SUBJECT : Values, Attitudes, and Behaviors

CONDITION: Classroom environment

STANDARD: 1. Define Values, Attitudes, Behaviors and Beliefs. 2. Explain the importance of beliefs, values and norms. 3. Explain the value system and the significance of the socialization process. 4. Explain Louis Rath’s seven value criteria. 5. Explain cognitive dissonance and ways to reduce it.

TYPE OF INSTRUCTION: Instruction and Small Group Discussion

TIME OF INSTRUCTION: 2 Hours

LEAD IN: The Army is probably the largest and most diverse organization in the country with an ethnic and racial makeup most reflective of American society. Each individual brings a set of values and attitudes that have been cultivated over many years. Additionally, these values and attitudes are still being shaped and refined with each new experience. Many of you have strong memories about recent events in your lives, such as promotion, schooling, a new baby, or a transfer. These events and ones yet to come, serve to shape your values and attitudes for the future. However, values and attitudes do not automatically change just because someone puts on an Army uniform. Some values and attitudes, when coupled with a lack of awareness, or insensitivity about others that are different from ourselves, can produce confrontations, anger, and even violence. It is imperative all soldiers and civilian employees recognize and manage their differences so they do not interfere with the Army's mission effectiveness or ability to fight and win on the battlefield.

PART I. VALUES

SHOW SLIDE #1

DEFINITIONS 0 Values 1 Value system |

1. Values. Values are attitudes about the worth or importance of people, concepts, or things. Values influence your behavior because you use them to decide between alternatives. Values, attitudes, behaviors and beliefs are cornerstones of who we are and how we do things. They form the basis of how we see ourselves as individuals, how we see others, and how we interpret the world in general.

QUESTION: Ask the group to give some examples of values. Examples are; money, friendship, justice, human rights, and selflessness.

2. Your values will influence your priorities. Strong values are what you put first, defend most, and want least to sacrifice. Individual values can and will conflict at times. Example: If you incorrectly reported a patrol checkpoint, do you have the moral courage to correct the report even if you know your leader will never discover you sent the incorrect report? In this situation, your values on truth and self-interest will collide. What you value the most will guide your actions. In this example, the proper course of action is obvious. There are times, however, when the right course of action is not so clear. QUESTION: Ask the group to identify the seven Army values.

SHOW SLIDE #2

ARMY VALUES 2 Loyalty 3 Duty 4 Respect 5 Selfless Service 6 Honor 7 Integrity 8 Personal Courage |

3. The seven Army values that that all soldiers and leaders are expected to know, understand, and follow are:

a. Loyalty. Loyalty is an intangible bond based on a legitimate obligation; it entails the correct ordering of our obligations and commitments, starting with the Constitution, but also including the Army, the unit, the family, friends, and finally the self. All soldiers, whether officer, warrant officer, or enlisted take an oath in which they swear allegiance to the Constitution, and the laws and regulations that govern the military. Loyalty demands commitment and is a pre-condition for trust, cooperation, teamwork, and camaraderie.

b. Duty. Duty outlines the sum total of all laws, rules, regulations, etc., that make-up the professional and moral obligations of soldiers and leaders. Duty means that the Army expects everyone to fulfill their obligations as a soldier. This includes doing what is right, especially in ethical matters that are encouraged by morality, but not required by it.

c. Respect. Respect denotes the regard and recognition of the dignity that every human being possesses. Respect is treating people as they should be treated, both legally and morally. Specifically, respect is indicative of compassion and consideration of others, which includes a sensitivity to and regard for the feelings and needs of others and an awareness of the effect of one’s own behavior on them. Respect is the value that informs Army leaders on those issues related to equal opportunity and the prevention of sexual harassment.

d. Selfless Service. Selfless Service signifies the proper ordering of priorities. Think of it as service before self. The welfare of the organization come before the individual. A good example of this is a leader who will do what’s right, even if it may affect the promotion or career of the leader.

e. Honor. Honor is a moral virtue, a state of being or state of character, that people possess by living up to the complex or the set of all the values that make up the public moral code for the Army. Honor also provides the motive for leaders to take action to correct a wrong or to fix something that is broken.

f. Integrity. Integrity is also a moral virtue, one that encompasses the sum total of a person’s set of values, their private moral code. A breach of any of these values will damage the integrity of the individual.

g. Personal Courage. Courage comes in two forms. Physical courage is overcoming fears and bodily harm and doing your duty. Moral courage is overcoming fears of other than bodily harm while doing what ought to be done.

4. There are also other values soldiers and leaders must possess and are considered essential for building the trust of others and of subordinates. These are candor and competence and commitment. Both must exist for a unit to operate a peak efficiency.

a. Candor. Candor is being frank, open, honest, and sincere with your soldiers, and peers. It is an expression of personal integrity and expected by soldiers. If handled properly, disagreeing with others and presenting your point of view are not wrong.

b. Competence and commitment. Competence is required professional knowledge, judgment, and skills. Competence builds confidence in one’s self and one’s unit; both are crucial elements of morale, courage, and, ultimately, success on the battlefield. Soldiers expect and deserve to be led by leaders who are competent and committed to them, their organization, and the mission.

5. Value system. Everyone has a value system. A value system is a set of values adopted by an individual or society influencing the behavior of the individual or members of the society, often without the conscious awareness of the members of that society. One of the problems all soldiers must learn to deal with is that when they perceive something that contradicts their own value system, oftentimes it is rejected is as having no importance.

6. Values systems normally are comprised of six categories.

SHOW SLIDE #3

THE CATEGORIES OF VALUES 9 Personal 10 Social 11 Political 12 Economic values 13 Religious 14 Socialization |

a. Personal values. Personal values are established traits that are representative of an individual’s moral character. These may have an order of importance to us such as; honesty, responsibility, loyalty, moral courage and friendliness. Universal values held by most young people are an interest in others, intellectual development and self-satisfaction. The values' people have integrated into their character are made apparent by their attitudes, beliefs and actions.

b. Social values. These may include social responsibility, loving interpersonal relationships, social consciousness, equality, justice, liberty, freedom, and pride in “our country.” A social value is learned. It involves one’s relationship to society. For example; many parents teach their children what they perceive to be right from wrong, and what goal to work toward in their lives. To further explain, social values can be divided into four classes and they are:

(1) Folkways - values people accept out of habit.

(2) Morals - morality which governs values.

(3) Institutional - ways or practices set up under law.

(4) Taboos - the emphatic do’s and don’ts of a particular society.

c. Political. These include loyalty to country, concern for national welfare, democracy, the “American Way,” public service, voting, election and civic responsibility.

d. Economic. These are identified through such mediums as equal employment, stable economy, balancing of supply and demand of goods, money, private property, pride of ownership, and contrary to the beliefs of some people, taxes.

e. Religious. These are characterized by reverence for life, human dignity, and freedom to worship. Religious values are indicated by the expressed belief in a supreme being, or another force beyond the comprehension of people.

NOTE: Ask the group to give some examples of the above value systems. Discuss how these values impact on each individual's life.

f. Socialization. Socialization is the major source of an individual’s values. These values are formed in the home, schools, peer groups, neighborhoods, communities, jobs, churches or synagogues. Through these institutions, a behavior code is given and people not only learn what is expected of them, but they build their own value system.

7. Values grow from a person’s experiences. Different experiences produce different values, and a person’s values are modified as those experiences accumulate and change. These patterns create what is known as process of valuing. It is a lifelong process that incorporates an elaborate system of rewards and punishments from significant others and society in general. It is the major source of an individual’s values.

NOTE: Now that we know the definition of values, lets take a look at Louis Rath’s seven value criteria. The first area is more or less “choose,” the second is “act,” and then “repeat because of meaning.”

8. Louis Rath’s value criteria are:

a. Choosing freely. No one can force you into a value. You choose it and act upon it even when you are not being observed.

b. Choosing from alternatives. Choosing after thoughtful consideration of the consequences of each alternative. There are other ways to believe and act. You chose this one, even when you cannot speak it out loud, for reasons of appropriate discretion.

c. Choosing after thoughtful consideration. Committed to chose even after thoughtful consideration of the consequences of each alternative.

d. Prizing and cherishing. Being happy with the choice.

e. Affirming. Prizing enough to be willing to affirm the choice to others.

f. Acted upon. Acting or doing something with the choice. Values are held mentally and emotionally, and the actions they produce really “speak louder than words.”

g. Repeated. Acting repeatedly, in some pattern of life.

NOTE: Have the group explain how values may be different from other people’s values, and that you are not necessarily trying to change the other person’s values.

9. If your value meets all seven areas, it’s considered a full value. If not, then it’s perhaps a partial value. Some values are more important or can change with circumstances, such as; winning the lottery, accidents, hurricanes, or a significant emotional event. A value does not have to meet all criteria’s to be important or meaningful in our lives. Example; love of skiing, not acted upon, but thinking about skiing gives pleasure. Desires or thoughts not acted on, such as; opinions, interests, aspirations, beliefs or attitudes.

10. Sometimes we mistakenly think other sources have produced the conflict, because we do not understand the way values function. You need to realize what values you consider important--important enough that your actions fall in line with it. When personal and interpersonal conflicts arise, it may be that our belief system is changing, and our values are being challenged by our growth. Our religious experience teaches us that beliefs grow and become valued through our life’s experiences. Values are highlighted through the way we act.

NOTE: Ask the group to give an example of each criteria developed by Louis Rath that is related to the military. Examples may include the following:

Choosing freely - all volunteer force, not the draft. Choosing from alternatives - other occupations, Navy, Marines, Air Force, Coast Guard, etc. Choosing after thoughtful consideration - analyzed advantages and disadvantages, assignments, promotions, living conditions, and still enlist or reenlist. Prizing and cherishing - satisfied with choice after thoughtful consideration, so I like the Army and I am happy to be in the Army. Affirming - take pride in joining and wearing the uniform. Proud to publicly affirm being in the Army. Acting on choice - Take oath. Repeating - reenlisting.

NOTE: Instruct the group to refer to Handout #1, The Louisa Exercise and conduct Practical Exercise #1.

PART II. ATTITUDE, BEHAVIORS, AND BELIEFS

QUESTION: Ask the students to define the term “attitude.”

1. Webster’s Dictionary defines attitude as a state of mind or feeling with regard to some matter; a disposition. In other words, an attitude is our tendency to evaluate some symbol, object, or aspect of our world in a favorable or unfavorable manner. It also can be defined as a state of mind or feeling with regard to some matter. The word “attitude” is use rather loosely as a catchall term for the whole collection of one’s beliefs, opinions, prejudices, and sentiments, even though the basic meanings of these terms are different.

SHOW SLIDE #4

ATTITUDEA state of mind or feeling with regard to some matter. |

2. Once an evaluation of an attitude has been made it becomes a belief. An attitude or belief cannot be seen or touched. My attitude belongs to me and only I can change it. I can be influenced to change, but only after I overcome some of the barriers to change.
Attitudes are also more difficult to hide or disguise as they can be reflected in conscious or unconscious actions.

3. Attitudes are difficult to measure and are often indicated by behavior as reactions to stimuli from individual situations, social values, etc. Attitudes are mental positions that we assume or learn. An attitude might be, for example; if I have an attitude about staying on the job long after quitting time because I believe that was a good work ethic, I may expect you to stay with me even though your work was done and you wanted to go home to your family. I may say you have a bad attitude because we differ about working hours. Another example may be that “White people are superior to Hispanic people” or visa versa.

4. Some leaders may develop attitudes they assume or think is the popular attitude simply because it is a popular one among those with whom they associate. This can happen even when it does not agree with our value that people are created equal or is morally and legally correct. Leaders and soldiers must have an understanding of attitudes, as they are the individuals that can influence people toward accomplishing human rights goals.

5. People behave in ways that satisfy their needs. These may be for physical comfort or safety, social acceptance or ego gratification. Attitudes are a person’s beliefs toward something or someone and are expressed in likes and dislike.

SHOW SLIDE #5

CHARACTERISTICS OF ATTITUDE 15 Difficult to measure 16 May create inflexibility and stereotypes 17 Often indicated by behavior 18 Formed largely from the continuous process of socialization 19 Positive or negative implications 20 Usually are not easily changed |

6. The characteristics of attitudes are:

a. Difficult to measure and are often only indicated by behavior as reactions to stimuli from individual situations, social values, etc.

b. May create inflexibility and stereotypes if the attitude is based on inconsistencies, incorrect assumptions or other false data.

c. Attitudes are often demonstrated through the behavior of the individual.

d. Many attitudes are formed largely from the continuous process of socialization.

e. Attitudes can have positive or negative implications.

f. Once an attitude is formed, it is not easily changed.

7. Attitudes are learned. This learning usually occurs gradually through many different kinds of experience or as the result of a particularly powerful emotional experience. Most attitudes are learned from those experiences can be favorable or unfavorable, pleasant or unpleasant, and the resulting attitude ends up as negative or positive. Social environment plays an important part in shaping attitudes. We may reflect attitudes from others such as; parents, friends, leaders or persons of prestige. We may acquire them from the cultural influence of a certain geographical area such as; a farm, small town or slum. Also, age, position and education may affect attitudes.

8. In the early stages of development, attitudes can be changed by new experiences. In later stages of development, attitudes have a tendency to be fixed and difficult to change. Attitudes, once formed, make up a frame of reference for a person’s actions. Attitudes may cause a person to do things that do not seem to be based on any logical reason. Not all attitudes can be easily changed. Those, which involve strong emotional factors (religion, politics, and race), are difficult to change. However, most attitudes can be changed to some degree by providing new conditions, new experiences and new information.

SHOW SLIDE #6

BEHAVIORBehavior is the manner of conducting oneself. The response of an individual or group to it’s environment. |

9. Behavior is the result of a person’s reaction to a situation, group or person. That reaction depends on what the situation is, and how that person interprets the situation. If several persons were placed in the same situation, there probably would be varying reactions to the situation. This would occur because each person may see that situation differently. Such differences are expressed in attitudes.

10. Group behavior is an extension of individual behavior. If we are to direct the efforts of a group, we must understand and influence individual behavior. Also, by understanding human behavior, we can analyze, predict and influence that behavior.
Because of the impact of differing cultures, classes, ethnic backgrounds, intelligence, and family characteristics, variations occur in what people believe and how they behave. A mistake we often make is to fail to note these differences and appreciate them.

11. The difference between a forced changed and an induced change is that induced change generally is most lasting. If a person is persuaded to behave opposite to their private attitudes, they will be more likely to modify their attitudes. If forced change, the attitude change is less likely to last. Behaviors can be changed, but attitudes may not. For example; I may not like to do PT and have a negative attitude towards PT; however, to set example (as well as avoid punishment) I go to formation and do PT. In our day-to-day living, all of us work and deal with different attitudes and behaviors. We must remember that attitudes and behaviors work hand in hand.

SHOW SLIDE #7

BETARI BOX MODEL |

12. The Betari Model can best explain the relationship between attitude and behavior:

a. My attitude affects (influences, impacts) my behavior.

b. My behavior affects (influences, impacts) your attitude.

c. Your attitude affects (influences, impacts) your behavior.

d. Your behavior affects (influences, impacts) my attitude.

NOTE: There is a continuous chain relationship between attitude and behavior.

13. Cognitive dissonance. Cognitive dissonance is a state of internal tension that results from an inconsistency between any knowledge, belief, opinion, attitude, or feeling about the environment, oneself or one’s behavior. It is psychologically uncomfortable.

a. Cognitive - being reduced to factual knowledge; act or process of knowing including both awareness and judgment.

b. Dissonance - lack of agreement, inconsistency between one’s actions and one’s beliefs. Example: CPT Jones is unhappy that women are assigned to his unit because he thinks women cannot function under stress in emergency situations. One woman functions well during an emergency. CPT Jones experiences cognitive dissonance.

NOTE: No one likes to feel uncomfortable, physically or mentally. Therefore, people try to reduce the uncomfortable feeling. How would you?

SHOW SLIDE #8

WAYS TO REDUCE COGNITIVE DISSONANCE 21 Avoidance 22 Denial 23 Change |

14. There are three primary methods individuals use to reduce cognitive dissonance. They are: avoidance, denial, and change.

QUESTION: Ask the group to identify an example of each method. Example may include: Avoidance: Avoiding situations that increase or maintain dissonance.
CPT Jones delegates responsibilities so as not to come in contact with females, or asks for a transfer to an almost all male unit. Denial: Pass the experience off as an exception to the rule. CPT Jones may pass this situation off as an exception. Change: Change the stereotype. Well, I thought females could not perform under stress, but I was wrong. How many of you have attempted to change something about yourself?

SHOW SLIDE #9

BELIEFSBeliefs are assumptions or convictions you hold as true about some thing, concept or person.NORMSNorms are the rules or laws normally based on agreed-upon beliefs and values that members of a group follow to live in harmony. |

15. Beliefs are assumptions or convictions you hold as true about something, concept, or person. They can range from the very deep seated beliefs you hold concerning such things as religion and the fundamentals upon which this country was established, to recent experiences which have affected your perception of a particular person, concept, or thing.

16. Beliefs, values, and norms are like traffic control system; they are signals giving direction, meaning, and purpose to our lives. Examples: Many soldiers throughout history have sacrificed their lives to save friends, or help their unit accomplish a mission. These brave, selfless actions include blocking exploding grenades, personally taking out enemy fighting positions, and taking key positions to protect a withdrawal. Beliefs and values motivate this kind of heroic self-sacrifice. The motivating force may be the soldier’s belief in the importance of retaining his personal honor, of saving a buddy, of helping the unit, of serving a cause, or a combination of these.

17. Norms can fall into one or two categories:

a. Formal

b. Informal

18. Formal norms are official standards or laws that govern behavior. Traffic signals, the Uniform Code of Military Justice, and Geneva Conventions are formal norms that direct the behavior of Americans soldiers. They dictate what actions are required or forbidden. Uniform regulations, safety codes, and unit SOPs are also formal norms.

19. Informal norms are unwritten rules or standards that govern the behavior of group members. In the Korean Combat Patrol account, Lieutenant Chandler stressed the informal norm that casualties were never left by the rest of the patrol. At the root of this norm was a shared valued about the importance of caring for each other. The soldiers found comfort in knowing they would be cared for if they became casualties.

20. As a leader you have the power to influence the beliefs and values of the soldiers in your unit by setting example; by recognizing incongruent behaviors; and by planning, executing, and assessing tough, realistic individual and collective training.

CLOSING: Most of the ideas and concepts we discussed today are not new. Understanding the importance of your own values and attitudes and how they affect others are imperative when communicating with your commander, other soldiers, family members and civilians. To be effective, you must be able to understand other’s value systems and their impact on human behavior. Nothing has more impact on career success than one’s attitude. Attitudes have a strong impact on every aspect of your life. Your role is to work with your unit in order to increase the unit’s cohesion, effectiveness and mission. By knowing yourself and how we interact with others is necessary for you to accomplish your mission. Summarize lesson objectives.

PRACTICAL EXERCISE #1
THE LOUISA EXERCISE

Instructions:

Read the following scenario and as a group or on your own rank the five people involved, one to five, from the person whom you feel the most sympathetic for to the one whom you feel the least sympathetic for.

Scenario:

Louisa was five months pregnant. She had delayed making a decision concerning her pregnancy because, at seventeen, she did not think she was capable of carrying out the responsibilities of motherhood alone, and yet she was under pressure from her friend, Joe, who was the father, to have the child. Louisa had absolutely no desire to marry Joe; she was sure that they would be unable to live together.

Joe had previously told her that he was sterile, which proved to be untrue. When Louisa became pregnant, he offered to marry her. Joe loves children and wants a child. When Louisa finally decided to have an abortion, Joe arranged for Judge Robbins to sign a restraining order against her.

On the advice of her best friend, Anne, Louisa had the abortion anyway. Dr. Pressly, who knowingly violated the restraining order, performed it. Joe filed charges against Louisa and the doctor. Judge Robbins fined Dr. Pressly for contempt of court, but pardoned Louisa because she was a minor.

_____ Louisa

_____ Joe

_____ Judge Robbins

_____ Anne

_____ Dr. Pressly

PRACTICAL EXERCISE #1
“THE LOUISA EXERCISE”
INSTRUCTOR’S GUIDE

Objective:

To illustrate how values and attitudes affects one’s behavior, which in turn affects another’s’ behavior.

Procedure:

Instruct the students to read the exercise and follow the instructions. The students are to do the exercise on their own without any interaction with other students. Give the students approximately 10-12 minutes to complete the exercise.

After all of the students are finished divide the students into groups of four or five. Attempt to get students from both genders into each group.

Read the following instructions: “Each group needs to rank the five people involved, one to five, from the person whom you feel the most sympathetic for to the one whom you feel the least sympathetic for. Each group has approximately 15-20 minutes to reach a unanimous decision to the solution of the exercise. After you reach a decision you must choose a spokesperson for your group who will report to the rest of the class your group’s decision and why you reached that decision.”

During the exercise keep notes on the interactions within the groups. If the group can not come to a unanimous decision after 20 minutes do not allow them to continue.

After all of the groups have finished, have each group report to the rest of the class their decision. On butcher paper, chalkboard, etc. record each group’s answers. During this period you should listen carefully. Usually students will refer to the judge and doctor with male pronouns. After the exercise is over you should point out that there are female judges and doctors.

After each group has reported their decision it is recommended you immediately inform them that it is not an exercise to discover their views on abortion, but to reinforce the previous block of instruction on how your values and attitudes affect your behaviors, which affects another’s attitude and behavior. Also, point out that there are no wrong answers to the exercise.

Discussion Questions:

1. What were some of the behaviors displayed during the exercise? (voices raise, “checking-out” of the discussion, face turning red, pointing finger, anger, etc.)

2. Was anyone surprised at the views and/or behaviors of other members in your group? Did you find it difficult to get a group member to agree with you? (You should point out that it is very difficult to force a value change on another individual. )

3. What were some of the values revealed from this exercise? (Some of the common values are: Honesty, Obey the Law, Religion. You should reinforce that different experiences give rise for different values and values can change.)

Materials Required:

Butcher paper, writing utensil and the Louisa Problem Worksheet.

Approximate Time Required:

30-45 minutes.