1. The challenge of new behaviors A Look at Beliefs and Mental Models Week 10

2. Announcements  Quick questions after class  Make a time to meet your TF or anyone on the team for particular puzzles

3. Review and Preview

4. The challenge of new behaviors  Behaviorism  How is it best learned? – Reinforcement, conditioned reinforcers, shaping, desensitization, etc.  Beliefs and mental models  Will and intentions

5. Preview A look at beliefs and mental models, the second session on “the challenge of new behaviors” 1.The glass half full 2.Beliefs on the (front) line 3.Facing a complicated world 4.Designing for changes of mind 5.Rapid review and looking ahead

6. Learning Goals  Get acquainted with some of the potentials and limits of changing behavior through changing beliefs  Learn to be alert to conditions that make change of belief challenging  Get acquainted with some general strategies for shifting beliefs.

7. The Glass Half Full Goal: Through a brief exposition, get acquainted with potentials and limits of changing behavior through changing beliefs

8. A very old idea  Behavior reflects what we believe  To change behavior, change what people believe

9. The glass half full  Pandora #3. How is it best learned?  Provide missing information  Improve people’s ‘self-theories’ (Dweck)  Shift from Model I to Model II theory of learning (Argyris)  The tradition of enlightenment – The Greeks, Freud, cognitive-behavioral therapy, etc.  Howard’s six ways of changing minds

10. The glass half empty  Pandora #2, What’s hard about learning it?  Hastiness (“seizing”)  Entrenchment (“freezing”)  Defensiveness (Model I, Argyris)  Complexity  Behaviorism  The will  Propaganda and hot buttons  Tacit knowledge

11. Beliefs on the (Front) Line Goal: Understand the influence of need for cognitive closure on beliefs and learning through analyzing a training video

12. Think like a commander  U.S. Army Research Institute for the Behavioral and Social Sciences

13. Facts from the film that students sometimes overlook include  CPT Young was assigned to the food distribution situation at the last minute because the previous commander needed an emergency appendectomy. CPT Young does not know these Soldiers.  CSM Pullman is on site to direct camera crews who will videotape the food distribution operation. He is not there to secure the site.  The food on the NGO convoys is for the villagers, not the Army.  Omar and Mohammed are not part of the local security team.  Omar and Mohammed turn out to be not rivals but brothers-in- law.  CPT Young did not get shot, an Afghan villager did.  CPT Young did not select the site. The site was selected because it was neutral territory in which no warlords were supposed to be present. 

14.  How do the ideas of seizing and freezing apply to the video?  What does Captain Young need to understand about the situation and about leadership that he doesn't?

15. Teaching themes 1. Command Climate 2. Command Influence 3. Communication 4. Cultural Awareness 5. Guiding Subordinates 6. Mission Clarity 7. Model of Command 8. Respect for Experience 9. Leadership Assessment At the end of the discussion on command climate, students should: Understand the factors that contribute to command climate and be able to trace the origins of command climate. Understand that CPT Young conveyed to his subordinates that he did not want input from them. Understand that the command climate discouraged 2LT Wychowski from asking questions. Understand why 2LT Wychowski tried to implement a plan that he knew was bad. Understand how the command climate discouraged 1LT Perez from communicating his location and plans to move to higher ground.

16. Facing a Complicated World Goal: Extend ideas about complicated situations of belief and learning to various life circumstances

17. Decision zones  Zone 1. We live here  Zone 2. We’re visitors  Zone 3. Where are we?  Zone 4. Elsewhere and don’t know it

18. Designing for Changes of Mind Goal: Get acquainted with strategies for changing minds through quick design

19. 1.Reason 2.Research 3.Resonance (the affective component) 4.Redescriptions (representation in a number of different reinforcing forms) 5.Resources and rewards 6.Real world events 7.Resistances

20. Rapid Review and Looking Ahead

21. Learning Goals  Get acquainted with some of the potentials and limits of changing behavior through changing beliefs  Learn to be alert to conditions that make change of belief challenging  Get acquainted with some general strategies for shifting beliefs.

22. Beyond these walls  Look for conditions in your life that exacerbate need for cognitive closure. Ponder how to manage them.  Look for belief systems in yourself or others that ideally would change in a healthier direction. Consider what strategies might budge them.