Motivating Moral Behavior
1. What's the role of intuition in moral decision making?
1.1. As a "sounding board." We want a kind of Rawlsian reflective equilibrium. Working
back and forth among intuitions revising them in light of others - and evidence - to get a
coherence
1.2. Central/critical for anyone who has advanced beyond the outsourcing of their morality to
one of the absolutist dogmas on offer.
1.2.1. Are you arguing that moral commitments are absolutist dogma?
1.2.2. Not if individually constructed & owned. But many aren't & instead follow
cookie-cutter/template rulebooks thru fear/ease/norms.
1.2.3. Many would say these are just different stages in moral development and
completely normal. You don't think so?
1.2.4. True, normal _if_ the development happens.
1.3. Intuition can be developed thru experience. Intuition may trump training and effect
decision making.
1.4. I have always felt that some things just are right without having anyone or anything
confirm it.
1.4.1. So moral intuition is like our moral compass?
1.4.2. It is for some. But not all people seem to get it.
1.4.3. Why not? Willful ignorance or actual ignorance?
1.4.3.1.
Aha! Can we discern between willful and actual ignorance?
1.4.3.2.
For the sake of discussion, I say yes. Will vs skill
1.5. : Intuition is only starting point for moral decision making. Tough to employ by novices
1.5.1. I agree it's the starting point but it is well developed in some at an early age.
1.5.2. It has to be very rule based, mostly black and white. Further development will
allow operation in the gray.
1.5.2.1.
I feel that positive role models who lay a foundation with stories of
morality can help develop said gray
1.5.2.2.
If our subject is competent, then actual ignorance is the fault of the
Superior, for not instructing them properly.
1.5.2.3.
The actual Superior are parents. I believe that intuition morality starts
early.
1.5.3. What about kids w a poor foundation?
1.5.4. The greatest challenge. Make them read Federalist 10?
1.5.4.1.
It seems though that some people don't have a starting point. Fed 10 gave
us a perfect start to this very conversation. I read Fed #10 to my class today.
It's a battle. I present my students daily with situations and half typically make
poor decisions. Not only did I make them read it but they will also write a 200
word essay discussing it in their own words. They love me!! The
understanding of factions allows the discussion to go in so many directions.
1.5.4.2.
Read the book "The Five People You Meet In Heaven" by Mitch Albom 5
great lessons for my students #characterEd
1.6. Analyzing situation to determine threat, response and mitigating factors in order to
achieve objective.
2. Okay, good start, but how do you develop intuitive moral decision making in others?
Experience can build bad habits same as good.
2.1. Lead by example. Elected leader based on ability and principle. Leader must be open to
criticism. Grow as a group and focus on accomplishment.
2.2. Role playing. Decision games. Training lanes. All must have a moral challenge. Good
trainers reinforce good habits.
2.3. Scenarios, role play, training. Reinforce good decisions. Penalize bad.
2.3.1. It's those kids that take up for the bullied at school instead of staying quiet or
joining
2.3.2. Sometimes we do it really poorly! Check the news and it's not hard to see.
Concerned about the focus it will get when $ is tough.
2.4. How does ROE affect intuition in moral decision making? Walks like a duck, sounds
like duck but you’re in trouble for calling it a duck.
2.4.1. If intuition based on experience but ROE (& the env) change drastically quickly,
how square intuitive combat choices?
2.4.1.1.
using the combat tools available #handHeldUAV
2.4.1.2.
Sure, but you still make the decisions on employing them. Do you really
think the tech can take the place of decision making?
2.4.1.3.
Not replace, but augment. @DARPA is looking for disposable tech. with
#MooresLaw tech will only shrink until it becomes quantum. Not replace
decision making but inform it preemptively
2.4.2. In theory, the ROE should be based on and mandate moral action. "Nothing in
these ROE prevents you from [acting morally]."
2.4.2.1.
agree. Are they in tension at times?
2.4.2.2.
Rarely. Tension might result when intuition lags behind changes in the
environment, such as a unit or person moving from a "hot" area to a relatively
safe area.
2.4.2.3.
Not uncommon, right?
2.4.2.3.1.
Very common. Self-awareness of how applicable one's intuition is
to a given situation is key.
2.4.2.4.
Or when (erroneous) application of ROE is more restrictive than morality
requires.
2.4.2.5.
Or less restrictive.
2.4.2.5.1.
Either way, a properly-developed moral intuition can and should
override mis-applied ROE.
2.4.2.6.
Or when a person transitions from Iraq to Afghanistan.
2.5. Team building starts with a strong leader who can recognize others strengths and
weaknesses. Grow and adapt.
2.6. Intuition forms the initial framework for the decision; circumstances and facts fill in the
gaps.
2.6.1. You could almost reverse that and It’d be the same so yes!
2.6.2. Would concur with that as well
3. How do we balance evaluating consequences with upholding moral principles? (It will all
come together!)
3.1. The moral principle should come out on top... depends on if you are "means" or "ends"
based when making decisions.
3.2. Hopefully you can have the luxury of doing both, but you have to be prepared to do one
or the other.
4. Conflict is complex. Got it. How do you prepare troops to make sound moral judgments in
this environment? What's the touchstone?
4.1. Achieving the objective or at best inflicting damage to the enemy while protecting troops
4.2. Step 1: instill confidence in your subordinates that you will support them in their
decision making (barring crimes)
4.3. Have to establish clearly foundational principles. "X, Y, Z are always ok. A, B, C are
never ok." Build from there; train.
4.4. Training.
4.4.1. What kind of training?
4.4.1.1.
Scenario/ roles playing of situations that allow you to judge a person’s
behavior patterns
4.4.1.2.
And give feedback?
4.4.1.3.
Goal isn't feedback, ethics and morality are an aspect of personality and
behavior; the goal is to evaluate
4.4.1.4.
So you don't want change/growth if off track? Just evaluate?
4.4.1.5.
Not if we are handing the person a rifle/ heavy weaponry... Pass/fail is
good for me over a long term course. if you suck as ethical behavior and moral
judgment.. Yeah. it's the standard for state peace officers
4.4.1.6.
The purpose is assessment and screening a person’s behavior frequency
and critical thinking ability
4.4.1.7.
and if they suck? Bye?
4.4.1.8.
If you suck as ethical behavior and moral judgment... Yeah. it's the
standard for state peace officers
4.4.1.8.1.
Have this in some communities.
4.4.1.9.
I don't disagree but I do wonder about room for learning from mistakes.
Maybe too much to ask given mil context.
4.4.1.10. An M4 is no training tool for moral judgment skills
4.4.1.10.1.
Probably true.
4.4.1.11. Psych screening should be an ongoing aspect in the military given age and
emotional trauma of service
4.5. Seeing a number of suggestions for role playing to develop moral decision making.
What elements need to be included? Danger would be role playing and either wasting
time, or instilling wrong elements. What's the core?
4.5.1. Scenario development and vetting. Those with proper moral judgment can
develop the tools. Lots of wasted time out there.
4.5.1.1.
Amen to that.
4.5.2. Hard to say what to include in a double blind experiment
http://en.wikipedia.org/wiki/Stanford_prison_experiment
4.5.2.1.
We're not recreating the Stanford Prison Experiment. …
4.5.3. How do you simulate the stressors that cause moral degradation?
4.5.3.1.
Tough to do during pre-deployment training, not going to push
boundaries; must be done during as sustainment tng.
4.6. (So phenomenological notions of intuition are at play in #METC tonight, but not
existential it seems. Can't forget that modeling ≠ meaning...)
5. Seems to be some disagreement on role of mistakes in developing moral judgment. Can be
instructive, and can be disastrous.
5.1. Modeling behavior -> "moral degradation." Being responsible TO a cause more
important than fearing being HELD responsible for failure.
5.2. Zero tolerance might incentivize covering up or willful ignorance of immoral behavior.
5.2.1. Motivating bad behavior.
5.2.2. James Rest: moral motivation both internal (our intuition) & external (org.
incentives). Zero tolerance strong external motivator
5.2.3. Milgram/Zimbardo reveal that in the face of "stressors" still need something else
to awaken moral recognition. We "snap," not reflect
5.2.3.1.
Raises importance of stressors to trigger moral recognition. Critical.
Have to push past comfort zone
5.2.3.2.
We are physiologically "stressed" by most military activity, but
existentially "stressed" by facing own mortality. How to "test" that? Does
military uniformity, unanimity, unity prevent the sort of selfrecognition/reflection required for morality? Was Gray's fear.
5.2.3.2.1.
I don't think it can be 'tested' pre-game. This is where the Dryfus
stages of skilled behavior become invaluable.
5.2.3.2.2.
Isn't this why "professionalism" leads to ethics/ethos problem?
Military realized "skilled" ≠ understand meaning of skill
5.2.3.2.3.
That's part of professionalization, right? Moving from skill to
purpose for skill....
5.2.3.2.4.
Are you speaking of BEING skilled, and THINKING you're
skilled?
5.2.3.2.5.
Talking @ developing meta cognition, which allows for intuition.
Being skilled & knowing what it means
5.2.3.2.6.
This is the problem I'm trying to sort out in my own work right
now. Cook, Hartle good on failure of "moving.”
5.2.3.3.
This also seems connected to "dirty hands" discussion. Why work to be
moral if immorality of others means all judged as "dirty"?
5.2.3.3.1.1.
Wait, what do you mean? 'Dirty Hands' is a cop out?
5.2.3.3.1.2.
I think it genuine rather than "cop out." If we're judged the
same, as a unit, then why be "better" if punished as "worse"?
5.2.3.3.1.3.
Ah! I meant cop out more as 'get out of jail free', but if
you're talking @ unit punishments, not seeing dirty hands.
5.2.3.3.1.4.
Can you say more?
5.2.3.3.1.4.1. The individual's morality is measured/judged, not the unit's
5.2.3.3.1.5.
I read Walzer as leading noncom's to see all com's as
"dirty," thus individual moral motivation curtailed by just war theory
5.2.3.3.1.6.
I read Walzer very differently, then. Where does he argue
all combatants have dirty hands?
5.2.3.3.1.7.
Sorry, shouldn't have gone down that road. It's the
argument of book I'm writing at the moment ... How do you
measure/judge? I think this is what @ was trying to figure out too,
right? (Sorry for inserting so many of my personal "beefs" into
discussion. Hope I didn't ruin the conversation.)
5.2.3.3.1.8.
Not at all. I look forward to reading the book! Just think
things are winding down for the night.
5.2.3.3.1.9.
Thanks! Until I write it, just imagine I say "no" to
everything McMahan (outside reader on my dissertation) says...
5.2.3.3.1.10.
He's a smart guy (McMahan), but definitely polarizing!
5.2.3.3.1.11.
True, and I think he's why I read Walzer the way I do and
what I meant earlier by "leading" re: Walzer and "dirty hands".
5.2.4. Same issues with failing students. Does it communicate the proper message to all
students?
5.2.4.1.
Does what communicate the proper message? Failing students who don't
meet standards?
5.2.4.2.
I know what you are thinking. But your moral discussion follows same
path. Some students learn to hate failure. Some accept it
5.2.4.3.
What am I thinking? I'm just trying to understand what you mean by
'proper message'.
5.2.4.4.
Most of us learn from failure, some don't for some reason. Some of us
have intuitional morality. This concept has escaped others
5.2.4.5.
Is this something you can mirror in the schoolhouse setting?
5.2.4.6.
My classroom is one big experiment every day. I teach 10-12
History/Government
5.3. If I understand, we have an interplay between personal (intuitive) and external
(social/political/cultural/organizational) ethics.
5.3.1. We are endowed by our creator with a fundamental knowledge of right and wrong
(intuition).
5.3.2. But when we lack the experience/means to apply our personal knowledge to all
real world situations, we falter.
5.3.3. Institutions/groups/cultures develop rules of behavior to operationalize/ build on/
reinforce our intuition for particular situations.
5.3.4. The challenge is to train/ ingrain these external precepts well enough that they
become as natural as our own intuition.
5.3.5. And thus second nature to employ in changing situations.
5.3.6. Figuring out how to create the right training environment is key…
5.3.7. In stress, people revert to their training, and ultimately, to their core. e want to
instill our ethics/rules into the student's core.
5.3.8. So next we learn how to do this, right?
6. Reviewing Paul Robison's article on dual nature of honor for seminar. Integrity is honor's
internal face (act b/c I know it is right). Magnanimity is honor's external face (act b/c I know
it's what others require) Both motivate moral behavior. Both vulnerable to excess.
Let's start with honor. Integrity is honor's internal face (I do the right thing because I know it
is right). Magnanimity is honor's external face (act b/c I know it's what others require) Both
motivate moral behavior. Both vulnerable to excess. How do we build integrity and
magnanimity in those we lead?
7. How do you develop integrity in others? No cop outs about how it's hard
7.1. Socratic Method. Pose challenges, monitor response, debrief, critique, repeat.
7.1.1. I find Socratic method invaluable with an honest heart one assists the other to find
the answer on their own
7.2. Can't expect anyone else to have it if you don't yourself. Model it. Respect others by
expecting they can do the same
7.2.1. Need to see leaders being intentional about cultivating in self and encouraging in
others.
7.3. : Hard to attain the visions of magnanimity we all had signing up when living in negative
command climate
7.3.1. Negative climate? How so? Careerism?
7.3.2. Negative climate = focusing on negative issues as a primary method of leadership
7.3.3. meaning what not to do? Or focusing on bad behavior? (Sorry, just want to
clarify)
7.3.4. The leader who thinks they shape unit by solely punishing mistakes.
7.3.5. Should maintain standards - but need balance.
7.4. This is a great point. No organization is perfect. How develop integrity in people if the
organization struggles with it?
7.4.1. Best way to break the spirit of those with integrity in an org is to have their
leadership lack it. Must come from top down. Otherwise, the energy of those in org
will be spent on infighting, instead of uniting the org to fulfill its purpose.
7.4.2. From the new blood that brings it to org. If it doesn't already exist, it must come
from outside to gain traction.
7.4.3. For some, yes. But, if it an essential part of one's core belief system, then it can
be done.
7.4.4. Public acknowledgement of the org's ethical shortcomings is probably also
necessary. Helps set a new baseline.
7.5. At personal risk, point out to others the wrongs. Wellington's quote that he at least
learned what not to do comes to mind if org is screwed up
7.5.1.1.
That makes sense to me. Accountability is essential to integrity.
7.6. As I understand the terms, integrity refers to whether the inventory of your core values is
internally consistent and logical. Magnanimity refers to whether you apply those values
in an open, gracious manner. I would imagine that a commander would want to have
some method to verify that the inventory of each of their subordinates' value sets was
logical, consistent, and well ordered. Additionally, I can see where a unit can have both
qualities, and possess internal integrity and perform their duties with magnanimity
7.7. Cliche but leading by example and need to educate and explain to those below why such
matters but do not use oneself as example
7.8. Model integrity and magnanimity. Talk about it with examples. Integrate into curriculum
and organizational values. And, of course, you do the right thing, because it's right, even
when no one else will know the difference.
7.9. It must deal with it. Forcing someone to violate their inner integrity will not end well,
imo
7.10.
social learning thru authentic leaders fostering/enforcing/inspiring ethical climate
is critical
7.11.
1 of Hartle's case studies deals w/ integrity as command responsibility to unit vs.
to orders from above, e.g. trust strategy > tactics?
7.12.
Absolutely. Integrity by its nature lingers even in most difficult circumstances. If
it's fleeting, it never existed.
7.13.
Absolutely. Modeling the action you want is essential
7.14.
all must be given/have responsibility to report unethical behavior to deter it (like
academy)
7.15.
An important element folks don't always know is that people learn more from
positive examples than negative. Especially w junior folks. Show them examples of
what you want so they have a model, rather than pick apart failure.
7.15.1. I must be exception to rule, learnt more from working in a think tank and listening
to nonsense friends have to put up with
7.15.2. Much social learning occurs thru what others see is rewarded/punished
7.15.3. And also being the victim of such though the strong ones make sure they not treat
others same way, weak ones do same to juniors
7.15.4. What do people learn from being picked apart? How to pick others apart. What
they learn from positive critique is being positive
7.15.5. Incentive works far better than punishment; inclusion is always preferable to
exclusion
7.16.
Curious how people see connection between integrity and conscientious
objection. Can military abide level of objection for integrity?
7.17.
: If you're not raising up future leaders, you're tearing them down. There is no
benign neglect in leadership.
7.17.1. I've seen a handful do neither. They are just oxygen thieves marking time.
7.17.2. Marking time is actually destructive to your people. You're always moving in one
direction or the other.
7.17.3. I concur. It is damaging. But, it has less "impact", in some ways, than other 2
points.
7.17.4. If there's an informal leader who steps up to lead the unit well, I agree. Vacuum or
bad leader = danger
7.17.5. That is frequently what I see. I'm seeing it now with a certain unit. It's getting
sorted by Company NCOs.
7.17.6. Being that informal leader is tons of fun! As prior E 2LT I was told: Glad you're
here. My officers need mentoring!
7.17.7. Casual peer-peer mentoring is great for strengthening ethical base - but creating
new values?
7.18.
Virtues are the 'Good' middle ground between two extremes (courage is the Good
between the extremes of cowardice and foolhardiness).What other virtues do leaders
need to cultivate in those they lead?
7.18.1. Honesty, mastery, initiative, confidence, determination, loyalty, teamwork,
compassion, selflessness
7.18.1.1. Well-said! I'd add agility & humility. I personally cultivated aggression
& audacity in my troops.
7.18.1.2. Makes sense; you're preparing for combat!
7.18.2. Accountability (take responsibility for actions), Reliability (do what you say),
Consistency (same standards apply to all)
7.18.3. Courage, love
7.18.4. Critical thinking, Loyalty, Respect, Zeal/Elan, Fellowship, Compassion,
Hardness, Thoughtfulness, Reverence, Understanding
7.18.5. Whatever it is that they are lacking, and need to flesh out to enhance the unit's
integrity; e.g., what are the core values the unit needs to succeed and operate with
magnanimity? And what values do the individuals lack? Reinforce those they have;
cultivate the rest to fill the gap
7.18.6. Honest self-criticism/analysis, frankness, honesty, moral courage to confront
superiors
7.18.7. Character, competence, and commitment. Military culture already encourages
courage/loyalty/teamwork
7.18.8. Trust. The ability to earn it and extend it. Comes from core of integrity
(magnanimity often transparent to followers).
7.18.8.1. Trust, cornerstone of new Army Ethos. Needs transparency. But when org
actions contradict message...
7.19.
All good virtues. You came up with lists pretty easily. A to F, how are we doing
building these virtues in ourselves and subordinates?
7.19.1. Example and explanation to groups, also if wrongdoing etc in org one must
expose confront otherwise juniors see u as all talk
7.19.2. I'm more concerned with seeing a few "special" hearts glow that they can build a
fire in the organization or society
7.19.3. When training, I always looked for people who "got it" - were super users, and
cultivated them as an example. They would inevitably become mentors and the goto people for the rest of the group.
7.19.4. Concur; sad to say no matter what org or mission, I want the BEST peeps on my
unit, I only want the best HEARTS
7.19.4.1. How do you cultivate your problem children? Some folks really don't buy
into the program!
7.19.4.2. Find and understand their objections and then demonstrate solutions to
overcome them; challenge them to show how and why their solution is
superior
7.19.4.3. Lead my lads like a unit we fight as a family but everyone say mil, police,
teachers they are THE BEST MEN raised well
7.19.4.4. But the operative term is the 1 you used - cultivate. You have to develop
values organically; cannot be forced
7.19.4.4.1.
BUT military aims to impose a new value set on varied recruit
body; not organic - but necessary?
7.19.4.4.2.
You can impose skills through rigorous training; Ethics & values
can be drilled but better cultivated
7.19.4.4.2.1.
but isn't ethics a thought process? Do you drill ethics or
foster them in your actions w/ superiors, subordinatess, and peers?
7.19.4.4.2.2.
See it as making decisions that accord with a set of values;
the "drilling" then is emplacing the value set.
7.19.4.4.2.3.
Great Q. You do both -- there's the learning about the
issues & reasoning through scenarios ... Then there's the 'grill' where
you practice turning the brain knowledge into actual action. Lots of
people know what's right but still don't do right in the moment, so
also need to train the 'muscle memory.' But muscle memory w no
foundation is weak too, so need both. Does that make sense?
7.19.4.4.2.4.
YES - but what causes people who know right to do
wrong? It is a question on stress that u can never answer until THE
moment
7.19.4.4.2.5.
Agree, but just like you try to approximate combat in
training new troops, can do same w moral action, and build over
time.
7.19.4.4.2.6.
personally I think there's value in confronting potential
leaders with a battery of no-win ethical situations
7.19.4.4.3.
I'd think you'd want to do both, since they hit how people learn in
different ways.
7.19.4.4.4.
As a parent, I agree - cultivate virtues and integrity in my children.
As an officer? We need a better process for all soldiers to imbibe and
internalize the values we profess. Quickly.
7.19.4.4.5.
Not saying you can't impose values through training; just wonder
whether they effectively take root
7.19.4.4.6.
My concern entirely. PowerPoint may not be the best way to
cultivate a military ethic. #ShockAwe
7.19.4.4.7.
When I think training, I don't think ppt; I think pre-deployment
training (or regular unit training). I see the use in stand-alone education
(learn & discuss concepts), but only integrated training. If you don't
integrate ethics training into actual unit training, harder to influence
behavior.
7.19.4.4.8.
Unfortunately ethics/moral/ROE/LOAC gets "trained" presentation
style. Few exceptions. Now, @USACAPE is developing case study and
virtual training scenarios for Army; step forward. I'd agree, and prioritize
it - but you'd struggle to get the calendar space. Cultural change this year!
7.19.4.5. Yes though I phrase it slightly different, "remove excuses" see what they
can do then, & augment that. Like I say when I do demo derby cars, you start
with something good/excellent & build that up
7.19.4.6. Also-enlist the unit; let power of the group polish off rough edges through
cohesive exercise of desired traits
7.19.4.7. Yep, the right peeps for the right task at the right time, Wars are won this
way, prep, planning, strong allies
7.20.
Key to Aristotle's virtues is difference between "mean to oneself" and "universal
mean." Which does military want?
7.21.
Sounds like basically #METC believes: "Be the integrity you want to see in the
world." Correct?
7.22.
Integrity insignificant for middle managers: http://on.wsj.com/T6eyNb Want to
talk @ difference b/t managers & leaders?
7.22.1. Findings like that consistent with landing American business in the toilet... study
suggests politics is more important to middle management strength than integrity.
Woe.
7.22.1.1. "navigating both subordinates and their own bosses" familiar to O3-O4s
across services. Yes, woe.
7.22.1.2. *business ethics prof sighing*
7.22.2. Yep. Ethics & manners have exited collective consciousness.
7.22.3. I'd seriously like to know the % of those polled who are MBAs. Bschool killed
American biz.
7.22.4. Not to get off track, but yes.
7.22.5. not entirely off track- they have elevated the balance sheet made excellence a
byproduct rather than the core operating principle of the enterprise. It's entirely on
point
7.22.6. Many would argue profit is the moral imperative, to which all else is second. Diff
from mil.
7.22.7. but it's not. Profit without integrity is death. Profit without excellence is death.
The real prob is not w/ profit; rather profit at all costs. Profit at expense of long
term investment & strategies for continued growth are paramount. Profit is one, but
not only key. I speak as a founder/CFO of a firm that put ethics in the mission stmt
& excellence > profit
7.22.8. It's reliable but some of us value Old Ways more #HONOUR
7.22.9. I agree!(That's the message in my bus ethics course - writing syllabus as we
speak!) Hard message.
7.22.10.
or profit w/o moral limits
7.22.11.
Fiduciary ethics yes. Organic human ethics no.
7.22.12.
All the ones we don't want to lead but MUST follow, yes many, indeed
MOST
8. Tomorrow's topic is Setting the Command Climate. We'll talk about relationship b/t
command climate and ethical behavior.
8.1. Curious how you differentiate between setting command climate and motivating moral
behavior. They seem similar.
8.1.1. I agree 100%, but surprising (1) how little some have thought about motivating
moral behavior (or even that should). And (2) how many people think command
climate = morale, not morals. Some guys get it from go; others really struggle.
8.1.2. The two (morale/morals) overlap quite a bit. People can feel an unethical
environment
8.1.3. Agree. Still, it's interesting to me how many students have the 'Aha' in class ...
14-17 years into their careers.
8.1.4. better late than never
8.1.5. I think it's mostly they realize something they've always known, but yeah
8.1.6. I don't claim to have all the answers, but I've found that a strong, visible dose of
"The Hard Right" goes a long way toward improving morale and motivating
moral/ethical behavior.
8.1.7. Morals and morale exist in a feedback loop. Virtuous Circle or Vicious Cycle is
decided by our approach and our choices
9. (Valuable Off Channel): Seems to me that #METC has produced some great conversations.
9.1. What's your definition + measure of success for the #METC twitter dialogue?
9.2. An endorsement from CJCS? (I know, not a definition or metric. But still.)
http://twitter.com/#!/Martin_Dempsey/status/296619566958772226 …
9.3. #METC is a good initiative, but how will we define / measure its success? Or for any
PME?
9.4. So long as the conversation is not actively causing harm (i.e., benefit is > 0).
9.5. Disagree; benefit cannot just be >0 because of opportunity cost and limited time for
military participants
9.5.1. Why don't you participate / follow along for a day or two and make a judgment
informed by experience?
9.5.2. I think a critique informed by the course would be more helpful than one based on
suspicion of Twitter. And I say this w/ a great deal of respect, in that I am interested
in your view, and imagine Rebecca is too.
9.5.3. + look for cases where students did #metc because they could not access
traditional courses, to highlight impact.
9.6. Would also develop, to extent possible, quantitative and qualitative comparison between
#METC and traditional courses. Would also be very interested in demographics of
#METC -- age, rank, mos, unit, job, ed level, etc.
9.6.1.1.
Again, #METC has never been a replacement formal instruction (and I've
been consistently clear on this point) It is an opportunity for folks who want to
supplement formal instruction or lack access to it. If you intend to evaluate the
concept, you should do so on those grounds.