Archive for the 'Training & Education' Category
From the entertainment of the risk board to the grand scale of international exercises… war games of varying types and scale inform and misinform us in learning about war and conflict. For the first in a two-part series on wargaming, CIMSEC jumped onboard with Jeff Anderson and the CNO Rapid Innovation Cell Podcast to discuss the CRIC’s Fleet Battle School game as well as a more general group discussion of the benefits, tripfalls, potential and limitations of wargaming. Chris Kona discusses the Fleet Battle School game and some larger wargaming programs. Jeff nerds out on Starcraft, and I talk a bit about the first world war.
Speaking of wargames… remember, CIMSEC is running our “Sacking of Rome” series starting 16 June! Instead of talking about securing the commons, maintaining global security… using historic examples, modern-day developments, or predictions of the future, red-team the global system and develop constructive answers to your campaign. If you were an adversary, how would you seek to subvert or tear down the global system and how could we stop you? Paul Pryce is our editor for the week: (paul.l.pryce -at- gmail.com).
RADM Foggo, Assistant Deputy Chief of Naval Operations for Operations, Plans and Strategy, joins us to discuss the creation of strategic literacy within the Navy’s officer corps. discusses the Current Strategy Forum, a strategy sub-specialty, education, and the mentors that engaged his interest in strategy.
Since WWII, have we developed an officer corps that has not only developed a record of defeat, but has become comfortable with it?
Is our military leadership structurally unsound?
In his recent article, An Officer Corps That Can’t Score, author William S. Lind makes a scathing indictment of the officer corp of the United States in from the structure is works in, to its cultural and intellectual habits.
We will have the author with us for the full hour to discuss this and more about what problem he sees with our military’s officers, and what recommendations he has to make it better.
Mr Lind is Director of the Center for Cultural Conservatism at the Free Congress Foundation, with degrees from Dartmouth College in 1969 and Princeton University.
He worked as a legislative aide for armed services for Senator Robert Taft, Jr. and Senator Gary Hart until joining the Free Congress Foundation in 1987.
Mr. Lind is author of the Maneuver Warfare Handbook (Westview Press, 1985); co-author, with Gary Hart, of America Can Win: The Case for Military Reform (Adler & Adler, 1986); and co-author, with William H. Marshner, of Cultural Conservatism: Toward a New National Agenda (Free Congress Foundation, 1987).
Mr. Lind co-authored the prescient article, “The Changing Face of War: Into the Fourth Generation,” which was published in The Marine Corps Gazette in October, 1989 and which first propounded the concept of “Fourth Generation War.”
Join us live at 5 pm EDT if you can or pick the show up for later listening by clicking here .
The illustrious Charles Berlemann and LT Hipple (pictured on left, in a way) started up a conversation on facebook earlier based on Dr. Holmes’ latest at The Diplomat, How Not to Prepare for War.
Our conversation centered around whether or not Dr. Holmes is correct in asserting that that peace time militaries shy away from making scenario’s too difficult, and whether or not our Navy should “make the simulation harder than real life.”
My reply to the good LT was that I agree with Dr. Holmes, we should be making our training harder than real life. But, I also want to know what the logical limit to such a line of thinking is–that we need to falsify ‘harder than life’ before we can say what our training should really be.
The Kobayashi Maru is a striking example from science fiction of a no-win scenario used to train a ship’s crew. But, such training immediately runs into the limits of human endurance already strained by the daily routine of shipboard life.
Many moons ago, aboard the SAN ANTONIO, I placed my first suggestion in the CO’s box. I suggested that we run DC drills that ran about a day or more. The COLE, SAMUEL B. ROBERTS, and STARK all had GQ set for longer than any DC drill I had ever ran.
The thing about it though, all those ships are afloat today, or made it to their ‘naturally decided’ DECOM date. So, while I point to those examples of why we should train harder, the examples already show training programs that were (at least back then) able to train their crew well enough so that the ship didn’t have to be given up.
So, what is it?.. Is our DC training a mere shadow of what it once was? It is only half what it should be? Or, does the fact that the US hasn’t lost a ship in decades mean that we don’t need to radically alter our training paradigm today?
A heartfelt thanks to all of you who’ve followed the journey of the “Keep a Weather Eye on the Horizon” paper and for the thoughtful conversations that have followed in its wake. The upcoming survey and study on retention presents an opportunity to get at the heart of what YOU think, and help provide that relevant information to senior decision makers, our Navy family, and the American public.
I’ve been humbled to have had many positive interactions with our Navy’s leaders over the past few weeks — officer and enlisted alike, and from all communities. Please know that this effort is being watched by many, and the outcome — and your support — has the potential to foster a climate where our best, brightest, and most talented men and women choose to remain in uniform.
In many ways the continuing conversation is about two things: What it means to serve, and the importance of nurturing a sense of ownership throughout the fleet. “Service” isn’t just wearing the cloth of our nation or collecting a paycheck from the government … it’s about putting the good of the Navy before yourself. The paper has also helped reveal that many throughout the Navy, and at all levels, share a strong sense of ownership. Many have stepped forward with innovative ideas to improve processes and policies at their level of the organization, whether as a Yeoman, a Lieutenant in the F/A-18 community, or as a pre-major command surface warfare officer.
Luckily, there are many in senior leadership who openly support the potential for positive change, including Vice Admiral Bill Moran, the Chief of Naval Personnel. He has made the time for several “all hands calls” with the fleet since the release of the paper, and is truly interested in hearing from those of us at the deckplate — what inspires sailors to remain in uniform and, just as importantly, what is pushing sailors away. We’re incredibly lucky to be having this conversation with a Chief of Naval Personnel, among other senior leaders, who are willing to listen intently, think deeply, and act boldly in support of our Navy.
In the end, no matter your rank or position, it’s about asking ourselves what type of Navy do we want to dedicate some portion of our lives to … and what type of Navy do we want to leave for those that join 5, 10, 15 years into the future and beyond?
Again, my most humble and sincere thanks. The support for the paper and for the 2014 Navy Retention Study has been tremendous. If you haven’t visited the website, please consider following our progress at http://navy.dodretention.org. Keep the constructive feedback and ideas coming!
All my best,
Every military service has a formal or informal mentoring system. Especially within the officer corps, the right mentor can fast-track a younger officer to a successful career. In the Navy, the unofficial, un-codified, mentorship system is called having a Sea Daddy. The effectiveness and availability of mentorship systems varies considerably among the services, and within them.
The word “mentor” originates in Greek mythology. Mentor was the name of the wise and trusted teacher Odysseus chose for his son, Telemachus. This word has now been adopted into our current English vocabulary.
Mentors can be of great value, not only providing invaluable advice, but also pinpointing professional opportunities. As senior officers rise in rank, for example, they often take their mentees with them, to plum positions. Mentors can be their mentee’s #1 supporter, and at the same time they are not afraid to give them direct, straightforward advice when they are headed in the wrong direction, and assisting in avoiding common pitfalls. The mentor/mentee relationship is a two-way street. For the relationship to be successful, both parties must be equally committed. The performance of the mentee is a direct reflection on the mentor. If a mentee becomes an embarrassment to the mentor through incompetence or malfeasance, the subordinate will undoubtedly be dumped, and neatly tucked away from future opportunities. Consistent quality performance is key to both parties in the mentor/mentee relationship.
Having an influential mentor does not, however, guarantee career success. Each year, officers come into the “zone” of eligibility for promotion. Selection boards look at the documented fitness reports of those eligible for promotion, reports written by their commanding officers. Where an officer is ranked against his peers is most important. The candidate who gets ranked 1 of 3, or 1 of 4, is most likely to be selected for advancement. A candidate can have glowing verbal reports from the “briefer” who speaks on behalf of the candidate, but it is the ranking system that is to be determinative. There is a common expression, “Boards pick records, not people.” There is also an expression though, that “ducks pick ducks” meaning, for example in the Navy, that if the board is largely aviators, they will pick largely aviators, if largely surface warfare officers (SWOs), they will pick similarly. Mentorship, record and community are all factors in the promotion selection process.
In the Navy, the mentor/mentee relationship most often develops organically through a natural connection or bonding of like-minded souls. According to several senior officers interviewed, the promotion process is far less political than it used to be. Robert Timberg’s 1996 book The Nightengale’s Song cites the Navy promotion system through the rank of O-6, Captain, as a strong example of a meritocracy. You must be proven and top-notch to advance. If your record is solid – but so are the records of your competitors — then the mentoring relationship can become determinative.
As one Senior Naval Officer at the Naval War College explained the Sea Daddy system, “Everyone in the Navy knows how it works, but nobody wrote it down. You live it, you watch it, and you see your senior officers do it.” Experienced military leaders are looking for good protégés to bring up through the system. “Careers top out where connections tap out,” remarked one former commanding officer.
There are different approaches to mentorship among the services, each with strengths and weaknesses. The Army, for example, instituted a formal mentoring program in 2005. Although this new approach encourages voluntary relationships outside the chain of command, and these still occur, most junior officers are assigned a mentor. Many individuals characterize this system as dispassionate and at times very sterile. Without a natural bonding that allows for a strong connection to develop, a personal, nurturing environment does not develop and consequently, does not lead to effective career guidance. “At the end of the day, it [the formal system] all became about the assigned mentor ‘checking the boxes’, period,” one soldier said. Although the Army’s structured approach is meant to produce leadership development, clearly mentorship is most effective when one is connected to another in a voluntary relationship.
Journalists David Cloud and Greg Jaffee write about the relationships that developed within the Department of Social Sciences (Sosh) at West Point, where generals such as Peter Chiarelli and David Petraeus served as faculty members, in their 2009 book, The Fourth Star. Though, the authors say, Army personnel officers considered spending time at Sosh as career ending, “in reality, getting promoted depended at least as much on having good connections, which Sosh had.” (59)
The Air Force has a regulation encouraging mentoring, though no official program. The Marines have an official mentoring program called Steel Sharpens Steel. Much like the Army program though, the intent is good, but the effectiveness dubious. Effective mentoring occurs most often when organically driven.
Gender is a factor in mentorship as well, in all the services. For a variety of reasons, including cultural bias, fear of reprisals, and intra-gender competition, women in the military are not always afforded the same opportunities for effective mentorship as men, especially at an organic level. Culturally, at least some women officers seem to see the Navy is a patriarchal club where they are not welcome. “Active duty in the Navy–as a woman–is asking to belong to a club where they don’t want you,” remarked one female officer who had served 25 years. No one wants to draw attention to themselves as weak, or a problem. Several women military officers, including those at the O-6 level, declined interviews for this project. In most cases those women who agreed to be interviewed asked to remain anonymous, and to meet somewhere in private for interviews.
Male officers say they are sometimes reluctant to mentor a woman for fear of accusation of sexual harassment. Many said it wasn’t worth the chance that might put a black eye on their career. All men agreed that rape and sexual assault, as well as demeaning a woman verbally, were absolutely wrong. “But sometimes compliments can be taken wrong by an overly sensitive female.”
Women mentoring women is, unfortunately, nowhere near what it is between men. There are so few positions available for women that competition between them can discourage helping each other up the ladder. Further, whereas men helping men is considered mentorship, women helping women is often considered favoritism, favoritism that can get the mentor shunned by male colleagues in the future.
Mentorship in the military is important, but it is just one of several ingredients needed to advance ones military career. Having a Sea Daddy doesn’t guarantee success. But coaching, advising and teaching are at the core of any successful organization, especially one like the military where leadership development is key. One of the most important assignments of the senior officers is to develop the character, knowledge, skills and discipline of their up and coming junior officers. This task is critical, and is inextricably linked to the success of the next generation of military leaders. In the military, the leadership is always on the lookout for the next promising, rising stars that can succeed them—and expertly lead the next generation of warriors.
Though the material in this essay is clearly preliminary and largely anecdotal, mentorship is clearly an important part of leadership development. The topic deserves further, broad-based and fact-based consideration. Leadership development is too important to leave to chance.
Allyson Reneau conducted informal interviews of retired and active duty faculty members at the Naval War College as part of an Internship program between the Naval War College and Harvard Extension School. The views expressed here are the author’s alone and do not represent the views of the Department of Defense or the U.S. Navy.
Sea Control discusses 3D printing this week with James Lambeth from the Navy’s Dam Neck facility and… almost, James Zunino, of Picatinny Arsenal in NJ (if the computer hadn’t eaten the audio). In the latter case, we go over some of the broad-strokes. From simple part adapters for ships to painted-on radios for soldiers to the pains of product certification, we cover what’s going on in two military 3D printing facilities trying to push their new capabilities out to the force.
“Not a military voice is heard calling for thoughtful, substantive change.”
-William S. Lind, “An Officer Corps That Can’t Score”
Will, “hello,” suffice? William S. Lind’s suggestion at The American Conservative Magazine that the Officer Corps is in a blind, intellectual death spiral is weighty indeed, but ignores the vast body of debate going on in the junior and senior ranks of our nation’s military. Rather than our officer corps living in a bubble, perhaps some of those discussing the internal debate of the military writ-large need to reach out of their bubble to see the rich discussion happening -right now-.
“Even junior officers inhabit a world where they hear only endless, hyperbolic praise of “the world’s greatest military ever.” They feed this swill to each other and expect it from everyone else. If they don’t get it, they become angry.”
-William S. Lind, “An Officer Corps That Can’t Score”
Mr. Lind accuses our Officer Corps of a hollow, cavalier attitude that would suggest they neither recognize nor wrestle with the threats of tomorrow or the mistakes of today. Ask any moderately informed officer on their thoughts about cyber-war, the F-35, LCS, insurgency, the utility of carriers, the proliferation of anti-ship cruise-missiles, etc.. and the opinions will be heated and varied. The Center for International Maritime Security has featured an entire week debating the merits of the Navy’s,“Air Sea Battle,” concept. The United States Naval Institute archives decades of articles relating to the debate over carriers. Small Wars Journal is a running testament to the continued debate over insurgency and irregular ground conflicts. There are also sometimes-anonymous outlets, like the Sailor Bob forum, Information Dissemination, or the wild wonderful world of Commander Salamander’s blog; they are quite popular in -light- of the often unique and critical perspective taken by writers.
The majority of these articles are written by officers, with the approval or non-interference of their leadership. Of course, not all military leadership is necessarily embracing criticism, but that is natural to any top-down organization. We’ve made great strides. The Navy released the Balisle Report on its critical issues with maintenance. CDR Snodgrass’ 24 page study on retention is now a topic of wide debate encouraged by VADM Moran, Chief of Naval Personnel. If, as Mr.Lind describes, our officer corps had a comical “hulk-smash” reaction to suggestions of US Military weaknesses or institutional flaws, we’d have long ago beaten ourselves to rubble in the haze of an insatiable rage.
“What defines a professional—historically there were only three professions, law, medicine, and theology—is that he has read, studied, and knows the literature of his field. The vast majority of our officers read no serious military history or theory.”
-William S. Lind, “An Officer Corps That Can’t Score”
Mr.Lind suggests that our modern-day officers live in a historical desert, in which the lessons of yester-year are lost. I would suggest those doubters of the military’s historical memory look to the USS PONCE and the Navy’s re-embrace of sea-basing. Thomas J Cutler’s “Brown Water, Black Beret” is an excellent primer on the historical lessons the Navy is re-applying. Perhaps we might highlight the Navy and Marine Corps’ dual scholar-heroes of ADM Stavridis (ret) and Gen Mattis (ret): admired for both their acumen in the field and their rarely equaled study of the history of conflict
Perhaps Mr.Lind is disappointed in our lack of engagement with Mahan, in which case I would direct him to LCDR Benjamin Armstrong’s book, “21st Century Mahan.” Perhaps Clauswitz is our flaw? The Army and Air Force officers writing at “The Bridge” would likely demolish THAT center of gravity, if the snarky Doctrine Man doesn’t get there first. Perhaps we have not learned the importance of innovation from history! The military’s 3-D printing labs located around the country would likely raise their eyebrows in bemusement.
A Cleveland native myself, I understand how far Hampton Rhodes is from Mr.Lind’s home on the Northern Shore. However, anyone like Mr.Lind who doubts the military, officer or enlisted, is interested in tackling the issues should make every attempt to visit the June Defense Entrepreneurs Forum (DEFx) Conference in Norfolk. From flag officers to those who paint the flagstaff, the gamut of our service will be on location, out of uniform, debating our technical and institutional challenges in an unofficial and free forum. He may even meet some members of the CNO’s Rapid Innovation Cell (CRIC). If Norfolk is a bridge to far, I’d encourage the doubters to sign up for membership at the Center for International Maritime Security. We have weekly meetings in DC where we talk about everything from Professional Military Education to drone operations.
The military is by no means perfect, but such imperfection is what drives the debate that both officers and enlisted are engaging in on a daily basis. Mr.Lind suggests interesting structural reform to better cultivate leadership in our officers. However he cites the need for such reforms based on a decrepit caricature of an officer corps the US Military is not saddled with. If one hasn’t, as a USNI author once told me, “done one’s homework,” ideas fall flat. There IS a debate happening in America’s Officer Corps, an educational and engaging one. We’re not too hard to find if you look.
Women and men of the Class of 2002 may think they are in the shadow of their grandparents — “The Greatest Generation” who beat fascism, crushed nazism and crossed the Pacific to avenge Pearl Harbor and win the war in the Pacific in less than four years.
“In the Shadow of Greatness: Voices of Leadership, Sacrifice, and Service from America’s Longest War” is a compilation by or about members of the U.S. Naval Academy Class of 2002. (USNI offers comprehensive reviews of the book, published in 2012; this is another look into the shadows.)
Put together with love and appreciation by Joshua Welle, John Ennis, Katherine Kranz and Graham Plaster — and including a foreword by David Gergen — the book is filled with essays and memories by and about members of the U.S. Naval Academy Class of 2002. The authors set the stage with a look back to the past:
“The magnitude of World War II provided the opportunity and experiences that shaped twentieth-century American leaders. As men served abroad, women provided support at home. All overcame great odds and faced adversity that gave them confidence and shaped their outlook in the decades to come. This ‘greatest generation’ returned from war, took advantage of the educational benefits offered through the GI Bill, and advanced the country’s economy and transformed its society. World War II veterans, while fueling economic advancement, remained resolute in their value system: service, sacrifice, and community.”
Among “Shadow’s” contributors are aviators, surface warfare officers, submariners, U.S. Marines and mothers of junior officers killed during training or in action.
The book is filled with first-person, heartfelt accounts of triumph and hardships: what it’s like in humanitarian assistance missions, duty at sea, Search and Rescue operations, and combat; what it means to face family separation, “setting aside the comforts a normal life in service to our country and the Constitution. The dark sides of these sacrifices are broken marriages, post-traumatic stress disorder, depression, and estrangement.”
But there is plenty of triumph here, too, focusing on why and how Navy and Marine Corps leaders choose to serve — “not for self, but for country.”
A highlight is the account by Meghan Elger Courtney, who served aboard USS John Paul Jones (DDG 53) of her commitment to promote warfighting readiness for Sailors aboard the Arleigh Burke-class guided-missile destroyer. Courtney recognized a need to improve shipboard physical fitness opportunities to help Sailors who would deploy forward — either aboard ship or as individual augmentees in Iraq and Afghanistan.
With the blessing of her commanding officer and strong support from the command master chief and Chief’s Mess, j.o. Courtney planned for, procured and arranged for installation of a new fitness center that replaced outdated insufficient gear and space. Courtney writes, “Almost immediately, I saw a positive renewal in people’s attitude toward fitness, healthy eating, and incorporating workouts into their daily routine as a way to relieve stress and stay in shape.”
“What some may have viewed as my silly pet project, the command master chief took seriously, and he became my closest ally in seeing it through. I never really knew how much the experience had impacted him until I saw him become visibly choked up recollecting it during his closing remarks when he transferred off the ship. I don’t think he thought that a young officer like me could have cared about his crew so much, but I did, and I still do…”
Courtney’s story is just one of many inspiring reflections. She said she was inspired by a quote by explorer Robert E. Peary on a motivational placard in Halsey Field House at the academy: “I will find a way, or make one.”
Other essayists share their sources of inspiration as President Teddy Roosevelt, President Dwight Eisenhower, President John F. Kennedy, Senator Daniel Inouye and Secretary of Defense Chuck Hagel, among others.
One essayist quotes the last two lines of a poem by Mary Oliver, “The Summer Day” in pursuing a life of purpose, wanting to make a difference:
“Tell me, what is it you plan to do
with your one wild and precious life?”
The authors and essayists show how core values of honor, courage and commitment make up an ethos that “forms the fabric of people’s personality and drives them to a life of service, in and out of uniform.”
“‘In the Shadow of Greatness’ was envisioned to recognize and chronicle the service of brave men and women and through their stories establish connections with the broader, nonmilitary community. These first graduates of the Naval Academy after 9/11 entered a global war at sea, in the air, and on land. This war would last more than a decade and define the United States in the early part of the millennium. The actions of the select few profiled here represent those of a much broader spectrum of patriots.”
Attacks on 9/11/2001 changed the lives of the Class of 2002.
In a short introductory piece, “Inside the Gates of Annapolis,” Adm. Sam Locklear (now Commander, U.S. Pacific Command) writes about the investment the country makes in the women and men who attend service academies, including the Naval Academy, reflecting on the morning of September 11, 2001 when he sat at his desk as commandant of midshipmen.
“I recall vividly watching the al-Qaeda attacks on the World Trade Center and the Pentagon and the plane crash in Pennsylvania. When the images reached the Brigade, and the uncertainty of the events rapidly became reality, I asked myself, Are these men and women, these young patriots, ready for the challenges that most certainly lay ahead. A decade of war has proven that they were more than ready. Fortunately for us all, they remain ready today. We are extremely proud of all they have accomplished and thankful that we chose the right men and women to lead the next great generation.”
The book, published by the Naval Institute Press, is a key title on the CNO’s Professional Reading Program essential list under “Be Ready.”
A version of this post appeared on Bill Doughty’s Navy Reads blog.
In trying to come to a better understanding of what the CNO’s Rapid Innovation Cell should be, I came across at old (from 1988! ) essay written by Stephen Rosen titled New Ways of War: Understanding Military Innovation (h/t Adam Elkus for the lead on it). Rosen’s essay details the full evolution of innovation, what innovation is as a process, and how ‘disruptive thinking’ is only the first step and is not innovation in and of itself. Innovation doesn’t truly take hold until the intellectual, technical, and political aspects of the new idea has matured. While the tempo of technological change can be breathtaking, institutional changes in the service still have a tempo that iterates at a generational pace. For Rosen, innovation is not complete until an innovation has been fully developed into doctrine and operational paradigm. In other words, only once the disruption from new ways of thinking has dissipated can the innovation process be considered complete.
The organizational struggle that leads to innovation often involves the creation of a new path to senior ranks so that a new officer learning and practicing the new way of war will not be hunted aside into a dead-end speciality that does not qualify him for flag rank.
Rosen frames military innovation in terms of there actually being three struggles: intellectual, political, and technological. He observes this in three case studies. However, in my remarks here, I shall only stick with one of the examples: development of carrier warfare by the USN.
Rosen pays special attention to how Rear Admiral Moffett performed his duties as the first Chief of the Bureau of Aeronautics. Rosen accounts how at first, aviators objected to the notion of a battleship sailor being chosen to lead the newly minted BuAer. However, they would come to find that it was Moffett’s ability to wage the political struggle, and his ability to articulate the role of the carrier in warfare – in a manner that met the evolving nature of the intellectual struggle – that warranted his selection. As Rosen states
The intellectual redefinition of naval warfare from combat among battleships to the development of mobile air bases at sea would have been futile if the political struggle for power within the officer corps in the Navy had not been fought and won by Moffett and his allies.
Technology alone doesn’t cause innovation, nor does it usher in a new way of war, neither does a good idea make it very far if the champion of that idea can’t help foster institutional change. Rosen cites the efforts of Moffet and so many others as having taken 24 years from the general board first considering naval aviation in 1919 to fruition with the publication of PAC-10 in 1943. A truly generational effort, that saw not just the technology of naval aviation develop, but the aviation career field take its initial shape, and the political structure of the officer corps evolve and the wider community adjust accordingly.
Rosen had to chose for his case studies large and significant shifts that do not often occur in militaries. Where the Navy finds itself today doesn’t nearly parallel the example of the development of naval aviation. However, this is not to say that there are no lessons to be gleaned from it, especially in regards to the intellectual and political struggles within the Navy.
People, ideas, hardware… In that order! — Col. John Boyd, USAF (ret)
Boyd was more right than he realized. Not only is that the order of importance for military leaders, it’s also the order what is the hardest to improve, and once improved that is the order which has the greatest impact. As well, it is the evolution of all three aspects that are required for innovation in the military.
- On Midrats 29 March 15 – Episode 273: Partnership, Influence, Presence and the role of the MSC
- The Pen and the Sword: An Interview with Professor Timothy Demy on Reading Fiction and Studying War
- On Midrats 22 March 2015 – Episode 272: Naval Professionalism; up, down, and back again – with Will Beasley
- Missile Defense and Budget Issues
- On Midrats 3/15/15 – Episode 271: “Red Flag and the Development USAF Fighter “