Archive for the 'Training & Education' Category
Midshipmen have a hunger to learn and to exert ourselves intellectually. We want our lectures to simulate the level of in-depth analysis that will be expected of us in the Fleet.
We are second-class midshipmen at the US Naval Academy who, after eight combined semesters of 20-credit course loads, want more out of the Academy’s academic mission. We believe that the academic curriculum should remain challenging, but that it can be tailored with an emphasis on developing midshipmen into problem solvers. We understand there is currently a conversation in the upper echelons of Navy leadership about reenergizing the Naval Academy curriculum. We offer our opinions to provide experience-based input into these discussions.
Consider what many midshipmen perceive as one of the most mundane courses at the Naval Academy: navigation. Imagine if instead of passively listening to the lecture, our weekly assignment includes perusing the New York Times, selecting hotspots around the world that will likely elicit a US Navy presence. What Numbered Fleet claims responsibility for this area?
What capabilities do we have to respond? Logistically, how is the response executed? What grand strategy is associated with this response? What are the responsibilities on a junior officer level? Lessons are most engaging when the instructors are able to incorporate their own Fleet experiences to illustrate the relevance of the course material. The navigation instructors have the experience to take our thinking to the next level.
Integration of practical skills, professional knowledge, and complex international relations is key to engaging midshipmen in a productive manner. The majority of students sulk through the seamanship and navigation program uninspired and apathetic. Let’s revitalize these core classes to provoke thought and excitement about their future responsibilities as Navy and Marine Corps officers.
This renaissance can extend to the entire core curriculum, to include not only social sciences but also courses in Science, Technology, Engineering, and Math (STEM). The academic culture of the Academy is currently no different than any other civilian college or university, where the core knowledge is learned in order to pass the class and to graduate. As future officers, these courses have the potential to not only give us baseline proficiency in the sciences, but to develop us into better problem solvers. Our objective is not to simply learn the material, but to practice a way of thinking representative of Navy and Marine Corps officers. Our core classes ought to have deeper value: developing an analytical thought pattern that will be applied to our future careers. The core does not need to be dry; it should be there to encourage critical thinking in all realms. Both the strategic implications of a surface warfare mission, as in navigation class, and the way we solve our physics problems are related in how we approach a situation.
Academics represent something more than just a grade; they are a critical proving ground for developing the way future officers solve problems and communicate ideas. Instruction at the Naval Academy must challenge midshipmen to think, to ask us the unanswerable questions and require us to defend our conclusion. There is a symbiotic triad between students, faculty and the institution that needs to exist for this atmosphere to be achieved. It is just as much the midshipman’s job to become individually invested in the material as it is for the faculty to stimulate productive discussion and the institution to revamp the curriculum to match the intellectual expectations of the Fleet.
We understand that there is a balance between time demands, quotas from the Fleet, logistical considerations of the curriculum and the egalitarian nature of the Naval Academy. We are not suggesting a heavier academic workload, or that the solution rests with a single group. Our goal is to spark a discussion on how to better foster a culture that produces critical thinkers which is collaborative between midshipmen, faculty, and the institution. By offering an opinion from a midshipman’s perspective, we hope to draw others into the conversation. The first step towards an environment conducive to this culture shift is a dialogue about how to maximize our four years in Annapolis.
Junior officers are expected to be professional problem solvers. The mission of the Naval Academy is to produce the most competent officers. Allow us to better uphold the mission by integrating this mentality into the classroom. To be proficient in this skill set, we need to practice now. Challenge us to think, to learn, and to take a vested interest in our futures as Navy and Marine Corps officers. We will match your level of intellectual intensity.
The fifth season of the HBO hit-series Game of Thrones is here! I’m excited, as are millions of die-hard fans across the country. To prepare for the imminent launch, I re-watched all four of the previous seasons, episode by episode. In that first season, an interesting event takes place, where a young man, Jon Snow, is given his duty assignment. He is about to take an oath to serve for life in the Night’s Watch. He has prepared for years to be a Ranger – a fighter and swordsman. Instead he is assigned as a Steward. Jon Snow is crushed. He hasn’t taken the oath of service yet, and he contemplates leaving the Night’s Watch to avoid a life of inglorious servitude as a steward. His friend Sam convinces him to stay, reminding him that service is about more than his own selfish desires. Jon Snow takes the oath later in the episode.
It brought me back to my own service selection. I dreamed for years and years of becoming a Marine Corps Officer. At the Naval Academy that fateful day in November of 2009, I received troubling news – I had been selected to become a Surface Warfare Officer. Over the years since I have often been asked if I wanted to become a SWO. My standard reply is that it was one of my top six choices. The humor gets me through the moment, and the conversation moves on.
I’m working now at the Academy, preparing to take over as a company officer this summer, just in time for the Plebe Class of 2019 to arrive for I-Day. I am a proud Surface Warfare Officer and I wouldn’t trade it for the world. I have been to more overseas ports than I can count over two deployments, have navigated tens of thousands of miles at sea, and served with some of the bravest, smartest and most loyal Sailors the world has ever seen.
Much of the conversation within the walls of the Academy frequently turns to an age-old symptom of the institution – cynicism within the Brigade. Midshipmen sometimes complain that they aren’t treated like future naval officers and that they aren’t doing real work to prepare themselves to become the leaders of those fine Sailors and Marines. “I’m going to fly jets, why do I need to learn about buoy systems in the Western Rivers” is just one example. In teaching leadership on the yard, we strive for every class to fight that mentality, to prove to these young Midshipmen that their training is exceptional and that they will be well prepared to lead upon commissioning. Sometimes I fear that we aren’t doing enough, that the Midshipmen are right, and that we are sending our future junior officers to the fleet without the preparation needed to fulfill their duties. For the graduating Midshipmen, winter is coming, and many aren’t ready to handle a sword.
I don’t know entirely where the cynicism comes from, but I have a theory. Everything for these Midshipmen centers around one key event – service selection. Competition is fierce within the Brigade. Classmates vie for position and jossle for rank as if they were in Westeros, the fictional land of Game of Thrones. There are only so many slots for SEALs, Marines, Submariners, Aviators, and today even SWOs. Midshipmen study diligently to get good grades, so that their order of merit is high enough to get the service selection they want. Many spend more effort on good grades to earn that service selection, but in doing so disregard the very skill sets required to be successful naval officers – pro-knowledge is an afterthought and weighted minimally when compared to calculus and chemistry. The drive for service assignment goes beyond academics, of course. They perform with vigor on the PT fields to notch themselves up for the same purpose. Those wanting Marines join the Semper Fi Society, those seeking to become SEALs test themselves and compete against their classmates in arduous screeners.
That day in November, the Firsties learn their fates. Most are overjoyed – a good thing, no doubt. A few feel despair. These are the ones we should worry about. These are the examples that feed the cynicism – working hard may not be enough. These are the few who enter the fleet sullen, downcast and doubtful. These are the ones most unprepared for their future roles, having spent all of their efforts learning about fire team movements and squad assaults instead of honing their shiphandling skills on the YPs. These are the few who, in my opinion, are the least likely to commit themselves to a full career of service and will leave at the earliest opportunity.
Even those who earn their top choice are too hastily prepared for the training to be effective, meaning that the Chief’s Mess, Department Heads, and Commanding Officers are burdened with teaching junior officers skillsets and professional knowledge they should have mastered at the Naval Academy. The unit leadership should be focused on advanced training – on defeating multiple threats simultaneously, mastering complex engineering systems and conditioning our new Ensigns and Second Lieutenants to become outstanding naval leaders. Instead, they are too busy teaching standard commands, basic maintenance protocols and general military socialization.
What if we changed something? What if we moved service selection to the end of Youngster (sophomore) year? By that time, Midshipmen will have been able to establish their grades, competed in screeners, etc., at least enough for the Academy to choose wisely between them. We could move PROTRAMID, a fleet-wide round-robin experience to expose the Midshipmen to the various communities to the end of Plebe year, just like the NROTC currently does, to allow our new Youngsters the opportunity to see what fits them best. Most Plebes know what they want to service select before they climb Herndon, while the rest of the class would have another year to weigh the decision.
This change has several notable benefits. First, it eliminates competition amongst classmates during their junior and senior years, allowing for greater opportunity to hone leadership and professional skills in Bancroft. Second, it provides two full years, instead of a meager four months, for Midshipmen to hone their practical skills, affording them the chance to excel in tactical and technical competence from day one in the fleet. Marine selectees will have two years to practice ground tactics. Aviators have two years to pass IFS, easing the burden on Pensacola and the subsequent stashing of officers on the Yard until flight school begins. SWOs can master navigation and shiphandling before setting foot on the bridge of a destroyer. Third, if we rearrange the course loads, we can eliminate the cynicism that arises from taking courses that Midshipmen see as irrelevant, such as Marine wannabes having to struggle through seamanship and navigation courses. Fourth, and possibly most importantly, it allows Midshipmen a choice. They now know what they will be doing for their careers and if those few who don’t earn what they want choose to leave before signing their commitment papers the next Fall, the fleet will benefit from a drop in uncommitted and unenthusiastic naval officers. If a Midshipman is so disappointed in his or her service assignment, he or she doesn’t have to come back to poison the well back in Bancroft, or worse yet, carry that attitude into the fleet. Furthermore, by encouraging choice, we disrupt cynicism about being treated like children – a Midshipmen knows full-well what he or she is getting into when they sign on the line which is dotted.
Secretary of the Navy Ray Mabus recently spoke to the brigade about a number of institutional changes aimed at improving talent management and retention. He mentioned that the Academy is already moving towards a system that seeks to match talent to title and is less dependent on class rank. He and his staff clearly understand that change is needed, not only for its effect on the yard but also downrange in the fleet. This proposal provides an avenue for that change, even if it is one of many. In combat, a coordinated simultaneous time-on-top attack is always preferred to a slew of single efforts and I believe that changing the timeframe for service selection is a key weapon in the fight against complacency and cynicism to ensure we maintain the highest level of combat readiness throughout the fleet. Even if our ships rust and our airframes crack, our people must remain sharp and steadfast.
Choice is nobody’s enemy. While I don’t have the same flowing locks and sword skills as Jon Snow, I empathize with his decision. I didn’t want to be a SWO, at least not initially, but my call to service outweighed my selfishness. I figured that if I was going to be a SWO, I would try my damndest to excel at it. Under this proposed change, there will still be plenty of disappointed Midshipmen who put their country before themselves and will accept what they earned with grace and humility. They will remember that service and leadership are what count, not the uniform they wear or the devices on their chest.
Billy Hurley discusses his time at the Naval Academy, his best moment in the U.S. Navy navigating the Suez Canal, his strong ties to his PGA sponsors and fellow players who support the military.
To the 2015 graduating class, “It’s just beginning now…as a Division Officer on a ship…how can you lead them…inspire them…how can you improve them?”
Did he hit golf balls off of a ship?
Water, PKP, CO2, Halon, and AFFF are what we use to extinguish fire (I didn’t miss one, did I?). AFFF shouldn’t really count as it’s own method, since water is still the medium in which AFFF is applied.
A clear eyed view of using water to extinguish flame on a ship floating in water–or a submarine suspended in water–is rather perplexing and counterintuitive, practicality notwithstanding. Especially in regards to the reality that air pressure can now be utilized to extinguish flames.
Reports of using sound waves to extinguish flames date back to 2004, when the University of West Georgia demonstrated
the banality of Nickelback the ability of low frequencies to extinguish a candle. In turn, by 2011/12 DARPA then further demonstrated the capability. DARPA’s demonstrator appears large and impractical for real-world applications, but clearly and audibly shows fire being extinguished by nothing more than moving air in a specific way (specific Sound Pressure Level and frequencies).
In the last year, two engineering students from George Mason University built upon work done by other researchers and DARPA, and built a handheld technology demonstrator that is capable of putting out small fires.
There’s still a lot of testing that needs to be done–this technology has to be falsified to establish the limits of what types of casualties are capable of being combated. But, the benefits of this technology fill a few niches that existing technologies do not.
Foremost in my mind is the potential application of this technology in submarines. The closed atmosphere seems poorly suited for introducing particulates like PKP, and unbreathable CO2. Submarines are suspended far below the surface making the notion of affecting the buoyancy by fighting fire with water border on a crazy but necessary evil.
Viet and Seth, the inventors of the handheld device in the above video seem to have produced their prototype for $600. Which should be a small enough price point to allow some real experimentation. We could procure 10-15 of these extinguishers, give them to the DC-men at the Naval Training Centers, and tell them to falsify this technology. We’d ask them to establish what we can and cannot do with this technology, how it could augment our existing fire fighting capabilities, and how the technology should evolve from this demonstrator to a tool ready for the Fleet. Additionally, building an array of transducers into the overhead of an engine room could provide a wide-area suppression system similar to the AFFF systems already installed.
No de-watering after securing from a casualty. No wiping CO2 ‘flakes’ off electrical equipment. Theoretically, the only thing on the MRC for this unit would be checking the battery charge level and the material condition of the transducer. There are significant benefits to adopting this rapidly maturing technology, and I believe it behooves us as a Navy to explore this technology and adopt it.
We are often quick to judge, in forums such as this. When one makes a mistake, exhibits an error in judgment, or nonsensically hews to an outdated tradition, we tend to skewer that person and then enunciate all of the ways it should have been done. We are amateur critics in a profession of arms.
But these forums can also be places where we give thanks. And today, we give hearty thanks to the many hundreds of officers and enlisted whose efforts resulted in Secretary of the Navy Ray Mabus’s speech at the United States Naval Academy on Wednesday. For the first time in years, the US Navy is instituting sweeping changes to reform the way we manage talent and retain our people.
For those unfamiliar, some of these policy shifts include:
-A market-based system for service selection and billets
-Expand the Command Advancement Program by replacing it with the Meritorious Advancement Program
-End GMT requirements via NKO; leave training to CO discretion
-Increase civilian graduate school and industry opportunities
-Replace promotion zones with weighted milestone achievements
-Eliminate year groups for officer management and promotion
-Changes to the PFA, including how we determine acceptable body composition
-FITREP changes for performance
-24-hour access to fitness facilities
-Increase hours at child care facilities
-Improve the co-location policy
To be sure, these efforts will not be without critics; some of them require the acquiescence of Congress. These efforts will not be without some confusion, as sailors attempt to get used to a new way of advancing or running the PRT. And these efforts will not be without calamity, as a few bad apples often find the way to take advantage of new benefits they haven’t earned.
But the actions of Secretary Mabus are a clear signal to the ranks: when he says “we’re listening,” it is not simple lip service. And that is refreshing.
So, thank you, Secretary Mabus, and all the countless individuals who have written about, debated, briefed, and taken action on the issues of talent management. While there is still much more work to do and a long way to go, this leadership has proven that, of all the services, the Navy is the best place to work and to serve.
Continue to dream more, learn more, do more, and become more.
Even while stepping gingerly past the usual swamps of interservice rivalry, for most of those who have had to work with “them,” it is very clear that there is a large difference in culture between the US Air Force and the Navy-Marine Corps team.
Very different – and in important ways not good.
One of the areas of difference is in their culture’s tolerance of dissent.
While not as open as a spoken-word poetry slam, when compared to the other services, the maritime services are rather open minded and resilient to off-message discussion.
Perhaps we can trace it back to the traditions Admirals Mahan and Sims built on, improved – and eloquently brought to the front from the Revolt of the Admirals to VADM Tom Connolly. It is hard to say, but any time spent in the joint environment you can see the difference.
The events in the last few months have brought out two great examples that would be difficult to see happening in such an open way in the maritime services.
Maj. Gen. James Post, vice commander of Air Combat Command, is accused of telling officers that they are prohibited from discussing with Congress efforts to retire the A-10 attack jet, which many lawmakers would like to keep in service.
“Anyone who is passing information to Congress about A-10 capabilities is committing treason,” Post reportedly said, according to a post by blogger Tony Carr on his John Q. Public website. “If anyone accuses me of saying this, I will deny it.”
Well, Post got fired for his efforts.
More recently, we had this from retired USAF General Roger Brady;
But this is not about free speech. It is about good order and discipline. The Air Force secretary and chief of Staff, in consultation with senior commanders, determine what force structure priorities should be. After considerable discussion, with strong, sometimes opposing opinions being expressed, the secretary and chief forward a recommendation through the Defense Department to the president and ultimately to Congress. Among these senior leaders are combat veterans with close air support expertise, some with considerable A-10 experience. The decisions they make are based on their mission experience and an awareness of the many other mission obligations the service has.
The views of airmen in the field are neither unknown to nor taken lightly by senior leaders. But, these airmen have neither the responsibility nor the perspective required to determine how best to meet the Air Force’s myriad global missions within the resources available. The ethos of military professionals requires that senior leaders make decisions and give direction that is legal, moral and ethical. Individuals of lesser rank and responsibility are obliged to support those decisions, or depart service.
Those who decide to take their opposing views directly to Congress are not whistle-blowers — priorities are matters of judgment and there is no scandal here. Nor are they traitors — they are within their legal rights. They are simply insubordinate — they have denied the authority of their senior leadership.
A valid perspective, perhaps for a retired Soviet Air Force General – but perhaps a little off for one from a representative republic of a free people.
Though that attitude does exist in many places in our Navy towards any off-talking points discussion – it is usually done in quiet way among safe ears. Not in our Air Force though, no. It seems to be comfortable to come out in clear view of all.
That difference in culture can be found in glaring relief in the broader marketplace of ideas. It has long been a staple from the beginnings of new media over a decade ago that the USAF seemed to have a light footprint and not too full of boat rockers. That is getting better.
It is no mistake that Tony Carr’s blog “John Q. Public” has been at the front of both of these events and others on the USAF side of the house – he is one of the few contrary voices out there from that side of the Pentagon – and he is getting good traction as result. He is serving a very underserved market … and the quality of his goods is feeding the demand even more.
As I have seen in comments as of late – I wish this insight was originally mine – there may be something to consider about one potential source of the USAF vs. USN/USMC culture difference. The USAF does not have its version of the US Naval Institute and Proceedings.
Let’s look at the mission of USNI again;
To provide an independent forum for those who dare to read, think, speak, and write in order to advance the professional, literary, and scientific understanding of sea power and other issues critical to national defense.
I think that is something the USAF could dearly use.
As imperfect as it is in execution and perhaps even support – this is something we should all step back now and then and ponder the 2nd and 3rd order effects that the Institute has on our larger culture, and the health of its collective professional intellect.
Do we have our Posts and Bradys? Sure … but they don’t feel supported by a general culture or empowered by their sense of intellectual entitlement to come out in the open and say it.
Looking at the pushback this year – maybe the USAF is headed our way in this respect. Good.
It isn’t just good – the USAF deserves better than this “shut up and color” type of leadership. Those leading the USAF at the highest levels were mid-grade officers in DESERT STORM. In that conflict, one of their leaders was General Charles Horner, USAF (Ret.).
Like many of his generation of military officers, his views were formed by what he saw in the Vietnam War. He and his peers knew what they didn’t want to be when it was their turn.
In Eric Schlosser book, Command and Control: Nuclear Weapons, the Damascus Accident, and the Illusion of Safety, the author gives a snapshot of where the USAF leadership was in 1991 from Horner’s view, looking back to the General Officers leading the USAF in Vietnam;
I didn’t hate them because they were dumb, I didn’t hate them because they had spilled our blood for nothing, I hated them because of their arrogance… because they had convinced themselves that they actually knew what they were doing and that we were too minor to understand the “Big Picture.” I hated my own generals, because they covered up their own gutless inability to stand up to the political masters in Washington … (I would) never again be a part of something so insane and foolish.
Has the center mass of USAF drifted this far away again? Again in an arrogance not willing to consider the views of their company and field grade officers?
Culture is never a fixed thing, but there can be parts of a culture that can be a damping rod to provide constancy through change. Thinking about our sister service’s battle with the free exchange of ideas and open discourse, at least for me, gives me a greater appreciation of our Institute and its mission.
Along those lines … take a break from reading and hit the keyboard. Someone’s tree needs shaking, and USNI is always looking for writers.
There are three broad avenues of discussion in the last year about how to help build tomorrow’s Fleet; strategy, force structure, personnel reform.
The strategy part burned bright for awhile, but in time, when there wasn’t anything to fuel a larger discussion, it soon dissolved in to the place most are more comfortable discussing, programmatics and fleet structure. The semi-annual carrier battle and the curious, “Build the fleet we can and then we will write a strategy to justify it.” … or other similar variations on the theme.
Force structure discussions have developed the vibe of a Sunday morning AA-relapse group discussion – looking at all the things that we want but can’t afford to own, things we’ve paid for and own that don’t seem to work right and can’t afford to fix, those things we own and are a little shopworn, and our shrinking fortunes to recover from the benders of the past imperfect.
Hard to believe, but as we approach mid-year, some of the more exciting discussions are coming from the personnel side of the house.
From retirement plans on one end, to providing opportunities to take a multi-year sabbaticals on the other – there are a lot of ideas and initiatives going on in the personnel world to not just try to modernize our system, but to ensure we are attracting, keeping, and providing the most opportunities to those in the Navy – and at the same time try to balance the needs of the collective Navy with individual personal and professional goals.
Some of these ideas will cost money – real or opportunity cost, some will perhaps save money (mostly in the infamous “out years”) – but they all require a fundamental rethink of how we look at career progression for officer and enlisted.
That is a good thing. All organizations must constantly look at what they do in order to keep what works, refine what is close to working, and letting go to the net-negative.
In an era where sequester-level funding – and probably less in the medium term – is the new normal, those ideas that cost more in the short term will probably not have much support. Cost neutral will be given consideration, and any short term cost saving initiatives will move to the front.
In a perfect world, we would look at all three – but we don’t live in that world. Let’s assume that we won’t be spending more to get some additional marginal good. Let’s also assume that anything that saves money will get a good look at. So, in that mind, what are some cost-neutral items we can look at to squeeze a better Navy out of our existing system? How about some ideas that may not be new ideas, but are ideas that are top-of-mind to those who are most affected. What if those same people are in the cohort we are most interested in keeping? There; interest.
One of the easiest ways to gain efficiencies is to look at what barriers or inefficiencies are strictly policy and habit related. Those are the easiest to fix once you acknowledge that you need to. What are they? Why are they still here? What harm would be gained by changing them … or … what is the upside if we do?
ANSWERING THE QUESTION YOU WANTED, NOT THE ONE YOU WERE GIVEN
Earlier this year while attending USNI-AFCEA’s West15, the whole idea of the simple changes with potential gains to both Navy and servicemenber came to mind as a result of a totally unrelated question.
One of the better features of West15 was that the organizers managed to bring in a few fleet units and their Sailors from the riverine and rotary wing communities.
After a few top-shelf speeches and seminars, and once my beltwaybandit goodiebag was full, I grabbed a fellow traveler and decided to check out the static displays.
Remember, you had an exhibit floor full of contractors, consultants, vendors and uniformed personnel who dance with them – so the mind is very focused on “kit.”
I like open ended questions – especially to those who are on the pointy end of things. I walked over to the JOs and POs around their helos and warboats on a perfect San Diego “winter” day, and after the usual small talk, I asked one simple question, “What piece of kit do you not have that you wish you had to complete your mission?”
No one answered that question, except to say, “No, everything we have is fine, but … “
Ah, the magic “but.” That is the connector to what is really on a person’s mind, and what I heard next was nothing new, but it was real, and it was actionable – and it all had to do with personnel policy.
The first answer was simple, “Why am I told by the detailers that there is no way that I can compete to have a career in the small ship Navy? I don’t care about having the perfect career path to be best set up for command of a Destroyer. I like this part of the Navy. Why not me if I want to stay and return, if they have to force others to come here to do the same job anyway?”
That is a very good question, why not?
In the Midrats interview at the end of the month with the CNP, VADM Moran – I brought up that encounter. The answer was the same for that JO that is was for me when I was a JO; it is what is best for the needs of the Navy. Yes, perhaps – but as VADM Moran stated, riverine is one of those places that is hard to get people to go to, but once they get there, many don’t want to get out.
OK, so if a young professional is willing to go down that path – fully knowing that their career path will have a much lower probability of command – why not let them?
Is it better to try to force someone to fit a Millington Diktat, and as a result, embitter them enough that they punch out at first chance, or to allow that officer to compete for a job he loves later on in his career so he actually stays in. Even if there is a 0% selection rate for CDR command, that may be OK for that officer. He may not care. In any event, if he punches out because he cannot stand the prospect of being a gnome in the big-ship Navy – he isn’t going to have command anyway.
If we are looking to break the adhesions in the prescribed career path by having sabbaticals and other changes, why not broaden our aperture a bit more? Are we really saying no to that officer for his own good, or are we saying no to that officer because he makes things too complicated for the detailing shop in Millington? Who is the supported and who is the supporting institution?
The second answer I received was equally old school and on the surface, easily fixed. “No, everything is fine, but … I wish there was some way that we could actually have Sailors show up at the command already finishing the schools they need to work with our equipment. It gains me nothing to have a First Class with all the quals PCS, only to be replaced with another First Class who can’t do anything and is lost to the command for months as he goes to school.”
A decades old problem that still is not fixed. We have to spend money to move people. We have to spend money to send people to schools. Ships have to go to seas, ships have to be full of Sailors. Are our systems so rigid, our procedures so ossified that we cannot in the second decade of the 21st Century match up the requirements of a specific billet with the training required for replacement personnel? Again, supported or supporting? Which organization is which?
Is it so bad that a warfighter is not so worried about what weapons he will be asked to go to war with, but if someone on shore duty could help a brother out by putting the horse in front of the cart?
Just those two examples above, do they require additional funds to accomplish? No. They do require a change of mindset, one for career management, and the other priorities.
Why not? If we are going to make big, new changes … why not the old little?
For the Sailor, nothing is more immediate, more “now” and of more impact to their personal and professional lives than their next set of orders.
For our Navy, nothing defines present operational performance, the development of future leaders, and ensuring success at war for the next few decades than personnel policy.
Our guest for the full hour this Sunday from 5-6pm Eastern will be the Chief of Naval Personnel, Vice Admiral Bill Moran, USN.
We will discuss the drive to man the Fleet to appropriate levels now, while looking at ways to modernize the personnel system to provide greater choice, flexibility and transparency for our Sailors and the commands they serve.
We will also look at the ongoing discussion about how to best keep with one hand a firm hand on what has worked, while with a free hand, reach for those things that will ensure that today’s officers and enlisted personnel have a Navy that not only is meeting its needs, but takes in to consideration the individual goals and priorities of its personnel.
The Institute is pleased to have the guidance of a select panel of Navy Officers who believe this destination can continue to host the most important lines of thought concerning naval policy and the nation’s defense. LTJG Chris O’Keefe and a network of junior naval officers have agreed to assemble content for the USNI Blog, focusing specifically on key issues that they describe below in their inaugural post.
They are not strangers to the forum, and already have an impressive resume of posts and articles. They continue a fine tradition of important discussions on the USNI Blog led by a strong network of key Navy figures including guest bloggers from the naval blogging community, who were responsible for guiding the USNI Blog to three consecutive years of being named “Best Navy Blog” sponsored by Military.com and USAA. Our founding guest bloggers will continue to contribute as they desire.
Mary D. Ripley | Director of Digital Content
Bill Miller | Publisher
Since 2008, the Naval Institute’s blog has served as a key forum for thinkers and naval leaders to collaborate, argue, think, and write. The blog, with its essentially unlimited audience and condensed production timeline, helps ensure the Institute continues to play a vital role in shaping the dialogues that will shape the Navy of the 21st century and beyond. It is important therefore to periodically step back and ensure that the blog’s content sufficiently captures the critical discussions taking place throughout the Fleet. A small group of junior naval thinkers is working to facilitate this, and we would like you to join our ranks through thinking and writing.
Looking forward, we’ve identified conversations in the naval sphere that we believe are not getting enough attention, and that are ripe for dynamic debate. The four identified areas are:
-The navy and cyber
-Future war fighting
-Revitalizing practical professional notes
One of the flagship platforms for naval discourse is Proceedings. However, the capacity of the magazine is finite, and there are many discussions that simply may not meet the threshold for publication in a particular issue. The blog team is coordinating with the Proceedings editorial staff to develop a framework for two-way content flow between the magazine and the blog. A rising tide raises all ships, and just because an article doesn’t find the right home in the magazine does not mean that it is not a valid discussion piece meriting dissemination. Therefore, beginning shortly, authors who submit to Proceedings whose articles are not accepted for publication will be invited to submit to the blog team for editorial assistance and publication. At the same time, blog authors whose pieces are well received will be invited to contribute a larger, more comprehensive piece to Proceedings Magazine. Our essay contest winners will also begin to have entries published on the blog, and we will eventually sponsor online-only essay contests. Combined with other events, we hope broaden naval discussion by encouraging more people to write, speak out, and be heard.
The online blogging forum presents unique technological affordances compared to traditional mediums. In thinking about the implications of the blog’s digital existence, we were forced to reflect on how the digital has altered the form and practice of naval discourse more broadly. By extension, we were prompted to contemplate how the digital space has fundamentally altered naval disciplines. Therefore, as our first effort, we will be launching a conversation starting May 3rd about the Navy and cyber, and how this discussion should be framed and shaped.
Why May 3rd? On that date in 1997 IBM’s Deep Blue began a 6 game re-match with chess champion Garry Kasparov. Although Kasparov won this match, an apparent bug in Deep Blue caused it to make a move that puzzled Kasparov. American statistician Nate Silver believes that “Kasparov had concluded that the counterintuitive play must be a sign of superior intelligence. He had never considered that it was simply a bug.” His confidence shaken, Kasparov would go on to lose the series, marking the first time under tournament conditions a computer had defeated a reigning world chess champion.
Deep Blue’s name is particularly appropriate for conversation about the Navy’s cyber domain, and this comes on the heels of the launch of the concept of all-domain access within the new maritime strategy. We already have a few articles ready in rough draft form, and have been in conversations with leaders at all levels in the naval cyber realm. We invite you to submit an article between 800 and 1000 words that would help shape the conversation on how we integrate the navy and the cyber domain.
In the next week we will announcing our revised blog submission policies and instructions on how to submit posts for publication. Whether you are a member of the nation’s Naval service, or an armchair admiral, the groundswell of naval thought is palpable, and we hope you will put pen to paper or open your laptop to join it.
Chris O’Keefe is an active duty naval officer who spends much of his spare time working to foster professional naval discourse by helping and encouraging current and future thinkers and writers.
For the past few years, professor Timothy Demy and Major General John J. Salesses, USMC(ret.), have been teaching the elective the Pen and the Sword at the US Naval War College. It’s a class, Demy says, that uses the literature of war to explore the relationship between the fiction and reality, the written word and the lived experience.
Students study leadership, ethics, and the experience of war from the pens of those who have experienced it as well as those who have imagined it. A while back I had the opportunity to sit down with Dr. Demy and talk about books, poetry, and the state of reading in the military today.
I noticed that you teach the Herman Melville novella Billy Budd the Sailor. Why that book?
Billy Budd is a leadership issue and an ethics issue. Here the captain is a witness to an event [Budd strikes another crew member]. And he clearly sympathizes and empathizes with Billy Budd, but he still has to hold captain’s mast. It is one illustration that personalizes the challenges of command. The commander always brings his or her personality, morality, and ethics to the job. I think we read literature like that through a different lens once we have had some military experience. Of course, students, they’ve read the books and seen the movies — but once you’ve had some military experience it becomes more than entertainment. The purposes of literature are to entertain and instruct — those are the two great purposes of literature. So usually when people read they are reading for entertainment. But we are trying to get students to really learn. I think you’ll find that the challenges of leadership don’t change through the centuries. War literature shows that and how literature really is a conversation throughout history.
Why do you think so many people really don’t want to tackle someone like Melville?
For a lot of people, literature was something that was thrust on them. So it was more of something to be endured rather than enjoyed. Most products of American high-schools, at least for my generation, endured 10th grade English; we were just trying to get through Shakespeare’s “Julius Caesar.” And military leaders are incredibly busy people; It’s hard to find time to do everything. Sometimes their lack of reading is lack of desire, sometimes it’s simply priorities, lack of time, or a lack of a sense of direction. Or what little time the leader may have is used carefully. Do I go to the golf course? Do I go to the gym? Many of them are out there trying to balance many things. You kind of have to cram it in when you can, but I’m sure there are those out there that would like to get more reading done.
Do you think poetry is relevant today?
It seems that 99% of the population cringe when you mention poetry. But once you understand what it does it can be very powerful. There is a poem called the Death of the Ball Turret Gunner. A very short poem; a WWII poem. I once had a student who signed up for the class, and he came up to me and asked me if he could read and discuss the poem in class. He told me that he had been in Fallujah, and that he read that poem everyday, and he prayed his experience would not be the same fate as the character in the poem. Poetry gives voice to that which is otherwise often unspeakable.
The Death of the Ball Turret Gunner
From my mother’s sleep I fell into the State,
And I hunched in its belly till my wet fur froze.
Six miles from earth, loosed from its dream of life,
I woke to black flak and the nightmare fighters.
When I died they washed me out of the turret with a hose.
What poets today do you think are approachable for a military audience?
The First World War poets are worth reading. They are a watershed in the history of war poetry. Before that it was the Charge of the Light Brigade, and themes of God, King, and Country, that sort of stuff. The WWI poets on the other hand were very personal. It wasn’t for God and Glory; it was for me and my mates. It’s very intense. I recommend the Oxford Book of Poetry. It’s a good anthology through the centuries. We read a number of poems in there. The poems of Thomas Hardy; his poem Drummer Hodge or The Man He Killed are Boer War poems and are worth reading. Certainly Kipling’s poem Tommy is very well known. If you read Tommy, it brings out all the things you would discuss in a class about civil-military relations. Kipling’s words are based on an earlier short poem: In times of war and not before/God and the soldier we adore/In time of trouble and not before/The battle over and all things righted/God is forgotten and the soldier slighted.
There are two great themes in poetry — one is romance and the other is war. Once people read a few poems, they’ll realize how similar they are to their own experiences. We read a poem called The Lament of the Frontier Guard. It’s a seventh-century Chinese poem translated by Ezra Pound. Anyone who has stood a late night watch can relate to this, regardless of how old it is or what culture it is from. This is a similar experience that transcends centuries. Poetry can help you think: “That’s me, I can relate to that.”
What do you think fiction does for us? Many military readers read because they want information, so they turn to nonfiction.
There is a lack of appreciation that through reading fiction we gain insights into humanity, the human experience, and the challenges of life. We are able to be transported to other worlds — real and imaginary. And everybody loves a story… “Once upon a time”; “In a galaxy far, far away.” Story telling is part of the creative experience of people. And some cultures and people spend more time telling stories than others. C.S. Lewis said that “Literary experience heals the wound, without undermining the privilege of individuality. In reading great literature I become one thousand men and yet remain myself, like the night sky in the Greek poem I see with a myriad eyes but it is still I who see.” He also said, “Instead of stripping a knight of his armor you can try to put his armor on yourself.”
What are some of your favorite books that you teach?
I really enjoy C.S. Forester’s The Good Shepherd and also his story Rifleman Dodd. I also enjoy Bridges of Toko Ri.
What are some of your favorite books — Fiction and Nonfiction?
Well, for nonfiction, a great book that is not really known is a book called To War with Whitaker. It is by the Countess of Ranfulry. She was Australian, married a Brit, during the Second World War. She follows her husband to the Middle-East in WWII. It’s her wartime diaries. Because of her competence she meets all the great leaders in WWII, and ends up working for some of them. Her husband gets captured. It’s just a fabulous memoir. When I got to the last third of the book I had to ration my reading. I’ll go on Amazon.com and buy a few used copies and give them away to friends as gifts — it’s just a great book. Gordon McDonald Frasier’s Quartered Safe Out Here, which is his war memoirs, are fabulous. He’s often known for his Flashman Series, which are also great. I enjoy C.S. Lewis; his letters are excellent. A great book that every student should read is Karl Marlantes’ What It Is Like to Go to War. And after that, people need to read his book Matterhorn. Len Deighton’s Bomber is also a powerful book. And a little bit different, but also a great book is Alexander Solzhenitsyn’s One Day in the Life of Ivan Denisovich.
What do you read for entertainment?
I enjoy the detective stories of Philip Kerr. I’ll read all of the Flashman series. I tried to get into science-fiction, but it just didn’t click with me. I tend to like the things that are a little bit different. I enjoy the Patrick O’Brien series, so much that I’ve started it a second time. But it takes a while to get through it. The NY Times called it the best historical fiction novel; and it is. And just looking at my shelf, I notice my copy of World War Z, and it’s also a great book. I was surprised, really, on how good it was. My motto is never go anywhere without a book. I either have my Kindle with me, or a book. You never know when you’ll have some free time which to read a book. And I keep a mixture of novels and nonfiction. I will often have two or three books going at the same time.
How do you become a better reader?
First, you need to read more. But you want to identify for what purpose you are reading something — is it for entertainment or instruction? Write down words and phrases and sentences that mean something to you. Figure out what you are reading and why.
Sir — Thanks for your time.
Thank you. Great talking with you.
Professor Timothy J. Demy is Professor of Military Ethics at the Naval War College. A retired Navy chaplain and the former chaplain for the NWC, he holds doctorates in historical theology (Th.D.) and humanities and technology (Ph.D.) and several master’s degrees including the Master of Arts in National Security and Strategic Studies from the Naval War College from which he was the President’s Honor Graduate. He also received a master’s degree from the University of Cambridge in international relations with an emphasis on religion and international relations (honors thesis). He has published extensively in the areas of ethics, theology, history, and international relations. As a chaplain for 27 years, he served in a variety of assignments including Navy afloat and ashore assignments and tours with the Marine Corps and the Coast Guard.