growth in a company." With this definition it is

possible to measure all prospective employers against certain

yardsticks as follows:

1. Potential growth of the field

2. Potential growth of the company
3. Variety of jobs open

8 . See the Army Times, Air Force Times, Army Navy Journal, etc.

9. Sears Roebuck and Company, Sears and the College Man, p. 4.

 43

4. A veil-trained initial training program to provide a head

start on a career
5. Available jobs after training to continue todevelop talents
6. A plan for keeping track of your progress
7. Earnings that keep pace with job progress
8. The age of present executives which allow theadvancement of
younger men

A list of things the college graduate probably wants in the work

he undertakes provides the best means of evaluating his interests at

graduation. Certain individuals may want something not on the list to

satisfy their own particular desires, but in general these suggestions

will apply:

1. Interesting work
2. A sense of belonging and of moving in a definite direction
3- Continuing challenge
4. Continuing education
5- Helping hands and minds among associates
6. Variety
7. Being adequately informed on plans and policies
8. Good pay
9- A chance to exercise responsibility
10. A stable place in an essential industry
11. Recognition for good work, high character and constructive
ideas
1 2 . Expanding opportunities to make decisions
13. New concepts of industrial activity1®

Therefore, a test of the individual Job offers is suggested by

the following questions:

1. Can I continue my education and training?

2. Is it a growing company in a growing industry?
3. Are there good chances for advancement?
4. Will I be paid well and get raises based on my own
individual performance?
5 . Can I plan my own personal security through the company?

10. United States Steel, Choosing your Career, p. 9*

 1*

The type of man desired in industry is expressed by several

companies in describing the man they want to hire. They are looking

for college men of executive calibre —

1. Who are eager to accept responsibility.

2. Who can deal with people.
3. Who can make intelligent decisions.

One company brochure stated, "It's as simple - and as complex -

as that."

Developing Executive Abilities

One of the key factors in procurement and placement of executive

and professional people in civilian industry is the emphasis placed

on highly qualified talent. 11 Increasingly, the tasks to be performed

and the leadership to be provided require a high level of educational

preparation, placing an emphasis on the nation's universities and

colleges. The range of talent, skill, and professional stature needed

in an officer corps to meet the complex demands of modern warfare,

from the broadly gauged generalist to the highly trained specialist,

has been offered the military as it has to industry.

The American system of education has not been designed to meet

the manpower needs of any particular industry or of the military

services. It has long been the goal of American higher education

11. J. Douglas Brown and Fredrick Harrison, High-Talent

Manpower for Science and Industry, an extract (New Jersey: Industrial
Relations Section, Princeton University, 1958), p. 1*0.
to create a variety of means and opportunities so that each young

person can develop to his or her full intellectual potential. The

emphasis has always been on the individual, with an accompanying

faith that the needs of society will he served, without deliberate

direction and planning, by the development of individuals to their

12
full capacities.

The ROTC programs have offered one modification to traditional

executive procurement in that a part of the instruction is purely

military. However, certain problems arise when a military service

enters into the process of higher education as it does in the ROTC

program. These problems become intensely serious to the individual

when established military viewpoints prevail as the graduate attempts

13
to become a part of a bureaucracy he does not understand. J

The emphasis for military men has been on "know how" rather

than liberal education designed to develop his talents and imagination

as an individual. His ROTC classes and his experience on active duty

are overshadowed by a concept of doctrine and authority rather than

discussion and freedom. The recognition of the fundamental aspects

of knowledge as the foundation for new approaches in policy and techno­

logical advancement is long overdue. Military officers as they reach

positions of responsibility are at the cutting edge of change, whether

12. Gene M. Lyons and John W. Masland, op. cit., p. 2lk.

13* The characteristics of a bureaucracy have been defined by

sociologist Peter M. Blan who finds that they have four basic traits
in common: impersonality, a system of rules, a hierarchy of
authority, and specialization.
in policy or application of science. Therefore, talent is the essen­

tial ingredient, not "know how." The needs of our society for pro­

fessional and. specialized talent are essentially the needs of the

military profession, and the insistence of military leaders in placing

the emphasis on function rather than self-fulfillment is the one

tangible area of disagreement between military and civilian management

philosophy.

It 1b current business policy to develop the talents and capa­

bilities of its new employees at a rate limited only by their ability.11*

In industry, experience has shown that educational background alone

does not qualify an employee for a position of responsibility; accord­

ingly, the college graduate is employed more for his potential value

to the company than for his Immediate value on a specific assignment.*5

In this system there cure endless opportunities for the man who is a

leader, who has an analytical mind, and who can sell his ideas to

others. It is accepted that each individual carries within himself

an intelligence and a willingness to work which are the ingredients

of personal security. Host people are not only anxious to make a

significant contribution through their work, but they seek the satis­

faction that comes with improved performance. The opportunity to

lh. John W. Gardner, The Great Talent Hunt, Annual Report,

(New York: Carnegie Corporation, 195&), P* H *

15. General Motors Corporation, GM and the College Graduate,

p. 7*
 t

47

stretch one's capacity to achieve new goals is personally rewarding.

Therefore, the greatest attraction a company can offer a young man is

the opportunity for advancement and self-development.

The resulting position climate encourages the frequent exchange

of ideas, suggestions, and points of view. An atmosphere of one-way

communication from the manager to the individual does not encourage

16
development, although it is sometimes necessary. This effectiveness

in creating a climate conducive to growth, and success in helping

people to grow, depends importantly on recognizing each person as an

17
individual with unique qualities, capabilities, and talents.

A successful company seems always to recognize, as of paramount

importance to its success, the calibre of men who make up its organi­

zation. It traditionally expects its young men of today to become

its leaders of tomorrow. In keeping with this policy, the successful

corporation must give primary attention to this process of recruitment,

training, and development for young men for eventual positions of

leadership. Every young man considering a career in a large organi­

zation wants to know whether meritorious service will be recognized

16. General Foods Corporation, The Individual Development

Phases of the General Foods Approach to Personnel Development, p. 2.

1 7 . Goodyear Tire and Rubber Company, Goodyear Management

Training Program, p. 6 .
 1*8

by advancement. The way in which this may be done was described by

Benjamin F. Fairiess of United States Steel when he said, "When I was

a rookie in steel, older and more experienced members of the team took

me in hand and taught me the game. Today in United States Steel we're

trying to do the same for youngsters through training. There's no

charity in this. An expanding industry like steel has need for all
l8
the brains, talent, energy, and initiative it can muster."

To make this statement a living principle, the assistance of

every member of management must be enlisted to supplement the formal

training procedures of the training staff designed to build a strong

organization. Under this concept, each member of management is

encouraged to be a "personnel man" and to assist those over whom he

has supervision to develop their full potentialities. In this way,

the present management team replenishes itself with those qualities

cited by Mr. Fairless to build an even stronger organization.

When asked to what he ascribed the success of General Motors,

Harlow H. Curtis said, "Every industrial organization has the oppor­

tunity to acquire the very latest in facilities and equipment. By and

large, there are few secret processes, few secret products. Access to

markets is open to all. The fundamental difference, in fact the only

difference, between one organization and another is people."^

1 8 . United States Steel, Paths of Opportunity in United States

Steel, p. 7»

19. General Motors Corporation, Job Opportunities in General

Motors, p. 3*
It is not a natter of luck that good people are found in leading

American businesses. The high calibre of their personnel is a result

of far-sighted policy— pick the right man for the job, give him oppor­

tunity and responsibility commensurate with his abilities, enable him

to grow and develop so that he makes his maximum contribution to the

organization, with benefit both to the organization and to himself.

In modern industry, phenomenal growth is achieved by the priceless

combination of constant pioneering, progressive policies, and

Art

outstanding people in every field represented by the company.

Industry Training Program

A management training program is an expression of the company's

policy of leadership. It results from an awareness of the need for

constantly developing management personnel, through all levels of

activity by providing a growing group of trained executives who can

take on technical and administrative responsibility as the organ!za-

21 Six basic principles appropriate to a training
tion expands.

program apply:

1. Put the right people in the right places

2. Train everyone for the job to be done
3. Make the organization a coordinated team
h. Supply the right conditions
5. Give security with opportunity, incentive, recognition
6. Look ahead, plan ahead— for greater efficiency and
improvement22

20. International Business Machines, op. cit., p. 4.

21. Bank of America, Opportunities for Management Training.

p. 2 .

22. General Motors Corporation, op. cit., p. 5.

 50

The application of these principles implies a stable organize*

tion in which mobility is achieved by individuals in an established

pattern of progression through broadening experience leading to high

position and authority. In short, the conditions under which these

principles are applied must have a stability of purpose and an

assurance of top level integrity.

In many of the companies reporting, regardless of the primary

purpose of the company, men are needed who represent the various

fields of study found in college. J For example, retail enterprises

may hire engineers who will work as engineers, but who also may manage

a store. A mathematician may continue to specialize in his field, but

he may also be considered for management positions which are primarily

an administrative responsibility. This means to the individual that,

regardless of his background or scholastic training, there is a place

for him in most of the companies he might select.

The greatest opportunity appears to lie in an organization of

broad scope and diversification. This means not only opportunities

but opportunities that are varied as well. There is a requirement

for engineers, accountants, chemists, economists, physiciBts, among

many other classifications with talents as diverse as the activities

of the organization itself. Thus, there is a need for a broad cross-

section of graduates from almost every formal educational background.

23. Standard Brands Incorporated, Your Future in Food, p. 22.

 51

Another key word is decentralization. Under a philosophy of

decentralized operation and coordinated control, policies are deter­

mined at the top management level, hut the task of carrying out these

policies is up to the men and women in the operating organizations, or

divisions. This means, quite simply, that within the framework of

overall policy each division earns its own way, its management makes

its own decisions and is responsible for its success or failure. The

people, therefore, enjoy the advantages inherent in smaller business

oL
together with the benefits the overall organization can provide.

The concept of decentralization is expressed when all divisions

of the company have training programs for new personnel. Divisional

trainees are hired for a division with the assumption that eventually

they will fill future openings in that division, depending on need,

the trainees' interest, and supervisory ratings.

The training program usually includes a series of responsible

work assignments carefully designed to give extensive experience and

insight into the selection of a permanent work area. Many of the

graduates of these programs are rapidly recognized as specialists or

managers. Since every college graduate is an individual, he is

expected to look at the future as it pertains to his own interests,

2k. Smith, Kline and French Laboratories, Looking ahead with

Smith, Kline and French Laboratories, p. 3«
abilities, ambitions, and needs. It is recognized that every worth­

while person desires to perform work which is interesting and commen­

surate with bis capabilities.*^ He is especially interested in work

that is challenging and important.

The individual's share in evaluating his own achievements and

in planning his own development is significant. Development takes

place within the individual and therefore he is responsible for his

own development. Later, as a manager, he has the responsibility for

creating the climate which will encourage self-development in subor­

dinates. Development should be purposeful in texms of business

objectives as well as in texms of the individual's interests in order

to lead toward a more effective operating and management team with

the required depth of qualified manpower resources.

Company training programs for professional people are designed

to accelerate advancement in a particular field - especially in

engineering and scientific specialities - by bridging the gap between

the college classroom and industrial practice. A carefully integrated

process of on-the-job training and advanced study offers the oppor­

tunity to achieve the technical proficiency necessary.

Since the emphasis is on technical and scientific progress,

today's young engineer or scientist finds two paths along which his

career may proceed: he may follow a career of management, where his

efforts will be primarily the direction of a business activity; or he

25. Chrysler Corporation, Dynamic Futures in Defense

Engineering, p. 3*
 53

may wish to continue his close alliance with technical work where he

will eventually be concerned with the technical direction of others.

Regardless of the path followed, it is generally wise in the early

stages of his career to obtain as much sound and fundamental engineer­

ing experience as possible.

Similar programs are offered to graduates other than engineer-

scientists. All of these courses are usually practical, on-the-job

training under the supervision of experienced training officers who

generally visit the trainee at least once monthly during the training
. .26
period. Home study may be required and examinations given. Since

emphasis is on the fundamentals of the business, the home study

provides the chance to learn the language and technical information

of the business which may have been missed in previous education. An

interesting term used in conjunction with the specific periods of

training is "planned experience." One program spaces such experience

at about the fifth year of service in which the opportunity to perform

in a junior executive position is provided. This may be followed by

a refresher course in one of the specialty services of the company.

Throughout these programs, the trainee works closely with his

supervisor while keeping in touch with the program representative.

Future assignments are carefully considered, and salary adjustments

are made according to individual progress. As he progresses in

26. Bank of America, op. cit., p. k.

experience, M s on-the-job training course is expanded to include

assignments in staff departments and factory supervision, and much of

M s supervisory experience may be gained by replacing supervisors who

are absent or on vacation.

As Bruce Barton has stated, the quality of these programs is

achieved by the skillful combination of training and experience. The

training program is carefully controlled to regulate the two essentials

27
of a successful career in industry - knowledge and experience. 1 In

this system, knowledge is gained through well-conceived courses and

experience from on-the-job training where learning comes by doing.

The objectives of an effective training program are to prepare

outstanding young men for positions of responsibility and to develop

a man's abilities as thoroughly and quickly as possible. The dif­

ferences in background, field of specialization, and job assignments

are reconciled in the individual programs by the design of the course

content. The principles and methods involved follow an established

pattern closely. For example, the management and admiMstration of

the training program is usually the responsibility of a Personnel

Development Service, although the actual operation of the program

is carried out by the operating component concerned. Artificial jobs

are seldom used, and therefore local management is genuinely interested

in a man's performance and progress.

27. General Electric Company, Advertising and Public

Relations Training Program, p. 12.
 55

At the time the college graduate is hired., training usually

starts vlth planned job experience strongly supported by —

1. Pre-training Job Experience. This provides an opportunity

to get acquainted with the people and the operation. An interim
period, such as this, allows a good conception of the organization
and its people, thereby putting a keener edge on their ability to
absorb later training.

2. Formal Training. The objective is to get the Trainee

acquainted with a number of key people in a planned effort to maintain
personal contact. The training usually follows a pattern with a
number of weeks of classroom work, under an instructor, in which he is
given a theoretical grounding of the company operation, technical and
administrative problems. There are also field trips to company and
customer plants. Interspersed throughout the course sure luncheons
and other social events for both the trainees and their wives.2”

Thereafter, on-the-job training extends over the life of the

program. It isn't exciting or glamorous. It's hard work and may

be a let-down after challenging college experiences and the company

training period. However, it is interesting and is an unavoidable

means to a wisely chosen end.2^ On-the-job training usually

includes —

1. An Orientation Period. Increasingly, all business

activities are being considered in terms of their roles in a total
"system" whic£ emphasizes their proper integration. Therefore, even
for specialized work, it is important for a person to have a funda­
mental knowledge of all operations of the system. The length of
this period varies with the complexity of the company operations,
but may extend over an eighteen-month period.

28. United States Steel, op. cit., p. 12.

29* Kaiser Steel Company, Your Opportunities with Kaiser

Steel, p. 6 .
 56

2. A Development Period. Work assignments provide a concen­

trated, specific area of activity. In a broad sense, the work during
this period can be classed as either supervisory, technical or
non-technical. However, this should not be a rigid separation.
Again, the period is of an indefinite length although as a general
rule it is less than two years.

3. A Rotation Procedure. At the beginning of the program, the

Trainee begins the first of a series of rotating assignments. In
same cases program members change jobs every six months and in others
this time depends on the many factors affecting his performance and
progress.

it. Placement after Graduation. Graduates of these programs

are referred to managers throughout the company. Interviews are
arranged and job assignments are made. In addition, a follow-up is
conducted at intervals after placement. His training and experience
is recorded and is in his permanent personnel folder.

The training program may be extended by advanced study in a

graduate program at college or university entirely at company

expense and on company time. Others sponsor off-hour education pro­

grams in which tuition and books are paid by the company. 31 When

part-time courses are sponsored by the company, those attending

classes are selected by the company. However, voluntary training is

open to all employees of the company, and consideration is given

these employees in the completion of their programs.

30. General Electric, Manufacturing Training Program, p. 6 .

31. Boeing Aircraft Corporation, Education and Training

Programs, General Catalog, p. k.
 There are a fev cases in which highly specialized people are
•30
integrated into the company. For example, Ph.D's coming into the

research groups of a company may participate in a special assign­

ments program. Enough time is spent in each department to became

thoroughly acquainted with its operation and the men working there.

A permanent assignment is usually made after about a year's time,

but may be made much earlier or as much later as seems desirable.

Executive Stability

As an individual progresses in a training program, his invest­

ment in time and energy, as well as the investment made by the

company, tends to immobilize him in the same company as his equity

increases. While some executive turnover is inevitable, the executive

training programs tend to promote greater stability of executive per­

sonnel. This is demonstrated in large organizations where managers

tend to spend their entire careers in the same company. While the

actual turnover rate is held confidential by many companies, the

replies shown here illustrate the attitudes of top management in

regard to the men they have selected as replacements.

32. Dow Chemical Company, Special Assignments Program, p. 3 .

 58

The New York Life Insurance Company Included the following state­

ment In a letter:

For a number of years, we have pursued a policy of

hiring college graduates, and their vork has been
acceptable to the Company, and apparently the Company
has been acceptable to them If we are to judge by the
fact that the turnover rate is more favorable with
them than with graduates having only a high school
education.

The J. C. Fenny Company, with three thousand and five hundred

management positions, applies the Golden Rule philosophy as the three

pillars of company strength: decentralization of responsibility and

authority, compensation and promotion according to productivity, and

customer satisfaction. Company policy has been to hire ambitious

young men and force-feed them training and responsibility fast enough

to take important posts in a growing business. Promising young men

seldom fail to find opportunity with a company with this viewpoint,

and a policy of promotion from within makes it difficult for a man

to get ahead unless he trains a person to take his place. As a

result, their management is characterized by youthful dynamic men,

most of whom have risen to important positions as the company grew.

In a letter from the General Electric Company, it was stated:

We have no information of a specific nature regarding

the satisfaction of employment by recent college
graduates. We lose very few young men during the
first year, probably as low as 2 or 3 per cent. The
present turnover of all our technical force is running
about 5 per cent per year. The size and diversity of
General Electric permits us to transfer individuals
to different kinds of work in different parts of the
country whenever the occasion demands.
 A letter from another Division of General Electric also reports

that in general the turnover is very low. It employs college grad­

uates with the hope that they will remain with the company throughout

their business careers.

Since each company is seeking the best talent available, some

employees find that they lack the necessary abilities to move up.

In this case it is desirable to tell the man of his capabilities.

This is not only in the best interest of the company but the indi­

vidual as well, especially in the company which has plans for each

man entering the business. If he does not compete successfully with

his fellow trainees, he is wasting his and the company's time. He

may also become disillusioned with the company he has selected and

decide that greater opportunity can be found elsewhere.

Thoughtful, capable young men are likely to take the choosing

of a career as serious business. It is a difficult decision at best.

Yet this important personal decision confronts a young man before

experience has given him a background for seasoned judgment.

Through the years ahead, capable young men will be needed to

help solve the many business problems management will encounter along

the way. Present management has the responsibility and indeed should

33* The First national City Bank of New York, Careers for
College Men in Banking, p. 5.
be anxious to develop men for responsibility at all levels in the

organization. The men they choose must be given the opportunity to

develop skill in directing large organizations, in managing personnel,

in maintaining low-cost operations, and in research and development—

all of which contribute to their ultimate stature as executives, and

as technical specialists.
 CHAPTER IV

STATISTICAL RESULTS OF THE QUESTIONNAIRE

The group of officers selected for study were graduates of the

AFROTC program on active duty who had served from five months to five

years with the Air Force. As a group, these officers offered the

most recent experience of college-trained junior officers who had

participated in the AFROTC program. Most of the officers in the

study graduated from college between June, 1953, and June, 1958,

during the period of expansion of the program brought on by the

Korean War.

Attention is now turned to a presentation of data gathered by

means of the questionnaire and to an analysis of these data. The

primary source of information was the questionnaire which was mailed

in December, 1958, to 1,135 officers. A response of 666 (5 8 per cent)

usable replies was obtained. Of every one hundred individuals who

replied, 47 were rated pilots or navigators and 53 were in non-flying

status. Of the eight who were then in school, five were in flying

school and expected to become rated (flying officers).

The percentage figures set forth in this study should vary no

more than 3 per cent in 99 per cent of the sample. Therefore, the

results may be used for the purpose of developing personnel manage­

ment policy and plans.

6l
 62
The results of the analysis of the questionnaire will be reported

under the following headings:

1. Personal Characteristics
2. Professional Characteristics
3. Pay and Fringe Benefits
4. Supervision
5. Flying Duties
6. Career Status
7• Preparation for Active Duty
8. Career Planning

Personal Characteristic s

In this section a summary of individual characteristics which

reflect the present status as veil as the education and experienceof

the officers in the group studies will be presented.

Rank. Of the officers who replied, 77 per cent were First

Lieutenants, 21 per cent were Second Lieutenants, and 2 per centwere

Captains. One was a WAF Second Lieutenant with four months active

duty who was comnissioned from the AFROTC Program.

Age. The ages of this group ranged from 21 to 31 and the statis­

tical average age of the officers reporting was 24.96 years.

Marital status. Seventy-one per cent of the officers reporting

in the survey were married.

Size of families. As may be seen in Table 4, no children were

recorded for Uo per cent of the married officers. The married officers

with children reported a statistical average of 1 .9 3 children.

 63

TABLE 4

SIZE OP FAMILIES

Humber of Children Humber Per cent

Hone 180 1*0

1 lk6 31
2 113 2k
3 18 k
if k 1

Totals ^73 100

Regular or Reserve. Regular officers (lU per cent) were out­

numbered by the Reserve Officers (8 6 per cent). By comparison,

regular officer strength in the Air Force at the time this sample was

taken was 38 per cent of the total officers on active duty. The

Officer Augnentation Act of 1956 authorized the services to enroll up

to 50 per cent of their total officer strength as regulars. Therefore,

the opportunity to become a regular officer is presented to those who

wish to apply.

Education. Major subjects in college were predominately in the

various categories of Engineering (a total of 27*3 per cent), and

Commerce and Administration (2 7 per cent) as may be seen in Table 5*

 6k

TABLE 5

COLLEGE MAJORS

Totals
Major Field Number Per cent Number Per cent

Engineering

Electrical 1*0 6.0

Mechanical 35 5.6
General 33 U.8
Civil 21 3-1
Architectural 17 2.7
Aeronautical 15 2.2
Chemical 10 1.3
Industrial 7 •9
Petroleum h •7
Totals 182 27.3

Commerce and Administration

Business Administration 115 16.7
Economics 3^ 5-5
Accounting 31 k.8
Totals 180 2 7 .0

Physical Sciences
Chemistry 15 2.2
flaysics 9 l.U
Geology 9 l.k
General Science 8 1.3
Biology 6 •9
Ceramics 5 •7
Mathematics 5 •7
Totals 57 8.6
Social Sciences
Political Science 13 2.0
Psychology 12 1.8
Sociology 12 1.8
Foreign Language 7 1.0
Journalism 5 •7
Totals h9 7.3

Lav 10 1.5

Education 8 1.3

Miscellaneous Arts & Sciences 180 27.0

Totals 666 100.0

 While all of the officers reporting have the Bachelors Degree,

it was of great interest to find that lit- per cent reported some grad­

uate work and It per cent have received the Masters Degree (including

the Law Degree). Among those reporting in this survey, the Doctor

of Philosophy Degree has been awarded to two officers, the Doctor of

Medicine to two, Doctor of Dentistry to one, and one First Lieutenant

reported that his present assignment was to the Air University where

he is completing his Ph.D. Degree in preparation for a teaching

assignment at the M r Academy.

Job assignments. Present Job assignments included a great

variety of duties, shown here in general categories in Table 6 .

TABLE 6

PRESENT JOB ASSIGNMENTS

Job Assigned Number Per cent

Technical 2kl 36
Pilot 125 19
Administrative 123 19
School 89 13
Navigator 88 13

Totals 666 100

Civilian Job experience. Many of these officers have had

limited civilian Job experience, as shown in Table 7, yet only a few

held full-time civilian Jobs after graduation and before entry upon

active duty. Others held part-time Jobs related to their major

fields while in school. The majority of the officers who reported

civilian job experience were in a company training program and may be

expected to return to the same company upon release from active duty.

Most of the civilian job experience reported was closely allied with

the major subjects studied in school.

Most of the graduates questioned entered the Air Force within

six months after leaving college. As college graduates they acquired

an optimistic view of their opportunities in both civilian and mili­

tary careers. The record of their actual job experience, as reported

in the questionnaire, indicates that many of their opinions may be the

result of a lack of experience on a full-time civilian job.

TABLE 7

CIVILIAN JOB EXPERIENCE

Amount of Experience Number Per cent

None 185 28
Less than 5 months 26l 39
5 months to 1 year 120 18
Over 1 year 73 11
No answer 27

Totals 666 100

Most of these officers reported, as may be seen in Table 8 , that

the requirements of their present job have little relation to their

civilian education and experience. These data would tend to indicate

that the Air Force finds little need for specialized professional

skills although doctors and lawyers may be listed as a necessary

exception.
 67
TABU! 8
COMPARISON OF PRESENT JOB TO CIVILIAN BACKGROUND

Comparison Number Per c«

None 369 55
Slight 185 28
Fairly Close 73 11
Very Close 32 5
No Answer 1

Totals 666 100

Academic background. As may be seen in Table 9, academic skills

learned in college were used by the officers in this group to accom­

plish their present duties in an indirect rather than direct applica­

tion. Many officers commented that a knowledge of written and oral

communication* organization of material* and problem-solving tech­

niques made them more effective officers although the actual duties

performed were not similar to their experience in civilian life.

Their abilities as managers and administrators were of more interest

to the Air Force than their skills as engineers* accountants,

economists, or from the various other academic fields. On the other

hand, their college experience was considered in their selection to

attend various technical schools in preparation for a specific assign­

ment. The course attended was closely related to their college work

in most of the cases reported.

 68
TABIE 9

ACADEMIC SKILLS

How Often Used Number Per cent

Hardly ever 120 18

Occasionally 2^0 $6
Frequently l8o 27
Most of the time 126 19

Totals 666 100

Flying experience. The rated officers (1*7 per cent) reported

that they were flying in a variety of aircraft. The specific types

and the percentage of each are shown in Table 10.

TABLE 10

FLYING EXPERIENCE
(RATED PERSONNEL)

Type of Aircraft Number Per cent

Cargo 67 23
Fighter 65 21
Bomber 63 20
Trainer 50 16
Tanker (Refueling) 1»0 13
Reconnaissance (Photographic) 11 3
Search and Rescue 8 2
Helicopter ^ 2 2

Totals 311 100

 69
Professional Characteristics

It is veil to consider the factors which affect these officers in

the accomplishment of assigned duties. This is done by investigation

of the stability of their present assignments together with the desire

and opportunity for improvement or change of assignment.

Changes of primary duty, since arrival on active duty, were

reported by 5k per cent of these officers. These reasons stood out

for such changes: (l) to go to school, (2 ) transfer from one unit to

another, (3 ) and arbitrary assignment based on a shortage of personnel

in a particular career field or Individual Job. The lack of Job

stability is a serious matter if the personnel affected by these

changes are to be satisfied in their work. Change is acceptable only

in those cases where it is an integral part of the indoctrination

program or perhaps when the individual is distinctly unsuited for his

present Job. Reassignment action is not the recommended method of

correcting either erroneous personnel or administrative action.'1'

Attendance at an Air Force School was reported by 60 per cent

of those who replied. However, 14 per cent of these replies showed

attendance at more than one school. This indicates that an officer

may attend several schools, such as flying, maintenance, supply,

intelligence, meteorology, finance, or weapons controller during his

initial period of duty.

1. Ralph C. Davis, The Fundamentals of Top Management

(New York: Harper and Brothers, 195l)> P* ^93*
 70

TABLE! 11

PREPARATION FOR PRESENT PRIMARY DUTY

Method of Preparation Humber Per cent

On-the-job training 100 15

Prior civilian education 185 28
Service schools (over 6 weeks) 320 1*8
Short-course (less than 6 weeks) 1*8 7
Ho answer ja 2

Totals 666 100

The replies recorded in Table 11 report that only 55 per cent of

the officers have been prepared for their present job by attending a

school and remarks made on the questionnaire by some respondents

stated that after attending a school they did not receive an assign­

ment in keeping with their training. This situation may be expected

when a pilot or navigator has a primary duty other than flying

although these individuals may still continue to fly on a limited

basis. In a few cases an officer who indicates his desire to leave

the service may not be assigned to a particular duty following

attendance at a specialized school. In others, changing demands may

require his efforts be directed toward a more appropriate career

field

Further training for their present job was deemed unnecessary

by 25 per cent, as shown in Table 12. For those who believe more

training is required, the principle method recommended was an

Air Force career school such as the Squadron Officers School

(33 per cent). This emphasizes the need for professional career
training on a long term basis rather than purely technical training.

In addition, the technical training received did not measure up to

the standards set by this group - standards which no doubt were

related to their experience at college.

In consideration of a career, the fact that very few officers

could expect to attend the Squadron Officers School was listed as an

undesirable feature of an Air Force career. In this group, only a

few have attended the Squadron Officers School (3 per cent) since at

least three years total service is required prior to assignment to

the school, which lasts for a period of lU weeks. It is generally

accepted that regular officers will be given priority in selection

to attend. Current Air Force policy requires that all Regular

officers attend the school after serving three years and prior to

completion of seven years commissioned service. Nevertheless,

Reserve officers are also considered in the selection process.

TABLE 12

THE REQUIREMENT FOR ADDITIONAL TRAINING

Training Required Number Per cent

None 166 25
Further civilian education 79 12
Air Force career schools 219 33
On-the-job training 11*6 22
Study of Air Force publications 8

Totals 666 100

 72

Present assignment. Those desiring to remain in their present

job amounted to 5^ per cent, 3^ per cent wanted, to change, and 9 per

cent were uncertain as shown in Table 13. The reason for a desire

to change Jobs is partially explained in Table 1^, which shows the

reaction of these officers to the challenge of their abilities offered

by their present duties. The feeling may be attributed to their

inexperience in a military environment; and in the absence of this

2
experience, a lack of adequate leadership by their superiors.

TABLE 13

DESIRE TO REMAIN IN PRESENT JOB

Response Number Per cent

Yes 360
No 226 3^
Uncertain 60 9
Did not answer 20 — a

Totals 666 100

TABLE Ik

CHALLENGE OF PRESENT DUTIES

Degree of Challenge Number Per cent

Very little 233 35

Reasonably difficult 226 3^
Fairly difficult 93 1^
A real challenge llU 17

Totals 666 100

2. Ralph C. Davis, op. cit., p. 151.

 73

Extra duties. Many tasks in the Air Force are assigned as extra

duties. These tasks may be accomplished in situations and for super­

visors not directly connected with the primary assignment. These

duties are generally of the nature of projects or responsibilities

required in the military environment such as parades, duty officer,

pay officer, security, etc, and were assigned to 63 per cent of this

group. Many of those who have extra duties reported that their

previous education and experience were considered in making this

assignment. At the same time, their written comments indicate that

they received the assignments in most cases because they were the

lowest ranking officer present or were simply available. Few received

special training for these duties, largely because the duties were

usually not difficult to accomplish. The type of job indoctrination

received is reported in Table 15. Unfortunately, some of these extra

projects take up a great deal of time and may impair the efficiency

of the officer in his primary job.

TABLE 15

INSTRUCTION GIVEN FOR EXTRA DUTIES

Type of Instruction Number Per cent

None 172 hi
Briefed by supervisor 180 43
On-the-job training 51 12
Formal classroom training 16 4

Totals 419 100

 Pay and Fringe Benefits

Pay. Their civilian pay vas shown to he more than their mili­

tary pay by 29 per cent of this group, however 36 per cent reported

no full-time civilian job. Many of the officers commented that they

expected to receive pay increases when they return to a civilian job.

An analysis (Chapter V) of current civilian and military pay scales

reported in this survey shows that in individual cases civilian pay

was higher. However, on a career basis, military pay and benefits

may well exceed the civilian pay and benefits in careers these

people expect to follow.

Fringe benefits. The results of this questionnaire reported

in Table 16 show a belief that military fringe benefits are of more

value than civilian benefits. Nevertheless, individual comments

criticized the quality of time honored military benefits, especially

in regard to the quality of the medical care. The benefits listed

as most favored in Table 16 appear to strengthen the security of

military life while adding little to the immediate monetary gain.

In other words, they are nice to have but are not worth the sacrifice

of the potential of a career limited only by one's ability.

In individual comments the civilian benefits most favored were

greater individual freedom, choice of jobs, and individual company

training programs for college graduates. Other civilian benefits of

value to these people are profit-sharing and bonus plans offered by

civilian companies, as well as the psychological aspect of greater

individual self respect and a more democratic way of life.

 75
TABLE 16
FRINGE BENEFITS MOST FAVORED
(CIVILIAN VS MILITARY)

Per cent
Benefit Civilian Military

Advantage of travel 23 77
Annual leave 25 75
Insurance plans 67 33
Medical 2k 76
Military stores (base exchange, etc.) 26 7^
Retirement benefits 19 81
Sick leave and disability 35 65

Supervision

The supervision over these officers and their reaction to the

manner in which they are supervised are important factors in reporting

their experience as Air Force officers. The degree to which a planned

development program has affected them is also indicated in their

reaction to the supervision received.

Fifty-eight per cent of these officers report 10 per cent or

less of their time spent in skill improvement (as an officer) by means

of a supervised program. Of course, in the daily conduct of their

duties, they are exposed to training and experience which certainly

affects their progress as officers. This method of development was

credited to a formal program by 18 per cent of the officers as shown

in Table 17. It is important to note that the largest share of their

time spent in a supervised program was while in a flying job and

especially during the period spent in a crew training program. The

greatest job satisfaction and sense of direction was found among those

in this type of work as shown by their comments on the questionnaires.

 76
TABLE 17

SKILL IMPROVEMENT THROUGH A SUPERVISED PROGRAM

Amount of Time Spent Number Per cent

10 per cent or less 386 5®

10 - 25 per cent 9^ 1^
25 - 50 per cent 25 U
50 per cent and over 121 18
No answer **0 6

Totals 666 100

Adequate supervision was reported by the majority of those who

replied as shown in Table 1 8 . In written comments the quality of the

supervision they have received was criticized. Some of the officers

stated that they were better qualified to do or to learn the Job than

their present supervisor, and others said they were supervised more

than they needed to be. Over-supervision may also be indicated when

they reported that initiative on the part of Junior Officers was not

appreciated by their superiors. There appears to be an area of basic

disagreements since most subordinates welcome direction, if it helps

them in their Job. Over-direction, as in this case, is a morale

depressant and tends to create antagonism.3

TABLE 18

SUPERVISORY ASSISTANCE

Amount of Assistance Number Per cent

Very little 17^ 26

Limited assistance 106 16
Adequate assistance 233 35
All that is necessary 1^0 21
No answer 13 2
Totals 666 100

3 . Ralph C. Davis, op. cit., p. 703*

 77

A frequent complaint (while conducting interviews and preparing

the questionnaire) that too many people assume authority over Junior

Officers was verified in this survey, as shown in Table 19. However,

an analysis of additional remarks also shows that this condition may

result from the normal requirements of the mission. For example, the

immediate supervisor of a second lieutenant co-pilot is the aircraft

commander. As a co-pilot he may also be instructed in his duties by

the flight commander, operations officer, squadron commander, or other

officers who are responsible for certain phases of the squadron mission.

This criticism was well founded in non-flying staff duties of

both rated and non-rated personnel in which higher ranking officers

and civilian employees assume authority over these officers by virtue

of rank and experience as well as staff position.

TABLE 19

PEOPLE WHO HAVE OR ASSUME SUPERVISORY AUTHORITY

OVER JUNIOR OFFICERS

Number Number Per cent

One 328 k-9

Two 133 20
Three U6 7
More than three 1^6 22
No answer 13 2

Totals 666 100

Supervisory relations. In contradiction to their disagreement

with the method of supervision, most of the officers replied that

their immediate supervisor was fairly well qualified in his present

assignment (h2 per cent). Table 20 shows that 32 per cent of their
supervisors were reported to have an outstanding knowledge of their

job. Several officers stated that from the subordinates viewpoint

frequent changes of assignment for the supervisor decreased the

supervisor's effectiveness.

TABLE 20

QUALIFICATION OF SUPERVISORS IN PRESENT JOB

Level of Qualification Number Per cent

Not very well qualified h6 7

Generally familiar with the job 92 lh
Fairly well qualified 280 k2
Has an outstanding knowledgeof the job 215 32
Did not answer 33 5

Totals 666 100

The Junior Officers reporting react favorably to the individuals

they, know as superior officers. They agree that the officers they

know are relatively effective and they believe that most of their

superiors also take a sincere interest in subordinates, as reported

in Table 21.

TABLE 21

CONSIDERATION SHOWN BY SUBORDINATES BY

HIGHER RANKING OFFICERS

Degree of Consideration Number Per cent

Fail to understand needs of subordinates 19 3

Lack of interest in subordinates b6 7
Show a professional interest only 239 36
Take a sincere interest 329 1*9
Did not answer 33 5

Totals 666 100

 79

Supervisory experience. The number who presently supervise

NCO's, other junior officers, and civilian employees, as compered to

those who supervise lower ranking airmen or no one, is indicative of

the relation importance of the supervisory experience of these officers

and is reported in Tables 22 and 23. These officers listed supervisory

experience as one of the most valuable benefits of their stay in the

Air Force. This experience comes early in their career and is one

of the most valuable results of their military experience.

TABUS 22

SUPERVISORY EXPERIENCE
(PRESENT JOB)

Number Supervised Number Per cent

None 286 43
One 20 3
Two - four 127 19
Five - ten 80 12
More than ten 133 20
No answer 20

Totals 666 100

TABLE 23

SUPERVISORY EXPERIENCE
(PRESENT JOB)

Rank of People Supervised Number Per cent

Basic Airmen (troop training) 9 4

A/3C - A/1C 137 30
NCO's 173 47
Junior officers 35 17
Civilians 6 2

Totals 360 100

 Flying Duties

Rated personnel In the Air Force often complain of the difficulty

of maintaining their proficiency in flying skills because of the

demands of administrative duties. Table 2k shows that most of the

rated officers in this group reported over 50 per cent of their total

duty time spent in flying duties (6k per cent). In addition, in an

analysis of crew duties reported in the questionnaire, nearly 50 per

cent of the time reported as spent in flying duties by these officers

is used for flight planning and ground training rather than in an

aircraft. This further indicates participation in a training program.

Of course, rated officers reporting the lowest amount of time spent

in flying duties are in non-flying or administrative type jobs.

TABLE 2k

TIME SPENT ON FLYING DUTIES

(OFFICERS ON FLYING STATUS)

Amount of Time Number Per cent

Less than 10 per cent ko 13

10 - 25 per cent 38 12
25 - 50 per cent 32 11
Over 50 per cent 201 6k

Totals 311 100

Advantages of rated status. The results of the questionnaire

were decidedly in favor of the career advantages which accrue to the

flying officer. These results are reported for both rated and

non-rated personnel in Tables 25 and 26. An important requirement

for command positions, according to these officers, is to be a pilot.

Navigators and observers reported the advantages of extra pay and

prestige compared to non-rated personnel but felt inferior to the

pilot in career opportunities and ability to receive command positions.

TABLE 25

ATTITUDE OF RATED PERSONNEL IN REGARD TO FLUNG

Being Rated Aids Career Number Per cent

Yes 261 81*

No 18 6
Uncertain -2 2 10

Totals 311 100

TABIE 26

ATTITUDE OF NON-RATED PERSONNEL IN REGARD TO FLUNG

Being Non-Rated Limits Career Number Per cc

Yes 211 60
No 78 22
Uncertain 6k 18

Totals 353 100

Career Status

The attitudes of these officers in their desire for extended

active duty are reported in Table 2 7 . The categories selected

approximate the usual tours of duty for reserve officers. Only a fev

of the Reserve Officers desire to remain on active duty beyond the

 82
minimum time required by their contract with the Department of Defense

(25 per cent). A regular commission was listed as a specific require­

ment for a career in the Air Force, and 55 per cent of the Reserve

Officers reporting stated that they would accept a regular commission

if offered. This finding is further strengthened by recent applica­

tions for regular commissions which exceeded the number expected to

apply.

TABLE 27

DESIRE TO REMAIN ON ACTIVE DUTY

(RESERVE OFFICERS)

Length of Time Desired Number Per cent

3 years or less 285 52

3 - 5 years 138 23
Career reservist lfro 25

Totals 563 100

Promotion. While the officers in the total sample reported

their own promotion prospects as good (53 per cent), in their

comments they criticized the promotion system and rated the system

lower than what they expect to find in a civilian job.

Reserve status. As shown in Table 28, status as a Career

Reserve Officer is not considered desirable by the Reserve Officers.

This is due primarily to the extreme uncertainty of job tenure.

Previous Reductions In Force have warned, these officers of the danger

to the reservist who falls into disfavor during an economy drive. A

lack of opportunity for advancement and favored assignment in com­

parison to the regular officer also reduces the value of a reserve

commission. The constantly changing circumstances which affect

military planning offer too much uncertainty for either the regular

or reserve officer when compared to the careers offered in industry.

TABLE! 28

CAREER OPPORTUNITIES AS REPORTED

BY RESERVE OFFICERS

Opportunities Are Number Per cent

Very poor 78 14
Belov average 225 40
Good 187 33
Very good 11 2
Did not answer 62 11

Totals 563 100

Performance ratings. The preliminary interviews identified

the annual efficiency rating as an unpopular procedure. While 30

per cent reported that they did not get to see their rating, over

half (64 per cent) of those who did felt that they had been rated

approximately equal to their performance.

 84

Written comments were frequently critical of the result of

officer evaluation due to the extreme personal bias observed in the

system and the lack of standards by which individuals are rated.

4

Several comments indicated that the opportunity to perform was not

given them even in those cases where a desire had been expressed by

the individual.

Information program. Most officers believe they are well

informed by their present organization on policies, procedures, and

plans which affect their career (Table 2 9 ). However, the answers

and comments throughout this questionnaire strongly Indicate that

as a group these officers are poorly informed on the general trend

of policies in the Air Force. This is especially true in their

analysis of the future importance of rated officers and methods of

career planning as reported by this questionnaire. Only a few

commented on the coming emphasis on missiles. Many replies indicated

that they are not aware of the procedures for application for school

or special training. While the Air Force cannot be expected to

provide unlimited opportunity for everyone, the procedures for

improving ones' career certainly should be information which is

readily available to those who may need it.

4. For a more complete discussion on merit rating see

Michael J. Jucius, Personnel Management (Richard D. Irwin, Inc.,
Homewood, Illinois, 1955), p. 2287
 85

TABLE 29
AIR FORCE POLICY INFORMATION FURNISHED

Information is Furnished Number Per cent

Almost never 60 9
Seldom 101 15
Usually 333 50
Frequent briefings 158 24
Did not answer l4 2

Totals 666 100

Career prestige. Although in their written coranents these

officers feel that there has been a deterioration of prestige for the

Air Force officer, both on the base and in the community, most of the

replies to this question reflected favorably on the Air Force, as

shown by Table 30. However, they believe that on-base discipline and

military courtesy are much less exacting than they expected to find

in the Air Force. Their report on civilian attitudes reflects their

experience off-base where military personnel are frequently newcomers

to the community and are considered as a group apart from the more

permanent residents.

TABLE 30

DIGNITY AND RESPECT RECEIVED BY JUNIOR OFFICERS

Per cent
Frequently By Civilians Senior Officers Airmen

Seldom 9 8 2
At times 25 13 11
Frequently 32 32 29
Nearly always 34 47 58

Totals 100 100 100

 86

A frequent complaint voiced by AFROTC graduates, in a comparison

of military and civilian careers, refers to the apparent greater

personal freedom in the civilian atmosphere. In Table 31 this question

is divided into expression of opinion while on the job and during

off-duty activities. The results of this survey show that the

Air Force maintains a slightly unfavorable position in this respect

since approximately 52 per cent report less personal freedom to express

opinions in their military positions. In the opinion of those

surveyed slightly greater care is required in expression of opinions

in the military than in civilian life since it was frequently

reported in their comments that a careless remark may be reflected

in the annual efficiency report.

TABUS 31

ARE THERE RESTRICTIONS ON PERSONAL FREEDOM OF EXPRESSION

WHIUS IN THE AIR FORCE?

Per cent
Response On Duty Off Duty

Yes 52 5h
No h6 h3
No answer 2

Totals 100 100

The officer's wife. It was not possible from the results of

this survey to determine what effect the attitude of the officer's

wife might have on his career plans since the attitudes of the wives

were reported by their husbands. It is important, however, to record

these attitudes. These officers say in Table 32 that 5^ per cent-of

 87
their wives approve of a military career, h2 per cent disapprove, and

3 per cent don't care which career is selected. Of those who dis­

approve, 82 per cent gave as their reasons the possibility of remote

assignments and moving too much (difficulty of keeping a home). The

wives who approve of an Air Force career are most interested in travel

and social activities.

TABUS 32

WIFE'S APPROVAL OF MILITARY CAREER

Response Number Per cent

Approves 253 54
Disapproves 200 **3
Don't care 1^ 2
No answer 6 1

Totals 1*73 100

Preparation for Active Duty

The officers reported favorably on the value of the AFROTC

program since 89 per cent believe they were well prepared for active

duty. An important consideration is the recommendation that AFROTC

stress the details of actual working conditions found in the

Air Force. For example, it was suggested that individual Job

requirements be stressed as well as the mission of the Air Force.

They want to know what to expect as individuals and are less

impressed with the broad background of Air Force operations.

 88

The most valuable phases of AFROTC training were listed in

general categories shown in Table 33. Those listing academic training

as most important specified problem solving, public speaking, and the

section in the senior year dealing with a briefing for active duty.

Those who stated that the training was of no value were most often

in the group planning on leaving the Air Force at the first oppor­

tunity.

TABLE 33

MOST VAUJABIE PHASE OF AFROTC TRAINING

Training Number Per cent

Academic work 82 12
All phases 104 l6
Flight training 35 5
Leadership 22^ 3^
None 123 18
No answer 98 15

Totals 666 100

One explanation of the dissatisfaction reported was discovered

during interviews conducted after the questionnaires were returned.

AFROTC graduates believe that the Air Force was greatly oversold

while they were in school and their experiences on active duty are

much less satisfying than they expected.

 Career Planning

The Air Force Director of Personnel has been responsible for

the Implementation of an officer career planning and a personnel job

classification system for some time. These systems have been

emphasized in the Air Force since it became a separate service in

19^7• Nevertheless, the officers reporting in this survey, shown in

Table believe that there is a need for more effective career

planning once they are on active duty. It was generally agreed that

experience on active duty with the Air Force is required before

career planning can be accomplished with any degree of success.

TABLE 34

IS MORE CAREER PLANNING NEEDED?

Response Number Per cent

Yes 326 49
No 31^ 1*7
No answer 26 k

Totals 666 100

Theclassification system which places officers in certain

jobs according to their experience was received favorably since

68 per cent agreed with the intent of the system. However, there

were frequent comments which stated that the system was not used

correctly. For example, pre-service classification was seldom con­

sidered in their actual job assignments. Flying trainees were an

exception, although the requirements to agree to five years active

duty forced many flying students to accept non-flying jobs which

were different from their education and desires.

%

90

Most of them did not believe the Air Force had. made good use of

their civilian experience and education (55 per cent). While this may

be expected among the rated personnel, those cases In which the

engineers were arbitrarily assigned to administrative duty, such as

the supply field, are more difficult to justify. Nevertheless, as

reported in Table 35, while in the service, the majority believe their

abilities are best used in their present job.

TABLE 35

BEST USE OF ABILITIES

Job Recommended Number Per cent

Remain in present Job 286 43

Transfer to a field of greater interest 226 34
Transfer to technical work (engineering) 54 8
Remain in flying— later to a desk job 26 4
Guided missile program 20 3
Did not answer 54 __8

Totals 666 100

These officers were asked to write two specific criticisms of

Air Force policies which affect their military careers. The fre­

quency of items reported are listed in Table 36.

 91

TABIE 36

ITEMS ADVERfPLI AFFECTING A CAREER

Critical Items Number Per cent

Promotion system (opportunity to progress) 121 18

Method of assignment 82 12
Change in policies and personnel 60 9
Lack of individual initiative 25 k
Possibility of reduction in force 25 k
Low pay 25 k
Difficulty of becoming regular 20 3
Frequent reassignment 20 3
No regard for civilian experience 14 2
Unpopularity of officer's effectiveness reports lU 2
Miscellaneous (generally of a personal nature) 127 19
Did not answer 133 20

Totals 666 100

A frequent comment found throughout the questionnaires stated

the belief that the Air Force had failed to comply with contractual

agreements made with the officers in this group. Obese officers

report that policy changes had resulted in status changes for many

officers who had little actual choice in the matter. As a result

most of them are extremely skeptical of promises made by the

Air Force and object to the one-sided agreements they say they have

been forced to accept.

On the other hand, the most valuable experiences received

from their tour of duty with the Air Force are shown in Table 37 •

These are the opportunity to travel and the self-confidence acquired

together with the opportunity to fly, and the human relations

experience gained as a result of their Air Force duties.

 92

TABIE 37

EXPERIENCE OF VALUE ON ACTIVE DUTY

Valuable Items Number Per cent

Travel 80 14
Self-confidence ' 69 10
Flying 61 9
Working with people (human relations) 54 8
Chance to advance education 48 7
Administrative experience 46 7
Leadership training 42 6
Responsibility received 42 6
Varied experience and duty 38 5
Security 35 5
Management experience 34 5
Opportunity to meet people 27 4
Pay 26 4
Participate in the mission of the Air Force 25 4
Service to the country 21 3
No answer 20 3

Totals 666 100

Summary

The questionnaire method of gathering information is essentially

an opinion poll or attitude survey. As such, it depends on the state

of mind of the individuals or groups affected. Since the opinions

expressed may vary from the facts, one result of such a survey is to

point out disagreements and controversial points. Unless either the

conditions or the opinions are modified there is little chance of

agreement by those involved.

 The factors which affect the careers of officers will need to he

recognized if the gap between national needs and individual desires

is to be closed. A determined effort should be made to remove negative

factors of career motivation. There must be a positive career program

in which professional status and training receive primary emphasis.

The significant contribution of the AFROTC graduate who becomes a

professional officer must not be overlooked in an appraisal of the

facts.
 CHAPTER V

PROFESSIONAL PROBLEMS OF JUNIOR OFFICERS

In this chapter problems of Importance to the individual in

determining career preferences in the Air Force will be surveyed.

This is done by investigating those aspects of a military career

specifically designated by a number of these officers as critical in

their estimation.1 In certain instances military and civilian oppor­

tunities are compared. While data gathered by means of the question­

naire provide the basis for such comparisons, current literature on

military personnel problems was of great benefit in establishing

criteria for the evaluation of these comments.

Written comments throughout the questionnaire indicate that

these officers are intensely interested in the long-term career

potential offered them in whichever career they may select. As

college graduates, they apparently compare military career opportuni­

ties with those of civilian life based on what an individual may

expect to receive in total benefits from a lifetime professional

career. This is not simply a monetary return but also a sense of

accomplishment, a degree of security, a stable home life, and satis­

faction with the daily experiences in their work.

1. See Appendix p. 151.

 95

The areas covered in this chapter are classified as professional

problems and are treated under the following headings:

1. Monetary Return
2. Retirement Benefits
3. Survivor Benefits
k. M r Force Promotion Policy
5. Officer Efficiency Reporting
6. Officer Education and Training
7. Duty Assignments

Monetary Return

The views of officers on monetary return are not uniform.

However, 18 per cent of the questionnaires contained written comments

which were generally critical of the pay they were receiving.

Those in the rank of second lieutenant were the most frequent

critics of the pay system. Much of their criticsm stems from their

belief that, because of their education, they would expect to receive

a higher beginning rate of pay in a civilian job. On the other hand,

fewer critical comments were reported by those who were rated, had

progressed in rank, length of service, and the resulting higher pay

grades. This latter group may also have a better understanding of

the military system and have begun to recognize the value of the

advantages in relation to the disadvantages of military life. Moreover,

a number of these officers are on military leave from civilian jobs and

believe they know what to expect upon their return to civilian life.

The critics of the military pay scale could not always claim the

facts to be on their side. Civilian salaries reported in the survey as

received prior to entering the M r Force ranged from $370 to $600

monthly and compare closely to the total value of their military income.
 96
Moreover, the salaries reported appear to he valid when compared to the

beginning salaries shown in Table 38 and Table 39 for 1958 college grad­

uates. The results of the surveys cited indicate a fairly constant

lower range of salaries which may be compared to the military rates

shown in Table *+0. As may be expected, the potential income in a

civilian life is greater than that of the Air Force when the upper

range of civilian salaries is considered, although the top civilian

salaries reported are more often indicative of individual cases.

TABLE 38

1958 STARTING SALARIES OF COLLEGE GRADUATES2

Monthly Salary Monthly Salary
Ma.lor Field University of California University of Illinois

Agriculture $ 360 - *+00 $ 375 - *+25

Commerce *4*+5 *+85 *+35 - 500
Education 385 - *+25 365 - 375
Engineering *+25- 635 *+35 - 600
Law 325 - 525 350 - 550
Liberal Arts 350 - 560 350 - 550
Range of average salaries is $380 - $500.

TABLE 39

DEPARTMENT OF COMMERCE SURVEY3

1958 BEGINNING SALARIES OF COLLEGE GRADUATES

Job Type Monthly Salary

Civil Service $ 336 - 1+15

Business 375 - *+50
Engineering *+50 - 600
Physical Sciences *+00 - *4-60
Education 300 - 1+65
Accountants 375 - *+50
Chemists *+30 - 670

2. Letters from the University of California and University of

Illinois concerning starting salaries of 1958 graduates, January, 1959*

3* U.S. Department of Commerce, Report of Employment, June, 1959*

 97
It must be remembered too, that the military rate of pay is

variable depending on the status of the individual. Base pay is

augmented by allowances for quarters, rations, and hazardous duty pay

(flying pay) .4 In addition to supplemental benefits, which accumulate

on a long-term basis, there is an automatic five per cent increase in

base pay every two years. As can be seen in Table 1*0, higher pay is

received by the flying officer who is also married. Not shown by such

a table are the intangible benefits which may be available in varying

amounts.

TABLE 1(0

BEGINNING SALARIES OF USAF OFFICERS5

Second Lieutenant Rated Non-Rated

Married $ 456 $ 356

Single 439 339
Occupying government quarters 370 270

As the Junior officer progresses in service, he may expect

increases in his pay as he does in a civilian Job. As an example, a

married first lieutenant who is rated receives $557 monthly with two

years' total service and $432 if he does not fly. A married captain,

rated, with four years' service receives $784, and if non-rated he is

paid $583 monthly. ^ it was pointed out in the survey, however, that

in most cases these increases result from total service rather than

from individual ability.

4. U.S. Air Force Manual 177-105, Military Pay Transactions at

Base Level, 1 July i9 6 0 , Vol I, par. 20303-20354*

5. U.S. Armed Services, Pay Schedule, 1958, p. 4.

6. Ibid.
 Since only base pay and flying pay are taxable, the military

person enjoys a taxable Income advantage over an Individual In a

civilian job. Although this means that $142 of the monthly income

as shovn for the married second lieutenant is non-taxable, only two

officers, in their comments made reference to this important advantage

of the military career.

Military pay is also augmented by certain benefits which are

offered to the military member and his dependents. However, the value

of these benefits, such as medical care, base exchange, commissary

privileges, and government housing were severely discounted by these

officers in their comments. The inefficiency and bureaucracy inherent

to the military system frequently emphasizes the superiority of these

features in civilian life. On the other hand, the availability of

government furnished hospitalization and medical care in the event of

serious illness for the military man and his dependents cannot be com­

pletely overlooked. Nor can base services such as hobby shops,

dependent recreation centers, and officer's clubs be forgotten.

Net income is affected by frequent changes in assignment which

results in a move from one location to another. This income is also

affected by the high cost of temporary housing and although most moving

expenses are paid by the government, the married officers complain of

substandard housing, high rents, and the cost of getting settled in a

new community. There is no doubt that these conditions influence the

attitudes of many of the officers and the Air Force has attempted to

overcome the unfavorable influence of these problems. For example, an

amount equal to one month's rental allowance is paid to compensate for

 99

the added expense. A plan to provide government housing has been at

least partially successful in that most permanent bases now offer

7
government housing at a reasonable rent. On the other hand, the

single officers object to being assigned to the Bachelor Officer's

— 8
Quarters which cost them the total amount of their rental allowance.

They believe that they should be allowed to live off base, as married

officers do, especially in the cases where the BOQ is considered

substandard.

Military income is based upon a system dating back to the

Revolutionary War which provides equal pay for equal rank and length

of service. There are some modifications to this system which provide

for exceptions such as incentive pay for flying personnel and allowances

paid to families. By and large the rate of pay, method of computation,

Q
and any increase in pay are covered by custom and tradition. The

amount of pay is also governed by the willingness of the Congress to

10
consider additional expenditure of government funds. The most

important consideration seems to be a weighing of the public interest

and the amount of the increase believed necessary to recruit and retain

the required military force.

7. U.S. Air Force Manual 177-105* Military Pay Transactions at

Base Level, 1 July i960* Section I, par. 20*101.

8. Sheppard Air Force Base Regulation 3^-26, Adequacy of

Bachelor Officers' Quarters, 5 June 1959*

9 . Michael J. Jucius, Personnel Management (Illinois:

Richard D. Irwin, 1955)* P« 333*

10. "Manpower MYOPIA," Armed Forces Management, October, 1959*

p. 9*
 100

In the military system the junior officer's pay is governed by

the amounts paid for all ranks and can only vary within certain narrow

limits of this structure. On the other hand, the rate of pay for this

group should also be considered in relation to the price the government

11
must pay to retain promising young officers in the military system.

While the benefits available to the military officer represent real

income, this can be true only if the individual considers these bene­

fits of value. The amount paid as a salary is his most obvious

incentive and will no doubt be uppermost in his mind. In short, the

factor which most seriously affects his attitude is that part of his
12
reward he believes he actually gets.

The problem is no less serious because of the overemphasis by

industry of the importance of the financial incentives. In some cases

money is considered the only incentive and in others simply the most
13
important one. While this may be a false premise, nevertheless, the

lure of greater reward in industry has seriously affected the plans of

many junior officers who must select a civilian or military career

after a period of military service.

In a conflict of career choice the military has one important

advantage over industry. The draft laws and the ROTC program provide

a yearly supply of prospective career officers, who, once enrolled in

11. Michael J. Jucius, op. cit., p. 33^*

12. Harold E. Burtt, Applied Psychology (New York:

Prentice-Hall, Inc., 19*+9)> P* 270.

13. Ibid., p. 6 3 .
 101

the program, must complete a specified minimum tour of duty with the
14
service of their choice. Nearing the end of this tour, these officers

must decide where their interests lie. It is at this point the govern­

ment must finally compete with whatever may be offered the individual in

a civilian career. Under the present system of pay and allowances it is

extremely difficult for the government to offer tangible benefits or

income on a competive basis when only the short term effect is con­

sidered. Career orientation must be accomplished before the point of

decision is reached.

Military personnel specialists and The Congress periodically

review military pay scales and supplemental benefits to determine their

15
adequacy and impact on the military force. Nevertheless under

present conditions, a college graduate cannot expect to do as well

financially in the Air Force as in civilian life unless he considers

the possible limitations in his civilian career field, whether or not

he is rated, and the total value of the benefits found in military

life. The relative impact of uncertain economic conditions strongly

influence last minute decisions of those who may be undecided in their

choice. Of course, as his equity builds up, the result of years of

service and increased responsibility, there is no doubt that the

Air Force officer places more emphasis on the intangible benefits of

his military career.

14. U.S. Air Force Regulation ^5-l^> Tours of Active Duty,

21 August 1957*

15. Air Force Times, October 19, i960, p. J*-.

 102

Retirement Benefits

One of the most valued benefits of military life is the retire­

ment traditionally offered military people. Eighty-one per cent of

the officers in this survey reported favorably on the value of military

retirement, as a supplemental benefit, in comparison to retirement

from a civilian job. Twenty-seven per cent made favorable comments

in their replies. In isolated cases replies were critical of the

possibility of 20-year retirement, presumably at the peak of the

individual's career, and the resulting change in status at that time.

TABLE 4l

MILITARY RETIREMENT PAY16

Retirement at.... 20 years 25 years 30 years

Grade

Captain $ 263 $ 328 $ 393

Major 315 394 472
Lt Colonel 372 484 581
Colonel 430 568 738

As an example of civilian retirement plans, a General Motors

Corporation Executive Retirement Plan was reported which provides

for a five per cent employee contribution of base salary. An

executive with a base salary of $1200 per month at retirement, may

expect a monthly benefit of $576 after 30 years' service with the

company.^ This compares to the $738 received by the military officer

l6. U.S. Air Force Pamphlet, Career Fact Book, 1959 > P- 36.

17« General Motors Corporation, General Motors Executive

Retirement Plan. 1958.
 103
with comparable service and salary but who makes no percentage contri­

bution (the military rates are shown in Table 4l). While Social

Security benefits may be added to each of these plans, in certain cases

the civilian executive may receive much more than the amount shown in

the General Motors plan. Other sources are bonus and stock purchase

plans which add to the amount shown, while there seems to be little

opportunity for the military man to accumulate savings from sources

18
other than his salary. The General Motors Corporation plan is

considered one of the best offered by industry.

At a lower scale Ohio teachers may expect to retire at $262 per

19
month after 30 years. However, most teacher retirements are after a

JtO-year period with a proportionately higher return. Civil Service

retirement for a GS-12 (monthly salary $725) with 20 years service

is about $260 per month and as in most retirement plans the civilian

employee may retire after 30 or more years service at a higher retire-

+
ment rate. 20

Medical retirement in case of disablement is another strong

incentive offered by a military career. This is available to the

individual who is disabled because of either health or accident.

18. Richard C. Smyth, "Bonus Plans for Executives," Harvard

Business Review, July/August, 1959# P- 6 6 .

19. State of Ohio, Teachers Retirement Schedule, 1958.

20. U.S. Civil Service Commission, Retirement System as

provided by the Civil Service Retirement Act of July 31# 1956.
 104
In 8cane cases normal retirement pay is Increased because of disabilities

discovered at the time of retirement and In others taxable income is

21
reduced. The retired officer and his dependents may continue to use

government medical facilities as well.

The threat of war and the beginning of the draft brought a number

of young men into the military service just 20 years ago. As the war

progressed the number of military personnel increased until 19k6 when

demobilization began. Those who remained in the service as Air Force

22
officers are now approaching the minimum service retirement date.

For seme, retirement will be voluntary and for others the various

selection processes will identify them for mandatory release from

active service. Of course, as the "magic 20" is passed all can expect

retirement pay for their grade and years of service.

23 A schedule of

retirements at 20 years service has been prepared by the Air Force

and the number expected to retire each year over the next 10 years is
2k
shown in Table k2.

21. U.S. Air Force Manual 35-k, Physical Evaluation for

Retention, Retirement, and Separation, 12 February i960, p. 3 .

22. U.S. Air Force Manual 35-7* Service Retirements, 1 July i960,
Chapter 3* par. k$.

23. U.S. Air Force Pamphlet 3^-^~3* Air Force Guide for Retire-
ment, 20 October 1959* Chapter 2, par. 3 .

2k. Air Force Times, January 13* i960* P* 35*

 105

TABLE 1*2

USAF OFFICER RETIREMENT OUTLOOK

10 YEAR PROJECTION

Fiscal
Year Voluntary Involuntary Total

I960 816 816

1961 1553 1727 3280
1962 2061* 1711* 3778
1963 2580 21*70 5050
196k 21*91 2559 5050
1965 2293 2757 5050
1966 2166 2881* 5050
1967 2213 2837 5050
1968 231*9 2701 5050
1969 2263 2787 5050
1970 1995 3055 5050

Survivor Benefits

Although there is no government sponsored insurance plan cur­

rently offered military personnel, certain benefits are provided for

dependents of servicemen who die in line of duty (health or accident)?"*

For example, the after-death gratuity payment is paid to certain sur­

vivors and is equal to six months pay, including hazard pay, of the

deceased person except that the payment may not be less than $800 nor

more than $3000. Under this plan, the dependents of a first lieutenant,

who is a flying officer, would receive about $2200. Payment is made

immediately on receipt of the death notice.

25. U.S. Air Force Pamphlet Career Fact Book, 1959# P* 38*
 io6
The Veterans Administration provides a monthly payment for the

widow who remains unmarried. ($112 + 12 per cent of base pay). The

Social Security Law adds to this payment if there are children under

age eighteen. The total of these payments, which are tax free, is

shown in Table ^3 for the dependents of a rated first lieutenant

26
with three years' service.

TABUS 1*3

SURVIVOR BENEFITS

Veterans Administration Social Security Total

Widow $ 156 $ $ 156

One child 156 177 333
Two children 156 236 392
Three children 156 25k ^10

In addition, a cash payment for burial expense is provided by

the Social Security Administration. However, since all burial costs

and necessary transportation of the body is a government expense,

this actually amounts to an added $255 cash payment. The widow may

also elect to move her household goods to her choice of a permanent

home as a final move at government expense. Foreign born wives,

who married servicemen, may return home under this provision.

The Personal Affairs Officer, in conjunction with the Base

Chaplain, briefs the family on available benefits, assembles the

necessary documents, and assumes administrative responsibility for

26. U.S. Air Force Pamphlet 30-1, Benefits for Next of Kin and
Dependents of Deceased and Missing Air Force Members, 31 January 1957*
 107

completion of all actions required to discharge the government's

responsibility to the dependents of the deceased. A summary court

officer is appointed to act for the deceased in the settlement of all

claims against the estate, thus saving considerable expense and worry
27
for the family. 1

Air Force Promotion Policy

To most officers, career opportunity is synonymous with pro­

motion. Twenty-one per cent of this group made critical comments in

the promotion system used by the Air Force. In theory, promotion

comes as a result of doing a better-than-average job and in proving a

28
capability to do bigger and better things. One basis for discussion

of promotion prospects is the grade structure of the Air Force shown

29
for all officers in Table H . Officers on active duty serve in the

temporary grade which determines pay and allowances. In a few cases

the temporary grade is higher or lower than the permanent grade as a

30
result of the system of promotion used.

27. U.S. Air Force Manual 10-3, Administrative Orders, 5 December

1958, p. 122, also see APENO 4-C and Sect 6c p. 453, Manual for Courts
Martial, 1951*

28. U.S. Air Force Regulation 36-8 9 , Temporary Promotion of

Commissioned Officers, 10 June i9 6 0 .

2 9 . Air Force Times. February 3, i960, p. 1 6 .

30. U.S. Air Force Regulation 36-8 9 , Op. cit.

 108
There are a large number of classifications possible within the

officer corps and each officer is either regular or reserve and has

both a temporary and a permanent rank. As a result, the promotions

system must consider eligible officers, in separate board actions, for

both temporary and permanent promotions to each rank. Because of the

varied zones of eligibility some officers are considered for promotion

several times during a single year. The "promotion cycle" occurs once

yearly for each grade shown in both the regular and reserve classifi­

cations .

Under the present promotion policy a second lieutenant may expect

a temporary promotion to first lieutenant at the end of eighteen months

of active duty. This promotion is generally based on time-in-grade

(seniority) but may be delayed if the officer has not performed up to

a minimum standard. The promotion to captain is expected to follow at

above five years' total service and is also primarily on time-in-grade.

There are a few promoted to captain earlier than this each year

because of outstanding ratings received by these officers. A few fail

to be promoted because of poor performance ratings.

 109

TABLE! 44

USAF OFFICER GRADE DISTRIBUTION

FEBRUARY 1, i960

Regulars
Grade in Which Serving

PERMANENT LT MAJ BRIG LT

GRADE GEN GEN GEN GEN COL COL MAJ CAPT -„l/LT 2/LT TOTAL

Maj Gen 12 28 34 71*

Brig Gen 80 82
Col 51 202 2202 21*55
Lt Col 1657 3830 5W7
Maj 1*82 3205 7607 11291*
Capt 76 895 4440 11226 16637
l/Lt 22 4412 1*976 91*10
Ug8
2/Lt
Total
______________________________
12 28 165 204 44l7 7930 12069 15638
1779
5755 1198 tJ?5
Regular officers serving in grades other than permanent grade:

Serving one grade above permanent grade 1 5 ,8 0 3

Serving two grades above permanent grade 1,462
Serving three grades above permanent grade 76

Reserves
Grade in Which Serving

PERMANENT MAJ BRIG LT

GRADE GEN GEN COL COL MAJ CAPT l/LT 2/LT TOTAL

Maj Gen 2 2
Brig Gen 3 7
Col 341 276 3 620
Lt Col 7 2000 1*267 6274
Maj 70 621*9 6907 13226
Capt 324 16815 175 17314
l/Lt 1*355 15486 44 19885
2/Lt ______________ 36 12805 8579 21420
Total 5 "5 34b
348 2346 2B113
2346 10843 26113 28466
25456 8623 78748
Total - all officers 127,164

Reserve officers serving in grades other than permanent grade:

Serving one grade above permanent grade 17,564

Serving two grades above permanent grade 36
Serving one grade below permanent grade 1 1 ,6 6 9
 110

Over the past five years the bulk of the promotions, including

that to major, were based primarily on seniority. Above the rank of

major the competition becomes exceedingly keen since only a small

percentage of those eligible may be promoted each year. To be eligible

for promotion an officer must serve a minimum time-in-grade in each

rank.^ 1 For example, a captain must presently serve as a captain for

four years before he is even considered for promotion. There is no

guarantee of promotion and many captains are approaching the 20 year

mark with 8 years or more as a captain yet do not expect to receive

a promotion before retirement.

These officers, in view of their present grade level, are

especially conscious of the minimum seniority requirement for promo­

tion. They believe that outstanding performance will not help them

toward promotion in the Air Force as they feel it should. There are

no comments recorded which would indicate that these officers believe

that better-than-average performance as a lieutenant will provide

increased career opportunities at a later date. An analysis of the

numbers promoted tends to verify the contention that seniority is

the controlling factor although the delay in promoting some officers

indicates a selection process was employed. As shown in Table k'y

most officers eligible in any one year sure promoted to captain by

the twelth year.

31. Ibid.

32. Air Force Times, May 18, i960, p. 18.

 Ill

Qae. of the preculiarities of the military profession Is the

33
relationship between length of service and advancement. More recent

promotion policies require that when an officer is twice passed over

3k
for promotion he must be released. If he is fortunate enough to

have 20 years service he must retire, if not, he is released from

active duty but with a cash payment which may amount to three or four

thousand dollars. For the first lieutenant this rule becomes effec­

tive about the fifth year and since he is considered once each year

he cannot now be retained in the service after his seventh year

unless he is promoted to captain.

ZABLE! k$
TEMPORARY PROMOTION TO FIRST LIEUTENANT TO CAPTAIN
LINE OFFICERS - MAY 1, i960

Years of Service Eligible Selected

12 2 1
11 1
10 8 k
9 30 13
8 87 52
7 2992 2297
6 6279 2585
5 4620 221
k 105 10
3 k 1

Totals l4,131 5,185

33* Gene M. Lyons and John V. Masland, Education and Military

Leadership (New Jersey: Princeton University Press), p. l4.

3k. U.S. Air Force Regulation 36-8 9 , op. cit.

 112

A complicating factor in promotion is the "promotion hump"

resulting from the rapid input of officers during World War II. Today-

many of these officers are captains and majors with little opportunity

or ability to advance in a modern Air Force. Since gzade ceilings

are imposed by the Congress, very little relief may be expected until

1961 when twenty-year retirements begin to thin the ranks of

35
World War II personnel or grade ceiling relief is allowed by Congress.

A frequent comment of the officers reporting in this survey indicates

that the present junior officers do not forsee any great improvement

in their immediate promotion opportunity because of this promotion

hump at the captain and major levels. The "promotion hump" affects

the Air Force more than it does the Army and Navy in that the average

age in certain grades is higher in the Air Force than the other
36
services as shown in Table 1+6. It appears that some Air Force

officers may expect to retire one rank lower than their contemporaries

from the other services.

TABLE 1*6

AVERAGE AGE OF GRADE

MILITARY OFFICERS

Grade Army Marines Navy Air Force

Colonel 1+5 1*1*.9 1*8 .1* l*l*.l

Lt Colonel 1*2 . 6 1*1 39.2 1*2.3
Major 37 37.8 36.6 39.7
Captain 28 33 2 8 .9 311.7

3 5 . "Bureaueratic Patterns in the Navy Officer Corps,"

Social Forces, December, 1958, p. 11+3-153•

3 6 . Air Force Times, 3 February i960, p. 1*1.

 113

A second factor of importance to these officers is the apparent

requirement of rated status in consideration for promotion. Twenty-

six per cent of the answers included critical comnents on this subject.

In the past, the Air Force has required most ccamanders to be selected

from among the rated officers, yet the emerging missile program no
37
longer adheres to this policy. 1 Recent changes in Air Force Regu­

lation clearly delete the requirement that all missile commanders he

rated. In comparison, however, the rated personnel dominate the higher

ranks as shown by the present rated strength as compared to non-rated

38
strength in Table k7. The rated officers represent the bulk of

command experience at all levels in the Air Force.

TABLE JU-7

USAF OFFICER CORPS COMPOSITION

FLYING VS NON-FLYING
JANUARY 1, I960

Flight Total
Grade Pilots Navigators Surgeons Other Officex

General 331 16 71 kl8

Colonel 2833 63 218 1651 k765
Lt Colonel k699 6ko 171 k766 10276
Major 11219 2356 125 9212 22912
Captain 18827 6116 18k 1862k k3751
l/Lieutenant Ik8 l6 7k52 12953 35221
2/Lieutenant 127* ...sa ■■■■!■ 7??* 9821

Totals 5k, 699 16,880 71k 5k, 871 127,16k

37• U.S. Air Force Regulation 35-5kB, Command and Rank

Precedence, lk January i9 6 0 .

3 8 . Air Force Times, 3 February i960, p. 21.

 114

A reduction-in-force Is a constant consideration in a

Congressionally controlled peacetime military force (9 per cent of the

questionnaires contained comments). The number of officers authorized

in each grade Is set by the Officer's Grade Limitation Act The

liO
number currently authorized by this act is shown in Table 48. Since

the OGIA is based on total officer strength, also set by Congress,

changes in total strength affect the grade structure. This in turn,

has a decided affect on promotion and involuntary release fromactive

duty. The number of officers promoted for the past threeyears under
4l
the limitations set by Congress is shown in Table 49* Table 90

shows the proposed grade structure in the event of cuts in total

officer strength with some Increase in the proportion of top ranking

42
officers suggested.

39. "Officer's Grade Limitation Act," Title 10, U.S. Code,

undated.

40. Air Force Times, op. cit., p. 12.

41. Air Force Times, 3 February i960, p. 14.

42. Ibid., p. 4l.

 115

TABUS 1(8

USAF GRADE STRUCTURE-OFFICER CORPS

30 JUNE I960

Grade Total Authorized

General k2k b2k

Colonel 5022 511(2
Lt Colonel 10237 10378
Major 25839 25896
Captain 1(5908 *
l/Lieutenant 27381 *

TABLE 1(9

USAF TEMPORARY PROMOTIONS

ALL OFFICERS
FISCAL YEAR

Grade 1959 i960

General 1(1 1(9 51

Colonel 1(00 1(00 320
Lt Colonel 960 953 967
Major 3000 3766 2051
Captain 5971 6169 5030
l/Lleutenant 6111 mi 8001

Total 16,1(83 19,070 16,1(20

TABLE 50

PROPOSED
USAF OFFICER CORPS GRADE STRUCTURE

With a total
strength of: General Colonel Lt Colonel Major

7 0 ,0 0 0 521 5600 9800 13300

8 0 ,0 0 0 53l( 5680 loQbo ll(88o
9 6 ,0 0 0 51(6 5760 11817 161(70
100,000 577 5900 12750 18000
110,000 568 6160 13695 19580
120,000 578 6504 li(6i(0 21120
130,000 588 69U2 15535 221(38
 n6
A promotion system, whether in the armed forces or in civilian

industry, serves the purpose to move people to jobs on which they can
lt3
use higher skills or greater Judgnent. A well-considered promotion

plan will accomplish this purpose to the benefit of the organization

and the individual. If the organization does not promote in keeping

with opportunity offered by comparable groups, the employee is dis­

satisfied and may leave his place of employment. Maximum utilization

of the organization's personnel resources is usually not possible

without promotion and the process itself adds to the accuracy of

selection.^ For the individual, promotion carries with it a new

position of command, higher pay, privileges, and prestige as compared

to the old.^ It is simply good business to attract, select, hold,

U6
and promote high-caliber men.

Officer's Efficiency Reporting

It is probable that no personnel practice has received more

attention in recent years than that variously referred to as service

rating, merit rating, or efficiency rating.^ Although appraisals of

the performance and abilities of employees must be a part of the

4 3 . William J. McLaraey, Management Training (Illinois:

Richard D. Irwin, Inc., 1953)> P* 251.

U4. Ralph C. Davis, The Fundamentals of Top Management

(New York: Harper & Brothers, 1951), p. 503•

45. Michael J. Jucius, op. cit., p. 207*

kS. Ibid., p. U9 5 .

Vf. Dale Yoder, Personnel Management and Industrial Relations

(New York: Prentice-Hall, 19^7), p. 33^*
 117

regular operation of the business, a review of the evidence available

in American business indicates that the extent of such systems in

1*8
business firms has been overrated. Nevertheless, the inherent

requirement for evaluation of personnel in a dynamic organization

requires further investigation and analysis of the formal efficiency

reporting system.

It was not surprising to find very little emphasis on the

Officer's Efficiency Reporting system by officers with limited service.

They were questioned too early in their career for them to realize the

effect of the system on their military future. General comments were

made to the effect that there had been no opportunity to perform, and

therefore they could not be expected to receive a favorable rating.

They also said that the rating was not shown to, or discussed with

them, at the time they were rated. Others simply stated that they

had no particular desire for outstanding performance while in the

Air Force. It is apparent that the effect of the rating system, for

these officers, reveals serious deficiencies in the managerial

climate to which they were subjected.

In an organization as large and as complex as the Air Force, it

is essential to have a system of performance reporting so that officers

with the greatest potential may be identified and properly used.

1*8. Douglas McGregor, "An Uneasy Look at Performance

Appraisals," Harvard Business Review, Vol 35, No 2, January/February
1957, P. 8 9 .
It has, therefore, been the policy of the Air Force to rate each of

Its officers annually, on change of assignment, on change of super­

visor, and at certain other occasslons when the status of the officer
Ilo
has changed. The results should reflect a complete, professional

profile on the officer during the period concerned. As the single

most Important paper written on an officer, the effectiveness report

is expected to provide the stratification and Identification so that

each may be trained, advanced, and utilized according to his ability

and the contribution he can make to aerospace power.

In addition to environmental factors which affect an officer's

enthusiasm for his job there sure several variables in the rating

system itself which frequently affect the outcome of any given

rating.**0 Of course the officer being rated is the first variable,

and his record of performance, personality, and his impression on

his superiors certainly has a great deal to do with the quality of

his effectiveness report. The second variable, however, is far more

51
difficult to describe - the rating officer. There is perhaps a

third factor of importance to consider in that the endorsing officer

frequently affects the outcome of the rating system. Because of the

1*9. U.S. Air Force, Officers Effectiveness Report, AFR 36-10,

10 June 1958, as amended.

50. Emil V. B. Edmond, "Who's Rating Who?" Aimed Forces

Management, June, i9 6 0 , p. 2 5 .

51. Edwin E. Chiselli and Clarence W. Brown, Personnel and

Industrial Psychology (New York: McGraw-Hill Book Company, Inc.,
1955), P. 9 1 .
 119

"human factor," exemplified by the variables in the system, conven­

tional performance reviews may fail to make a positive contribution

52
and in some cases may do irreparable harm. Altogether too many

people consider performance rating as an exact measuring tool, when

it is only a method of recording opinions on one or more of the super-

53
visory staff. Performance rating should be a systematic, periodic,

and so far as possible, an impartial rating of a subordinate's per-

5k
formance in his present job and his potentialities for a better job<

A discussion of the rating with the officer being rated should be held

at the time the report is submitted if any real improvement is to be

expected.

Commanders of sane organizations allow inflated reports to be

submitted on officers in their cosmands in the hope that their more

deserving officers would be provided the greatest opportunity for

promotion. The Air Force, however, states that overrating tends to

diminish the value of the system and prevent the proper selection of

officers with the greatest career potential Air Force wide. Therefore,

to scale back all ratings a plan has been devised in which the overall

ratings of an organization are to resemble a bell curve and the number

92. Rensis Likert, "Motivational Approach to Management

Development," Harvard Business Review, July/August, 1959; P* 75*

53. Jesse T. Hopkins, "Some Fallacies and Virtues of Merit

Rating," AMA Production Series. No. 12U, p. 8 3 .

5^. Charles W. Lytle, Job Evaluation Methods (New York:

The Ronald Press Company, 195k), p. 3 2 9 .
 120 ,
55
of outstanding ratings are to be governed by this norm. The form

used for officer rating has nine choices ranging from unsatisfactory

to absolutely superior and provides a space for comments by the

reporting official. No specific number of the officers rated are

required to be unsatisfactory but only one per cent may be absolutely

superior. The reason given for such drastic measures is that too
56
many officers were being overrated.

In civilian business, forms used in which personal character­

istics were listed to allow numerical or graphic ratings are being

replaced by requests for statements concerning the individual's

strong and weak points. They also ask for specific incidents in

which these characteristics were displayed in the major elements of

his job. In others, discussions may be held between superior and

subordinates concerning the details of his performance record. The

rating, in these instances, is largely to advise the individual how

he stands in relation to a given position, group of duties or pro-

57
fesslonal status.

When a performance rating system includes the profile, comments

by the reporting official, and is reviewed with the person being rated,

the need for a deeper understanding of personnel problems by all

55* U.S. Air Force, TIG Brief Number 18, Vol XI, "The Officer
Effectiveness Report," 21 August 1959*

5 6 . Air Force Times, 17 August i9 6 0 , p. 1.

57* Myles L. Mace and Walter R. Mohler, "On the Job Coaching,"
Developing Executive Skills (New York: American Management
Association, 1956).
 121

managers, not just the personnel manager, Is obvious. One method of

solving this problem Is demonstrated by the subordinate who estab­

lishes short-term goals for himself in his job, assesses his own

strengths and weaknesses, and makes specific plans to reach his goals
rfl
prior to the interview with his superior. Agreement on such a

program is then reached by superior and subordinate.

Individual appraisals provide the basis for management inven­

tories although extensive use is made of other data, such as experi­

ence, age, or certain test results. This inventory provides a

central file of management personnel whose appraisals and background

59
indicate demonstrated potential for promotion to one or more levels. '

The inventory also provides a cross-section of each unit's manage­

ment structure and identifies, early in their career, men of special

promise for development through experience or training.

There is agreement, however, that the development of individuals,

60
primarily on the job, is by far the most effective method. This

stems from the conviction that all true development is self-development

and that learning from experience is the most valuable. Such a concept

leads directly to placing the heaviest emphasis on the day-to-day job

and the decisive influence of the individual's supervisor upon him.

58. Donald S. Bridgeman, "Company Management Development

Programs," from The Education of American Business (New York:
McGraw-Hill Book Company, Inc., 1959), P« 5^5*

59. Ibid., p. 5^6.

60. Ibid.
 122

The efforts of civilian business have in many cases proved more

rewarding when concentrated on the effectiveness of the supervisor

and his relationship through written materials, conferences, and

training courses. It is considered important to point out the need

of clear understanding of job responsibilities, high standards of

performance, and a review of the particular assignment in any program

which calls for a systematic and effective development of individuals.'

Officer Education and Training

The problem of career planning for Air Force officers was

emphasized by critical comments of those reporting (24 per cent).

From their replies it was evident that these officers had not been

able to plan for a career in the Air Force with any assurance that

their plans would be realized. The uncertainty and change in the

military system made them cautious about depending on the Air Force

for a stable career. Many of the officers reporting failed to realize

that sound preparation and continued development are the basis for

career planning.

Twenty-six per cent added comments in which they criticised

the professional stature of Air Force officers. They stated that in

particular the non-rated officer lacked a complete professional back­

ground since the business of the Air Force was flying. It appears

that the long term solution to the problems of career planning and

professional development is best explained by a review of educational

opportunities designed to provide the professional skills needed.

6l. John K. Hemphill, "Job Description's for Executives,"

Harvard Business Review, September/October, 1959» P* 56.
 Upon entering the Air Force an officer usually goes to the

Air Training Command for either flying or technical training. Once

his initial training is completed he is transferred to an operational

organization for duty. The preparation of an officer professionally

is accomplished, in part, by attending courses in the Professional

Educational System of the Air Force conducted by the Air University.

Technical or flying training is conducted by the Air Training

Command which provides training facilities for the Air Force and

offers courses as follows:

a. Pilot training
b. Crew training
c. Navigator/Bombardier training
d. All technical training for airmen and officer
personnel which provides the technical skills
necessary for each job in the Air Force

An analysis of postwar officer education requirements indicated

the need for several levels of progressive service schooling. As a

result the Air University was activated on 12 March 19^6 to act as

the primary educational unit for Air Force, responsible for the three

progressive steps of an Air Force officer's professional military

education program: The Squadron Officer Course, The Command and

Staff Course, and the Air War College. In addition, selected

 124
Individuals attend schools operated by the other services, Joint

Chiefs of Staff and certain allied countries. The Air University

62
is responsible for a program vhich includes:

1. The Squadron Officer Course is a l4-veek course designed

to prepare officers to work at the squadron and group level in an
operational unit. Yearly attendance has recently been expanded to
about 2500 lieutenants and captains with from one to six years
service and who are under 35 • There are three classes per year.

2. The Command and Staff Course covers the intermediate level

of professional education by emphasizing the command and staff team,
primarily at the ving and numbered Air Force levels. It is a nine-
month course limited to majors and lieutenant colonels with about
seven years service under age 38 * Approximately 500 students per
year attend in one class per year.

3 . The Air War College is the highest level of professional

military education of the Air Force offers to prepare carefully
selected officers for command and key staff positions. The Air
War College aim is to promote sound concepts of strategy in air
» operations. It is a ten-month course for permanent lieutenant
colonels and colonels and turns out about 130 students per year
in a single class.

4. The Air Force Institute of Technology, under the Air

University, controls resident courses at Wright/Patterson Air Force
Base, Ohio, and courses at civilian institutions under contract with
civilian colleges and universities. Both graduate and undergraduate
education is provided for qualified officers.

5 . Supplemental programs provide for correspondence courses

from the Air University Extension Course Institute vhich reflect
the resident courses offered. Civilian schooling is offered on a
part-time basis and the Air Force will pay for a percentage of the
tuition costs of off-duty hours attendance. Under the final-
semester plan a member of the Air Force may be assigned on
temporary duty for one semester to complete the requirements for a
degree.

62. U.S. Air Force Pamphlet 30-1, Career Fact Book. 1959>
p. 24.
 125

6. Specialized courses offered by the Air University Include:

a. Judge Advocate General Course - lit weeks - students

must be a graduate of a lav school.

b. Academic Instructor Course - 6 weeks - students must

be noncommissioned officers, GS-7's or higher.

c. Air Weapons Course - 9 weeks - students are selected

on basis of previous training and experience.

d. Air Weapons Orientation Course - one week, normally

30 classes per year - field grade officers or GS-ll's and higher.

7. Schools offered under the Defense Department include:

a. Industrial College of the Armed Forces - 10 months,

students must have 10 years commissioned service and are carefully
selected.

b. National War College - 10 months, students must have

10 years service and be under age 1+6.

For the initial decade of the operation of the Air University

the selection of students attending the professional schools was on

the basis of higher ranks and longer service than has been the case

in the past two or three years. Young officers serving their

required three years may not have participated in this feature of

an Air Force career. The officer had to commit himself to a career

before he could participate and thus no incentive was offered. The

restricted attendance of past classes also made it appear that he

would not be able to attend the Squadron Officers Course or the

Command and Staff Course in a reasonable length of time. Adequate

knowledge of the tasks ahead builds confidence and stability among

junior officers to promote officer replacement material over the years.

 126

The process, however, should be started at an early stage of his

career to pick outstanding men early in their career and drop those
63
who are unsatisfactory. While the professional education program

is not expected to be a selective process those who take advantage

of what Is offered and make the most of the opportunity are the

strongest candidates for continued service.

The Air Force has relied heavily on civilian institutions for

its officer material, supplemented by candidates from the Aviation

Cadet Program, as veil as the United States Military Academy, and

the United States Naval Academy under agreements with the Army and

Navy to supply a part of each graduating class to the Air Force.

With the advent of the Air Academy, located at Colorado Springs,

the Air Force has a source of Regular officers who will receive

their undergraduate training under the watchful eye of the Air Force.

The Air Academy, established In 195^ by the 83rd Congress, is

to prepare students to become Air Commanders in the Air Force. The

current strength of 750 students is expected to reach its full

authorization of 2550 by 1 9 6 2. An accredited Bachelors Degree is

offered in basic sciences, with options in mathematics, physics,

and chemistry; engineering, with options in aeronautical and

electrical engineering; in public affairs and western culture.

Some cadets are allowed to work toward the Master's Degree but

permission to award the degree still depends on Congressional

approval and accreditation.

6 3 . Davis, op. cit., p. ^9 7 .

 An annual input approaching 2500 would make the Air Force

Academy the primary source of Air Force officers under existing con­

ditions. As an Academy graduate, the officer has had four years of

military indoctrination and little or no contact with civilian

industry. He is not subject to recruitment by business firms since

he is a regular Air Force officer and every effort has been made to

instill a spartan bearing and sense of loyalty in each graduate to

follow a long tradition of academy-trained leadership for military

operations. Committed to a military career at an early age, he

spends his most formative years in an environment which presages

his entire career.

Duty Assignments

Attention was directed to Air Force policy on assignment of

personnel by frequent criticism of the methods used to place these

officers in their present jobs. Forty-four per cent of the question­

naires contained critical comments objecting to the system used. A

closer look at the actual job assignments indicates that college

graduates, who consider themselves trained for a specific career,

make a general application of their knowledge and experience while

in the Air Force. Their work in the Air Force is associated with

military duties even though the basic requirements of the position

may be related to their civilian education and experience (Table 51).

They use the knowledge gained while at school in their daily work.

Nevertheless, they are now concerned with further training and

learning military skills and administration.

 128
The immediate problem for the junior officer is his present

assignment and the method by which he received it. In the Air Force,

for purposes of classification, occupational areas are divided into

6k
career fields to identify individual positions. The code used to

identify each Job within this structure is the Air Force Speciality

Code (AFSC). Extra duties are assigned on the basis of need and

AFSC’s are not the determining factor.

TABUS 51

COLLEGE MAJOR AND PRESENT ASSIGNMENT

(100 AFROTC GRADUATES ON ACTIVE DUTY)

1. Natural Science Instructor Pilot

2. Pre-clinical Psychology Air Defense Detachment Commander
3. Economics Motor Pool Officer
k. Mechanical Engineering KC-97 Co-pilot
5- labor Relations Electronics Student
6. Electrical Engineering Communications Officer
7. Retailing Supply Officer
8. Chemistry Graduate Student Texas A&M
9- Accounting Student Pilot
10. Electrical Engineering Maintenance and Supply Officer
11. Accounting KC-97 Navigator
12. General Business Clothing Sales Officer
13- Metalurgical Engineer Installations Engineer
lU. Music Education Base Exchange Officer
15. Accounting B-52 Crew Member
16. Agricultural Education B-52 Navigator
17- Business Administration KC-97 Navigator
18. Business Administration F-89 Pilot
19- Marketing Weapons Controller
20. Business Administration Courier Transfer Officer
21. Metalurgy B-47 Pilot
22. Architecture KC-97 Co-pilot
23- Accounting KC-97 Pilot
2k. Psychology C-97 Pilot
25- English B-U7 Co-pilot

6k. Carroll L. Shartle, Occupational Information (New York:

Prentice-Hall, Inc., 1953)t P* 229*
 129

TABLE 51 Continued

26. Petroleum Engineer Base Fuels Officer

27. Business Administration Air Traffic Duty Officer (MATS)
28. Electrical Engineer Project Engineer
29. Business Administration SA-16 Pilot
30. Poultry Husbandry Aircraft Controller
31. Zoology F-102 Pilot
32. Accounting Staff Auditor
33. Business Administration T-29 Test Pilot
34. Agriculture B-52 Radar Navigator
35. Electrical Engineering ARDC Evaluation Division
36. Mechanical Engineer Weather Student
37. Mechanical Engineer F-1Q0 Pilot
38. Business Administration Student Pilot
39. Aeronautics Pilot (GCI School)
1*0. Electrical Engineering Communications Officer
4i. Lav Assistant Staff Judge Advocate
1*2 . Business Administration Unit Supply Officer
43. Civil Engineering Student (Meteorology)
44. Economics Communications Officer
45. Economics Pilot-Navigator
46. History Student-Havigator
47. Mechanical Engineering Chief of Administration
48. Chemistry C-124 Navigator (MATS)
49. Electrical Engineering B-52 Electronics Navigator
50. Geology Cartographic Officer
51. Mechanical Engineering B-VT Co-pilot
52. History B-U7 Co-pilot
53. Agricultural Engineer Helicopter Student
54. Business Administration F-100 Pilot
55. Business Administration Special Agent OSI
56. Mathematics Electronic Data Processing
57. Agriculture F-100 Pilot
58. Business Special Agent OSI
59- Mathematics F-86 Pilot
60. Business Administration F-100 Pilot
61. Accounting Auditor
62. Business Administration Adjutant
63. Psychology Adjutant
64. Business Administration Weapons Director
65. Psychology Weapons Controller
66. Physical Education Weapons Controller
67. Fine Arts B-47 Navigator
68. Chemical Engineering Commissary Officer
69. Education Digital Computer Program
70. Mathematics G-131 Pilot
71. Architectural Engineering Weapons Controller
72. Electrical Engineering Instructor Navigator
73. Political Science Supply Officer
74. Social Science Weapons Controller
 130

TABLE 51— Continued

75. Certified Public Accountant KC-9 7 Navigator

76. Architecture Base Fuels Officer
77. Botany Instrument Training Officer
78. Aeronautical Engineer F-9k Pilot
79. Physics Pilot Training
80. Industrial Management F-102 Pilot
81. Economics C-121 Pilot
82. Spanish F-8 9 Pilot
83. Social Studies Navigation Student
&k. English Intercept Controller
85. Economics Operations Instructor (ADC)
86. Chemistry RB-66 Navigator/Bombardier
87. Aeronautical Engineering Student Pilot
88. Civil Engineering Planning Engineer
89. History Intercept Director
90. Architectural Engineering Assistant Director Installations
91. Architecture Intelligence Officer
92. Medicine General Physician
93. Civil Engineering Assistant Engineering Officer
91*- Cost Accounting Secretary-Officers Club
95. Physics Student Awaiting Training
96. Chemical Engineering Directorate of AF Petroleum
97. Personnel Administration Assistant Operations Officer
98. History Student Navigator
99. Advertising KC-97 Navigator
1 00 . Mechanical Engineering Instructor Navigator

Primary job assignments are expected to be made by placing an

officer with the appropriate AFSC in a vacancy with the same code

number. An officer may have several AFSC's, depending on his

experience, and may be considered for more them one job. For example,

AFSC's of flying personnel usually reflect their flying duty as well

as a non-flying duty which may be unrelated to their flying specialty.

On change of location assignment, the Junior officer may be

assigned to any job available at his new duty station whether the job

is in his career area or not. The shipping AFSC, used to transfer an

individual, is not binding on the new commander. With no position

 131

available, the new officer will be carried as excess, subject to any

duty which might be presented. His assignment will be made according

to the exigencies of the moment rather than his professional quali­

fications. The value of such haphazard assignment policies as a part

of a career program should be seriously questioned in the development

of an officer career program which will be accepted by those it

affects.

A review of duties reported was conducted in order to record

the effect of assigned duties on the career development of the indi­

vidual. It was found that combat crew members are usually concerned

only with their primary Job such as flying, ground training, flight

planning, and alert duty. Transport crews report more than fifty

per cent of their duty time is spent in actual flight operations

and that a limited training program may also be expected as part of

their Job. Professionally trained people such as doctors and lawyers

axe directly concerned with their field of specialization— often

little different from their civilian counterparts. Officers in

administrative Jobs reported the greatest number of duties assigned

in addition to their primary Job. In the extreme, one officer

reported fifteen extra duties added to his Job as adjutant.

As a group, the engineer-scientlsts appear to be the most

dissatisfied. They consider themselves professional people, yet

the Air Force makes little use of them in a professional status

vhich compares to their expectations.^ They object to working in

6 5 • U.S. Air Force Regulation 25-1, Management Philosophy

and Policies of the Air Force, 13 July 195U.
 132
fields completely unrelated to their college training. In addition,

many of them could not connect their present duty with their own

career in the Air Force, nor do they believe their previous experi­

ence was adequately considered in making their present assignment.

Recent changes in Air Force personnel assignment policy have

attempted to recognize the professional status of an officer as a

military man and also provide for the professionally-trained

66
individual in a technical field. Air Force policy has attempted

to provide direction in officer career planning and the Air Force

expects junior officers to be used as effectively as possible during

an abreviated tour of duty or in preparation of a military career.^

In addition, all officers have access to the regulations and policy

statements which provide the general outline of the career program.

However, since these policies are implemented under varied circum­

stances and under extremely divergent points of view, the results

are extremely contradictory. To the junior officer, there appears

to be a constantly changing set of rules by which he must abide.

The analysis of the comments on these questionnaires emphasizes

the apparent disregard by Air Force Commanders for individual problems

and desires in the application of the officer career program as it

affects Air Force officers, and especially the group considered in

this study. It further emphasized the need for effective indoctri­

nation of junior officers in their formative years as leaders and

managers of the Nation's military strength.

66. U.S. Air Force Regulation 23-3, Development, Maintenance

and Use of a Management Engineering Capability, 23 June 1937«

6 7 . U.S. Air Force Regulation 25-1, op. cit.

Summary

Traditionally, career officers in the military service have

received training in preparation for acceptance of greater respon­

sibility vhich is to follow. The junior officer does the work vhich

broadens his education. This is a basic requirement for the duties

and responsibilities vhich lie ahead and should be accepted as such

by the Junior career officer as part of his officer training whether

he intends to be a career officer or not.

As the junior officer acquires experience in general military

duties he also must develop his leadership qualities together with

a knowledge of his field of military specialization. Accompanying

these requirements, the flying officer must acquire knowledge and

develop his skills in his flying specialty. It becomes apparent,

therefore, that the requirements for a professional Air Force

officer, with all of its facets, offer an unlimited intellectual

challenge to men of ability and ambition who establish a professional

military career as their goal.

The Air Force recruits college graduates as Air Force leaders

because basic academic skills are considered important for leader­

ship positions. Some of these young men are not expected to work

in their specific civilian field of specialization since, as in

civilian business, the ranks of management are filled by those with

the necessary experience and ability from all available fields.

 13^

Others must expect to remain in technical areas according to their

training and military career field. However, according to these

officers the career pattern must he established by the Air Force, as

it is in civilian Industry, to allow the individual to work toward

his own goals within the established program. Above all, the demand

for stability and Integrity of the personnel program is essential if

the officer career program is to function effectively in the critical

period which the present planning affects.

The present program of officer development may only motivate

the less well qualified individual Intellectually. Perhaps it fails

to challenge, adequately, leaders within the group who will not rise

in spite of the system unless the desire exists to do so. Therefore,

some measure of the usefulness of assignment and training is neces­

sary to evaluate the professional and social position of the career

officer. Nevertheless, only after the challenge is offered can the

measure of its effectiveness be taken.

Professionalization of military officers is not wholly

dependent upon financial security since social standing may be of

equal or greater importance. Mercenary attitudes are produced only

in the extreme, stemming from the belief that under equal conditions

a greater reward may be found elsewhere. Compensations for the

unfavorable features of a military career should be sought among the

less mundane rewards offered. Military necessity cannot be substi­

tuted for observance of the long-term relationships between those

factors which affect individuals and the National interest.

 CHAPTER VI

SUMMARY AND CONCLUSIONS

Purpose and Scope

The investigation of Air Force Junior Officers who are also

college graduates resolves itself to a study of the development of

their professional status and leadership. An essential element in

such development is a recognition by the trainees of the professional

status of their job. This acceptance depends, in turn, upon a

thorough knowledge of what is required, and the long-term stability

of the career program offered the officer corps by the Air Force.

The purpose of this study was to determine the attitudes of a

selected group of Air Force officers concerning their acceptance of

the professional requirement of the Air Force as a permanent career

or as a means of transition to a civilian career. It was also neces­

sary to investigate what is done to Integrate college graduates into

industry and to look at the organizational and technological trends

found there as a means of comparison with the military environment.

The results are summarized under the following headings:

1. Findings
2. Conclusions
3. Recommendations

135
 ■ * 136

Findings

The findings of this study are presented here in respect to,

first, increasing Air Force officer career status in competition with

civilian careers, and second, increasing personal integration of more

AFROTC officers in thes' Air Force to the point where they elect to

remain in the service.

In general, the statistical results of the survey reflect an

attitude quite favorable to the Air Force. Some dissatisfaction and

antagonism to the effect of personnel procedures in the Air Force

were noted in some of the comments appended to the questionnaire

choices. It was in these comments that the areas of dissatisfaction

and suggested improvements were found.

A particularly significant finding is that the junior officers

in this group, after completing AFROTC training and after serving on

active duty with the Air Force, do not, in most instances, have an

accurate concept or understanding of the job requirements of the

position and rank they hold. Information they have received during

AFROTC training, in a training program after commissioning, or from

other official information channels, has failed to provide the junior

officer with the understanding of his opportunities and his respon­

sibilities as a career officer. It is this knowledge which would

enable him to perform his task with the efficiency and high morale

that his compensation, prerequisites, and preparation so strongly

indicate should result.

 It was also found that military pay scales, although popularly

believed inadequate, were not a factor of basic discontent or concern

except in a small minority of replies from junior officers of the

lowest rank and some non-rated people. The replies of the same

officers also indicated that they had not correctly evaluated or had

not received sufficient information as to the real value of their

retirement, insurance, medical, and other traditional military

benefits. The survey reveals that in individual cases the civilian

pay rates reported were slightly higher than the beginning rates in

the military. However, on a career basis, the military rates may

rapidly exceed the monetary return offered by many civilian careers

these officers expect to follow, when total benefits are considered.

The complexity of the computation and uncertainty of added incentives

of military pay make it difficult for the young officer to realize

that he can reach a salary above the level of the career professional

salary of industry, relatively early in his career.

Traditional military fringe benefits, such as retirement and

base privileges, were favorably noted by these officers. Three-fourths

of these officers consider military benefits such as travel, leave,

medical, military stores, and retirement of more value than those

they expect in a civilian job. Despite their approval of such

benefits, few of these officers have been sufficiently influenced by

benefits alone to stay in the Air Force. At their age, retirement

appears to be a remote problem. They seem to expect greater monetary

return in their earlier years in a civilian Job, and as civilians,

are not faced with forced retirement at what they consider their
 138
most productive years. Civilian companies frequently sponsor benefits

similar to those received in the Air Force, and at a modest cost to

the individual. Nevertheless, the evidence Justifies a strong belief

in the superiority of the value of military benefits over those offered

by most civilian companies.

These officers, with their civilian orientation, do not eval­

uate favorably the stereotyped promotion opportunity offered by the

Air Force. They believe that, as college graduates, their future

should depend on their own efforts and ability. They recognize that,

in the service, promotions depend on grade authorizations imposed by

the Congress and they know that only a limited number of those

eligible may be promoted each year. Moreover, the non-regulars

believe that they do not have equal opportunity to progress,

notwithstanding the quality of their work.

The non-rated officers report that they fall behind the flying

officer in consideration for command positions and in promotion oppor­

tunity. However, the impact of modern military requirements with its

change in emphasis on flying skills was seldom referred to by the

officers reporting and only a few stated that they hope to transfer

to the growing missile program. The apparent career differences

between flying and non-flying officers may be expected to disappear

gradually as the emphasis on the piloted aircraft declines.

In the past, a flying officer often progressed to a high rank

based on his abilities in the operational field as well as in admin­

istration. He was Judged on physical abilities which are perhaps no

 139

longer needed as they once were. The emphasis may soon he on the

scientific mind and a leadership of objective, scientific and

productive technical progress dealing largely with Intangibles as

compared to present and expected operational concepts. Nevertheless,

the difference in pay between flying and non-flying personnel is a

strong incentive to remain in piloted aircraft as long as possible.

The future Air Force officer corps may include a number of

officers who are not military people in the traditional sense.

Knowledge of military procedures may be an important characteristic

of their professional dimensions as Air Force officers, yet they

may never be considered as air commanders or be responsible for

military training as such. Theirs will be a leadership of scientific

and technical competence in the laboratory or development and control

of modem weapons systems using skills readily transferable to

civilian pursuits. It may be that many heretofore sacred and tradi­

tional concepts of the essential traits of a military leader will be

found devalued as a requirement for all officers. A knowledge of

military customs and tradition is not expected to become unimportant,

indeed this knowledge may be a fundamental requirement. Still the

scientist or related specialist may lack the spartan military bearing

generally desired in military people.

Foremost of the problems mentioned by the respondents are those

encountered in getting an assignment vhich allows them to make the

best application of their education and experience, and at the same

time offers them an opportunity to progress. The replies from one

 iko

group of officers, those with particular training in the areas of

science, mathematics, and engineering, were of special interest.

Officers in this category were, in most instances, greatly dissatis­

fied with their military Job assignment and with prospects of advance­

ment. Nor do they seen to rate highly the professional aspects of a

military career, but prefer a civilian job closely associated with

their major field in college. They seem to be willing to accept, or

perhaps do not recognize, the regimentation in a civilian Job to which

they strenuously object in the military one.

The results of this study show that officers, in all of the

academic fields represented, believe that the Air Force has not

given full credit to their college degree. Much of their work has

been routine and lacked the challenge and glamor most of them expected

after four or five of what they considered inspiring and productive

years in college. For the first time, these ambitious and energetic

young men are faced with an unappreciative, static, boring, and

established method of operation.

On the other hand, the value of the supervisory experience,

and in some cases technical experience, gained from their stay in the

Air Force was reported to far exceed similar experience they could

expect in a civilian Job. The responsibility placed on them early

in their career is of great value to their professional development

in the military as well as on their return to civilian life. The

opportunity to fly and the guidance they receive in a combat crew

training program were enthusiastically approved by the flying officers.

 ikl
It is here that the Air Force does its best job. The challenge and

positive, observable result of the flying training and combat crew

program have proved to be a strong career motivation for AFROTC.

officers.

In contrast to the benefits received, the constant uncertainty

and change, both in location and assignment, create a feeling of

insecurity for these officers and their wives. The traditional

security of a military career seems to have disappeared in a maze

of contradiction in planning and policy. These officers, in view of

their age group and professional capabilities, prefer the competitive

atmosphere of civilian industry. Here they also expect greater satis­

faction and monetary reward.

Much of their professional competence in the Air Force has been

a result of their daily experiences and varied assignments. They

may complain of moving too much, yet the opportunity to travel and

visit foreign countries is considered a valuable experience of their

stay in the Air Force. The many changes in location and assignment,

together with the responsibility given them, have bolstered their

self-confidence in their ability to carry out any assignment they

may receive. The fact that senior officers are willing to listen to

their discussion and explanation of problems or projects is am

important factor in their confidence in their own abilities. They

say that this opportunity is seldom provided in a civilian job this

early in a career. All of these factors have bolstered their self-

confidence in their ability to progress whether in a civilian or

military Job.
 lU2
The supervision received by such officers Is a strong influence

on their progress. It has not been effective, however, in getting

them to recognize the professional status of an Air Force officer nor

does it provide for professional training or development in a tech­

nical field. Yet such motivation is imperative if these officers are

to be retained in the Air Force and their efficiency maintained at an

acceptable level.

The replies emphasized the fact that cumbersome and traditional

promotion and assignment policies reduced the enthusiasm of these

junior officers for a military career. This is especially true when

contrasted with current career opportunities in civilian business

and industry. The mounting volume of replies indicated, in more than

half of the instances, that the requirements of their military assign­

ment had scant relation to civilian experience, academic preparation,

or future civilian assignments.

Almost of equal importance is the insecurity occasioned by the

distinction between regular and reserve officers, and ever present

threat of reduction in force, or change of Air Force mission. Their

inability to plan for the future, as they feel they might in a com­

parable civilian situation, strengthens their desire to leave the

service at the first opportunity. This is especially true when

coupled with the problem of providing for adequate housing and

stable community relations for their families.

 1^3

In summary, it might seem that the situation was unhealthy

because over 50 per cent of the questionnaires contained some critical

comments. It should be noted that such critisms were not related to

military duty but rather to conditions encountered while completing

this responsibility of citizenship. There seems to be a healthy

Interest in an Air Force career on the part of these officers, both

for themselves and their families. And there is an implied hope that

substantial reduction in the unfavorable aspects of Air Force life

will take place.

Career development under these circumstances cannot be the

complete responsibility of the individual. Unless positive leadership

is offered by the Air Force and expressed by the immediate supervisor,

little progress in the development of high-quality career officers

can be achieved.

Conclusions

A number of conclusions may be set forth as a result of this

investigation. However, the primary concern here is with matters

having a bearing upon career incentives for college-trained

Air Force officers of Junior rank. Notwithstanding their favorable

reaction to many features of a career as Air Force officers, experi­

ence has shown that only a few elect to remain with the Air Force.
 ikh
Those areas of basic disagreement evolving from Chapter IV and reviewed

in Chapter V provide the basis for the following conclusions:

1. The promotion system has not served as a career incentive

to officers who believe that there is greater opportunity in a

civilian career. The present method of promotion greatly over­

emphasizes the promotion process, causes considerable dissatis­

faction among officers, and on rare occasions affects each officer

individually.

2. Professional training for officers, notwithstanding a

vast network of professional schools which are outstanding, has not

been an effective development tool for those in the group studied.

The uncertain tenure of AFROTC officers makes a highly selective

process necessary for attendance at the professional development

courses offered by the Air University. On-the-job type training

has at best been informally conducted and largely unrecognised by

the officers affected.

3. The military pay system must provide greater incentive to

college-trained junior officers. Although a good wage is offered,

the intricacies and complexity of the system make it difficult to

administer or explain in a manner which is acceptable to civilian-

oriented people. Neither has adequate provision been made for

scientific and other professional skills not related to flying.

U. According to the officers surveyed the system of

Regular/Reserve classification for officers on active duty places

the "career reservist" in an inferior position to the regular

officer in regard to such things as promotion, job tenure and

 145

professional position. The resultant sense of insecurity pronrpts the

reserve officers in this group to question the advisability of depend­

ing on such a tenuous position over a long period of time. In their

view an important factor in career orientation is the opportunity to

become a regular officer.

5* The ultimate purpose of the officer recruitment, selection,

and training program is to establish a professional corps of

Air Force officers willing to devote themselves to a career of service

involving the application of scientific knowledge in careful relation

to the arts and humanities. In the opinion of the officers questioned,

these goals have not thus far been achieved in the Air Force.

Recommendations

The recommendations set forth in this study are Intended to

provide career Incentives competitive with industry which will appeal

to a professional officer corps in matters of promotion, training,

pay, and professional status. These recommendations are made as a

result of the opinions and hopes expressed by the officers who

reported in the study. Each recommendation requires further study

before an acceptable application could be made.

1. Provide a promotion system which would rely heavily on the

efficiency reporting system, civilian and military education, and

recommendations based on outstanding service. As an officer becomes

eligible he would compete with officers in his major command, on a

command quota, with the final approval of all promotion lists made

at Headquarters, USAF. Recommendations for promotion would be

 146

submitted only at the time the officer is specifically considered for

promotion. A passover system should be retained and a second passover

would mean release up to the grade of captain. A captain or higher

would not be considered for promotion after a second passover but

would be retired upon reaching 20 years service.

Promotions beyond the 20 year point should be on a best quali­

fied basis and failure to be promoted would mean retirement. Under

this plan, most officers could plan on 30 years service before retire­

ment except for those few who remain on duty as general officers.

2. Initiate a career progression system to offer each officer

a career pattern based on individual ability and application with an

incentive offered for continued service and greater effort at each

point of decision.

As the officer comes on active duty from the AFROTC program

he would be given the necessary training to install him in a career

field by attendance at one of the many technical courses or a flying

school. On completion of a technical course or flying school and

assignment to an operational unit, each officer would prepare a

career development plan under the direction of his supervisor to

include, among others, on-the-job training, formal courses, a reading

list of applicable materials, and a testing program to gauge his

progress. The immediate supervisor would administer the program

for all officers assigned to his unit.

 lVf
Attendance at the professional schools of the Air Force would, he

determined by campetive examinations and the officer's record of per­

formance . Equally selective processes should be used to determine

those officers who might attend civilian colleges and universities.

The indoctrination period should continue for two years during

vhich time the junior officer should follow a planned, monitored, and

productive program. At the end of two years the officer may request

release from active duty, be released involuntarily, or offered an

extension of his tour. Those who elect to remain with the Air Force

must be assigned to one of the existing programs of education and at

least 50 per cent should be given the opportunity to complete the

Master's Degree. Others would be assigned to courses of a shorter

length depending on their capabilities, performance, and desires.

Every officer who extends his service agreement would receive some

academic training at this time under a program administered by the

Air University in either civilian or service schools.

Upon completion of five years service the officer would again

be given an opportunity to leave the service. Those who elect to

remain on active duty would be assigned to the Squadron Officers

course, and on completion, to an operational unit. From this point,

however, an officer would be expected to remain in the Air Force as

a career officer except through resignation, board action, or the

various administrative and medical actions provided. Every career

officer would be trained for his job end be given the opportunity to

develop his intellectual capabilities under the direction and

guidance of a senior officer.

 3. Establish an officer's pay system which offers incentives

competitive to those of industry for outstanding college-trained

professional Air Force officers.

a. Include allowance for quarters and suhsistance in

the amount computed as base pay.

b. Hazard pay to include flight pay and all of the

presently designated areas.

c. Technical proficiency pay in an amount equal to the

rate paid for flying for officers of special skills
and abilities. Both hazard pay and technical pro­
ficiency pay could not be paid during the same
period of service.

d. Overseas pay amount to 10 per cent of base pay for

all officers serving overseas, whether during war
or at peace.

e. Combat pay computed at 25 per cent of base pay for

assignment and duty in a combat zone, restricted
to the area of conflict, or to flight crews who
actually participate in aerial combat. Since SAC
combat crews are subject to combat duty over a long
period of time, the rate of pay should be one-half
the proposed rate for members of a fully qualified
SAC combat crew.

f. Continue the incentive offered by the present

income tax advantage by allowing a percentage of
taxable income as non-taxable income.

It. All officers in active career status should be designated

"regular" officers and all officers not on active duty should be

designated "reserve" officers. Their professional status would

thereby be determined by their assignment to active or reserve duty.

The first two years of active duty would be considered a trial period

and the officer could be released at any time for mediocre performance.
 Thus a reserve officer, upon call to active duty, should, enter

the service as a regular second, lieutenant. On a subsequent tour of

duty he should, serve only in his regular grade determined, by active

duty promotion. The reserve grade would determine retirement pay and

other benefits available to reserve officers to provide the incentive

for continued service in the reserve forces.

Provision must also be made for reserve officers to serve

during periods of emergency and then return to civilian pursuits

upon completion of the emergency. The "career reservist" should

be an officer who, although a civilian, is prepared to serve in

\m V

times of national peril in support of the professional corps of

officers who make the military service their life's work.

APPENDIX I
 REPRESENTATIVE COMMENTS SELECTED
AT RANDOM FROM THE QUESTIONNAIRES

Space was provided in the questionnaire for comments, both pro

and con. In the instructions the officers were asked, to comment on

the reasons for their answers to the tabulated questions. These

comments are shown here under a series of general statements to

show the trend of the comments made by AFROTC graduates.

I. THE PAY SCALE FOR SECOND LIEUTENANTS IS LOWER THAN

COMPARABLE CIVILIAN PROFESSIONAL SALARIES.

"I feel that the low pay upon entering service as a Second
Lieutenant promotes a negative attitude, even though a First
Lieutenant1s pay may be comparable to civilian pay (considering
fringe benefits),*' (1st Lt., years, Rated, Electrical Engineer)

"I can't make a decent living— my wife never had to work until
we came into the Air Force. Hovising has always been substandard
with high rents." (2nd Lt., Non-rated, 1 year)

"The bachelor lives in his 2xh BOQ room at the forfeiture of

enough allowance for quarters to rent a fine apartment. Overseas
he does not receive a station allowance as married officers do."
(Mechanical Engineer - Rated)

"At the time I was receiving $1(00. This was about normal
starting pay in 1955* In 1958/ according to the average at St Louis
University, this is $^75* I expect to return to Shell at a salary
between $600 - 700." (Geophysical Engineer)

"I have a professional degree but do not receive professional

pay." (An Engineer, Non-rated)

"There is another limitation I feel as a student officer. I

must live with lower pay and higher cost of living in a military
community." (Non-!rated, 2nd Lt.)

151
 152
II. FRINGE BENEFITS 00 NOT PROVIDE ENOUGH INCENTIVE TO HOLD
THESE OFFICERS IN THE SERVICE.

"I feel that the Air Force offers many more fringe benefits than
civilian jobs, however, in the professional field where one works for
himself, these benefits, become less important as success in the field
becomes greater." (1st Lt., Architectural Engineer assigned to
Morroco)

"The medical care in civilian life was paid for by the individual
but at least you had the benefit of the helpful attitude of civilian
doctors." (Geography, Photo intelligence, Pilot)

"If security is one's goal in life, the military life cannot be

beaten." (1st Lt.)

"The unpredictability of Air Force policies and congressional

whims precludes counting on these benefits." (1st Lt., Rated)

"On paper the military benefits outstrip civilian benefits

although you have little or no choice in these benefits. You take
what is there whether it fits your circumstances or not. In this
respect, they fall below potential civilian benefits." (1st Lt.,
3 yrs., Rated)

"This is the most rewarding part of the military." (1st Lt.,

4 yrs. service)

"I completed a form recently where material gains were the only
stimuli listed as desirable factors in an Air Force career. To me
the most attractive part of an Air Force career to a young man is
the responsibility he is offered right away." (1st Lt., Business
Administration)

III. ASSIGNMENT POLICIES IN THE AIR FORCE ARE IESS EFFECTIVE

THAN EXPECTED BY COLLEGE GRADUATES.
a *

"One complaint is undermining my entire stay in the Air Force—

not doing what I spent four years in college learning to do."
(An Engineer)

"Soft core versus hard core is not valid in the peace-time

Air Force." (English Literature, Administrative Officer)

"Personnel (section) seems to forget about the individual once

he is assigned. Would like to assume the Air Force is interested in
me, not my mechanical potential." (History, Information Services)
 153

"In USAF at squadron level at least, there is no comparison with

civilian industry's emphasis on training and. 'professional develop­
ment* applied to junior management personnel." (Industrial Relations,
Administrative Officer)

"Since when should an engineer with a Masters Degree who grad­

uated with honors he an intercept controller?" (1st Lt.)

"Personnel who assist in classification seem to he more interested

in filling quotas than helping people." (Mechanical Engineer,
Navigator)

"The cards you fill out with preference must never he used."
(Agricultural Education, Pilot)

"Many officers are ordered to active duty with never an interview

by Personnel to determine their interests, abilities, and training.
They are often placed in improper career areas." (1st Lt., 2-| years
service)

A Ph. D. in Physiology and Biochemistry stated, "Upon entry into

active duty, I had to convince 'a girl' in Personnel that my present
assignment would he the best for both the Air Force as well as
myself." (Research - Aero Medical Laboratory)

"The country would benefit more from my output as a civilian

where my skills would be more effectively utilized. An engineering
degree is not necessarily a prerequisite for a maintenance officer."
(1st Lt., 3 years service)

"Haphazard assignment without regard for training, education,

abilities or preference." (History, Information Services)

IV. TEE AFROTC PROGRAM PROVIDED MORE ENGINEERS THAN THE

AIR FORCE CAN USE EFFECTIVELY.

"It is difficult for an individual to spend four or five years

in school learning one specialized field and then begin work in
which a very generalized application of his skills is made. The
military academies graduate engineers but an equal emphasis is placed
on the requirements for complete acceptance of and subjection to
military procedures." (Engineer, 1st Lt.)

"My education has not been used; however, my ability to learn

and to think developed in college has been used in getting me through
flying school and in squadron work." (Engineer, Administrative Officer)
 15^

"My duty was not assigned, in the career field, where I spent five
years and. $10,000 obtaining a degree as I was lead, to believe it
would.. Instead the Air Force spent three months, and I have no idea
how much money training me in a career field that I have no interest
for." (2nd Lt., Architectural Engineer, Supply Officer)

"By restricting the AFROTC program to college students wanting

to go into pilot training and engineers, the Air Force is neglecting
the requirement for college-trained officers in procurement, finance,
supply, administration, education, etc. The result is that engineers
are sometimes used to fill critical shortages in these specialized
fields. I am sure that many students would welcome an opportunity to
make a career in the Air Force in their chosen field. This would
result in higher efficiency and then permit engineers to be used in
fields more compatible with their education, background and desires."
(Mechanical Engineer)

V. THERE IS TOO MUCH INSTABILITY AND UNCERTAINTY IN AN

AIR FORCE CAREER.

"The Air Force is either bringing in officers or letting a

large group go. They never seem to know what they are doing."
(1st Lt., years, Rated, Physical Education Major)

"The problem of retention in the Air Force is an internal

problem of management and supervision." (1st Lt., 3 years service)

"Perhaps if the AFROTC graduate could plan ahead to a certain

degree he would stay in." (Mechanical Engineer - Maintenance Officer)

"You can't plan a career— the Air Force doesn't." (1st Lt).

"I have no idea exactly what my career is." (2nd Lt., Unassigned)

"Career planning in the Air Force— Lt Colonel in 21 years— a

RIF in 12 - lh years." (2nd Lt., Student Pilot)

"Instability creates a feeling of insecurity. This stems from

monetary appropriations." (Captain, 5 years service)

"The worst thing is not being able to plan on the future. Not
knowing whether you will be transferred to a place where your wife
cannot accompany you." (1st Lt.)
 155

VI. SOME OF THESE OFFICERS HAVE ADAPTED TO THE AIR FORCE WITH
LESS DIFFICULTY THAN OTHERS.

"The Air Force has made good, use of my experience and. education
only because I personally saw to it that my ability was recognized."
(1st Lt., Radio-Speech - Personal Affairs Officer)

"tty assignments have thrust me ten years ahead of comparable

civilian experience. The responsibilities have been tremendous
compared to experience possessed." (Civil Engineer, Chief of
Management)

"Actually if I had been put In a Job utilizing my education to

its fullest, I would not be making the Air Force a career."
(Business Administration Major as an Interceptor Pilot)

"Our office functions very well, much in the manner of a large

law firm. New officers can count on advice from all senior members
when a problem arises. Work is distributed fairly." (Staff Judge
Advocate)

"Actually I like the Air Force very much and would be a career
officer if I though I could achieve a sense of fulfillment and
become an essential member of the team. At present I feel that I
am pidgeon-holed awaiting separation or Just a name needed to fill
a vacancy rather than a potential career officer." (English Major,
1st Lt., 2-| years service)

"The only reason I have attempted to do a competent Job is

because I felt it to be a citizen's obligation to his country to
do his best in fulfilling his military obligation whether or not
he felt his talents were being adequately used." (2nd Lt.,
Architectural Engineer, Supply Officer)

VII. CAREER PLANNING SHOULD BE A CONTINUOUS PROCESS.

"I was career-minded when I came in but after six months on

temporary duty with no firm decision on what I was to do, or where,
detached from my wife, I gave it up." (Electronics - Communications
Officer)

"A person needs at least two years' experience in the Air Force
to decide on his career field unless he is a professional person."
(1st Lt., Education)

"I believe a career-minded person whould be constantly analyzing

his position with a mind for the future. One cannot sit down in 1955
and plan in 1985 and say, 'This is it'." (Business Economics -
F86 Pilot)
 156

"I couldn't properly evaluate career fields until I had a better

chance to see vbat my Interests would be." (Physical Education,
2nd Lt.)

"I had a very good CO that counseled junior officers on career

possibilities. This kind of counseling Is lacking throughout much
of the Air Force. Too often It Is taken for granted that the young
officer will find out for himself." (Dairy Technology, Basic
Instructor Pilot)

"If a person Is desirous of an Air Force career and Is an asset

to the Air Force better methods should be Initiated to retain this
man. I have lived Air Force all my life but refuse to stay in an
organization that doesn't take more interest in its personnel."
(1 st Lt., Electrical Engineer - Communications Officer)

"I think I was fairly well 'briefed* before entering active duty.
The problems are not with AFROTC, but with the Air Force directly -
the lack of career programs. From what I can determine there Is only
one 'ideal' officer, and all officers should conform - I disagree."
(1st Lt., Aero Engineer, Controller, Rated)

VIII. THE OPINION OF THE WIFE MAY AFFECT THE CAREER PLANS
OF THESE OFFICERS.

"Wife objects because social requirements are based on outdated

protocol and are attended in order to avoid possible unrelated mis­
understandings." (General Business, 1st Lt.)

"My wife loves it and wishes we were back on a base now."

(A student officer attending a civilian university)

"She enjoys the activities which center around the base, the
pay is considered adequate and she enjoys the atmosphere created by
working with people of similar age groups and a similar way of life."
(Electronic Countermeasures Navigator on a B^7 )

"Wife disapproves because of poor pay, poor housing, lack of

prestige, uncertainty of getting area of choice for assignment
(Requested Europe - got Guam)."

"She thinks a Second Lieutenant's pay is ridiculous for a

person of my training and potential— I agree." (2nd Lt., Non-rated,
Engineer)

"She has had little experience with civilian life and feels
that duties keep me away from home are unfair and demanding. She
is not aware, and hard to convince, that there are many extra
requirements in civilian life." (1st Lt., U years service)
 157
"She disapproves because of four moves in two years and. housing
was hard, to find.." (1st Lti, 2^ years service)

"She is a serviceman's child, and does not believe moving con­

stantly is a healthy environment for raising children." (1st Lt.,
2 years service)

"A Second Lieutenant's wife finds too many women who try to
use their husband's rank to gain prestige. There are too many over­
bearing women who try to be something or somebody but fail
miserably." (2nd Lt., 1 year service)

"Wives of higher ranking officers are a bunch of snobs."

(1st Lt., 2^ years service)

"Rank wearing wives." (1st Lt., 3 years service)

IX. CAREER OPPORTUNITIES ARE MUCH BETTER FOR RATED PERSONNEL

THAN FOR NON-RATED.

"Rated officers have more opportunity for higher rank."

(1st Lt, Non-rated)

"Anybody would be foolish to consider a career as an officer

in the Air Force if he was not zated unless he fell into two
categories:

1 . An extremely dedicated Individual (I know one)

2. An incompetent who likes to ride the gravy train

"In a flying service rated personnel will get preference for

command positions, therefore, knowing my capabilities it would be
foolish for me to try to make a career of the Air Force." (1st Lt.,
Non-rated, Architectural Engineer)

"The only way a non-rated officer can feel secure or expect

reasonable advancement is as a regular officer." (1st Lt., 2f
years service)

"This is a flying Air Force and there is no room for the non-
rated." (2nd Lt., Non-rated)
 158

X. THE INSECURITY OF RESERVE STATUS IS EXPRESSED BY THESE

OFFICERS.

"The way RIF's have been administered has affected career-

minded junior officers. The past RIF led many junior officers to
believe that if they stayed in they would be allowed to progress to
a senior Captain or Major rank and then get RIFed. A lot of good
people got hurt in the last and most junior officers realize this."
(lBt Lt., Marketing, Non-rated)

"I would not stay in the Air Force as a career reservist."

(Agricultural Engineer)

"I feel there is very little security in the Air Force as a

reservist." (Political Science)

"RIF is a nasty word always lurking in the future. In two or

three years when I am eligible for promotion most vacancies will be
filled with regulars. Even the best reservists will have to wait
in line." (1st Lt., 2 years service)

"No one is willing to make decisions or take the blame for

results since it seems Air Force policy if a person makes a mistake
he is relieved, given a poor ER, or RIFed."

XI. THE OFFICER'S EFFICIENCY RATING SYSTEM IS UNSATISFACTORY

TO MANY OF THESE OFFICERS.

"The OER's are not and never can be a sound measure of an

individual's ability. Different raters have different ideas."
(1st Lt.)

"Personality conflicts destroy the whole intent of the present

rating system." (2nd Lt., Rated)

"There is pressure exerted by all superior officers to conform

to the pattern established by the Commander (as though he were a
God)." (Agriculture, 1st Lt,)

"I never worked for the officer who gave me my last rating.
He was Aircraft Maintenance Officer and I worked at the Officers'
Club." (An Electrical Engineer)

"No matter how objective the QER program is, personality will
always be overemphasized." (2nd Lt., Aeronautical Engineer,
Supply Officer)

"Most individuals are conscious of only one thing; their ER's."

(Captain, 5 years service)
 159

XII. PROMOTION OPPORTUNITIES OFFER LESS INCENTIVE THAN THOSE

IN CIVILIAN JOBS*

"Promotion is on time, not perfozmance." (1st Lt., 2 years

service)

"My greatest reason for hesitation in becoming career reservist

or regular is that I feel I can advance more rapidly due to exceptional
or above average performance in a civilian career than is possible
under the Air Force promotion system." (1st Lt., Engineer, Rated)

"Promotion is directly related to time in grade. Individuals

possessing formal education beyond high school would attain higher
positions faster as a civilian." (1st Lt., Non-rated)

"I am not ready to accept the Air force as a career and turned
down the five year contract. If I stayed in I would aim for the
top but the Importance of seniority and rated status make the
Air Force a bad bet." (1st Lt., Non-rated)

XIII. THE AFROTC OFFICER IS CONSIDERED NELL QUALIFIED TO

ACCEPT THE RESPONSIBILITIES OF AN AIR FORCE OFFICER.

"AFROTC officers on career-reserve status are very good. Those

with an early release date leave much to be desired." (Civil Engineer,
4 years service)

"I feel that aviation cadets are interested in the Air Force
but do not have the advantage of an education. The AFROTC graduate
has the education but does not have an interest in the Air Force."
(Business Administration, 1st Lt., 5 years service)

"Most AFROTC Lieutenants are willing to do a good job and also

have the capability and ability if allowed to assert themselves
rather than being suppressed." (Biology, 1st Lt.)

XTV. THE AFROTC PROGRAM WAS GENERALLY OF VALUE TO THESE OFFICERS.

"I was very well prepared in AFROTC. This opinion is based on

the fact that I had prior service as an enlisted man." (Military
Science)

"The general military atmosphere, discipline, and training which

was always present regardless of the particular course being studied."
(Secondary Education)
 i6o
XV. THE REACTIONS TO A CAREER IN THE AIR FORCE WERE SUMMARIZED
EFFECTIVELY BY COMMENTS ADDED TO THE QUESTIONNAIRE.

"Having read this questionnaire you may have decided I am a

hitter person. Well, I am. Ever since I have been in the Air Force
I have been treated like a four-year old in nursery school. I think
this is a rather disgusting way to treat college graduates. There
is no apparent way for giving any incentive to the junior officer to
remain in the service. In the last pay raise the Second Lieutenant
received no increase, whereas practically every AFROTC graduate I
know took a cut in pay when he came in if he had had worked as a
civilian for any length of time. The thought seems to be, 'He's
stuck, stick him some more.' Fringe Benefits - What can you buy
in the BX that you can't get as cheap by shopping around in civilian
stores? Cigarettes and toothpaste. Hospitalization - Most civilian
firms carry Blue Shield or Blue Cross at a small cost to the indi­
vidual and you don't have to make an appointment to be sick a day
or b o ahead of time. Retirement - As a college graduate, 25 years
old, I am not interested primarily in retirement at this time. I
don't particularly want to retire at 1*5 or 551 and I know of very
few people who have found good work at k5- I think the majority of
the young officers feel that way now, especially those with families.
They can make more money now and the future doesn't look that good
in the Air Force. I think that I have been luctyto have been placed
in an interesting career field, stationed fairly close to home, and
have an excellent group of officers and airmen to work with; however,
I cannot see any future for myself in the Air Force." (1st Lt.,
Engineer, Intelligence Officer)

"I have no regrets for the 3^ years that I have spent in the
Air Force. I have found it financially, emotionally, and. education­
ally rewarding. This does not necessarily mean that the future
would be similarly so. The purpose of this questionnaire, practically
at least, is to bring to mind the benefits the Air Force has provided
in the past and has to offer in the future. This it has accomplished
and I shall give them due consideration in deciding upon my future."
(1st Lt., 3i years service)

"I cannot accept the dog eat dog philosophy." (2nd Lt.,
6 months' service)

"From what I've seen of the service and what I expect to be

used for, the country and I will get more out of my civilian work."
(Engineer, 2 years service)
 l6l

"There are tvo current sayings in the Air Force that stake me
want to leave— to me they can only he expressed meaningfully by lost
people.

1. It all counts on 20
2. I could care less" (2nd Lt, 4 months' service)

"I tried to write this without considering my present assignment.

I have never been in a situation quite like this and I hope that I
will never again be faced with it. If this situation exists through­
out the Air Force, heaven help us. (1st Lt., at a remote station)

"In my opinion 90 per cent of ROTC graduates come into the

Air Force uncertain of what they want. They may be certain about
flying or they would not have signed the numerous contracts they are
faced with. However, beyond flying, they know very little of what
else the Air Force has to offer. It should be brought to the atten­
tion of the man while still in AFROTC that flying is the primary job
of the Air Force but 50 per cent, or more, of his time is involved
with other jobs. These other duties can make terrific differences
as to whether a man will go career or get out in the first four
years." (1st Lt., Vocational Education - KC 97 Pilot)
APPENDIX II
 QUESTIONNAIRE #1

DATE_________________

SUBJECT: Questionnaire for AFROTC Graduates

Purpose: To survey experiences and personal reactions in a

survey of the college graduates in the USAF.

Your cooperation is requested, to make your answers as

complete as possible including your interpretation of your own
military experiences. Fill in all details with reasons for
answer as you do. This questionnaire is CONFIDENTIAL when
completed.

1. Personal data: -

Name 'Age ___________

College Major ___________________________________

Minor .

Marital Status ______________ No. of Children ______

2. Civilian experience (Job training, family business).

3* Pay - Civilian compared to military _________________

Social security program _________________________

Take home pay ________________________________

4. Other benefits: Civilian (Retirement - insurance etc):

Military:

Training: Civilian (Other than college):

Military (AFROTC or other):

Your evaluation of military schooling.

163
 5. How closely does your military experience follow your
civilian training and education?

6. What have your extra duties been? Why do you think these
duties were assigned?

7. What was your experience in Flight School? This includes

reasons why you may not have taken flying training?

8. What is your evaluation of the standards of the present

officer corps (leadership, conduct, efficiency)?

9. Do you feel there is any future in a military career?

Please explain in detail why you feel as you do?

10. How did your training for a commission prepare you for a
career as an officer?

11. Which command of the M r Force appeals to you most? Why?

12. Show how you would plan your own career in the M r Force
(position, training, experience required).

13. Does the present system of classification seem to be

adequate for your needs and best interests?

14. Explain in detail how your family feels about a career in

the M r Force, a tour in the M r Force and military life in general.

15. List your specific complaints about the M r Force and

military life.
 QUESTIONNAIRE #2

QUESTIONNAIRE TO INVESTIGATE THE PRESENT JOB REQUIREMENTS OF

GRADUATES OF THE AFROTC PROGRAM

PURPOSE; This questionnaire is designed to evaluate your reactions

to your job and the professional requirements in'the Air Force.
The results will he used to recommend improvements in career
planning for junior officers. Since a cross section is necessary,
answer the questions from your own experience, even if you have
been on active duty only a short time.

INSTRUCTIONS: Answer each question as requested after first

re/iding through the entire questionnaire. Wherever possible write
in additional comments. Your comments are often more valuable
than the answer requested and should be included in as many
questions as you can.

When completed, place in the stamped envelope, seed, and return.

Your replies will be kept confidential. Do not sign the
questionnaire. An immediate reply is required.

Rank _ _ _ _ _ _ _ _ Age _ _ _ _ _ _ _ _ Total Commissioned Service (Years)

Name of School Graduated from _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Year _ _ _ _ _ _ _ _ _

College Major .

Degree Obtained _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Years of Graduate Work _ _ _ _ _

Marital Status____________________ No. of Children _ _ _ _ _ _ _ _ _ _

Rated _ _ _ _ _ __ __ __ _ Type Aircraft _ _ _ _ _ _ _ Flying AFSC _ _ _ _ _ _ _

Regular _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Reserve -

Base of Present Assignment '

Major Command to Which Assigned _____________________________

Present Job Assignment ____________________ AFSC _______________

 166
1 . What training have you had, other than a college education,
vhich prepared you for a civilian job? (Do not list odd
jobs, incidental work).

a. Actual Work Experience

b. On-the-job Training

c. Vocational or Technical Schools

d. Other _________________________

2. To what degree has your job experience in the Air Force

followed your civilian job training and experience?

a. No comparison.
b. Compares slightly.
c. ( ) Fairly close comparison.
d. ( ) Compares very closely.

How often do you use the academic skills learned in college in

your military job? (Written and oral communication,
organization and problem solving).

a. ( ) Hardly ever.
b. ( ) Occasionally.
c. ( ) Frequently.
d. ( ) Most of the time.

k. Compare the pay you received as a civilian to the pay you

receive now.

a. ( ) No full-time civilian job.

Civilian pay was:

b. ( ) More.
c. ( ) Same.
d. ( ) Less.
 167

5. Compare the fringe benefits you may receive in a civilian or

military job. Check each item most valuable to you in one
column only.

Civilian Military
a.
b.
Retirement Benefits
Social Security
Ih
m z
ZZZZ
(
2
(
2
)
)
zz_
zzzz
c. Insurance Flans
d. Medical Plans
m
a
e. Business Expenses (i) (2)
f. Company or Military Stores (i) (2)
6- Advantage of Travel (i)
h. Annual Leave (i)
i. Sick Leave and Disability (i) (2)
Other Benefits (Specify) (i) (2)
COMMENTS:

6 . Is your present primary duty the same duty you had when you
entered the AP?

a. ( ) Yes.
b. ( ) No. If no, give the reasons for the change.

7. How were you prepared to assume your present primary duty?

a. ( ) Education prior to entry into AF.

b. ( ) Service School.
c. ( ) Short Course Training.
d. ( ) On-the-job Training.

8 . What further training do you feel is required to fit you for

your present job? Check the one most practical method.

a. ( ) None.
b. ( ) Further civilian, education.
c. ( ) Air Force career schools (SquadronOfficer's Course,
etc)
d. ( ) On-the-job Training.
e. ( ) Self study of regulations and otherpublications.
9 . Do you want to remain in your present job or a closely-
related type of work?

a. ( ) Yes.
b. ( ) No.
c. ( ) Uncertain.

COMMENTS:

10. How much of a challenge to your abilities is the work you are
doing now?

a. ( ) Very little challenge.

b. ( ) Reasonably difficult.
c. ( ) Fairly difficult.
d. ( ) Offers a real challenge.

11. List the specific tasks involved in the primary Job you do,
indicating what proportion of your time is spent on each.

$ of Time

12. What proportion of your time is spent under a supervised

program to become better qualified in your present duty?

a. ( ) 10$ or less.
b. ( ) 10 - 25$.
c. ( ) 25 - 50$.
d. ( ) 50$ and over.

13. How much supervisory assistance do you receive to help you

accomplish your job?

a. ( ) Very little.
b. ( ) Limited assistance.
c. ( ) Adequate assistance.
d. ( ) All I believe necessary.
 169

llf. How many people have or assume supervisory authority over you
in your Job?

a. ( ) One.
b. ( ) Two.
c. ( ) Three.
d. ( ) More than three.

If more than one, explain.

15. What extra duties do you have now? Explain how these assign­
ments were made.

16. Were you qualified by your education to assume these extra

duties?

a. ( ) Yes.
b. ( ) No.

17. What type of instruction was given before you assumed your
extra duties?

a. () None.
b. () Briefed by supervisor.
c. () On-the-job training.
d. () Formal classroom training.

18. How well do you consider your supervisor qualified for his
present assignment?

a. ( ) Not very well qualified.

b. ( ) Generally familiar with requirements of the job.
c. ( ) Fairly well qualified.
d. ( ) Has an outstanding knowledge of thework.

1 9 . To what degree do the officers you know appear to consider the

welfare of subordinates?

a. () Fail to understand the needs of subordinates.

b. () lack interest in subordinates.
c. () Show a professional interest only.
d. () Take a sincere interest in subordinates.
 170

20. How many people do you supervise? (Do not Include student/
Teacher situations).

a. ( ) None.
b. ( ) One.
c. ) Two - Four.
d. ( ) Five - Ten.
e. ( ) More than Ten

21. What are the predominant ranks of the people you directly
supervise?

a. ( None.
b. ( Basic Airmen.
c. ( A/3C - A/1C.
d. ( NCO's.
e. ( Junior Officers
f. ( Civilians.

22. If you are rated, how much of your time do you spend on duties
connected with your flying job?

a. () Less than 10$.

b. () 10 - 25$.
c. () 25 - 50$.
d. () 50$ and over.

23* Do you feel that being rated helps you in your Air Force career?

a. ( ) Yes.
b. ( ) No.
c. ( ) Uncertain.

2k. If not rated, do you feel your career is adversely affected

because you are not rated?

a. ( ) No.
b. ( ) Yes.
c. ( ) Uncertain.

If Yes, please explain how this affects you.

 171

2 5 . Hov long do you Intend to stay on active duty If you have

your choice? (Do not answer If Regular).

a. ( ) Three years or less.

b. ( ) 3 - 5 years.
c. ( ) Career Reservist.

26. Would you accept a regular commission If offered? (Do not

answer if Regular).

a. ( ) Yes.
b. ( ) No.

27. Do you feel, considering the present promotion system, that

opportunity for you with the Air Force is:

a. ( ) Very poor.
b. ( ) Below Average.
c. ( ) Good.
d. ( ) Very Good.

28. Do you feel, to remain a reserve officer, that your career

opportunities with the Air Force are: (Do not answer if
Regular).

a. ( ) Very poor.
b. ( ) Below Average.
c. ( ) Good.
d. ( ) Very Good.

29. Do you see your efficiency rating at the time you are rated?

a. ( ) Yes.
b. ( ) No.

30. How do you feel your supervisor rates you?

a. ( ) Well below my performance.

b. ( ) Slightly below my performance.
c. ( ) Approximately equal to my performance,
d. ( ) Slightly above my performance.
e. ( ) Well above my performance.
 172
31. Does your present organization keep you properly informed on
policies, procedures, and plans that effect you?

a. ( ) Almost never - Idepend on other sources.

b. ( ) Seldom.
c. ( } Usually.
d. ( ) Frequentbriefings keep me posted.

32. Do you feel that you are treated with dignity and respect as
an Air Force officer?

By Civilians Senior Officers Airmen

a. Seldom. (l) (2) (3)
b. At times. (l) (2) (3 )_______
c. Frequently. (l) _____ (2) _____ (3 )_____
d. Nearly always. (l)____ (2) ___ (3)____

33* What is your impression of the group of officers with which

you are working? Select one choice from each group.

Group A. ( ) 1. 1 in 5 lack effectiveness.

( ) 2. 1 in 10 lack effectiveness.

Group B. ( ) 1. 1 in 5 is quite effective.

( ) 2. 1 in 10 is quite effective.

3^. Is your personal freedom restricted when compared to civilian

life?

a. In your job. b. In expression of opinion.

1. ( ) No. 1. ( ) No.
2. ( ) Yes. 2. ( ) Yes.

35* How does your wife feel about your military career?

a. ( ) Approves.
b. ( ) Disapproves. If so, why?

3 6 . What particular phase of AFROTC training has been most

valuable to you?
 173

37* As an AFROTC graduate, how well prepared were you to be a

commissioned officer?

a. ( ) Not at all prepared.

b. ( ) Poorly prepared.
c. ( ) Fairly well prepared.
d. ( ) Very well prepared.

3 8 . Did you find a need for more adequate career planning after
entry into the Air Force?

a. ( ) No.
b. ( ) Yes, if so, explain.

39. Does the present system of personnel classification seen to

be satisfactory for your needs?

a. ( ) Yes.
b. ( ) No.

1+0. In your opinion has the Air Force made good use of your
experience and education?

a. ( ) Yes.
b. ( ) No. If No, why?

1+1. On the basis of your training and experience to date where do

you think your abilities could best be utilized in the Air Force?

1+2. List two specific criticisms of the Air Force policies and
programs which affect your career opportunities.

a.

b.

1+3. What are the two most important things duty with the Air Force
has given you?

a.

b.
 17^

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 175
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 180
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 AUTOBIOGRAPHY

I, Sidney S. Webb, was born in San Francisco, California,

March 18, 1919* I received my secondary school education in

the public schools of Modesto, California, and my undergraduate

training at the Modesto Junior College and San Jose State

College, which granted me the Bachelor of Arts degree in 19^9*

The Master of Business Administration was received from the

Ohio State University in 1955* While in residence there I

was an AFROTC instructor. As an Air Force officer I have

served in a command and administrative capacity during the

intervening period required to complete the requirements for

the degree of Doctor of Philosophy.

l8l