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United States Naval Academy

INTRODUCTION TO PSYCHOLOGY AND LEADERSHIP

PART NIDE

MORALE AND ESPRIT DE-CORPS

Content 'Outline

Terminal and Enabling Objectives

March 1971

WESTINGHOUSE LEARNING CORPORATION

Annapolis, Maryland

1971

United States Naval Academ


-PART NINE

- MORALE AND ESPRIT DE -CORPS

Segment I

Morale


Annapolie, Maryland

1971.

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4 2

Asb

f*:

PART NINE - MORALE AND ESPRIT DE CORPS

Segment I - Morale

A. Nature of Morale

1. Definition: The state of mind, of an individual, thathas been produced by all the circumstances whf-h makehis membership ina group rewarding and satisfying(Wolfe, p. 201) N-1106,, 1967, #40, 41-8)

110.

2. Complex nature of morale

a. Morale as an individual concept

1) The mental and emotional state of the individualresulting from the various attitudes he hastoward all things that affect him (Hays & Thomas,101 308)*

Morale as fa group concept

1) The element that distinguishes a group ororganization which is productive and efficientn achieving its objectives frama group ororganization which is stalled on dead centeror is deteriorating

3. Conditions which affect morale

a. 03ackground Conditions

1) -Environmental

2) Personal well-being

3) Family and personal status

b. Motivational conditions (HumRRO, p. 196)

1) Definition: Those conditions in the militaryenvironment which exert a positive drivingeffect upon an individual's performance

a) Need for status

b) Need for affiliation with .ether people

c) Need for recognition by significant people

d) Feelings of personal worth

."9,1010

Combat motivation

1) Men who face the stress of combat as membersof small, cohesive teams with loyalty among themembers have been found to perform better andto be less likely to break down than thosewho ladk group support

2) A man's feelings of pride and solidarity providehim with incentives to exert himself in theinterests of his groUp, to resist fear, andto endure and survive deprivation. (HumRRO,p. 200)

B. Importance of High. Morale (HumRRO, pp. 183-193)

1. High morale may motivate personnel toward performancewhich will' ontribute to the,accomplishment of unitObjectives.

Outstanding-performance occurs only When-personnel&Site to_adhieVe. more than `the mihitaI reqUiretents.

When Aorale has been consistently high, personnel arelikely.to regard an UnpleaSant situation as only temporary,or due to some lapse.

C. Morale Indicators

1. Statistical indicators (FM22-100, 1965, cited in Haysand Thomas, p. 176)

a. Complaining and poor attitude; e.g., continuedunusually large attendance at sick call.

b. Lack of self-discipline

1) High veneral disease rate: Generally indicatespoor morale

c. Poorly disciplined unit

1) High non-judicial punishment rates, e.g., extraduty

2) High AWOL rate

3) Increased incidents and accidents

d. Enlistment and re-enlistment records

1) If the number of re-enlistments in a unit ishigh, it is indicative of high morale.

-9.1.2-

M1-

e. Courts-martial rates

1) A low rate usually indicates good morale in aunit,,but it must be analyzed carefully forextraordinary influencing factors, e.g., a verylow courts-martial rate may indicate lax disci-pline rather than good morale.

2. Observable indicators (FM 22-100, 1965, pp. 26-27)

a. Appearance of the men

b. Personal conduct

c. Standards of military courtesy

d. Personal hygiene

e. Participation in charities and unit improvementprojects: Voluntary participation in these activitiesindicates high morale.

f. Support of athletic programs

g. Condition of mess and quarters

h. Response to orders and directives, e.g., the degreeof bitching is a good indicator of 'morale

L. Methods of Measuring Morale (N-106, 1967, #4o, 41-7)

1. Observation: Evaluation of morale carried out by ,aleader in his daily interaction and communication withsubordinates and by observation of their behavior'(Longenecker, p.449)

a. Accuracy of observation depends on:

1) Leader's ability and objectivity in observation.

2) The degree of rapport established with subordinates.

b. Advantage: Possibility of a more penetrating analysisthan is normally possible in a formal survey, i.e.,the leader may be able to probe behind subordinate'sbehavior to discover the real nature of the diffi-culty or attitude. (Longenecker, p. 450)

c. Disadvantage: Absence of a systematic approach

1) Leader becomes aware of attitudes only whenthey become sufficiently strong to be readilyapparent.

-9.1.3-

2) Negative attitudes may not be detected beforethey reach a troublesome level.

3) Certain dissatisfactions may never be expressedin the absence of a direct query.

2. Inspections. -

a. Evaluation of morale carried out by checking organi-zation appearance against established standards,e.g., if the appearance of an organization it smart_._and the equipment is in efficient operating condition,morale-tay be high. (Wolfe, p'. 202)

3. Attitude surveys

a. Interviews: Morale evaluation carried out throughconsultation with subordinated, e.g., if men arehappy and contented, the morale may be high; conversely,if they are restrained, unhappy, and desirous of atransfer, the morale may be low. (W-106, 1967)

b. Questionnaires: Morale-evaluation carried out by aprinted questionnaire containing a series of questionson a variety' of subjects (Note: Within- the Navalestablishment, formal surveys are normally carriedout by Department of Navy research agencies thatare equipped with both the personnel and the facilitiesto conduct and interpret such surveys on a scientificbasis. In generall_it is not recommended that smallunit commanders attempt to structure and conductsuch surveys. Nevertheless, they should avail them-selves of the data and the findings furnished by theDepartment of the Navy as a result of its formalsurveys.) (Hays and Thomas, p. 176)

E. Critical Areas for the Leader (HumRRO, p. 202)

1. Overview: The principal purpose in the building of moraleis to influence attitudes, and thus, to release, director control motives which will result in desired performance.

a. The leader must be concerned with creating thoseconditions within his organization which will:

1) Minimize the frustrations that result from dis-satisfaction, i.e., minimize "changing of theword."

2) Generate an actively positive motivational stateamong his personnel, i.e., put the needs of themen foremost.

-9.1.4-

ti

b. In his concern for developing and maintaining highmorale, the leader is faced with two critical questions.

1) Which influences, operating withika militaryorganization, exert thct greatest effects upon theattitudes, of personnel?

) What can be done to use these influences so thatthey will be most conducive to high morale?

.. Influences which- exert the greatest effects

a. The attitudes,of each individual are determined bywhat happens directly to him in his immediate, day-to-day situation, e.g., a man who has consistentlyperformed well and is denied emergency leave.

b. Background conditions which have been found to bemost relevant to satisfaction affect tha individualin an intimate way, e.g., watch-stander who is notsupplied with foul-weather gear when necessary.

c. Conditions of leadership and group interactiondetermine much of what will happen to the:-individual,i.e., a ,capable leader and cohesive unit motivate anew man.

F. Naval Policy on Morale Development (BuPers Manual, Article C9102)

1. General conditions and situations

a. Premise: To develop and maintain high morale requirescontinual and systematic attention to any and alldetails affecting the welfare of personnel, i.e., tohelp men by satisfying their needs.

b. Morale depends upon the following general conditionsand situations.

1) The needs of the service

2) The desires and incentives of each individual

3) The quality of leadership

4) The conditions in the organization, ship, orcommand

2. Combat conditions (HumRRO, pp.190-191)

a. The over -all state of morale is affected by theattitudes of personnel toward acute stresses, i.e., ifpeople habitually regard their environment, includingtheir organization, as not particularly threatening,they are likely to perceive temporary stresses asnuisances rather:than as calamities, e.g., the con-struction of strong fortifications in a battle zonegives the men an added measure of confidence.

-9.1.5-

4

b. In combat, strong and fresh troops will be likelyto shrug off difficulties which might cause men ex-hausted from weeks or months of discomfort and dangeron the line to become disheartened, e.g., a man whogoes on liberty or Rea will return to battle withhigher motivation.

c. Men who have learned in training to successfullycope with danger and hardship will perceive a,combatenvironment as less threatening than troops Who havenot undergone such training.

d. The individual is likely to be surveying his environ-ment for signs of things or events that may affect hisown best interests, as he understands his interests.

1) When the environment seems about to enhance hisself- interest, hid morale goes up; when it appearsto threaten his welfare, the individual's moraledrops, e.g., when a fearful individual sees signsthat his unit is being pulled out of the line, heis likely to feel relieved; when an ambitiousnoncom begins_to think that some of his authoritymay be taken frOm him, through new policy, he islikely to become depressed.

e. Kinds of information that reach an individual (throughformal channels or through the grapevine) serve assupports to morale or as pressures upon it.

1) BecaUse many different cues are constantly available,relative to factors that may affect individualwelfare, morale is usually in a fairly constantstate of fluctuation.

2) When his men are faced with a dangerous or tryingtask, the leader should acknowledge the fact thatit is dangerous, but accentuate the degree ofpreparednesp and support, e.g., detail plans forany emergency and adequate support and reserveforces, so that the men are confident and proudintheir ability to complete the mission.

f. Morale in combat.depends more upon whether personnelfeel that their needs and their welfare are being'recognized than upon any specific action in itself;i.e., the men must feel that their leaders are aware.of, and sympathetic to, the difficulties they areencountering.

1) Prompt public acknowledgement of the dangers anddiscomforts to which men are submitted will help tosustain morale, e.g., in combat, a leader who ensuresthat the men know of all suppoiting units andcontingency plans, artillery support, etc.

-9.1.6-4

3. General rules for building or maintaining high morale (N106,1967, #40, 41-8). The leader should:

a. Hake his men confident of his professional ability.

b. Keep in touch with his men's problems and wishes, andlook after their welfare carefully and continually.

c. Keep his men informed regarding policies and practiceswhich affect them.

d. Be strictly consistent and impartial in assigningiduties and in giving rewards and punishment.

e. Show his men tLat he respects them as men with dignityand that he is proud to be associated with them.

f. Keep well informed of his men's attitudes.

ga. Be accessible to his men to the maximum extent possible.

h. Participate actively in planning and executing unitfunctions.

Aotively supervise affairs in order to ensure thatthe petty officers do their jobs with the men'swelfare in mind.

j. See that his men have ample' opportunity for educationaldevelopment. Always, be friendly, courteous, andtactful.

k. Know each man by name.

1. Develop and publish a well-planned leave schedule forall men in the unit. Unless there are extremelyextenuating circumstances, no man should ever loseany of his anrwRI leave.

-9.1.7-

REFERENCES

Part Nine - Segment I

BuPers Manual, Article C00102

Calhoon,R.P. ran..P.eing Personnel. New York: Harper and RowPublishers, 1963.

Hays, S.H. and Thomas, W.N. (Eds). Taking Command. Harrisburg, Pa.:Stackpolt Books, 1967.

HuMan Resources Research Office (HumRRO). Leadership at SeniorItiall_of Command. George Washington University, 1967.

Komtz,H. and O'DonnelX,C inciples of Mana amen New YorksMcGraw-Hill Book Co., 19 ,1

Longenecker,J.G. Principles of Management and OrganizationalBehavior. Columbus,, Ohio: Charles E. Merrill Books, 1964.

McFakland,D.E. Manay.ement PrAnc4,ples and Pradtibes. New York:The Macmillan Co., 1958.

Mil:tary.Leadership (FM 22-100). Department .of the Army

NAVPERS 15934A, United States Manual for Leadership Support.U.S. Government Printing Office, Washington, D.c77-00.

USNA, N-106, Course Outline, 1967.

Wolfe,M.E., et al. Naval Leadership. Menasha, Wis.,Co., 1967.

Wolfe,M.E., et al. Selectld_Radiaggin_kagtahig.George Banta go., 1960.

George Banta

Menasha, Wis.:

OutlineReference

A.

A.2.a.

A.2.b.

A.4.

A.4.b.

A.4.b.1)

A.4.b.1)

OBJECTIVES Nine/I/TO/E0


The M will be able to select, fromseveral choices, the correct definitionof the term "morale".

Given several statements aboutmorale as an individual concept, theN Will identify the statement whichcorrectly describes the concept.

Given several statements aboutmorale as a group concept, the jwill identify the statement whichcorrectly describes the concept.

Given a list of terms, the M will selectthose that represent background conditionswhich affect morale.

Given several military situations whichdescribe environmental conditions underwhich a grout, performs, the fl will beable to identify the motivational condi-tions illustrated by each situation.

The M will be able to identify,from several choices, the statementwhich correctly defines motivationalconditions that affect morale.

Given a list of terms, the M willselect those that present motiva-tional conditions which affectmorale.

-9.1.9-

TO 1

EO -2

TO 2

TO 3

E0-1

E0-2


OutlineReference

A.4.c.

B.

C.

C.

D.


The M will be able to identify,from several choices, the statementwhich describes a significant factorwhich may influence an individual tofunction effectively under the stressof battle.

Given statements about the importance ofdeveloping high morale, the M will beable to identify the statement(s) whichcorrectly describes the importance,.

Given several military situations whichillustrate the state of morale within agroup, the M will be able to classifyeach example with the appropriate typeof morale indicator (statistical orobservable).

Given a military situation which illus-trates the state of morale in a group,the E will be able to select, fromseveral choices, indicators whichreflect the state of morale.

Given several military examples in whichleaders are evaluating the morale oftheir units, the N will be able to identify,from several choices, the method ofmeasuring morale used in each example.

BO -3

TO 4

TO 5

TO 6

TO

I OBJECTIVES Nine/I/TO/E0

OutlineReference Terminal and Enabling Objectives

- D.1. The M will be able to identify, EO -1 .

from several choices, the state-ment which correctly describesthe use of observation as amethod of measuring morale.

D.1.a. The M will select, from several EO-2choices, the statements whichdescribe the criteria governing aleader's accuracy of observation.

D41.b. The Mwill identify, from several EO -3choices, the statement which describesthe advantage of observation as amethod of measuring morale.

D.1.c. The j will identify, from several EO-4choices, the statement whichcorrectly describes the disadvantageof observation as a method formeasuring morale.

D.2. The M viill identify, from several EO-5choices, the statement whichcorrectly describes how inspectionsmay be used as as method of measuringmorale.

D.3. The will select, from several EO-6choices, the types of attitudesurveys which measure morale.

E, Given statements about the importance ofbuilding morale, the M will be able toselect the paragraph which defines theprincipal concerns the leader must have(based on the critical areas for theleader).

4

TO 8

OutlineReference

E.1.

E.1.a.

East).

E.2.

F.

F.i.a.

F.1.b.



The Mwill be able to identify,from several choices, the statementof the principal purpose in thebuilding of morale.

The M will select, from 'severalchoices, the two conditions whichthe leader should try to createwithin his organization.

The N will be able to identify,from several choices, the criticalquestions which the leader shouldanswer in his concern for developingand maintaining high morale.

The M will be able to identify,from several choices, the statementwhich describes the influencesexerting the greatest effectson morale.

Given a military problem concerningmorale, the Y will select, from severalchoices, the statement that correctly definesthe problem, provides the proper facts,and states the most effective course ofaction to overcome the problem (based onnaval policy for morale development).

-4

Given several statements about theNavy's premise, regarding moraledevelopMent, the M will identifythe statement which correctlyexplainsthe premise.

The j will be able to identify,from several choices, the generalconditions and situations uponwhich morale is dependent.

BO -1

EO -2

EO-3

E0-4

TO 9

EO -1

E0-2

OutlineReference

F.2.

F.2.a.

F.2.b.

F.2.c.

F.2.d.

F.2.f.

OBJECTIVES Nine/I/TO/Eo


Given a military situation whichdescribes a stress condition, environment,or attitude problem of a.unit incombat, the M will be able to select,from several choices, the statementwhich describes the best action a leadercould take to build the morale of hismen in the situation.

The M will be able to select,from several choices, the examplewhich best illustrates how theoverall state of morale is affectedby the attitudes of personneltoward acute stresses.

The !! will be able to select,from several choices, the statementwhich correctly identifies theaction a leader should take when

,. his men have spent weeks .of dis-comfort and danger on the line.

The M will be able to select,from several choices, the statementwhich correctly describes theprobable perception of well-trainedmen to their first encounter witha combat environment in contrastwith men who are not well-trained.

Given a combat situation, includinga description of the environment,the M will select, from severalchoices, the statement whichidentifies the probable consequenceof the situation on the morale ofthe men,

The M will be able to select,from several choices, the statementwhich identifies the .factor uponwhich most morale in combat isdependent.

TO 10

E0-1

EC -2

E0-3.

E0-4

E0-5

OutlineReference

F.3.

OBJECTIVES Nine/I/TO/BO


Given a military situation whichillustrates morale problems, the Mwill be able to select, from a listof several choices, the rule the leadershould fallow to build morale, in eachsituation.

Given a list of statements, theM will'be able to identify thostwhich are rules for building ormaintaining high morale.

-9.1.14-

TO 11

E0-1

UNITED STATES NAVAL ACADEMY


PART NINE

MORALE AND ESPRIT DE CORPS

Segment II

Group Solidarity and Esprit


Annapolis, Maryland

1971

PART. NINE - MORALE AND ESPRIT DE CORPS

Segment II - Group Solidarity and Esprit

A. Group Solidarity

1. Definition: The sense of unity and integration within agroup. (Hays and Thomas, p.307)

2. Elements which characterize group solidarity

a. Internal cohesion, i.e., mutual loyalty and reciprocalliking among group members

b. Unification of interests, i.e., everyone workingtoward the same goal

c. Positive identification of individual with the group

1) The individual reacts to the group as if it werean extension of himself, e.g., the group welfareis one's own welfare, the group goals are one'sown goals, etc.

2) The individual's attitudes, values, and beliefsare the same as thothe held in esteem by the group.

3) The extent of individual participation in thegroup is high. (VJolfe, pp.95- 100; Hays andThomas, p.158)

3. Unit effectiveness

a. Group solidarity can add to the effectiveness of atrained and skilled unit, especially in stresssituations where teamwork is essential.

b. Group solidarity can have adverse effects on anorganization.

.

1) Group solidarity can create group norms contraryto the goals of the military organization.(Hays and Thomas, p.159)

2) Organizational goals must be consistent withthe personal goals of individuals in the organi-zation, i.e., some organizational goals willconflict with the goals of the individual;however'r an individual has a wide "zone ofindifference" and will continue to eooperateunless he becomes convinced that the conflictis fundamental (N-106, 1967,#23)

4. Factors in the development of group solidarity

a. Close association among the members of the group

b. Common purpose requiring teamwork among members

1

c. Common unique experiences of the group, e.g., successfulaccomplishment of a difficult or dangerous mission,or victory over an adversary of much superior ability

d. Competition with other groups (Hays and Thomas,pp.161-162)

e. Interpersonal communications

5. Factors tending to retard or break down group solidarity

a. Unaccepted differences among members

b. Rapid changeover of membership

c. Disagreements among members over the best course ofaction to achieve their goals

d. The pursuit of goals by different parts of theorganization

(Note: The factors that tend to build solidarity maybe used to overcome those that break it down.) (Haysand Thomas, pp.159-167)

6. General rules for the leader in building or maintaininggroup solidarity

a. See that the group provides "rewards" to its members,i.e., psychological satisfactions represented by realor intangible things that are important to theindividual.

b. Make goals meaningful, concrete, and immediate.

c. Help create a feeling of progress and an expectationof success. (Wolfe, pp.102,105)

d. Maintain communication among members and include selfin those communications.

1) Communication will prevent disagreement and lackof understanding among the members of a group.

2) Involvement of leader in communications

a) The leader may be perceived as a member ofthe group.

b) The possibility of group solidarity developingwithout him may be prevented. (Hays and Thomas,p.163)

-9.2.2-*

Group solidarity in combat (HumRRO, p.178)

a. Disruptive forces: !any of the factors that disruptgroup solidarity (cohesion) seem inevitable duringcombat. Among them are:

1) Fear.

2) Physical deprivation.

3) Personnel losses.

4) Communication breakdowns.

b. Elements which counteract disruptive forces

1) From the fact that combat always involves anorganization fighting an enemy, these followingfeatures make for, group solidarity:

a) Combat involves a major outside threat to theunit as a whole, resulting in strong, mutuallysupportive actions among personnel.

b) In the face of great external danger commonto the entire unit, there is strong pressureto resolve or repress internal antagonismsand disruptive behavior.

2) In combat, the activities of personnel are directedtoward definite and tangible objectives.

3) The combat situation is one of mutual dependence,i.e., each man's life literally depends on theactions of others.

Eprit de Corps

1. Definition: The common spirit pervading the membersof a group and inspiring enthusiasm, devotion, and zealousregard for the honor of the group (Wolfe, p.204)

2. Relation to group solidarity

a. Esprit is not synonymous with group solidarity.

b. Esprit is an inclusion of group solidarity and cohesion.

'1) Necessitates a strong identification with theformal organization, e.g., without this identif i-cation, the norms of the group can develop counterto the wishes or goals of the formal organization.(Hays and Thomas, p.163)

c. Esprit does not 'necessarily appear in units whichare efficient and well disciplined, nor is it anecessary condition for the unit to be successfulin competition with-other units. (Wolfe, p.204)

3. Developing esprit through identification with the formalorganization

a. Help the individual to perceive his unit as the mostimportant group in.his military life.

b. Provide concrete and worthwhile goals through formalorganization channels.

c. Provide identifying symbols relating the individualto the group in accordance with needs to belong toa special group. e.g., green berets.

1) Notable exceptions should be cautioned. An excessof special badges or patches can be a detrimentto morale instead of a morale builder.

4. Esprit indicators (Wolfe, p.204; N-106, 1967, #40, 49-9)

a. Men's expressions of enthusiasm and pride in their unit

b. Reputation of the unit among other units

c. edmpetitive spirit in the unit

d. Unit's staying power under stress conditions

e. Men's readiness to help one another

5. Achievement and maintenance of esprit

a. Problems which must be overcome

1) Lack of confidence in leadership

2) Presence in the unit of conflicting groups of men

3) Presence of non-cooperation, i.e., men who hamperunit performance

4) Rapid turnover of unit personnel, especially of.the leaders

5) Lack of proper recognition for unit achievement

b. General rules for the leader to follow in building esprit

1) Give special attention to those problems over whichhe has control, i.e., with your men when theyhave to accomplish a dis'asteful task; show yourconcern

-9.2.4-

2) Recognize that true esprit and pride can bedeveloped if each member of the group kneels thegroup's common interest and is willing to cooperatetoward the common goal, i.e., this spirit isdependent upon the satisfactions that each mangets from being a member of the group and isaided by:

a) The 'approval each member gets from other members.

;b) Disapproval or punishment of non-cooperators.

c) Competition with standards in other groups.

d) The successes of the group and recognitionit receives.

e) Ceremonies and the use of symbols of membership.

3) Unit spirit can be established and assisted ifyou set and demand high standards of performanceof your people.

4) ?flake sure that every man knows he is importantto the team and that when he drops the ball ttaffects the whole team; but always be consistentwith your loyalty.

5) Volunteer to do things that will demonstrateyour unit's proficiency and that will result inspecial recognition.

6) Inspect frequently and thoroughly.

REFERENCES

Part Nine - Segment II

Hays, S.H. Thomas, W.N.(Eds). Taking Command. Harrisburg, Pa.:Stackpole Buoks, 1968.

Human Relations. Research Office (HumRRO), Leadership at SeniorLevels of Command. George Washington University, 1967.

USDA, N-166 Course, 1%7

Wolfe,M.C., et al. Naval Leadership. Menasha, Wis.: George Banta

OBJECT:IES

CutlineReference Terminal und Enabling Objectives

A. Given a military situation in whichgroup solidarity has broken down, thewill be able to select, from several

choices, the statement which correctlyidentifies the factor which caused thebreakdown and the steps the leadershould follow to re-establish solidarity.

Nine/II/TO/E0

TO 1

A.1 The Ei will be able to identify, E0 -1from several choices, the statementwhich correctly defines groupsolidarity.

A.2

A.2.a.

A.2.b.

A.2.c.

A.3.a.

Given a list of terms, the M willbe able to identify those that areelements which characterize groupsolidarity.

The JT will be able to identify,from several choices, the statementwhich beet describes internalcohesion.

The will be able to select, fromseveral choices, the statement whichbest describes unification of.interests.

Given several military situations,the j will be able to identify theexample which best illustratespositive identification of anindividual with a group.

'The M will be able to select, from severalchoices, the statement that best describeshow group solidarity can add to theeffectiveness of a trained and skilledunit.

EC-2

E0-3

E0-14.

E0-5

TO 2

OutlineReference

OB JEC T IVES Nine/I I/TO/E0


A.3. Given a military situation, the M willbe able to identify, from severalchoices, the statement which identifiesthe reason why group solidarity couldhale adverse effects on the organization,and the probable outcome of the situation.

A,4, The M will be able to select, fromseveral choices, the factors whichenhance the development of groupsolidarity.

A.5. The M will be able to identify,from a list of alternatives, thefactors which tend to break downgroup solidarity.

TO 3

EO-1

EC -2

A.5, The M will be able to select, from EO-3several choices, the statementwhich describes how to overcomethe factors which break down groupsolidarity.

A 6 1111

A,6,a,

A,6.d.

Given a military problem, the t: willidentify, from several choices, thestatement which identifies the rulefor maintaining group solidarity whichhas been ignored by the leader.

TO 4

Given several military situations, EO-1the M will be able to identify the"rewards" that the group providesfor its members.

The M will be able to identify, from EO-2several choices, the statement thatbest describes the results of aleader's involvement in groupcommunications.

-9.2.8-

OutlineReference

A.7.

A.7.a.

A.7.b.

OBJECTIVES Nine/II/Tc/E0


Given a description of a combat situation, TO5the M will be able to identify, fromseveral choices, the statement that bestdescribes the factors which could disruptgroup solidarity, and select from severalchoices, the elements which counteractthose factors.

Given a list of terms, the M willidentify those which are factorsthat disrupt group solidarity.

E0-1

The Mwill be able to select, from E0-2several choices, the elementswhich counteract the disruptiveforces of group solidarity.

B. Given statements which describe therelationship between solidarity andesprit de corps, the M will selectthe statement which best explains therelationship.

TO16

B. Given military situations illustrating TO 7group performance, the M will be ableto identify the situations in whichgroups exhibit esprit de corps (basedon his knowledge of the relationshipbetween group solidarity and esprit).

B.1. The Mwill be able to identify,from several choices, the statementwhich correctly projects the conceptof esprit de corps.

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E0-1

OutlineReference

OBJECTIVES Nine/II/TO/BO


B.2. Given a military situation in which agroup does not have a strong identifi-cation with the formal organization, theM will select, from several choices, thestatement which correctly describes theprobable consequence of the situation.

B.3. Given a military situation, the M will beable to select, from several choices, thestatement which best describes the methodthe leader should use to develop espritde corps through identification with theformal organization.

B.3.c. Given a list of terms, the M willbe able to identify those which aresymbols illustrative of identifi-cation with the formal organization.

TO 8

TO 9

EO-1

B.4. Given several statements about a military TO 10unit, the M will select those whichindicate the presence of esprit de corps.

B.5. Given a military situation, the M willbe able to select, from several choices,the statement which best defines theproblem, and select from several choicesthe rule(s) the leader should follow inbuilding esprit de corps.

B.5.a.

TO 11

The M will be able to identify, from EO-1several choices, those statementswhich describe specific problems theleader must overcome to achieve andmaintain esprit de corps in his unit.

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1

OBJECTIVES Nine /II /TO /E0

OutlineReference Terminal and Enabling Objectives

B.5.b. The M will be able to identify, from TO 12several choices, the general rules aleader should follow in building esprit

,de corps.

B.5.b.2) The M will select, from several E0-1choices, those statements whichdescribe the aids which promotesatisfaction in group membership.

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