Archive for the 'Navy' Category
On March 7, 2014, a self-directed study was emailed to Vice Admiral Bill Moran, the U.S. Navy’s Chief of Naval Personnel. Titled “Keep a Weather Eye on the Horizon: A Navy Officer Retention Study”, the paper provided Vice Admiral Moran with a canary in the coal mine, describing a looming retention downturn using historical data and, perhaps most importantly, timely and relevant information based on primary source interviews with hundreds of U.S. Navy Sailors.
Within days, the paper leaked from the Navy’s Personnel Command and made its way throughout the Navy. The message resonated with Sailors at the deck plates — officer and enlisted alike — and caught the attention of senior leaders throughout the U.S. Government. To their immense credit, Vice Admiral Moran and other senior Navy leaders have responded to decreasing retention indicators with personnel changes designed to improve morale and a Sailor’s ‘quality of service’. These changes provide commanding officers with greater flexibility to prescribe uniform wear, increase sea pay for Sailors on extended deployments, and reduce general military training requirements on commands, just to name a few.
Larger initiatives are in the works although they have not been publicly announced. Some initiatives, like expansion of the Career Intermission Pilot Program, require Congressional approval. There is also a desire to better understand the current retention downturn before acting. This is understandable. The Navy is a large, diverse, and dispersed organization and more information is required to ensure the next round of changes provide the greatest return on investment. However, the time to act is now.
So, how do you determine the right course of action to provide the greatest return on investment?
Senior decision makers are asking important questions. First, is there really a retention problem? Is it possible we are retaining the right quality of Sailor, just in fewer numbers? Are previously cited retention factors — an improving economy, significant operational tempo, perceived reductions in quality of life, among others — truly impacting our Sailor’s “stay/go” decisions? If so, in what ways?
The desire to further expound on the tenets of the paper — in a thoughtful and deliberate way intended to benefit senior leaders — led to the creation of an independent 2014 Navy Retention Study Team in March 2014. The team is comprised of a volunteer group of high-performing active duty Sailors and select civilians who have dedicated their off-duty time to create a first of its kind retention survey — created by Sailors for Sailors. All of our members are upwardly mobile, highly-placed individuals who want to measurably contribute to the continued success of the U.S. Navy. The success of this initiative is due largely to their sense of ownership for the Navy and their correspondingly impressive efforts.
This report details the results of this year’s survey, including a broad analysis of factors which are assessed to affect retention and additional recommendations to avoid the shoal waters of a multi-year retention shortfall for several communities. Further, it is important to provide relatively unfettered access to the survey data (as appendices in this report) with more raw data to be made available throughout Fall 2014.
While our analysis of the data is presented for your use, I suggest you don’t take our word for it — read and assess the data for yourself. Then read widely, think deeply, write passionately, and act decisively to help retain our most talented Sailors in uniform.
We must continue to cultivate a strong sense of ownership within the U.S. Navy. Reassuringly, many Sailors have stepped forward with innovative ideas to improve processes and policies, whether as a Yeoman, a Lieutenant in the F/A-18 community, or as a pre-major command surface warfare officer. In the end, no matter your rank or position, it’s about asking ourselves what type of Navy we want to dedicate some portion of our lives to … and what type of Navy we want to leave for those that join 5, 10, 15 years into the future and beyond. It’s easy to lay problems at the feet of our senior leaders, however it’s incumbent upon all of us to take part in solving this issue.
At the end of the day, the Navy cannot directly hire uniformed personnel into positions of responsibility, nor can it surge leadership, trust, and confidence. Instead, we must explore changes to legal statutes and internal policies in order to retain our very best, brightest, and most talented — the continued success of the U.S. Navy depends on nothing less.
The 2014 Navy Retention Study report may be downloaded at: www.dodretention.org/results beginning Sept 1, 2014.
By Bill Doughty
On Sept. 11, 2001 Michael P. Murphy was an ensign in Basic Underwater Demolition/SEAL training.
Michael Murphy, a graduate of Penn State University, who grew up in Patchogue, Long Island, New York, internalized and personalized what happened on 9/11, according to colleagues, mentors and writer Gary Williams, author of “SEAL of Honor: Operation Red Wings and the Life of Michael P. Murphy, USN.”
The book is on Adm. Greenert’s bookshelf as an essential Warfighting First selection of the CNO Professional Reading Program.
Murphy led a SEAL team into Afghanistan in 2005 where he faced a profound ethical dilemma after capturing some civilian non-combatants. (His dilemma and moral decision is examined in detail in another book about Operation Red Wings, “Lone Survivor” by Marcus Luttrell.)
The team then endured a prolonged firefight against a larger Taliban force. At the end of the terrifying and deadly fight, Murphy faced a second, more personal moral choice. At great personal risk, he put himself directly in the path of enemy fire in order to call in help for his team.
In “SEAL of Honor” Williams introduces us to Murphy’s family, shows in detail his training regimen as a Navy SEAL, describes the mission Murphy led in Afghanistan during Operation Red Wings, and shows the honors paid to Murphy and his family after he was killed. “SEAL of Honor” preserves history and offers a well-documented biography of an American hero.
Murphy’s bond with first responders from his home state is legendary. He had his unit wear the bright orange patch of FDNY Engine Co. 54, Ladder Co. 43 — “El Barrio’s Bravest” — on their uniforms as a team symbol and constant reminder of 9/11 and why the SEALs were in Afghanistan, according to Williams.
Marcus Luttrell also refers to the patch several times in “Lone Survivor.”
Like Williams’s “SEAL of Honor,” Luttrell’s book is understandably an autobiographical account. Before describing Operation Red Wings, “Lone Survivor” explores Luttrell’s upbringing in Texas, his SEAL training in San Diego and a mission in Iraq desperately searching in vain for weapons of mass destruction: “chasing shadows out there in that burning hot, sandy wilderness.”
Luttrell’s telling of the firefight with the Taliban in Operation Red Wings is gripping and graphic, but at the end of Luttrell’s book the reader is left with a hunger to know more about the hero, leading protagonist Michael P. Murphy.
“Seal of Honor” shows us how Murphy’s qualifications as a leader developed starting in early childhood. As a toddler, Michael’s favorite book was Wally Piper’s “The Little Engine that Could.” He was a voracious reader at Canaan Elementary School.
According to Williams, Murphy’s favorite book as an adult was “Gates of Fire” by Steven Pressfield, a historical fiction novel about the 480 B.C. Battle of Thermopylae, in which 300 brave Spartans protected their homeland and democracy from an invading Persian Army. Greek warrior culture is part of the SEAL tradition.
The never-give-up attitude, willingness to sacrifice for a cause and strong personal ethos all contribute to what makes a Navy SEAL, provided the individual can tough it through BUD/S training, described in detail by Williams.
“Despite the brutal training, Michael soon realized that almost anyone could meet the physical requirements of the SEALs, but the unending challenge from day-one would be the mental toughness, that never-ending inner drive that pushes you forward when every nerve and muscle fiber in your body tells you to stop — to quit. That warrior mind-set — the mental toughness — is what separates a Navy SEAL…”
“SEAL of Honor” includes inspiring SEAL Creed excerpts or, in some cases, complete remarks from SEAL leaders like Adm. Eric T. Olson, Chief Warrant Officer Mike Loo and Commodore Pete Van Hooser. All focus on leadership expectations and maintaining high standards.
Williams describes the tragic rescue attempt in which Lt. Cmdr. Erik S. Kristensen and 15 other would-be rescuers were killed when their MH-47E Chinook helo, call sign Turbine 33, was shot down by the Taliban.
Both “Lone Survivor” and “SEAL of Honor” showcase the importance of the concept: “no one left behind.”
Near the end of “SEAL of Honor,” Williams lists each of the warriors who died trying to rescue Murphy and his team.
He describes the many tributes to Lt. Michael P. Murphy, including the awarding of the Medal of Honor by then President George W. Bush. One of the most significant tributes, especially as far as Sailors are concerned, is the naming of an Arleigh Burke-class guided-missile destroyer for him, dedicated May 7, 2008.
During his remarks, then Secretary Donald C. Winter predicted, “Every Sailor who crosses the bow, every Sailor who hears the officer of the deck announce the arrival of the commanding officer, and every Sailor who enters a foreign land representing our great nation will do so as an honored member of the USS Michael Murphy,” writes Williams.
Osama bin Laden haunts both books, written prior to President Barack Obama’s authorization to kill or capture the terrorist leader of al-Qaeda, the group responsible for the attacks of Sept. 11, 2001. After a Muslim ceremony, bin Laden was buried at sea from USS Carl Vinson (CVN 70) just days before the USS Michael Murphy christening.
“It is my sincere belief that this ship will build on the momentum gained by our special operations forces in the fight against extremism and sail the seas in a world made more peaceful by sustained American vigilance, power and dignity,” said then Chief of Naval Operations Adm. Gary Roughead. “This ship will carry Michael’s legacy and values to Sailors several decades from now and to a new generation of Americans…”
USS Michael Murphy’s homeport is Pearl Harbor.
(A version of this review was originally published Sept. 10, 2011 on Navy Reads.)
“You never know till you try to reach them how accessible men are; but you must approach each man by the right door.”
- Henry Ward Beecher
I’m writing this in response (to the responses, I suppose) of a Proceedings article on Millennials written by CDR Darcie Cunningham, USCG, which lays out the ways in which Millennials are inherently unsuited for military service. The points she raised are echoed in the comments and responses to her article and frankly to the opinions of many of the senior leaders whom I’ve heard discuss the topic. The counter arguments, often penned by Millennial Officers, focus on discounting the arguments without actually looking at the problem from a positive aspect; addressing what the writer gets wrong rather than what the Millennials do right.
The Navy has been my life and home for over 23 years. As a proud Generation Xer, I too watched with dismay as the new generation of Millennials entered the service. Like many Gen X types, I more than once found myself fuming, and saying things along the lines of “Just do your job, what do you want a medal?” or something similar in the snarky language that defines our generation. Over the years, and in particular over the course of my command tour, I have come to realize that this new group of young men and women not only are worthy of respect, but in many ways offer the Navy an opportunity for improvement, provided we commit to both understanding this group, and adjusting our leadership styles to match their desires. First, we old folks need to get over ourselves and chuck the rose colored glasses when looking back at our junior officer days. Second, we need to look at the Millennial Officers for what unique qualities they bring to our organization. Finally, we must understand their equities so we can adjust how we deal with them in order to maximize their potential.
Now, for the purposes of this article and ease of language I will refer strictly to officers in the naval service, but these experiences also hold true for the Sailors with whom I’ve served, and I imagine are applicable across any military service.
The problems described in CDR Cunningham’s article will hardly seem generationally unique if we are honest with ourselves. Seeking to scam off the ship early is a time-honored and expected junior officer behavior. I’m sure I am not the only person to remember the concept of “liberty for the brave.” More fundamentally, given our increasing operational tempo, what value is there to keeping people at work once the work is done? Similarly, informality among first tour officers and a desire by these officers to receive positive feedback is hardly new. On the other hand, the sort of hard partying and behaviors preferred by previous generations are not found in today’s junior officers, through a combination of generational conservatism and increasingly harsh penalties for transgressions. How many of today’s commanders and captains could achieve their positions had camera phones existed in the 1980s and early 1990s in liberty ports around the globe? As for the comments about being delayed in promotion, there are many in my generation whose promotions were delayed due to the Tailhook scandal, including branches of the Navy who couldn’t have attended anyhow! The fact is that junior officers are, and always have been, works in progress. It is our job as leaders not to stifle them, but to learn what drives them, and what they need from us as leaders to develop to their full potential.
Fundamentally, the Millennial Officer offers significant opportunities that are not found in the current crop of generations in our maritime workplace, whether the Baby Boomers with their combination of workaholic tendencies and a firm belief that nobody works as hard as them, to my generation of cynics who feel like they are picking up the mess left behind from the Boomers. This new cohort has a combination of positivity, openness, and general fairness that make them very suited to leadership in a military environment. The average Millennial:
- Possesses a true belief in the greatness and opportunity offered by America and the future.
- Desires to be part of something meaningful, and greater than themselves and to work for a cause in the name of a greater good.
- Feels deeply committed to family and community.
- Believes themselves to be truly multicultural, able to work with people of any background, whether social, economic, or cultural. They accept and value the differences found in groups.
- Values working with a team more so than working alone.
- Is unafraid of technology or of change.
- Values results over effort
All of these identifiers of this generation are seemingly custom fit for working and eventually leading within an organization such as the Navy, which values commitment, teamwork, and diversity, and which embraces modern technology. So why wouldn’t we want them as our future leaders?
All existing generations believe that the follow on generations aren’t as good as them, and expect them to conform to the old way of doing business. As military leaders, however, we must hold ourselves to the concept of servant leadership; namely that the leader exists to serve the people under their command. In particular with the Naval Services, ensuring your people are properly trained, equipped, and motivated will ensure mission success. Doing this, however, requires today’s leaders to change our methods, since the levers that motivated our generation do not work on the current one. Failure to adjust means that we will be stuck looking to only locate people who fit into our narrow mold, vice becoming an organization that draws in the Millennial. So how do we accomplish this?
- Make a compelling case for why their service to the country matters. The Navy appears to understand this concept broadly given the recruiting campaign to be a “Global Force for Good,” but in practice this becomes harder to define. In an ideal world our leadership would only ask for deployments and sacrifice on items truly in the obvious national interest, however as long as there has been a Navy ships have been globally deployed to exert national influence and to provide our government with military options around the globe. Leaders have to find a way to adequately articulate why this matters. For instance, prior to my deployment in command to the 5th Fleet area of responsibility, I used the pre-deployment family training session to not talk solely about support services for the families while we were away, but also spent a good chunk of time describing the recent history and geography of the area, and did my best to explain the value of our continued presence in the area, and talked to them about how to read the news while we were gone. The response from this brief from the mothers, wives, and children of my Sailors was overwhelmingly positive, many remarking that they never understood why their men had to go away before that night. Linking their sacrifice to value is critical for motivating and retaining the Millennial Officer.
- Since families matter, the command must make a concerted effort to not merely pay lip service to caring for families, but actually expend reasonable command effort to live up to these expectations. This means doing everything possible to ensure parents are together for births, giving the crew time off from work to complete deployment preps months – not days – in advance, or frequently hosting family friendly events where the command team is present and engaged, to name a few examples. In particular in this era of cutbacks of services traditionally supported on base, a command team must commit to caring for families. Note that in today’s world this means engaging the parents as well, who remain an integral part of many young adult Millennials’ lives.
- A leader must be personable, and actually care for their people. Remember that this generation has been raised with their parents as their friends. Authority figures may not have been a part of their lives to this point. This means that as a leader you will need to balance being firm and setting expectations with being approachable. If you don’t show sincere concern for their personal lives and development, and make a connection with your people, the Millennial will not want to work for you. This means allowing more informality into the relationship than may have been expected 20 years ago when we were junior officers; as long as there are clear and defined standards being greeted below decks with “Hi Captain” vice “Good morning, sir/ma’am” will not jeopardize good order and discipline.
- Senior leadership should be ready for unrealistic expectations, and work with their people to turn these into a realistic plan. One of the defining traits of this generation is huge aspirations with little idea of how to get there. If dismissed and left unchecked this will drive down retention since our brightest and most ambitious officers will depart the service in pursuit of their grand goal. Frequent counseling and career reviews are critical to understanding where your people see themselves in five or ten years. Knowing their goals and understanding their personal lives as described earlier will allow leaders the opportunity to steer the individuals into a path to success. In my experience, this needs to be done whether the officer decides to stay in or leave the Navy. Full support of a departing officer’s goals will help convince the others that you truly have their best interests at heart.
Every generational shift is accompanied by the same resistance to change from older generations. Establishing a dialog that accentuates the positive aspects of generational divides vice using positional authority to reject these same issues is critical to the long term health of any organization, even one as traditionally resistant to change as the Navy. The Millennial generation represents the future of this nation, and brings dramatically different values to any organization. Embracing these values, and working with vice against this generation, will improve our readiness for the coming, challenging years.
In the August issue of Proceedings, Commander Darcie Cunningham, USCG complains about the personality traits brought to the naval service by millennials and gives advice on how to better assimilate them into the ranks [For other responses to the article see here and here]. I find the article incredibly condescending and patronizing with a hint of fear of impending irrelevance in a world that the Commander does not want to see change. Unfortunately, we do not have the luxury of remaining stagnant. The world is continuously changing. Our great nation is continuously changing. Our long tradition of citizen soldiers demands that we change with it.
I currently serve on a multi-generational crew with a hearty presence from generation X (those born between the early 1960s to 1980). They have stood a solid watch and I firmly respect how their service strengthened American seapower, but they are less dynamic than the current generation. They cling to inefficient means of communication and are more concerned with “work ethic” than the quality of product produced. This generation has me questioning how they can adapt in today’s rapidly changing world.
Here are some of their behaviors I have noticed:
• While the younger generation is more concerned with quality product, the older generation views a correlation with performance and hours worked. Given the same quality of results, they see laziness and a lack of dedication instead of efficiency.
• Along the same lines as correlating product with hours worked, they also would much rather see a more experienced individual be promoted over one vastly more skilled and qualified. They view accelerated advancement as an affront to their culture of advancement through keeping their head down and staying out of trouble. To them it is much better to be cautious and safe than tenacious and bold.
• They do not understand the need for the younger generation to know the basis behind requirements. The younger generations sees power through knowledge and asks why in hopes of finding a way to improve the status quo. The older generation is more apt to simply accept the way things have always been and can devolve to a frustrated “because I said so,” when asked for an explanation from subordinates.
Whether the older generation likes it or not, millennials are currently leaders within our organization. We are serving with discipline and dedication equal to those who have come before us, but we are doing it our own way. We will continue to preserve the liberties this country enjoys. So how does the structured military culture adapt to our new generation?
First, we must educate them on the benefits of promoting based on merit and not time in grade. The current antiquated system lets more competent individuals await their turn while they watch the less skilled continued to advance once it is their time to promote. If this merit-based promotion idea does not sit well with some members of the older generation, perhaps it is a subtle concern that they needed a time-based system to make it as far as they did. Job satisfaction should be the motivator for retention, not scare tactics of a poor economy and poor unemployment rate.
They need to be “course-corrected” that a desire to understand the basis for requirements and wanting to improve how we do things are NOT insubordination or disrespect. If this does not happen, our best will continue to be driven out and the military will remain a carbon copy of what it looks like now. Once we stop adapting we will most surely become irrelevant. The only way we can improve is if we ask if there is a better way and have an open and honest discussion about it. Progress has always been seen as a threat to the present. It takes courage to move forward as an organization.
I am very appreciative the older generation of senior leaders made sure the United States continues to rule the seas. They did an amazing job and they all deserve our thanks and respect. Their way of doing business worked, but previous performance does not guarantee future success. There are sure to be aspects of the current way of doing business and we should figure out what those are, but blindly maintaining the status quo is a sure way to fail.
How does policy shape, limit, or empower the effectiveness of command at the unit level? Which policies are a net positive, and which ones are counter productive? Are there things we can do to better balance larger Navy goals with the requirement to give leaders the room they need to be effective leaders?
In times of austere budgets, can you both reduce end-strength while at the same time retain your best personnel? Are we a learning institution that can adjust policy that answers the bell from DC in shaping tomorrow’s Fleet, yet does not break trust with Shipmates?
To discuss this and more we will have as our returning guest, Vice Admiral Bill Moran, USN. Chief of Naval Personnel. A P-3 pilot by trade, he held commanded at the squadron, wing and group levels. As Chief of Naval Personnel, he oversees the recruiting, personnel management, training, and development of Navy personnel. Since taking over a year ago he has focused on improving communication between Navy leadership and Sailors in the Fleet.
Join us live if you can or pick the show up later by clicking here.
U.S. Navy photo by MC3 Margaret Keith
This post is the first in a series being cross-posted from CIMSEC.
The United States Navy’s surface fleet finds itself in dynamic times. The standard length for deployments continues to rise, numerous hulls are on the chopping block, maintenance is battling to keep up with a harried operational tempo, and as ever, its leaders – Surface Warfare Officers, or SWO’s – are struggling to both improve, and in fact define, the community’s identity. Whether it is the uniforms we wear, our training pipelines, or our often-mocked culture, the community seems to lack a firm grasp on who we are, what we stand for, and how we do business. Over a series of three articles, I intend to first analyze a few counterparts – the Royal Navy, U.S. Naval Aviation, and U.S. Navy surface nuclear officers – and then explore some proposals meant to solidify the officers who take the world’s most powerful ships to sea.
After working alongside the Royal Navy, most American surface warriors walk away immensely impressed by the impeccable professionalism of their British counterparts. When SWO’s talk about improving their community, the Royal Navy’s practices inevitably come up. “We should do it like the Brits,” is a common theme. Few truly appreciate what that statement means, though. The Surface Warriors of the U.S. and Royal Navies are different: in size, mission sets, tempos, training, and priorities. There is not always a one-for-one correlation between the two. Before analyzing proposals or judging the merits of each side, let us simply gather some information by comparing the lifestyles of Sub Lieutenant Snodgrass, RN, and Ensign Timmy, USN.
The first area of comparison is training and path to qualification. All Royal Navy officer cadets spend between six and eleven months at Britannia Royal Naval College (BRNC), where students receive military indoctrination and learn the ins and outs of the naval profession through a standardized curriculum. Upon graduation from BRNC, the young surface officer proceeds on to a training track for Warfare Officers or Engineers. The prospective engineers endure a rigorous 20-month pipeline of practical and theoretical training.
Our Sub Lieutenant Snodgrass is a Warfare Officer, which is the career track most comparable to an American SWO’s. He and his comrades train for an additional 18-months. First, they attend three months of advanced seamanship theory training, followed by an intense year of practical bridge watch standing under instruction. If they are successful to this point, they stand for a week of individual bridge simulator assessments. Students must achieve passing marks on these assessments to proceed on to a final three months of advanced seamanship and navigation training. Upon graduation, they report aboard their first ship as an Officer-of-the-Watch (OOW) with a well-earned Navigational Watch Certificate. Within a month or so, SLt Snodgrass has earned his Commanding Officer’s Platform Endorsement – akin to a SWO’s Officer-of-the-Deck Underway Letter – and is entrusted with operating the ship unsupervised. While some Warfare Officers attend a 4-month long course and become navigators after gaining at least 4 years experience as an OOW, the next major pipeline for now-LT Snodgrass is the Principal Warfare Officer (PWO) Course and occurs at the nine-year point. Thirteen months long, the PWO Course trains Royal Navy surface officers to be the Commanding Officer’s advisor on either “Above Water” or “Under Water” Warfare, and can see up to 40 percent attrition.
The U.S. Navy SWO training pipeline has seen several iterations over the past 12 years. Before 2003, newly commissioned Surface Warfare Officer Trainees attended the six month-long Division Officer’s Course. SWOSDOC, as the course was called, taught the basics of ship handling, navigation, shipboard maintenance, damage control, leadership, and divisional administration. The objective of the course was to give all ensigns the tools necessary to immediately contribute to their wardrooms and a foundation from which to qualify aboard their ship. This course was disbanded in 2003 and for approximately nine years, new officers reported directly to their ships, took over their divisions, completed computer-based modules, and received on-the-job training as they progressed through their qualifications. The current training model sees new officers attending an 8-week Basic Division Officer Course (BDOC) in their Fleet Concentration Area, where they delve into many of the topics found in the old SWOSDOC program.
Upon completion of BDOC, ensigns report to their ships and are assigned a division of anywhere between 10 and 30 Sailors to lead and the associated responsibility of the maintenance of their division’s systems. Concurrent with their division officer duties, they embark on a journey to earn their Surface Warfare Officer designation and pin. This journey, nominally 18-months long, entails qualifying in a series of watch stations – namely, Officer-of-the-Deck In-Port, Small Boat Officer, Combat Information Center Watch Officer, Helm and Aft-Steering Safety Officer, and ultimately, Officer-of-the-Deck Underway – through the completion of Professional Qualification Standards (PQS) books and various oral boards. The milestone pre-requisite to the SWO Pin is the Officer-of-the-Deck Underway letter – similar to the Royal Navy’s Platform Endorsement – and usually comes after about a year aboard the ship and ultimately represents the Captain’s trust in the officer to safely and professionally operate the ship in their stead.
Typically, our Ensign Timmy will accumulate another six months of experience leading his bridge watch team, his division, and learning the catch-all nature of his chosen trade before sitting for his “SWO Board.” The SWO Board is a memorable event and involves the candidate sitting across from what, at the time, seems like a firing squad made up all of the department heads, the executive officer, and the Captain. While there is no formal, written or otherwise, fleet standard (outside of the pre-requisite watch stations) and no tangible result (aside from the pin), the SWO qualification represents a junior officer’s journeyman-level grasp of the surface, naval, and joint profession. Topics covered range far-and-wide: from logistics matters to amphibious landings and missile engagements, to personnel records, geography, ship and aircraft capabilities, emergency procedures, and naval justice fundamentals to meteorology. Now, with a pin and new officer designator, Lieutenant Junior Grade Timmy completes his first tour and attends approximately 1-2 months of job specific training before reporting to his next ship for a two year tour as Navigator, Auxiliaries officer, Main Propulsion Assistant, Fire Control Officer, Training Officer, Anti-Submarine Warfare Officer, or Force Protection Officer.
At the 8-year point, prospective SWO Department Heads attend up to nine weeks of intensive training in combat systems fundamentals, followed by 6-months in the Department Head Course, which includes three months dedicated to maritime warfare, and three months dedicated to administration, maintenance, damage control, and topics unique to the officer’s future billet.
The next point of comparison is more overt and was touched on briefly above. In the Royal Navy, recruits select and compete for a specialization before attending the Royal Navy College. They attend training either for Warfare Officers, Marine Engineers, Weapon Engineers, or Air Engineers. Warfare Officers are first responsible for bridge watch standing and safe navigation, and later in their careers for the tactical employment of the ship’s combat systems. Their engineers are responsible for leading the ship’s technicians and the upkeep of their respective kit – or in U.S. Navy terms, the preventative and corrective maintenance of their assigned shipboard systems. SLt Snodgrass, our Royal Navy Warfare Officer, will start his career with three tours as a bridge watch keeper. Later on, he serves two tours as a Principal Warfare Officer. His engineer counterparts – either marine or weapon – leave their training and serve a tour as a shipboard Deputy Head of Department, where they ultimately sit a professional board qualifying them as capable of leading a department. After engineering focused “shore drafts,” those who qualify return to sea as Heads of Department.
In the U.S. Navy, Surface Warfare Officers do not formally specialize in their billets. The community prides itself in producing Jacks-of-all-Trades. Ensign Timmy starts his career as a SWO by serving two division officer tours. He has little to no say in what his first billet will be – he could just as easily serve as the Electrical Officer as he could the Gunnery or Communications Officer. When proceeding to his next tour, his desires and performance are taken into account along with the ever-present needs of the Navy. En route to his second ship, LTJG Timmy receives his first formalized billet training. His second division officer tour may or may not fall under the same department as his first. After four years ashore, now-LT Timmy serves two 18-month Department Head tours. While his desires are given heavy weight, his assignment will not necessarily be to a department in which he previously served. The career experiences, training, and development of SWO’s is designed to ensure that they are notionally plug-and-play – able to serve in any capacity at a moment’s notice. The U.S. Navy does not have a direct comparison to the Royal Navy’s Marine and Weapons Engineers, though in our system, they would most closely be seen as a mix of our Limited Duty Officers and Department Heads.
A final point of comparison is the Royal Navy’s focus on watch-standing over billets in their Warfare Officer community. On a typical Type-23 Frigate, their Warfare Officers will fill the roles of the four Officers-of-the-Watch, Navigator, PWO Underwater, PWO Abovewater, Operations Officer, Executive Officer, and Captain. Other billets, including Weapon Engineer Officer, Marine Engineer Officer, and their deputies, are filled by specialized engineering officers.
The primary duty of SLt Snodgrass, as an assigned Officer-of-the-Watch and later a Principal Warfare Officer, is watch keeping. Officers-of-the-Watch are also assigned secondary duties like Classified Books Officer, Intelligence Officer, and XO’s Assistant. They are also responsible for the pastoral care of a group of Sailors. While leadership and special duties are a reality for the Warfare Officer, it is a fact of life that they come second to their job as professional watch standers. This fact was driven home to me by one Royal Naval Officer who said, “an OOW is a prime target for secondary duties… then we encounter an incident, and a casual factor is found to be that the OOW was distracted from their core task of watch-keeping, and an admiral directs a high-pressure blast getting rid of many of them (secondary duties).” Junior PWO serve as their Captain’s advisors on warfare and as the lead watch-stander in their Operations Room. When not standing watch and serving as a warfare advisor, they serve as shipboard staff, execute event planning, and serve in what the U.S. Navy might consider a special projects officer capacity, in addition to the pastoral care of the junior officers in their wardroom.
Surface Warfare Officers are detailed, or assigned, to a specific shipboard billet. This billet is not only on their orders, but also serves as their very identity aboard the ship. They are the Gunnery Officer – GUNNO – or the Chief Engineer – CHENG. As a division officer, Ensign Timmy spends his day seeing to his division’s Sailors, equipment, and operations, while also standing roughly ten hours of watch per day, whether that be on the bridge, in Combat, or in the engineering plant. Later on, Lieutenant Timmy leads a department of approximately three divisions. While serving as a Department Head, he qualifies and stands watch as Tactical Action Officer, leading the watch team tasked with employing the ship’s sensors and weapons and serving as the senior watch stander aboard the ship. Watches are not collateral for SWO’s, yet their professional bias is most certainly towards their billet and their people.
One key difference between the two navies that creates this disparity in bias is their respective approaches to duties covered by officers – specialists or not – vice enlisted Sailors. In the Royal Navy, most of the day-to-day upkeep of a division’s personnel and spaces is delegated to a senior petty officer. The Royal Navy also uses officers in many watch stations, like Quartermaster-of-the-Watch (duties considered a core competency of an RN OOW), Air Intercept Controller (Fighter Director in the RN), and Anti-Air Warfare Coordinator, that the U.S. Navy either mans with senior petty officers and chiefs, or splits between enlisted and commissioned watch standers. As a Royal Navy PWO broke it down for me, “tactical advice on Anti-Submarine Warfare (ASW) is my job as PWO(U), planning ASW matters is my chief’s job, looking after the ASW ratings is my petty officer’s job with direction from the two levels above, and maintenance of the ASW kit is the Deputy Weapon Engineering Officer’s job.” In the U.S. Navy, while surface Sailors are certainly empowered through delegation, a division officer or department head would have their hands in all of those levels in the execution of their assigned billet, while also concurrently standing watch throughout a given day.
Undoubtedly, each country could take something positive away from the other for their own betterment. Our unique cultures and operational commitments, as well as our relative sizes, certainly drive our respective methods. Now that we have a better understanding of how the Royal Navy does business, we can draw rough comparisons to the American Surface Warfare Officer community and start to imagine elements we might adopt as we endeavor for self-improvement. Before exploring specific proposals, though, my next piece in this series will again seek to inform by comparing the professional standards, training mindset and approach to attrition of the SWO community with that of both Naval Aviation and nuclear trained officers.
Jon Paris joins us to discuss his article, The Virtue of Being a Generalist, Part 1: A Day in the Life of Sub Lieutenant Snodgrass. We compare the Royal Navy and US Navy processes of creating officers for their surface fleet, the nature of being a maritime “professional,” improvements for the American model, and generally gab on for about 36 minutes.
Back in 2009, in his Proceedings article The Navy Can Handle the Truth: Creative Friction Without Conflict, regular USNI contributor Claude Berube provided a great observation about how important the give and take of debate is in addressing the challenges we face, and the great opportunity we have with the internet to broaden the reach and scope of those involved.
In the current environment, due to largely to changing missions, budgetary constraints, and varying priorities, the Navy continues to shrink in terms of both ships and personnel, decreasing the already minimal familiarity of the general American public with its Sea Services. Bullets and shells may win the battles, but words and ideas define the war and mobilize or sway the requisite public opinion to win it. Therefore, it is important for the Navy to recognize that one of America’s greatest strengths—its freedom of speech—can be its own force multiplier. This freedom allows for creativity, the engine of culture, the economy, and the military; dictatorial powers largely experience the relative creative stagnation regnant in a closed society.
Earlier this week over at my homeblog, in a discussion about another Proceedings article by CDR Darcie Cunningham, USCG; Millenials Bring a New Mentality: Does it Fit?, I brought in a White Paper that found its way to me, Training Millennials: Improving Quality in an Environment of Austerity, by LCDR Gordon “Judy” Faulkner, USN, at that time the VFA-106 Training Officer. Yesterday Judy sent me an updated version of the White Paper which I’ve embedded below.
Not taken aback by the boisterous romper-room that exists over at my homeblog, as I asked, Judy reached out to me – and the results are exactly what Claude was outlining.
I liked his email so much, with only minor changes, I asked his permission to publish it as a guest post. I originally was going to post his response over at CDRSalamander, but I wanted instead to bring it over here, as Judy brings up exceptionally important challenges that need to get a broader exposure.
Though I remain in disagreement with some of his observations about Millenials and think that discussion is a distraction, the other part – and I would argue the most important part of the White Paper – is what I would recommend the greatest focus by the reader.
Read the updated paper at the link above and draw your own conclusions, but the rest of the post I would like to turn over to Judy. The quotes are from my commentary on his White Paper, but otherwise the rest is his response. Over to you Judy.
Perhaps this piece would have been better as two separate articles, each addressing what I perceive as two very different topics. 1) Chronic under-resourcing coupled with mission creep, resulting in an inadequate training pipeline. 2) How to recognize, address and lead in light of generational friction, which you seem to agree is real and exists between most generations. Alas, the version you posted is the one that most people have read.
My use of the term “Millenials” in the title belied the real point of the paper. Alternatively I could have called it “How under-resourcing is threatening to destroy the Navy by forcing us to push through sub-par officers in an effort to meet requirements.” Even my long-winded literary namesake would assault this as verbose.
“He is not happy with the condition of the swimming hole he is playing in and has a rough idea that the issues are upstream … but besides a sniff and a passing glance, he has not started asking – or at least feels he has the top-cover to even bring up – the harder questions of “why” these personality types are floating down to his part of the river.”
Let’s put one thing to bed – during my time at VFA-106, AIRLANT fully supported every Field Naval Aviator Evaluation Board (FNAEB) that VFA-106 submitted; there were several. I was VERY happy with the swimming hole I was playing in (VFA-106) and those Commanding Officers who went to the mat to support me. In fact, it was my most rewarding tour thus far. Top cover existed in spades – to the point where VFA-106 failed to meet production metrics in part due to historically high attrition.
I have thought extensively about, ” “why” these personality types are floating down to his part of the river.”
It has a lot to do with the “fiscal austerity” in my title (sorry again for the drudgery there). Chronic under-resourcing creates a training dilemma.
How do we access, indoctrinate, train, and retain the best officers while culling those not suited to military service? Even more importantly, how do we do that in an environment where the best are leaving (or are not signing up in the first place), and we are forced in some cases to retain the worst to meet requirements? You point that out yourself here:
The problem is not with the Millenials – it is with senior leadership’s inability to select, cull, and lead junior personnel. Do that, and any “problem” people simply won’t show up.
That is the rub. Setting standards from officer accession, entry in to aviation pipeline, and then each milestone along the way.
Agreed. In fact, that is why six of seven proposed solutions have nothing to do with changing Millenials. Leadership is the solution, and as I state in my paper we need to tailor leadership to those we lead while enforcing or improving upon existing standards. That begins with understanding those we lead.
If I sound a bit like a curmudgeon, perhaps it is because 23 pages seemed long enough. Another paper written today might be about all of the positive aspects of Millenials that we should be tapping into and harnessing as leaders.
That being said, as you point out in your conclusion, generational friction is real. Understanding that friction and your audience are critical to effective communication, which is fundamental to sound leadership. Dr. Jean Twenge is doing a sound and scientifically based job of explaining current generational friction. In my opinion, she offers excellent insight for officers attempting to improve their communication skills. She is not selling snake oil out of the back of a wagon. She is attempting to quantify and explain generational friction in an effort to foster understanding. This is not at all about blaming Millenials; it is about understanding them. To quote my paper: “Developing Millennial officers requires a concerted leadership approach. Officers cannot lead in the ways that they believed worked for their generation. They must study, adapt and lead in the way that their Sailors require them to. Leaders must adjust their approach to their Sailors, not the other way around.”
There is also the problem of second guessing of who can or cannot meet standards. The multiple chances and training jackets measured in inches of thickness and pounds of weight … the pushing to the right and the next command people who should be invited to find another way to serve their country earlier on – wasting their time and the Navy’s money. That story is not new. May be worse – but not new.
Bingo. I could not agree with you more. Here’s the three million-dollar question – when we have fewer candidates who meet the standard than we have required billets, what gives, the requirement or the standard? This is where the rubber meets the road in today’s Navy. The most recent Aviation Department Head Screen Board is yet another example of this dilemma, albeit rooted in some different issues.
The Sailors of VFA-106 expend tremendous energy to train every officer who arrives at our door. In some cases, those officers should not have arrived in the first place. That does not mean they do not deserve our full effort. Some of the best leadership I have ever seen came from the Lieutenants whom VFA-106 assigned as mentors to our most difficult officers. We did not attrite those problem children them without first trying to lead and develop them.
There is a balance between healthy attrition and production. The former fosters competition and appreciation for the privilege of serving in the Navy. The latter ensures that we meet requirements in a way that is fiscally responsible to the US taxpayer. One of the most difficult decisions as a Training Officer or Commanding Officer is when to remove a student from training. In some cases it is easy; in most cases it is a gut wrenching progression of doing everything possible to train and lead (we all want to believe that we can get through to anyone) and finally admitting that some people are not suited for Aviation or for the Navy. The point where that decision occurs will vary based on leadership style and experience. In all cases, it is critically important that the Fleet provides unfiltered feedback on their nuggets and that the Fleet Replacement Squadrons provide the same to the Training Command. That flow of information should continue all the way to assessment. The bottom line is that ownership at every level ultimately ensures that we do not matriculate sub-standard officers to the fleet. Each command should see itself as a brand and every officer that passes their doors as a ambassador of that brand. Ultimately, a certain amount of undermanning is preferable to having sub-standard officer, aviator, SWO or Submariner in a Wardroom.
If you are not given the tools to force shape those that float down stream to you, then your bosses are the problem.
Boom goes the dynamite. In this case, the tools you speak of are resources matched to requirements. And in my opinion, the bosses are the elected ones, not the ones in uniform; however, it is our responsibility as officers to dutifully advise our elected officials when we can no longer meet stated goals given current fiscal constraints; however, as an O-4 at the Fleet Replacement Squadron those conversations are “a little out of my element.”
In summary, the entire cadre of junior officer instructors at VFA-106 is comprised of Millenials. They are some of the best officers with whom I have had the opportunity to serve. They are harder working, smarter and in many cases more dedicated then my contemporaries. Given adequate resourcing those same instructors of VFA-106 will set to meeting fleet requirements, providing the Navy with high quality Officers and aviators. And given adequate resourcing, we might just improve their morale and retention at the same time.
That, my friends, is how it is done.
As a final note – if you wonder if Aristotle, Chesterton, Socrates or other of history’s great thinkers ever yelled at the kids to get off their lawn, I recommend
Since coming ashore as an NROTC Assistant Professor, I have come to wonder why poems and literature at sea are losing popularity amongst our ranks. Perhaps the mystery and feel of navy life has been diminished – Electronic Chart Data Information System (ECDIS-N) does not have the feel of a sextant and receiving storm data vis-à-vis Meteorological Officers in Hawaii isn’t the same as predicting gales using weather gauges.
Many officers and sailors have talked to me about “how interesting navy life used to be,” or have confessed, “it isn’t the same anymore.” These are accurate observations and I think that an organization with a rich history such as ours deserves admiration. Nevertheless, this is the best time to be in the Navy. Women and minorities serve at equal status with their white male counterparts; sailors have more support networks then ever before; and social media allows many of us to communicate with our families in nearly real time. Our sensory connections with the duties we perform at sea are indeed not what they once were, but does this necessarily mean we are less inclined to write about the encompassing power of our planet’s restless and mysterious waters?
Despite the interest our careers inspire amongst men and women of all ages, there has been a considerable decline in literary reminiscences over the last few years. Instead of using turning to pen and paper to share and confess our thoughts, we merely use hash tags and click ‘share.’
The nineteenth century gave us Walt Whitman, Herman Melville and Joseph Conrad; the early twentieth century produced Jack London and Patrick O’Brien. They were sailors with the ability to portray sea life from a variety of perspectives that engaged readers at their core. Although their work was primarily fiction, I’d offer that the difference between fiction and reality is razor thin. The stories poignantly reveal human nature at sea and provide meaning that all of us can relate to. Like these famed authors, we too must strive to make meaning in what we do and then portray this cogently to the public domain and each other.
Popular writers have weighed in, but their contributions are not necessarily accurate. The April 19 New Yorker article “Shipmates: Life on an Aircraft Carrier” by Geoff Dyer, ended with the same dubious colloquialism every landlubber surmises. “When, at last, I was back on the very dry land of Bahrain, I checked in at a hotel, went up to my room, and showered for a long time. The water felt cleaner, more sparkling [. . .] I looked out the window at the empty cityscape and experienced another revelation: I could go for a walk!” Similarly, the only question Thomas Friedman asks a young junior officer when he rode the USS New Mexico for one night was “how do all of you stand being away from your families for so long underwater, receiving only a two-sentence ‘family-gram’ once a week?”
I would contest we are not simply motivated by the same social connotations that our civilian counterparts enjoy. We are sailors. We come from a different breed and our lives by nature do not possess the homogeneous social norms of our civilian counterparts. Although we may have put to sea for a variety of reasons – service to our nation, learn new skills, earn the GI Bill – all of us have been affected by the wonders of navy life; our lives sharpened by the life on the seas. Some of the mystery is gone, but the beauty still remains.
Proceedings and other naval publications primarily exist to discuss and debate naval doctrine, but it should also reflect on our social experiences in a meaningful way. To be honest, I have never mused about the powers of Aegis beneath the vast night sky, with the dust of the Milky Way scattered as far as the eye can see. Even though the Main Propulsion Assistant and the senior gas turbine technician could recite each valve within the main drainage system by memory, we never argued too much about engineering improvements that our senior leaders should be pursuing. We told sea stories, discussed books and history, laughed as we reenacted scenes in our favorite movies, and then went about our duties.
Mahan’s diary as a junior officer is a fascinating read. Many of his entries lament about his fear of drinking too much and his abhorrence of superior officers. “The Captain has annoyed me, and I have felt and spoken angrily and sullenly.” And, like so many of us, he does not always complete tasks on time. “Have failed in my duty concerning the reading of the Articles of War.” Yet, within his complaints and small victories, a portrait of life at sea emerges. His ability to reflect on sea life, both positive and negative, ultimately led to him thinking more critically about naval tactics and the naval profession as a whole. Simply put, it gave him meaning and persuaded him to remain at sea.
Over the years, I have found that life itself is like the sea. Our lives ebb and flow like a foaming tide. We attempt to seize each moment, try to live one day at a time, hang on tightly to lifelines and trust that our faith in each other will get us there. So much we do in our lives as sailors is wandering and I do profess that wandering the ocean is the most exciting profession in the world.
Perhaps John Masefield says it best in Sea Fever.
Oh I must go down to the seas again,
To the lonely sea and the sky,
And all I ask is a tall ship
And a star to steer her by
And the heel’s kick and the wind’s song,
And the white sail’s shaking
And a grey mist on the sea’s face
And a grey dawn breaking
Before my final deployment aboard USS Milius, my wife gave me the finest gift anyone could: a journal. It was an impeccable idea. After all, there’s nothing like a day at sea, to meditate about this earth and to think of all the challenges that await us afloat and ashore. So, as naval officers who experience the daily grind, let us tell the evolving story of our Navy. One hundred years from now these entries will capture us for who we were and where we were going.
Geoff Dyer, “Shipmates: Life on an Aircraft Carrier,” The New Yorker, April 2014, 6; Thomas Friedman, “Parallel Parking in the Arctic Circle,” The New York Times Sunday Review, March 29, 2014.
Diary entry on August 6, 1868 and May 11, 1869 in Letters and Papers of Alfred Thayer Mahan, vol. I (Annapolis: Naval Institute Press, 1975), 201; 301.
John Masefield, “Sea Fever” in Salt Water Ballads (1902).
A few weeks ago, my friend and Proceedings colleague LCDR Benjamin “BJ” Armstrong posted an important thread on the USNI Blog revealing the challenges that the 2014 Current Strategy Forum. In predictable fashion, many participants at the Forum asked the age-old, paradoxical question, what would Mahan do? It would seem Mahanian legend is firmly embedded within our policy planners’ imagination. When faced with the revision of the Cooperative Strategy for 21st Century Seapower (CS21), instead of asking how Mahan would handle the next century of naval warfare, the War College should be asking “what should our junior officers do?”
I assert that our strategy in naval warfare still permeates from the Zeitgeist of Mahan, when it should be more focused on the explosive energy that many of our junior officers possess. Rather than look to an individual who merely conveyed the ideas of others, continue to foster outlets – like the Naval War College – that allow our junior officers to create, build, test, and revise their ideas.
How did Mahan gain so much notoriety?
As he matured his theories of sea power, drawing from the selective histories he provided the world, Mahan became more and more interested in the actual application and implementation of policy. In “Preparedness for Naval War,” an article published in Harper’s in 1897, he argued that America was “to all intents an insular power, like Great Britain.” As a result, every “danger of a military character to which the United States is exposed can be met best outsider her own territory at sea.” Offensive capabilities would be in the function of a sea-going Navy – battleships, cruisers, and torpedo boats, capable of accompanying a fleet, but not impending its movements – which could uphold an adaptive Monroe Doctrine.1
Mahan was delighted when his friend Theodore Roosevelt was appointed Secretary of the Navy, for he knew the effects this could have on the financially-strapped Navy. He immediately wrote Roosevelt and called attention to Japan’s naval program and urged annexation of the Hawaiian Islands. “Do nothing unrighteous,” he told Roosevelt, but “as regards the problem, take the islands first and solve the problems afterwards.” In response to the danger from Japan, the Assistant Secretary of the Navy replied that no strong nation “should be allowed to gain a foothold in the Western Hemisphere.” As the year continued, Mahan’s imperialist visions grew deeper. He had become the definitive voice in the political-navy arena with the support of sympathetic spirits like John Hay, Theodore Roosevelt, and Henry Cabot Lodge, but also with a gradually convinced public opinion.2
Technological improvements, especially in regard to photoengraving and printing, enabled Mahan to reach phenomenal popularity. The introduction of the Merganthaler Linotype machine changed the face of publishing and the character of periodicals. Allowing users to print quickly and cheaply and to use real pictures, publishers attracted a mass market, especially by Joseph Pulitzer and William Randolph Hearst. Magazines at every level began competing for the American literary market. Captain Mahan had a wide audience both among the intellectuals and in popular magazines and newspapers. In November 1897, Little, Brown, and Company published a small volume entitled, The Interest of America in Sea Power: Present and Future, which included nine of Mahan’s most important articles. The articles provided an easily understood, broad perspective in understanding the problems facing America’s organic fleet. These immediately enlarged Mahan’s following and at the same time provided his influential supporters with verses to convert the non-believers.3
The Importance of the Naval War College
Established in 1884 and only a decade in existence, the Naval War College in Newport, Rhode Island, was already preparing unrestricted line officers intellectually and strategically. As former Secretary of the Navy William Chandler put it, “the constant changes in the methods of conducting naval warfare imposed by the introduction of armored ships, swift cruisers, rams, sea-going torpedo boats, and high-power guns. . . render imperative the establishment of a school where our officers may be enable to keep abreast of the improvements going on in every navy in the world.” When the Cuban insurrection broke out in 1895, the officers in charge at the Naval War College thought it necessary to undertake a study of a possible Spanish-American conflict. They gave the class of 1895 a “special problem” concerning a war with Spain where the objective was to secure independence for Cuba and called for an early joint operations again Havana. The U.S. fleet, based out of Key West, would intercept any Spanish expedition attempting to reinforce the defenders in Cuba. In 1896, the Office of Naval Intelligence submitted Lieutenant William Kimball’s plan, which would later win an audience in Newport, Rhode Island.4
After graduating the Naval Academy in 1869, William Kimball entered a post-Civil War navy of obsoleted warships, outdated organizational structures, and few opportunities for promotion. Kimball looked the part of a quintessential officer; he was well groomed, he kept his mustache pointed on both sides, and he parted his brown hair down the center. While at the Brooklyn Navy Yard in 1885, he met John P. Holland – the inventor of the new submarine boat – and formed an immediate friendship. Kimball helped Holland secure navy contracts for the submarine and contributed in the later development of the torpedo boat, then went on an extended intelligence-gathering trip through the Isthmus of Panama in 1885. His experiences in the Central Americas would eventually result in a special intelligence report on a possible canal route.5
Between 1894 and 1897, Kimball served in the Office of Naval Intelligence and developed an inner circle around the assistant secretary of the Navy, Theodore Roosevelt. During that time, he assembled information for his plan “War with Spain, 1896,” which would later serve as the blueprint in case of war and offered ‘Mahanian’ objectives. Supporting attacks against Manila and the Spanish coast would, as he believed, further induce Spain to negotiate an end to the conflict. After an attack on the Philippines, Kimball proposed a war plan that depended on a stringent naval blockade of Cuba as the primary means of persuading Spain to release control of her colony. Although this plan was heavily scrutinized, both at the War College and the Bureau of Navigation, it would later become the outline for future naval operations.6
Rear Admiral Francis Ramsay, chief of the influential Bureau of Navigation –and Mahan’s nemesis from the Naval Academy – had long been an opponent of the War College, and it is likely he was the one who persuaded Secretary of the Navy Hilary Herbert to convene a board in the summer of 1896 to draw up a separate plan for war with Spain. Like the Kimball plan, the Ramsay Board focused on the naval blockade, but added the deep-water ports of Puerto Rick and those of Cuba. Although the strength of the Navy in 1896 was sufficient to meet and defat a fleet arriving from Spain, the board called for the purchase of a number of small, fast steamers to enforce the blockade. The destruction of crops in Cuba led the Board to believe the Spanish garrison needed to import food to survive, hence the reasoning behind acquiring more ports. Some members of the board dissented, stating that large operation in Spanish waters were “too dangerous,” and a naval blockade would not be sufficient to subdue the Spanish forces in Cuba. A later board, called together by Rear Admiral Montgomery Sicard, in June 1897, accepted the Kimball Plan as the primary means of fighting Spanish forces. The plan called for the reduction and garrisoning of principal ports and recommended the idea of using the Asiatic Squadron against the Spaniards.7
President McKinley regarded Teddy Roosevelt’s views as effective and used Roosevelt as an expert adviser on naval strategy and America’s preparations for defense. But they weren’t actually Roosevelt’s ideas – they were Kimball’s. On September 21, 1897, Roosevelt conferred with the President over dinner and the two men continued their conservations the next while horseback riding. During their meetings, the Assistant Secretary of the Navy gave McKinley a thorough summary of the war plan, which constituted official Navy Department policy at the time. Additionally, he discussed with the president the location of every US warship, the availability of other ships for purchase, and gave an endorsement of the major assumptions of attack made by Kimball. If the president still did not know the location of the Philippines, as he claimed in early comments once war broke out, he certainly knew that the Philippines was one of the Navy’s first targets commanded by his appointee, Commodore George Dewey.8
Although the correspondence between Roosevelt and key policy planners have historically been used to justify Roosevelt’s impulsive and imperialist philosophies, they should actually be viewed as a lens in understanding his political strength. Kimball’s plan – not Roosevelt’s rhetoric or penmanship – was the decisive catalyst and elusive first cause of the American victory in the Spanish-American War.9
One Final Thought
Americans, particularly seagoing junior naval officers, who by 1900 were one of the most educated singular bodies in the world, were more active and were ready to move from the shadows of geographical isolationism into a world that would eventually have to accept America as a global power. In that regard, perhaps there is no finer example of blossoming, contemporary Americanism, then within our junior officer ranks.10
Allen Westcott, Ed., Mahan on Naval Warfare: Selections from the Writings of Rear Admiral Alfred T. Mahan (Boston, 1918), 130-131. ↩
Elting E. Morison, The Letters of Theodore Roosevelt (Cambridge, 1951), 718-719; The Letters and Papers of Alfred Thayer Mahan, 1890-1901 (Annapolis, 1975), 592. ↩
John W. Oliver, History of American Technology (New York, 1956), 442-448; Luther Mott, A History of American Magazines (5 vols.; Cambridge, 1968), IV, 153-54. ↩
John Davis Long, The New American Navy (New York, 1904), 75-76; Ronald Spector, Professors of War: The Naval War College and the Development of the Naval Professionalism (Newport, 1977), 89-90; David Trask, The War with Spain in 1898 (New York, 1981), 73-74. ↩
Jeffrey M. Dorwart, “Kimball, William Wirt”: http://www.anb.org.proxygw.wrlc.org /06/06-00340.html; American National Biography Online (Feb. 2000); On Kimball, see Peter Karsten, The Naval Aristocracy: The Golden Age of Annapolis and the Emergence of Modern American Navalism (1972); Richard D. Challener, Admirals, Generals, and American Foreign Policy, 1898-1914 (1973). ↩
Jeffrey M. Dorwart, “Kimball, William Wirt”: http://www.anb.org.proxygw.wrlc.org /06/06-00340.html; American National Biography Online (Feb. 2000); On Kimball, see Peter Karsten, The Naval Aristocracy: The Golden Age of Annapolis and the Emergence of Modern American Navalism (1972); Richard D. Challener, Admirals, Generals, and American Foreign Policy, 1898-1914 (1973). ↩
Report of the Ramsay Board, contained in Grenville, American Naval Preparations, 38-41. ↩
Theodore Roosevelt to Henry Cabot Lodge, September 21, 1897, in Elting E. Morison, Ed, The Letters of Theodore Roosevelt (Cambridge, 1951), 685-686. ↩
Elting E. Morison, Ed, The Letters of Theodore Roosevelt (Cambridge: Harvard University Press, 1951), 716-717 ↩
Photoengraving and lithography helped disseminate a preponderance of academic theories. Most people would know about Mahan’s battleships and Roosevelt’s colorful exploits, especially with Andrew Carnegie’s gift of public libraries throughout the country; James A. Field, “American Imperialism: The Worst Chapter in Any Book,” American Historical Review, no. 83 (1978), 644-683. ↩
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