Archive for the 'Marine Corps' Category
“Never paint over rust, it doesn’t solve the underlying issue — the rust. It may make the ship look better but only for a very short time; it fixes nothing; and you will only be fooling yourself.” — XO, USS Ramsey (DEG-2) to Ensign Crowder circa 1974.
Wow, I haven’t seen the defense and Navy blogosphere light up like this in a very long time. Print newspapers, such as the Annapolis Capital Gazette are running daily front-page stories. What’s gotten everyone so worked up?
Well, according to numerous media sources, the Secretary of the Navy has directed his two service chiefs to look at dropping position titles that end in “man” as a way to further fully integrate the force. Quoting the letter to the CNO, Navy Times reported that Secretary Mabus wrote:
“Lastly, as we achieve full integration of the force … this is an opportunity to update the position titles and descriptions themselves to demonstrate through this language that women are included in these positions. . . . Ensure they are gender-integrated as well, removing “man” from their titles, and provide a report to me as soon as is practicable and no later than April 1, 2016.”
So, I picked up the somewhat dog-earred Merriam-Webster Dictionary on my desk to investigate why the “man” in titles and positions was potentially offensive. The first definition of the word man was “an individual human” and the second was “the human race.” Neither appeared to describe a specific gender. Then I looked up the word seaman, ostensibly one of the naval titles that some might find necessary to change. Again the dictionary’s first definition of seaman was “sailor, mariner” and the second was “any of three ranks below petty officer in the Navy or Coast Guard.” Again, there appears to be no gender bias.
As previously mentioned, the Annapolis Capital has had a field day getting readers’ input on the possibility of dropping “man” from midshipman. For etymology fans, the study of the origin of words, the term midshipman dates from around the year 1600 to describe a sailor’s watch station amidships. The title or position of midshipman has thus endured for more than 500 years.
So I decided to do a little research in the commercial world to see if there has been movement to change titles and job descriptions by “removing ‘man’ from their titles.” I visited the official websites of the following Fortune 100 companies: Xerox, Coke, IBM, General Motors, Lockheed Martin, and General Dynamics. In each case, the senior official at these giant firms held the titles of Chief Executive Officer (CEO) and Chairman. And in each case, the CEO and Chairman is a woman (gender specific). My experience working at a giant Fortune 30 company tells me that if the Chairmen listed above thought that the Chairman title hindered gender integration at their companies in any way, they had the power and mandate to change the title, yet none was.
So, before we tackle a valid challenge such as better gender integration, let’s make sure we are developing real initiatives that will actually do so. As I harken back to my ensign days, it doesn’t make any sense to simply paint over rust — then or now.
Please join us at 5pm (EST) on 24 Jan 16 for Midrats Episode 316: “Getting Female Combat Integration Right With LtCol Kate Germano”
How do we get combat integration of women right? The quest has moved well away from “if” and in to “how.”
With an apparent broad disconnect between biological realities, cultural norms, and political desires, what is the right way for military leaders to carry out their orders while ensuring that combat effectiveness is maintained.
Our guest to discuss this and related issues for the full hour will be Lieutenant Colonel Kate Germano, USMC.
Commissioned in August 1996, LtCol Germano has served for over 19 years on active duty in the United States Marine Corps. A combat veteran, she additionally participated in numerous operational and humanitarian assistance and disaster relief deployments. Ashore, her duties including a year as the Marine Aide to the Secretary of the Navy.
She was selected for command twice, most recently as the commanding officer of the Marine Corps’ only all-female unit, the 4th Recruit Training Battalion. She holds a bachelor’s degree from Goucher College, where she majored in History with a pre-law emphasis. In 2011, she graduated with distinction from the Marine Corps Command and Staff College, earning her Masters of Military Science degree. She is actively engaged in the struggle to end gender bias in the military, and is a vocal proponent for equal rights and the elimination of double standards and lowered expectations for female conduct and performance.
Over the past several months, senior naval leaders have highlighted the importance of organizational learning to accelerate innovation and adapt to future challenges. For instance, the SECNAV noted the confluence of people, ideas and information as the foundation of the DON’s Innovation Vision; Admiral Richardson introduced his concept of “accelerated learning” in A Design for Maintaining Maritime Superiority; and LtGen Walsh unveiled the Marine’s “campaign of learning” in a speech at CSIS. However, many internal barriers must be addressed to fully implement their vision.
The concept of a learning organization has been discussed in management circles for several decades. Yet there is no consensus on a standard definition nor are the steps to build one clear. A 1993 Harvard Business Review article by Professor David Garvin serves as a useful starting point for the Naval Services to consider.
Garvin defines a learning organization as, “…an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.” Garvin also identifies five building blocks to create such an organization. They are:
Systemic Problem Solving: This first activity rests heavily on the scientific method, wide use of data and statistical tools. Most training programs focus primarily on problem-solving techniques, using exercises and practical examples. Accuracy and precision are essential for learning. Employees must therefore become more disciplined in their thinking and more attentive to details. They must continually ask, “How do we know that’s true?”, recognizing that close enough is not good enough if real learning is to take place. They must push beyond obvious symptoms to assess underlying causes, often collecting evidence when conventional wisdom says it is unnecessary. Otherwise, the organization will remain a prisoner of “gut facts” and sloppy reasoning, and learning will be stifled.
Experimentation: This activity involves the systematic searching for and testing of new knowledge. Experimentation is usually motivated by opportunity and expanding horizons, not by current difficulties. It takes two main forms: ongoing programs and one-of-a-kind demonstration projects. Ongoing programs normally involve a continuing series of small experiments, designed to produce incremental gains in knowledge. Demonstration projects are usually larger and more complex than ongoing experiments. They involve holistic, system-wide changes, introduced at a single site, and are often undertaken with the goal of developing new organizational capabilities. Because these projects represent a sharp break from the past, they are usually designed from scratch, using a “clean slate” approach.
Learning from past Experience: Companies must review their successes and failures, assess them systematically, and record the lessons in a form that employees find open and accessible. Unfortunately, too many managers today are indifferent, even hostile, to the past, and by failing to reflect on it, they let valuable knowledge escape. A study of more than 150 new products concluded that “the knowledge gained from failures [is] often instrumental in achieving subsequent successes… In the simplest terms, failure is the ultimate teacher.”
Learning from Others: Not all learning comes from reflection and self-analysis. Sometimes the most powerful insights come from looking outside one’s immediate environment to gain a new perspective. Enlightened managers know that even companies in completely different businesses can be fertile sources of ideas and catalysts for creative thinking. At these organizations, enthusiastic borrowing is replacing the “not invented here” syndrome.
Transferring Knowledge: For learning to be more than a local affair, knowledge must spread quickly and efficiently throughout the organization. Ideas carry maximum impact when they are shared broadly rather than held in a few hands. A variety of mechanisms spur this process, including written, oral, and visual reports, site visits and tours, personnel rotation programs, education and training programs, and standardization programs.
To some extent the naval services are already engaged in these activities but significant improvement is needed if we are to turn these efforts into a real competitive advantage. Several internal challenges need to be addressed to become the learning organization envisioned by our senior leaders. Here is a short list:
Culture: Dr. Frank Hoffman recently noted that the Navy’s learning culture was essential for overcoming the challenges of countering German U-Boats in WWII. According to Hoffman, “Brutally candid post-exercise critiques occurred in open forums in which junior and senior officers examined moves and countermoves. These reflected the Navy’s culture of tackling operational problems in an intellectual, honest, and transparent manner.” To regain this learning culture, two issues must be addressed: fostering an environment of candor and preventing organizational hubris, often buttressed by questionable models or rhetoric intended to defend programs of record, from lulling leaders into a false sense of security. Learning cannot begin if we cannot have candid conversations about what is working and what needs to be fixed. The best agile organizations today continually use stress-testing of plans and strategies to identify areas for improvement.
Incentives: Many individuals and organizations view knowledge as a source of power. Therefore, the more knowledge one collects and retains, the more one’s standing and influence increases. In Team of Teams, General McChrystal examines this issue through a game-theory lens. In a “knowledge-is-power” environment, those who share knowledge are considered the losers, while those who receive knowledge are winners. We must create the right incentives to change this behavior by rewarding those who put effort in to sharing knowledge and penalize those who hoard knowledge or prevent information from being shared.
Outdated Tools and Policies: Since the advent of the internet, senior leaders have called for shifting from a “need-to-know” approach to a “need-to-share”. Unfortunately, this shift is difficult to achieve because of outdated information-centric policies, exaggerated treats, and risk-averse leaders. The workforce must have the proper tools and effective policies so knowledge transfer can occur easily and risk is realistically considered. Further, we must resolve how to capture the great ideas of our talented workforce and share our problems with public. Our naval culture and our desire to solve problems internally often prevent us from sharing our complex problems with “outsiders”. This practice prevents novel solutions from entering our decision making cycle.
Undefined Learning Ecosystem: Pockets on knowledge and learning exist across the DON but sharing is often stove-piped by organizational boundaries. Many organizations created the position of Knowledge Managers but their effectiveness is inconsistent and there is no strategy to create a “knowledge CO-OP” across the organization. Having an enterprise-wide strategy would prevent duplication of effort in knowledge generation and permit learning from other’s experience. The DON must create a learning ecosystem, with the appropriate infrastructure, tools, and practices that enables us to become an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.
Having senior leaders champion these issues today is an important first step to develop this important capability. However, the organization needs to move with a sense of urgency and not treat learning as another passing fad or simply leave organizational learning to happenstance. The digital natives entering the workforce today are knowledge sharers by nature. If no improvements are made to the issues discussed above, they will go “outside the wire” to collaborate on work related issues. This will increase risk and detract from organizational learning.
The Department of Navy possesses an incomprehensible amount of data, information, knowledge and practical experience; all are underpinned by a wealth of naval history from which to learn. We must place a priority on creating a learning organization and turn this concept into a true competitive advantage for the future.
January 5th marked Commodore Stephen Decatur’s 237th birthday. Decatur was the most celebrated American naval hero of the post-Revolutionary War era. If not for his untimely death at the age of 41, many believe he would have been elected President of the United States.
In honor of his recent birthday, I think it appropriate to take a moment to remember some of Decatur’s career, reflect on his legacy, and consider how we might go about producing more leaders like him.
First let’s talk about Stephen Decatur’s naval education and the early wartime exploits which made him a household name. The son of a merchant captain, Decatur obtained an appointment as midshipman in 1798. He served aboard USS United States, captained by his good friend and mentor John Barry. Barry was a hero of the Revolutionary War, and is recognized as the American Navy’s first flag officer. Decatur was also tutored by Talbot Hamilton, a former officer of the Royal Navy who instructed him in navigational and nautical sciences. While serving aboard United States, Decatur received formal naval training not only from Hamilton, but through active service aboard a commissioned ship. This experience, as well as his continuing education aboard other ships, would serve him well when it came time for him to lead in combat.
Before I recount Decatur’s heroism in battle, let’s briefly set the stage. In 1801, President Thomas Jefferson sent our nation’s tiny naval force to the Mediterranean to protect our expanding trade against the Barbary pirates, who had long demanded ransom for the safe passage of our merchant ships. President Jefferson’s refusal to pay for safe passage led Tripoli to declare war against the United States. “Millions for defense, but not one cent for tribute” became our rallying cry for the ensuing conflict – the First Barbary War.
On 23 December 1803, only a month into his command of the schooner Enterprise, Lieutenant Stephen Decatur and his crew captured the Tripolitan ketch Mastico as she sailed from Tripoli to Constantinople under Turkish colors. Mastico had taken part in the capture of the frigate USS Philadelphia earlier that year, and was thus deemed a legitimate prize. Refitted and renamed USS Intrepid, she was taken into service under Lieutenant Decatur’s command.
Because of her appearance, the Intrepid was well-suited to enter Tripoli’s harbor, where Philadelphia remained, without raising suspicion. In February 1804, Decatur sailed the Intrepid close enough to the captured Philadelphia for his crew, a detachment of U.S. Marines, to board, capture, and burn the frigate, which was not seaworthy. The mission was executed flawlessly, and subsequently deprived Tripoli of a powerful warship. Lord Horatio Nelson, then a Vice Admiral in the British Royal Navy, called Decatur’s mission “the most bold and daring act of the age.”
Later in 1804, during a month of sustained attacks on Tripoli, Decatur’s younger brother, James Decatur, was mortally wounded by a Tripolitan captain while boarding a corsair feigning surrender. Stephen Decatur received word quickly, and diverted his own vessel to the corsair to exact revenge. He was the first to board the Tripolitan ship, outnumbered five-to-one, but ready for a fight. Decatur immediately found the man who had wounded his brother. The Tripolitan captain outweighed him by 40 pounds, but Decatur ferociously thwarted the captain with his cutlass and after a direct hand-to-hand fight, killed him with his pistol. The story of this fight made Decatur a household name, shaping the image of our still developing U.S. Navy.
For his leadership and bravery in the First Barbary War, Stephen Decatur became the youngest naval officer in history to be promoted to captain at the age of 25. His naval career continued far beyond this initial success. Decatur would further distinguish himself while fighting in the War of 1812 and the Second Barbary War. He would achieve the rank of commodore and serve on the Board of Navy Commissioners until his death in 1820 following a duel with another naval officer.
The story of Decatur’s life and career is a rich one – I’ve only scratched the surface here. Now let’s explore how and where he is remembered. Beyond the 48 cities and seven counties named for Decatur, the longest road on the Naval Academy’s 338-acre campus is named Decatur Road. The road ends next to Preble Hall, the Naval Academy’s Museum, which is named for Commodore Edward Preble, under whose command Decatur fought in the First Barbary War. Adjacent to both Decatur Road and Preble Hall sits the Tripoli Monument, the oldest military monument in the United States. It was carved in Italy in 1806, and moved to the Naval Academy in 1860. The Tripoli Monument honors six heroes of the First Barbary War, including James Decatur, Stephen’s brother.
Another name on the monument is Richard Somers, who died aboard the same USS Intrepid that Decatur captured and used to sneak into Tripoli’s harbor. Somers was a close friend and midshipman with Decatur aboard United States, and assumed command of Intrepid one month after James Decatur was killed. Intrepid had been fitted as a “floating volcano,” loaded down with 100 barrels of powder and 150 shells. The plan was to sail her into Tripoli’s corsair fleet, light a 15-minute fuse, and abandon ship before she exploded. Unfortunately, the Intrepid exploded prematurely, killing her entire crew of volunteers.
I mention Richard Somers because six U.S. Navy ships have been named the USS Somers in his honor, the second of which has a crucial connection to the Naval Academy. In December 1842, Midshipman Philip Spencer, son of Secretary of War John C. Spencer, was hanged for intention to commit a mutiny aboard USS Somers. This high profile hanging became known as the Somers Affair, and contributed to the decision to create a land-based academy where midshipmen could learn their craft instead of doing so only at sea.
The same midshipman experience which greatly benefitted Stephen Decatur was not always as successful. The United States Naval Academy, established in 1845 by Secretary of the Navy George Bancroft, would seek to formalize a curriculum for aspiring naval officers, producing a fresh crop of talented leaders each year. 170 years later, the scope of our operation has changed, but our goal hasn’t. I mentioned earlier that Decatur had his own tutor aboard the United States to teach him the technical skills and naval science he would need to succeed as a naval officer, and eventually as a naval commander. He also had on-the-job training aboard a real ship, filled with opportunities to practice and hone his craft. That’s exactly what we endeavor to provide today’s Naval Academy midshipmen, and how we go about developing leaders has been my number one priority since taking over as Superintendent.
My major focus is experiential leadership. Leadership cannot be taught exclusively in the classroom. The technical skills required of a competent leader can be learned at a desk in many cases, but that’s not enough. Leader development must be immersive. It takes repetition, with allowance for failure and success. It’s also all about being given the opportunity to try, fail, try again, and eventually succeed when the stakes are manageable. Today’s midshipmen get a world-class education from our outstanding faculty, just as Decatur had Talbot Hamilton – a seasoned officer of the Royal Navy – to keep him on track. But they also get chances to lead, be it aboard smaller ships during summer training or amongst their peers in the Brigade leadership structure.
I don’t know exactly how many modern day Decaturs I have in the Brigade, but I am confident that we provide the conditions and the opportunities for our future Navy and Marine Corps heroes to thrive and grow. Time and again, Stephen Decatur found himself where the action was. Time and again, he proved himself with his leadership and bravery. I am confident that our next generation of leaders will be up to the task as well.
I’d like to end with a brief mention of my own distant connection to Decatur. His first full command was the USS Enterprise, fighting piracy to protect American trade. The Enterprise he commanded was the third U.S. Navy ship of its name. My most recent fleet command was the Enterprise Carrier Strike Group (CSG-12), whose centerpiece was the eighth USS Enterprise. In 2012, I took the Enterprise on her 21st and final deployment in support of Operations Enduring Freedom and – yes – multiple anti-piracy missions. Soon, the keel for CVN-80, the ninth USS Enterprise, will be laid, extending the connection to Decatur for thousands of future Sailors who will follow his legacy.
Times have changed since Decatur proved himself a naval hero, but the principles for which we fight have remained constant. I’ll leave you with the oft-misquoted and misapplied words of Decatur himself, a post-dinner toast at a social gathering in April 1816. “Our country – In her intercourse with foreign nations may she always be in the right; and always successful, right or wrong.”
Please join us at 5pm (EST) on 17 Jan 2016 for Midrats Episode 315: “Where Next for our Ground Forces?” with Paul Scharre:
With a decade and a half of ongoing ground combat under our belt, what are the hard-won lessons we need to keep, and what should be left behind? Looking forward, what are the challenges our ground forces need to make sure they are prepared to meet?
From growing conventional strength from nations who desire to challenge our nation’s global position, to the unending requirements for Counter Insurgency excellence, what is the balance?
Our guest to discuss this and more will be Paul Scharre, senior fellow at the Center for a New American Security and a former Army Ranger with service in Iraq and Afghanistan.
You can download a copy of his CNAS report, “Uncertain Ground: Emerging Challenges in Land Warfare,” from the CNAS site here.
Please join us on 10 Jan 2015 at 5pm (U.S. EST) for Midrats Episode 314: 6th Anniversary Expanded Panel on One Question:
Yes Shipmates … we are now in our 6th year of Midrats!
To mark the day, we are going to have a radically different format as a thank you gift to our listeners.
The focus of the show today is one question; “Where do you see as the most critical thing to watch for Navy and Marine Corp issues in 2016.”
To get the answer, we are bringing on a series of prior guests one at a time in their own segment. To kick off we bring back our fellow Midrats plankowner co-host Raymond Pritchett, founder of Information Dissemination. Following Raymond will be James R. Holmes, Professor of strategy and policy at the Naval War College; The Original Chapomatic CDR Chap Godbey, USN (terminal leave); author and former National Defense University Professor James S. Robbins; CTR1(IDW/SW) Lucien Gauthier, USN; CAPT Herb Carmen, USN (Ret), and Lieutenant Matthew Hipple, USN.
Live radio. One question. Seven men.
Two drink minimum.
It might prove to be an interesting adventure in live radio. Or something.
One of the United States Naval Academy’s primary objectives is to develop not just leaders, but leaders of character. The honor program seeks to inculcate ethical behavior by immersing Midshipmen in an environment where lying, cheating, and stealing are not tolerated, in hopes that this culture will follow graduates into the fleet.
But does the Naval Academy’s ethical development curriculum work? Right now, the Naval Academy has only one metric to help answer that question: honor offenses (lying, cheating, or stealing). If honor offenses go down, it is assumed that the current policies are working. And if honor offenses go up, a course correction is made. To honestly use honor offenses to make decisions, though, we must more deeply dissect the metric into all its parts and see what it is really telling us.
The total number of honor offenses is a product of three figures: 1) The number of honor offenses that are committed, 2) times the percentage of committed honor offenses that are witnessed, 3) times the percentage of witnessed honor offenses that are reported. Lowering any one of those three numbers will generate results that suggest mission accomplishment.
In recent history, there was a sharp decline in the number of honor offenses that coincided with a strengthening of the deterrent against committing an offense. While it was not official policy, nobody was being retained after their second offense. And many were been separated after their first.
Putting the observed decline aside for a moment, how would we expect harsher punishments to affect the three component numbers? I think it’s safe to assume that the number of honor offenses committed would decline. The harsh consequences would deter potential honor offenders who are on the fence between lying or not. But there is certainly a question as to whether the deterred Midshipmen would be ethical officers or whether they would just resort to their natural behavior once the Honor Concept is no longer binding for them.
The second number would also probably decline. Those Midshipmen who do decide to lie or cheat will go to extra lengths to conceal their actions, knowing that they will be separated if they are caught. This is certainly not a desired outcome of the harsher policy, since it is plausible that their successful skirting of authorities will reinforce dishonorable character traits.
And the third number would decline as well, since it would be harder for close friends to turn each other in to the honor system when separation is so certain. They would likely choose to just remediate each other in person, at the lowest level possible. And fewer honor offenders would get the senior officer remediation that they need.
So, with harsher punishments we’d expect all three numbers to decrease and the overall metric to indicate success. But movement in the latter two component numbers is undesirable and the movement in the first is of questionable significance.
We can’t assume that a downward trend in honor offenses is a good thing, then. It could really be indicating a lot of unhealthy developments. There’s no way to know.
The Naval Academy needs a different way to measure success. Creating a Brigade of Midshipmen that doesn’t cheat on tests, or doesn’t get reported for cheating on tests, isn’t the big picture goal. Graduating a body of officers who won’t lie in the fleet is. An ideal metric would be able to track the long term impact of the Academy’s program.
Since the Naval Academy knows where its graduates are going to be for their first five years after graduation, it has the ability to gather data from its alumni for at least that long. The Stockdale Center for Ethical Leadership (the research arm of the Naval Academy’s Honor Program) could annually distribute anonymous questionnaires to all Midshipmen and initial commitment graduates to gather information about the state of honor development at Annapolis.
Questions could ask about beliefs held before coming to the Academy, behaviors and beliefs held while at Annapolis, and behaviors exhibited in the fleet. Stockdale Center personnel could analyze the data to identify whether the Academy is changing attitudes and habits, or if it is just wasting its time. And anonymous reports from Midshipmen would give a more accurate count of committed honor offenses than does the current system.
Not too long ago, I took the first steps toward creating such a questionnaire and found out quite a few interesting things. With the help of Shipmate Magazine (a Naval Academy oriented periodical), I got around 700 alumni to answer questions about their attitudes before they came to the academy, what kinds of behaviors and attitudes they exhibited at the academy, and what kinds of behaviors they demonstrated in the fleet.
The results were insightful, but limited by the one-time nature of the study. The data showed that it doesn’t matter what kind of foundation in ethics you have coming in, the Academy can give it to you. In fact, those who have no ethical foundation, but fully buy into the system, show the lowest rates of lying in the fleet.
I found that cheating and lying were correlated to being 2 and 3 times more likely to lie in the fleet, respectively. The large difference in these two offenses is surprising and needs further study to be sure that they are enduring. With the knowledge of which offenses are worse than others, we can tailor punishments and remediation programs more precisely.
The most interesting result, in my opinion, is that of the relationship between habits, beliefs, and future behavior. A lot of the Naval Academy’s honor philosophy seems to be based on the idea that if for four years Midshipmen are forced to be honorable, that habit will continue into the fleet. That might be somewhat true, but the study showed that getting a change in beliefs along with habits was twice as effective as just habits.
Optimizing our honor program should be less about the beliefs of whoever is currently in charge and more about empirically backed approaches. There is no other institution in the world that is as well placed to develop these approaches as the United States Naval Academy. By building the tools to collect data about our student body’s interaction with the honor program, we can enable current and future generations to build techniques and strategies that can be applied not only at our institution, but around the world.
December 20th marked our first month as Naval Innovation Advisory Council fellows, stationed in Silicon Valley. Imagine an aviator and a SWO standing at the doorstep of Silicon Valley; it has been an experience akin to Alice’s entry into wonderland. As we’ve been exposed to several corporate cultures centered on innovation, one theme continues to prevail: TRUST.
Trust requires vulnerability and leads to profound mutual respect. With trust comes openness, and with openness comes true innovation. Without trust, the best ideas remain close to people’s chests. With openness, people are more apt to engage in difficult conversations, an essential component of great collaboration. If you’ve ever experienced great collaboration you will know that it becomes much easier to frame problems and in turn, find solutions. It all starts with a solid foundation of trust among all of the organization’s members.
We are intrigued by the way top executives frequently hold open dialogue with all members of their company even (especially) about sensitive matters effecting company strategy. They trust their employees to keep the sensitive information close and the employees trust their executives to take their feedback seriously.
The Department of the Navy will only achieve organizational honesty and institutional integrity if we trust each other… And this is difficult.
How do we overcome our negative reactions to internal threat, embarrassment, perceived loss of power, and new perspectives from E-1 to O-10?
Are my Navy teammates comfortable showing me their vulnerabilities? If not, why?
How can trust be restored?
There is hope to answer these questions and enhance the level of trust in our organization. Building and restoring trust becomes easier when we focus on mutual purpose and respect. Destructive disagreement can be overcome by respect built on our common pledge to support and defended The Constitution of the United States of America.
“The supreme quality for leadership is unquestionably integrity.
Without it, no real success is possible.”
-President Dwight D. Eisenhower
Character is the most fundamental and indispensable quality of leadership. As junior officers, we serve as a critical link between the enlisted sailors and senior officers. Without the vital component of steadfast moral integrity, our ability to accomplish the mission would be severely degraded. Too often we have seen the results of epic failures in an individual’s character. These events erode the public trust in our military, but more importantly, it erodes the trust our enlisted men and women have in their officer corps. In order for the military to refocus it’s leadership balance we must all reevaluate the process in which we lead.
To accomplish this rebalancing, I propose a four-tiered pyramid entitled “The MP3 Model.” I have named these four tiers the Moral, Personal, Practical, and Professional levels. In this turbulent and challenging world, the Moral level must be the base of this leadership paradigm. Morals and ethics must be the guiding light for all leadership decisions. If we as leaders drift away from morality, the results can be catastrophic. A strong moral base is not something that you wake up with one day, it is the cumulative wisdom amassed over your lifetime that informs your decision-making process on a day-to-day basis. It should be a sensation that occurs practically subconsciously; however, there is a conscious component to morality. In his bestselling book, The (Honest) Truth about Dishonesty, Dan Ariely showed in a variety of experiments that people in general performed to higher moral standards when simply reminded of these morals before taking the test. An example was having people sign a one-sentence statement at the top of the first page of the test that said, “I will not cheat on this test, and the work submitted is my own.” Just this small impetus dropped the amount of people who tried to cheat, (Ariely 2012). What does this mean to us as Naval leaders? It means that morality is largely a subconscious act, but that it is also a “perishable” skill. What I mean by that is it is easy to get caught up in the “daily grind” of work in the military, where you are just trying to accomplish the mission by any means necessary, and the lines between right and wrong become blurred. It is incumbent upon the junior officers of the Fleet to ensure we discuss these issues. There is absolutely no reason to require everyone to sign statements of morality as in the example; but having junior officers who stress the importance of moral righteousness and uphold the Navy’s values can and will make a difference in the future. Morality is the sine qua non of this paradigm and will ensure the integrity of our Navy.
Once a sound Moral base is established, it will be the foundation for the subsequent Personal, Practical, and Professional levels of leadership. The Personal level is centered on the very basics; it is the individual’s presence, appearance, and overall military bearing. Rightfully so, the Navy expects this as a basic prerequisite for any Naval officer. A Naval officer must know the proper uniform regulations and follow them, be physically fit, be professional in his/her conduct with others, be proactive, be able to communicate effectively, and maintain high standards in others; simply the basics.
Next is the Practical level. As the world becomes dramatically more technologically advanced the Navy is likewise becoming increasingly technically driven. This level of leadership is thus focused on the technical expertise related to your job, whether learning the ins and outs of your aircraft fuel system, having an in-depth knowledge of your submarine’s nuclear reactor, or becoming an expert on demolition. This technical expertise is critical to successfully accomplishing the mission. What it means at the most basic level is simply to “know your job.” Admiral Chester Nimitz spoke on several occasions about the “readiness to serve.” As the leader of a division in a technologically advanced military, this technical expertise is an integral part of being able to serve when called upon; when the order comes to launch a torpedo or fire a missile, there must be no doubt up and down the chain of command that this task can be completed. Following this logic, it is unequivocally the responsibility of any leader to seek a level of professional knowledge that surpasses the level needed to accomplish the mission. President John F. Kennedy proclaimed that, “Leadership and learning are indispensable to each other.” The active leader understands this legacy and is constantly striving to learn more.
At the top of the pyramid is the Professional level, or more informally, the “change the world” level. This level is focused on an individual’s ability to lead sailors and marines in order to accomplish the mission. At this level, you must be able to concisely communicate your vision and your goals to your subordinates, while also providing feedback to your superiors about what you need to accomplish the stated mission. You must be able to make decisions quickly with little information, to look out for the welfare of your people both professionally and personally, to communicate effectively, to know every facet of the mission and devote your resources to accomplishing it, and you must be able to apply everything from the preceding three levels of leadership. Now, any person of sound mind and unyielding work ethic should be able to maintain the first three levels of the leadership pyramid without a terrible amount of difficulty. But being able to effectively employ your leadership skills across a wide spectrum of personnel and events is an exceptionally distinctive talent. The two best questions any junior officer can ask himself/herself at this level is 1) What can I do to make my division or unit more efficient and 2) What can I do to make my sailors’/marines’ lives better?
The Moral, Personal, Practical, Professional pyramid represents the pathway to sound leadership. The natural question is, is it possible to be an effective leader without one of the other levels? The answer is absolutely, but beware of the results. There are plenty of brilliant professional leaders in the military that may not maintain their personal or practical sides of leadership and are still successful. However, when you ignore one of these levels, it is as if that level on the pyramid is hollowed out, creating a “house of cards” that is trying to support the upper echelons but will likely fail. To ensure the integrity of our system we must all strive to maintain the four levels of leadership.
The importance of morality in leadership is not a new phenomenon. The most recent edition of the Navy Divisions Officer’s Guide notes that, “According to general order 21 (as first issued) leadership is defined as, ‘the art of accomplishing the Navy’s mission through people.’ It is the sum of those qualities of intellect, human understanding, and moral character that enable a person to inspire and manage a group of other people successfully. Effective leadership, therefore, is based on personal example, good management practices, and moral responsibility,” (Stavridis and Girrier 2004, 4). Moral leadership is therefore not a new idea, but does require occasional reflection.
There must be a reason that the Navy has had several high-profile scandals within the past couple of years, many with a principal moral component. Perhaps these incidents can be attributed to individuals who were caught up in the daily routine and not thinking through their actions. Regardless of the reason, these incidences are unacceptable. A Google search of “navy scandal” reveals the following top results: Navy Expels 34 Sailors in Nuclear Cheating Scandal, Navy to Retool Blue Angels after Scandal, Navy’s Bribery and Prostitution Scandal is Worse than Imagined, Three Admirals Censured, and many more. These episodes erode the public trust, which is absolutely essential to our continued operation. The military is rightfully held to a much higher standard than our civilian counterparts in a lot of respects. One of these episodes is too many, and several is an epidemic. What is particularly troubling is that a lot of these issues of questionable morals take place up and down the chain of command, even at the Commanding Officer level and above. It is incidences like the ones delineated above that underline the importance of why we all must rebalance and refocus our leadership. A strong Moral base will enable all leaders to make the best decisions at the Personal, Practical, and Professional levels of leadership.
Ultimately, the MP3 Leadership Model provides a guideline of expectations for successful leadership. All leaders in the Navy should strive to maintain the highest standards of Moral, Personal, Practical, and Professional leadership. Most importantly, we all must maintain our moral foundation. Our Navy’s moral core will invigorate and strengthen our resolve and enable the United States to continue to lead around the world. When he was retired, Admiral Stockdale spoke about the importance of character in leaders. He noted, “Character is probably more important than knowledge…Of course, all things being equal, knowledge is to be honored…But what I’m saying is that whenever I’ve been in trouble spots—in crises (and I’ve been in a lot of trouble and in a lot of crises)—the sine qua non of a leader has lain not in his chess-like grasp of issues and the options they portend, not in his style of management, not in his skill at processing information, but in his having the character, the heart, to deal spontaneously, honorably, and candidly with people, perplexities, and principles,” (Cook 2012, 13). The Naval leaders of today must continue to uphold this legacy as we move forward in a challenging world.
Ariely, Dan. The (Honest) Truth About Dishonesty. HarperCollins Publishers, New York, NY: 2012.
Cook, Martin L. 2012. Reflections on the Stockdale Legacy. Naval War College, June 1, 2012.
Stavridis, James and Robert Girrier. Division Officer’s Guide, Eleventh Edition. Naval Institute Press, Annapolis, MD: 2004.
U.S. Department of Defense. The Armed Forces Officer. National Defense University Press, Washington, D.C.: 2007.
Please join us at 5pm on 22 November 2015 for Midrats Episode 307: Our Own Private Petard – Procurement & Strategy with Robert Farley
This Sunday we are going to look at the big pixels that supports the entire national security infrastructure above it.
Using his recent article in The National Interest, The Real Threat to America’s Military (And It’s Not China, Russia or Iran), we will tackle the greatest challenge of a world power – those things it has no one else to blame for.
Procurement, strategy, and the choices we make. The run of the last 30 years of weapons development and strategic foresight has not been a very good one. Why?