GAP Model

After researching my selected leaders of peace, I discovered that they also solved their problems and overcame obstacles by using similar values as the Tuskegee Airmen. These values are integrated into the Tuskegee Airmen (GAP) Problem Solving Model. Remember, I researched these heroes’ values and their problem-solving techniques from studying "how" they peacefully overcame their difficulties. The culmination of my research offers these problem-solving techniques in a useable matrix form, integrated with the heroes’ Value System to insure effective and peaceful solutions for overcoming obstacles.

As you start to examine the Tuskegee Airmen (GAP) Problem-Solving Model, it may initially seem complicated. But by the time you finish this chapter, you should be able to apply it to many obstacles in a few minutes, and use it mentally for minor conflicts within thirty seconds. Give this matrix the time it deserves; it’s very important, for you will actually start applying the values and tools used by world leaders of peace into your daily life.

The Tuskegee Airmen (GAP) Problem-Solving Model may be used with team, individual, business, military, political, and personal problems. It guides one toward a positive solution preventing the problem from escalating into a crisis.

One of the unique features of the Model is selecting a future goal which must be higher in importance than solving the problem. In this way the problem becomes a small stepping stone in reaching the higher goal. This greatly reduces the problem’s urgency and often its exaggerated significance. As a result, things fall into a much more manageable perspective. This is a technique the Tuskegee Airmen used most effectively.

As an example, suppose a high school student’s problem is the inability to understand a foreign teacher’s lectures because of the teacher’s heavy accent. The student can’t understand the presentations, explanations to questions, or assignments. The student is angry, in danger of getting a poor grade, and feels cheated by the school. The problem is the student cannot understand the class material well enough to get a good grade. The goal, however, is not to understand the class material, but rather to graduate from college, get a good-paying job, and live comfortably ever after. See how the goal is on a much higher plane than the problem? This relationship between the problem and goal is essential!

The Tuskegee Airmen Model solves the problem and creates advancement toward the goal, and it does so without "burning any bridges" or creating additional problems that must be addressed later. Also, evaluating alternative solutions automatically occurs by repeating the Model in sequential phases until a satisfactory action is reached.

Negative emotions often create future problems and are avoided as much as possible in the Model. Almost all decisions any human being makes are based on emotions. Fear, jealousy, competitiveness, anger, revenge, protection of loved ones or property, preservation of self-esteem or stature, and need of acceptance by peers are just a few of the emotions that drive human decisions and reactions (Review Learning-Level One of this text). If the emotions of other who are affected by your decisions are not considered, I promise you repercussions and future dilemmas will develop that you never imagined! Nations have gone to war, groups of people have suffered genocide, and corporations have fallen because of negative emotions. This is a critical part of any decision-making process.

If the Tuskegee Airmen had not constantly considered how their oppressors would emotionally react to their decisions, the Tuskegee Airmen program would have failed shortly after its inception. With the intention to fail, the Tuskegee Airmen flying program was always in a very precarious position vulnerable to unjustified attacks from people in power. The Tuskegee Airmen, under the watchful wisdom of Benjamin O. Davis Jr., became masters, no rather artists, in considering the possible negative emotions and unwarranted repercussions of those in power over them. They knew they did not have righteousness and fair play on their side, for many of those in command were very prejudicial and truly felt the demise of the Tuskegee Program was in the best interest of the United States military. Instead, the Tuskegee Airmen relied on their cunning observations of their political situation carefully calculating ways to please those who hated them, to excel for those believing them incompetent, and to offer repeated examples of excellence for those believing their program would negatively impact the U.S. military.

The Tuskegee Airmen Model also helps you be sure you have stated the problem correctly. If a trial solution does not start to show merit after three attempts (phases), you might want to restate the problem. For example, you might think the problem is your top salesmen are not working hard enough because sales are declining, but the real problem is your competition has a better and cheaper alternative for your product and you need to modernize your production line.

It is unrealistic to assume any problem-solving model can solve all problems immediately. Many situations take weeks, months, and even years to resolve. If Nelson Mandela insisted the Apartheid government in South Africa change their evil ways in a few weeks, he would have been unsuccessful. His battle took years.

A black soldier recommended for the Congressional Medal of Honor during WWI, received that medal, if ever, an average of seventy years later. A black soldier recommended for the Congressional Medal of Honor during WWII, received that medal, if ever, an average of fifty years later. Many of these medals were awarded posthumously.

The Tuskegee Airmen started their battle in March of 1941. The military was finally integrated in 1948, but the Tuskegee Airmen and Women did not fully receive recognition for their incredible accomplishments until they were presented with the United States Congressional Gold Medal by President George Bush on March 29, 2007!

Many problems can be solved in hours or days. Other problems involving years of tradition, beliefs, and heritage are very complex whether dealing with a nation, a culture, or a family. Often these problems, because of politics, customs, and traditions, can take years to resolve. Quick-working solutions for such complex issues are unlikely. I promise you, however, that hasty solutions can destroy years of progress made through peaceful means and literally add decades to the solution process. Therefore, consider the time needed to resolve your issues.

The Tuskegee Airmen Problem-Solving Model is divided into four main sections and two columns. The sections are labeled A through D. The left-hand column is where the Critical Question is listed and the right-hand column is where the Critical Answer must be determined and entered. So far our model looks like this:

Section A is where you CLARIFY the problem and its higher associated goal. Section B is where SCENARIOS are entered for the desired and anticipated results. Section C considers any current and future AGGRESSION that may interfere with a peaceful solution or create future problems. Section D applies 4-TESTS in the Model to the proposed solutions. Also, because each suggested solution may not prove to be the optimal one after being critiqued, other SCENARIOS must be tested. The first SCENARIO is known as Phase Number 1. The second tested SCENARIO would be known as Phase Number 2, and so on. Notice a space to indicate the Phase Number is in the first row. The developing model now looks like this:

By expanding Section A into its two associated questions, the Model appears as below.

Section B, the SCENARIO section, consists of three questions: what ACTION do you want to take to solve the problem, what NEEDED RESULTS do you want to develop from this ACTION, and what PROBABLE RESULTS will your ACTION most likely produce? The NEEDED RESULTS and the PROBABLE RESULTS are, unfortunately, not always the same.

Section C is the AGGRESSION AWARENESS section which examines hostility, resentment, anger and other negative emotions which will probably create additional future problems and may "burn bridges" preventing effective, future negotiations. The two questions in Section C address negative emotions created from the PROBLEM and any that might be created from the proposed ACTION. Section D looks like this:

In the last Section D the four tests are administered to the ACTION. This is the heart of the Model. TEST ONE deals with the possibility that the PROBLEM has become insignificant when compared to the higher GOAL, and if true, the PROBLEM has been eliminated. TEST TWO assures that the NEEDED RESULTS are the same as the PROBABLE RESULTS. TEST THREE assures that the ACTION will bring you closer to your GOAL. And TEST FOUR addresses any aggressive emotions that might create problems in the future. Section D looks like this:

It is imperative that the sixteen Attributes in the Value System be considered when addressing all problems and conflict solutions. It is these discovered values that are steadfast in all of our researched leaders of peace, and they must be applied, not only to our daily lives, but especially to the Problem-Solving Model in the GOAL (Row 2), the ACTION (Row 3), and the NEEDED RESULTS (Row 4). Of these three rows, the most important is the ACTION (Row 3). To assist you in understanding how the sixteen attributes integrate into this Model, I have added an area under Row 3 listing the attributes considered in the ACTION. The completed Model is below.

As previously presented in this book, my 6-year study of the Tuskegee Airmen’s problem-solving techniques gradually revealed the Value System. The sixteen attributes in the Value System have repeatedly appeared as a foundation in the selected heroes’ decision making processes. Again and again these attributes were present as the influencing basis for our heroes’ decisions in addressing cruel discrimination practices, human rights violations, oppression of an entire culture, or overcoming smaller "stepping-stone" obstacles leading to the eventual resolution of a major injustice. Most importantly, these same attributes also played a major role with these heroes influencing their every-day decisions with personal and family relationships, political diplomacy, business problems, and even while interacting with children.

As an easy reference, I have included the Value System in this chapter as well to be referred to while using the Tuskegee Airmen (GAP) Problem Solving Model.

Inspired by the Tuskegee Airmen’s and Women’s Legacy
Developed by Roger F. Cram from his research into how leaders of peace resolved problems and conflict.

16 Attributes

^[1]assets = One’s strength, capacity to help, capacity to protect, capacity to defend, and capacity to rescue. One’s abilities, education, talents, insight, wisdom, labor, knowledge, wealth, belongings, property, and any similar thing that can be utilized to bring benefit to another. (Arthur Saunders, Tuskegee Airmen)

^[2] limiting influences = anger, frustration, revenge, alcohol, drugs, poor diet, poor physical or mental conditioning, lack of alertness, negative attitude, over aggressiveness, idleness, etc.

^[3] diversity = one’s abilities, interests, talents, experiences, beliefs, customs, culture, points-of-view, rituals, influences, networks, assets, and any beneficial characteristic distinguishing one person from another.

The first step is to clearly state the problem, or the obstacle that must be overcome, in the Critical Answer column. Remember, according to the Tuskegee Airmen and other world heroes of peace, obstacles are…

…not impediments to their goals, but challenges enriched with self-confidence, welcomed opportunities for growth, and opportunities to master new skills.

The problem can be as simple as a temporary conflict in a personal relationship to something as complex as corporate takeovers. For this example, let’s use a real Tuskegee Airmen problem. In the first Tuskegee Airmen class, there were thirteen original cadets including Benjamin Davis Jr. Over 60% of these cadets flunked out of the program in the first five weeks for minor infractions based on an unfair demerit system. One demerit might be given to a cadet if there was some dust under his bed or someone questioned his attitude. Remember, it was the intention to show that blacks were not capable of flying aircraft or handling the military discipline required to do so. Under such conditions, what could the remaining cadets do to prevent all the cadets from being unjustifiably dropped from the program?

Row 2 deals with the all important GOAL. This is one of the main reasons the Tuskegee Airmen were so successful in solving seemingly insurmountable problems – their goal was so high the problem became a small stepping stone toward that goal. Therefore, the GOAL is not to prevent all of the Tuskegee Airmen from being dropped from the program, the GOAL is to become the first U.S. black fighter pilots, to open doors for other blacks in the United States by demonstrating the black’s capabilities, to prevent Hitler from creating a "superior race," to make their families proud of them, to integrate the military based on their excellence, to earn military pay, and learn a skill they can use after the war. Note the GOAL is entered on Row 2.

Refer to the Value System. Notice how the Value System attributes of Change, Obstacles, Persistence, and Values are integrated into our GOAL. Had the GOAL been to try and remove the commanders from their supervisory post over the Tuskegee Airmen program and see that they are disciplined for their prejudicial practices, then none of the sixteen attributes would have been used in determining the GOAL. Failure to integrate the Value System disqualifies the ACTION for input into the Model.

Next is the SECTION B: SCENARIOS. Our first chosen ACTION might be to contact newspapers in the United States encouraging them to print stories revealing the unfair tactics and prejudices at Tuskegee. Remember, it is best to have the ACTION determined from a brain-storming session with your peers. Obviously this stated ACTION above would be developed without implementation of the Value System, for it is based on revenge and will most likely cause severe repercussions. But I’m going to leave this unfavorable ACTION in the Model to illustrate how it is rejected in the testing process. Notice that none has been entered for the Value System attributes used to help determine the ACTION.

Row 4 asks what are the NEEDED RESULTS from the ACTION, and in this case, the NEEDED RESULTS are to allow some Tuskegee Airmen recruits to graduate.

Row 4 asks what are the PROBABLE RESULTS that may occur from the ACTION. Knowing that government officials wanting to end the Tuskegee Program are anxiously waiting for and anticipating the black recruits to cause problems, it is probable that if this ACTION is carried out, the Tuskegee Airmen program will be in jeopardy. SECTION B is now complete.

SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Contact newspapers in the United States encouraging them to print stories revealing the unfair tactics and prejudices at Tuskegee.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	None
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Military officers and government officials will allow more recruits to graduate.
5. What PROBABLE RESULTS will the ACTION most likely produce?	The Tuskegee Airmen program will be seriously threatened or dropped. The officials against the Airmen are looking for reasons to close the program; this ACTION might give them that reason.

SECTION C deals with AGGRESSION AWARENESS, and it examines the negative emotions experienced by the problem, but most importantly, it looks at new negative emotions that may be created from the proposed ACTION. Remember from Learning Level One in this book the overwhelming role the instinct of aggression plays in our behavior. The Tuskegee Airmen knew humans are emotional animals driven by instincts, and incredibly unfair and cruel actions can come from those in power. Even though the Tuskegee Airmen were unfairly treated and degraded with regularity, any retaliation on their part could result in extreme consequences. Yes, this is unjust, unfair, and wrong, but it was the situation at the time. Remember, to those who treated the Tuskegee Airmen without dignity, the Airmen were not indignant; to those who treated the Tuskegee Airmen with disrespect, the Airmen were not disrespectful.

The Tuskegee Airmen decided how they behaved, and they based their behavior on their Value System, not on how others behaved toward them. The Tuskegee Airmen’s value system allowed them to overcome their instinct of aggression (Instinct-Self Awareness, Non-Instinctual Free Choice) and make decisions that would peacefully solve problems while maintaining the dignity of their adversary.

Row 6 indicates that the Tuskegee Airmen resented that 60% of them were kicked out of the program for no apparent reason and this made them angry and frustrated. Notice Row 7 asks what kind of emotions will most likely be felt by the Tuskegee Airmen’s commanders and supervisors if the proposed ACTION, "Contact newspapers in the United States encouraging them to print stories revealing the unfair tactics and prejudices at Tuskegee" is carried out. The Tuskegee Airmen knew that such an ACTION would create resentment, anger, and frustration by those in charge. SECTION C completed is below.

Section D is where the selected ACTION is tested in four different ways to insure that the ultimate GOAL is not only protected from damage, but that the ACTION actually reduces the gap toward reaching that GOAL. The Tuskegee Airmen did not just solve temporary problems without also completing a stepping stone toward their ultimate GOAL. In this way, each problem or obstacle became …not impediments to their goals, but challenges enriched with self-confidence, welcomed opportunities for growth, and opportunities to master new skills.

If the answer to TEST ONE (Row 8) is YES, then the problem is solved because the goal selected is high enough to reduce the significance of the PROBLEM by comparison. There is no need to continue to the other three tests (See Cases 5 and 6 in this Chapter).

If the answer to TEST ONE is NO, then TEST TWO, TEST THREE, and TEST FOUR must be answered. If the answer to any of these three remaining questions is NO, then your proposed solution is rejected and an alternative solution must be sought.
TEST TWO (Row 9): Are the PROBABLE RESULTS the same as the NEEDED RESULTS? If the answer is NO, then obviously the desired results will not be realized and an alternative solution needs to be created. In this case, the NEEDED RESULTS of "…allow more recruits to graduate," is not the same as the PROBABLE RESULTS of "…the program will be seriously threatened or dropped."

TEST THREE (Row 10): Will the PROBABLE RESULTS bring you closer to the GOAL? If the answer is NO, then advancement is not made toward the GOAL even though the PROBLEM might be solved. A better solution that can found that also offers advancement toward the GOAL. Obviously in this example, the PROBABLE RESULT of "…the program will be seriously threatened or dropped" will not bring the Tuskegee Airmen closer to the GOAL of "…to become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating their capabilities, to defeat Hitler from creating a ‘superior race,’ … Because the ACTION does not bring the Tuskegee Airmen closer to their GOAL, the ACTION is rejected and needs revision.

TEST FOUR (Row 11): Are the CREATED EMOTIONS positive and encouraging? The negative emotions experienced by the Tuskegee Airmen were anger, resentment, and frustration. If the chosen ACTION is carried out, the emotions created in the Tuskegee Airmen’s commanders may also be negative and should be avoided so there will not be more problems to resolve in the future. This chosen ACTION will not sufficiently preserve the adversary’s dignity and might "burn a bridge" that the Tuskegee Airmen might need in the future. The completed SECTION D is shown below.

Critical Question Phase Number: 1	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	Commanders are unfairly flunking 60% of the Tuskegee Airmen recruits.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to earn military pay and learn a skill we can use after the war.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Contact newspapers in the United States encouraging them to print stories revealing the unfair tactics and prejudices at Tuskegee.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	None
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Military officers and government officials will allow more recruits to graduate.
5. What PROBABLE RESULTS will the ACTION most likely produce?	The Tuskegee Airmen program will be seriously threatened or dropped. The officials against the Airmen are looking for reasons to close the program; this ACTION might give them that reason.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration.
7. What EMOTIONS will the ACTION most likely generate?	Resentment, anger, frustration felt by our leaders.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) NO

Because Phase 1 of the first Tuskegee Airmen problem was rejected by TEST TWO, THREE, and FOUR, other ACTION scenarios need to be examined. Follow the examples for Phase 2 and 3 to see how the Tuskegee Airmen actually resolved this problem.

Critical Question Phase Number: 2	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	Commanders are unfairly flunking 60% of the Tuskegee Airmen recruits.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to earn military pay and learn a skill we can use after the war.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Write letters protesting this unfair treatment to military generals, congressmen, and senators in Washington D.C.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	None
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Military officers and government officials will allow more recruits to graduate.
5. What PROBABLE RESULTS will the ACTION most likely produce?	The Tuskegee Airmen program will be seriously threatened or dropped.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration.
7. What EMOTIONS will the ACTION most likely generate?	Resentment, anger, frustration felt by our leaders.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) NO

Critical Question Phase Number: 3	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	Commanders are unfairly flunking 60% of the Tuskegee Airmen recruits.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to earn military pay and learn a skill we can use after the war.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Continue performing at our highest level, do every task without resistance and to standards beyond requirements giving no excuse to cancel the program. Tolerate the degradation for now.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	Behavior, Change, Conflict, Obstacles, Values
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Some of us will graduate and go onward representing all blacks toward our goal allowing more new recruits for the Tuskegee program.
5. What PROBABLE RESULTS will the ACTION most likely produce?	Some of us will graduate and go onward representing all blacks toward our goal allowing more new recruits for the Tuskegee program.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration
7. What EMOTIONS will the ACTION most likely generate?	Many of our leaders will be proud, others amazed, and still other leaders will take a wait-and-see attitude waiting for future problems.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) YES
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) YES
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) YES

Another Tuskegee Airmen problem that they actually experienced is illustrated in Case 2 for the next three examples. Follow along to see how the inappropriate ACTION is rejected or accepted based on the Model and the Value System.

Critical Question Phase Number: 1	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	We are in Europe, but kept away from the enemy. We are assigned to shoot at ground targets on Mediterranean islands. We are given worn out aircraft that must constantly be repaired. We cannot prove our worthiness under such prejudicial conditions.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to earn military pay and learn a skill we can use after the war.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Refuse to fly these unimportant missions until our training and abilities are properly utilized and we are used to fight the enemy.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	None
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Transfer our unit to an area where we can engage enemy fighters and prove our combat worthiness.
5. What PROBABLE RESULTS will the ACTION most likely produce?	The Tuskegee Airmen program will be seriously threatened or dropped.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration
7. What EMOTIONS will the ACTION most likely generate?	Resentment, anger, frustration.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) NO

Critical Question Phase Number: 2	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	We are in Europe, but kept away from the enemy. We are assigned to shoot at ground targets on Mediterranean islands. We are given worn out aircraft that must constantly be repaired. We cannot prove our worthiness under such prejudicial conditions.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to earn military pay and learn a skill we can use after the war.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Ask Benjamin Davis Jr. to go to Washington and complain that the tax dollars used to train the Tuskegee Airmen are wasted by not allowing us to engage the enemy.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	None
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Allow us to engage enemy fighters and prove our combat worthiness and abilities.
5. What PROBABLE RESULTS will the ACTION most likely produce?	Benjamin Davis Jr. will refuse to do this, but instead become stricter in his discipline. If word gets out about this incident, the Tuskegee Airmen program could be seriously threatened or dropped.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration
7. What EMOTIONS will the ACTION most likely generate?	Resentment, anger, frustration.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) NO

Critical Question Phase Number: 3	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	We are in Europe, but kept away from the enemy. We are assigned to shoot at ground targets on Mediterranean islands. We are given worn out aircraft that must constantly be repaired. We can’t prove our merit under such prejudicial conditions.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to earn military pay and learn a skill we can use after the war.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Continue performing at our highest level, do every task without resistance and to standards beyond requirements giving no excuse to cancel the program. Eventually we will be noticed for our excellence. Combat opportunities may evolve in our present situation if we are persistent.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	Behavior, Change, Conflict, Obstacles, Self-Esteem, Persistence, Character, Values.
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Allow us to engage enemy fighters and prove our combat worthiness and abilities.
5. What PROBABLE RESULTS will the ACTION most likely produce?	Hopefully we can eventually get into the war by continuously displaying our excellence without creating problems and by developing trust and consistency. The Army Air Corps is short on pilots, they need us. There are enemy in our area; things may break in our favor if we don’t cause trouble.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration
7. What EMOTIONS will the ACTION most likely generate?	There will be a continued watchful eye on our abilities and effectiveness. We may amaze some, please others, but at least we will not confirm our strongest critic’s belief that we are incompetent.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) YES
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) YES
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) YES

The following example, Case 3, shows how business problems can be applied to the Tuskegee Airmen (GAP) Model.

Critical Question Phase Number: 1	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	Some major customers are unhappy about our services and pricing.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To provide a high quality product and the best service and satisfaction for our customers at a competitive price while maintaining an open and enriching relationship with these clients and our employees.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Inform these customers they do not understand the complexity of our business and inform them they are receiving value for their dollar whether they realize it or not.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	None
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	To get our major customers to relax, to stop causing problems, to understand our competitors are not doing any better than we are, and to be happy and satisfied with our services.
5. What PROBABLE RESULTS will the ACTION most likely produce?	Our major customers might go to our competition believing they will receive better services and value.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	We felt our clients were not fully aware of all the intricacies of our business, that they were unfair, harsh, and unreasonable in their judgments of us, and that they did not appreciate our efforts or services.
7. What EMOTIONS will the ACTION most likely generate?	Our clients might think our response was harsh and unreasonable and that we did not appreciate their business.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) NO

Critical Question Phase Number: 2	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	Some major customers are unhappy about our services and pricing.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To provide a high quality product and the best service and satisfaction for our customers at a competitive price while maintaining an open and enriching relationship with these clients and our employees.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Show the pricing and services of our competitors compared to us to illustrate our customers are getting comparable and customary services based on current industry standards.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	None
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	To get our major customers to relax, to stop causing problems, to understand our competitors are not doing any better than we are, and to be happy and satisfied with our services.
5. What PROBABLE RESULTS will the ACTION most likely produce?	Our major customers might go to our competition believing they will receive more appreciation for their business and a better customer relations attitude than from us.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	We felt our clients were unfair and unreasonable in harshly judging our services. They are not aware of all the intricacies of our business, and that they do not appreciate our efforts or services.
7. What EMOTIONS will the ACTION most likely generate?	Our customers may feel they are not receiving enough personal attention or think we do not sufficiently appreciate their business.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) NO

Critical Question Phase Number: 3	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	Some major customers are unhappy about our services and pricing.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To provide a high quality product and the best service and satisfaction for our customers at a competitive price while maintaining an open and enriching relationship with these clients and our employees.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Openly show a true concern for our customer’s needs by discussing with them how they perceive our services, find ways where our services would be better than our competitors, find ways to provide a higher quality product and customer satisfaction than are available from our competitors, and maintaining an enriching relationship with these clients and our employees.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	Behavior, Change, Obstacles, Self-Esteem, Persistence, Diversity, Values
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	To have all our customers realize we can provide excellent services for the cost charged, to understand we value our business relationship with them, and to be satisfied with our attitude and services.
5. What PROBABLE RESULTS will the ACTION most likely produce?	Our customers will realize we can provide excellent services for the cost charged and understand we value our business relationship and we want them to be satisfied with our attitude and services.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	We felt our clients were unfair and unreasonable in harshly judging our services. They are not aware of all the intricacies of our business, and that they do not appreciate our efforts or services.
7. What EMOTIONS will the ACTION most likely generate?	Encouragement, hope, satisfaction in our clients.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) YES
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) YES
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) YES

Sometimes after working out the problem in the Tuskegee Airmen 4-Test GAP Model, it is discovered that we have an entirely different problem than we thought. If you go through three phases of the Tuskegee Airmen Model without getting any of the three Scenarios to pass, you probably have incorrectly stated the problem. Upon discovering this, state the problem correctly and start working toward a solution. See Case 4 below.

Critical Question Phase Number: 1	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	My wife is not interested in helping me with my career, and I cannot excel without her help.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To find a way to succeed well at my job, accomplish enough quality work to be considered for promotions, be able to afford my children’s education, and secure my position so my family can live comfortably, plan for the future, and have an enriching retirement.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Emphasize to her that our future financial success is based on my career and she should be more involved and interested.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	None
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	I want her to willingly help me with my work relieving some of my pressures and deadlines and to enthusiastically attend my company’s social functions.
5. What PROBABLE RESULTS will the ACTION most likely produce?	She will be sad that she disappoints me and she might make an effort to help me, but she is not interested in my line of work, does not understand it, and cannot become excited about it.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Disappointment, concern, frustration.
7. What EMOTIONS will the ACTION most likely generate?	Disappointment, concern, frustration.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) NO

Critical Question Phase Number: 2	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	My wife is not interested in helping me with my career, and I cannot excel without her help.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To find a way to succeed well at my job, accomplish enough quality work to be considered for promotions, be able to afford my children’s education, and secure my position so my family can live comfortably, plan for the future, and have an enriching retirement.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Emphasize to her that I realize she is not interested in my career, but at times we need to do things we don’t like. In this case I have so much work to do that I cannot succeed without her help. This has become a family issue and our future success is in the balance. She should be more concerned about our livelihood!
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	None
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	I want her to willingly help me with my work relieving some of my pressures and deadlines and to enthusiastically attend my company’s social functions.
5. What PROBABLE RESULTS will the ACTION most likely produce?	She will be sad that she disappoints me and she might make an effort to help me, but she is not responsible for my workload and would probably do a poor job if she did help me because of her lack of interest and knowledge about my work.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Disappointment, concern, frustration.
7. What EMOTIONS will the ACTION most likely generate?	Disappointment, concern, frustration.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) NO

Critical Question Phase Number: 3	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	My wife is not interested in helping me with my career and I cannot excel without her help.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To find a way to succeed well at my job, accomplish enough quality work to be considered for promotions, be able to afford my children’s education, and secure my position so my family can live comfortably, plan for the future, and have an enriching retirement.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Emphasize to her that our children need to go to college and I cannot afford to pay for higher education without a promotion. I need her help to accomplish enough work to earn such promotion.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	None
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	My wife will realize that she is an iatrical part of our children’s future and her involvement in my work is necessary.
5. What PROBABLE RESULTS will the ACTION most likely produce?	She will probably resent me for suggesting she needs to get involved with my work in order for our children to be educated.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Disappointment, concern, frustration.
7. What EMOTIONS will the ACTION most likely generate?	Disappointment, concern, frustration.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) NO

Three phases of Case 4 have been explored without coming any closer to a satisfactory conclusion. Chances are the problem is incorrectly stated. The actual problem is not that his wife needs to help him with his job, but that he is over worked and needs help. This assistance could come in the form of better time management, overtime from secretaries, reallocation of duties to other employees, better setting of priorities, etc. In Phase Four below, the problem changed to a more realistic one thus allowing for a satisfactory resolution. Make sure your problem is clearly stated.

Critical Question Phase Number: 4	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	I do not have enough time to finish my work with the necessary quality standards to encourage future promotions.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To find a way to succeed well at my job, accomplish enough quality work to be considered for promotions, be able to afford my children’s education, and secure my position so my family can live comfortably, plan for the future, and have an enriching retirement.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Take a course in time management. Reprioritize my tasks. Ask for a few hours of overtime from my secretary. Maybe give up the weekly poker game with the guys to a bi-monthly game. Get to the office one hour earlier when it is quiet before the meetings and telephone interruptions start. Hire a temp.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	Behavior, Change, Obstacles, Self-Esteem, Persistence, Ability, Values.
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	I want to become better organized so I can accomplish more and produce better quality work in the same amount of time, thus reducing my stress while increasing my productivity.
5. What PROBABLE RESULTS will the ACTION most likely produce?	I will become better organized so I can accomplish more and better quality work in the same amount of time, thus reducing my stress while increasing my productivity.
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Disappointment, concern, frustration.
7. What EMOTIONS will the ACTION most likely generate?	Hope, encouragement, positive outlook.
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) NO
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) YES
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) YES
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action) YES

Critical Question Phase Number: 1	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	I go to my athletic club to workout during my lunch hour. I can’t leave work early enough to find a parking space closer than four blocks away. This required walking time cuts into my allowed lunch hour and does not give me enough time to exercise before I’m due back at work.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To get into shape and lose weight gradually with low impact exercises, thus reducing my high blood pressure to the normal range, managing my diabetes without medication, and living a long healthy life.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	None. I now realize that walking to and from my car serves as both warm up and cool down exercises fitting perfectly into my desired, low-impact, exercise routine. I may decide to park farther away.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	Behavior, Change, Obstacles, Persistence, Ability, Values
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?
5. What PROBABLE RESULTS will the ACTION most likely produce?
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?
7. What EMOTIONS will the ACTION most likely generate?
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) YES
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action)
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action)
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action)

Critical Question Phase Number: 1	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	My high school boy friend does not respect me. He treats me as if I am one of his belongings and puts me down in front of my friends. He does not act like he enjoys being with me and is always pointing out parts of my personality he thinks I need to change.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To have a boy friend who accepts me for who I am, who likes and respects me without requiring lots of changes, who enjoys being with me because of my personality and who I am.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	I now realize it’s time to find a new boyfriend. To continue this relationship would be foolish and degrading. There is someone who will like me for who I am.
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION	Behavior, Change, Self-Esteem, Respecting, Values
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?
5. What PROBABLE RESULTS will the ACTION most likely produce?
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?
7. What EMOTIONS will the ACTION most likely generate?
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem) YES
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action)
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action)
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action)

Critical Question Phase Number: 1	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.
SECTION B: SCENARIOS
3. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?
VALUE SYSTEM ATTRIBUTES USED IN THE ACTION
4. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?
5. What PROBABLE RESULTS will the ACTION most likely produce?
SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?
7. What EMOTIONS will the ACTION most likely generate?
SECTION D: THE 4-TESTS
8. TEST ONE: Does the importance of the GOAL solve the PROBLEM by comparison?	(If answered YES, you no longer have a problem)
9. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action)
10. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action)
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action)

Critical Question	Critical Answer
Section A:
Section B:
Section C:
Section D:

Critical Question Phase Number: 1	Critical Answer
Section A: CLARIFYING
Section B: SCENARIOS
Section C: AGGRESSION AWARENESS
Section D: THE 4-TESTS

Critical Questions Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and is high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.

SECTION C: AGGRESSION AWARENESS
6. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?
7. What CREATED EMOTIONS will your ACTION most likely generate in others?

INTEGRATE THE VALUE SYSTEM INTO YOUR ANSWERS FOR 2, 3, & 4. BELOW.
Critical Question Phase Number: 1	Critical Answer
SECTION A: CLARIFYING
1. What is the PROBLEM?	Commanders are unfairly flunking 60% of the Tuskegee Airmen recruits out of the program.