Archive for the 'training' Tag
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.
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?
In our first post Scott and I wrote about education opportunities available for those supporting the U.S. Navy, from reserve Marine Corps to active Navy to civil servants. We’ve updated that post with additional options thanks to RADM James Foggo, CDR Steve Melvin, Chrissy Juergens, LT Vic Allen, and Tetyana Muirhead. In that article we focused on free courses that can be used towards degrees or certificate programs. But that’s not the only type of free training available.
Alternatively, you might find yourself in the situation “Degreed Out” (BSEE, MBA, CDFM, CISSP, OA Cert from NPS…), in which getting another master’s degree or certification may start merely seeming like alphabet soup. Also, if you’re like me and you find yourself on shore duty, it should be a time for professional and personal development, right? I tried something different and took a few classes through Coursera. Six classes actually, and I’m happy to say this was a very positive and rewarding experience. Coursera offers what are known as massive open online courses (MOOCs). In contrast with the courses in our first post, these typically have no limit on the number of seats in the class and some can be started at any time, although there are many variations on the set-up. While they too don’t charge for enrollment, a few have a small fee to test or “certify” you upon the course’s completion if that is something you’d like to pursue.
With Coursera each class ranged from 6-12 weeks in length and all required a different but not insignificant amount of work. What did I get for my efforts you ask? All but one of the courses offered me PDF certificates of completion that don’t mean much to anyone but me. More importantly, I learned more than I thought possible in subject matters I chose (Cryptography, Reverse Engineering of Malware, Financial Engineering, Computational Finance, High Performance Computing and Guitar) by the experts in the field (Stanford, University of London International Programmes, University of Washington, Columbia University, Georgia Tech, and Berklee School of Music).
In my humble opinion, this is the future of education. I think this is the greatest invention since the public library system. It is the public library system and the internet combined, with guided direction of the world’s greatest instructors thrown into the mix. I am convinced that this is how the world will judge future academic institutions and decide where they will send their children to study full-time. It is also quite possibly, how future college students will prepare and choose their degree paths. I expect great things for the future due largely to efforts such as these. For Scott’s part, he believes the business model will allow MOOCs to count towards degree and certificate programs at “brick-and-mortar” institutions if they are individually partnered with that institution and upon the successful completion of testing on a fee basis (The Economist has covered the possible future of MOOCs in more depth, as well as even shorter, less-formal learning tools).
Massive Open Online Course (MOOC)
For an aggregation of MOOC courses across these and other sites check out MOOC-List.
Coursera has 554 institutions offering course-work in various subject areas. Take the world’s best courses for free and earn a certificate of completion. Alternatively, pay a few dollars extra and earn a verified certificate. This certificate verifies your identity by using methods such as your typing patterns and using an online camera to verify your picture. One of the downsides for military members attempting to take Coursera classes related to your job is that the site is not compatible with NMCI’s old browsers.
iTunesU has a large collection of free podcasts in several knowledge areas. Not surprisingly, if you want to learn how to write an iTunes App this is the place to go. It seems that may universities have their own portal on the iTunesU website. In my opinion, Apple’s decision to host individual portals has left this site a bit of a mess and course material is slightly unorganized. However, once you find the content you are looking for, it could make your commute to work much more productive.
While I have yet to try this one, Udacity is the same basic concept as Coursera but with a twist. You can take the classes completely on your schedule. Although limited in number by comparison, the course offerings looked fairly attractive. I think I may just try the “Intro to Hadoop and Map-reduce” course if I can squeeze it in. With no deadlines it is much more likely that I will sign up, poke around at the most interesting content, and if I am not completely enamored put it off until another day.
edX is another top-tier MOOC which at the time of this writing has 38 courses to choose from, provided in partnership with such institutions as Harvard, MIT, and Georgetown, spanning many subject areas. Most edX course videos are provided by means of YouTube and do their best to incorporate students into discussion groups on online forums. edX also offers certificates of completion, some requiring a fee for identify verification.
Navy Knowledge Online, MarineNet, and Joint Knowledge Online
We would be remiss if we didn’t mention these three sites, which are in fact long-running DoD-restricted versions of MOOCs. While they may not have the best reputation and are saddled with clunky, non-mobile interfaces, they do offer training on topics directly related to professional duties. Additionally, for those seeking to expand their knowledge beyond their designator or rate, there’s a range of interesting coursework available – from drone operations to intel “A” school to short cultural backgrounds on dozens of countries.
Defense Acquisition University (DAU), FEMA, DHS, Defense Security Service
Back in our first post we talked about (at least in the updated version) accredited courses and certificate options available through DAU, FEMA, DHS at NPS, DHS at Texas A&M, and the Defense Security Service’s Center for Development of Security Excellence. As a reminder, they have many online training options there for self-edification as well. Offerings typically focus on subject such as incident response management, cyber security, and counter-terrorism.
While Rosetta Stone used to be available free to servicemembers, that contract has since expired. However, there are still several options for beginning or furthering a language for free. Both NKO and JKO have several languages available, but they’re not the most interactive, and focus primarily on a few of the high-demand target languages and militarily useful skills. That said, if you’re already an intermediate speaker or going on a specific assignment and want to brush up on your ability to talk to your uniformed counterparts, these could be quite useful. iTunesU has a plethora of options, running from minute-long immersion to more structured serial listening podcasts. For those with smartphones there are a variety of free language apps that I have yet to try, but the Duolingo app comes highly recommended and takes an immersion and gamification approach to try and cram learning for fun into the nooks and crannies of your free time. Scott may have to put away The Simpsons Tapped Out and finally get back to his Spanish studies.
If you have any additional recommendations on language learning options, please let us know and we’ll perhaps come up with a part 3. In the meantime let us know what else we missed, and keep on learnin’.
This article was cross-posted by permission from JO Rules. The opinions and views expressed in this post are his alone and are presented in his personal capacity. They do not necessarily represent the views of U.S. Department of Defense or the U.S. Navy.
If we want to get serious about putting Warfighting First and Reducing Administrative Distractions, we can start with how we assess training on ships. Our current system is process-based: superior commands issue detailed instructions for the administration of shipboard training and qualification, and then assess compliance by auditing the ships’ records. There is usually a results-based component (observed drills) of assessment which is combined with the audits to produce an overall score—commands with weak performance in drills might be saved if they exhibit fantastic recordkeeping practices.
The process-based approach suffers from two flawed assumptions:
Assumption #1: Performance is the result of directed training processes. I’ll illustrate this assumption with an anecdote from my previous command, when I had just become responsible for the Torpedo Division. I observed divisional training conducted by the Leading First, complete with a PowerPoint presentation and testable objectives in compliance with the Continuing Training and Qualification Manual. The topic, also in compliance with said manual, was the characteristics of various weapon classes, many of which were not employed by our ship.
We are spending millions of dollars chasing numbers for the sake of numbers. What if we – the Naval service – knew that the ability to change the racial and ethnic numbers coming in to aviation was totally outside our control? What if we also knew that the data being entered was full of errors, inaccurate, and not related to the larger desired outcome?
What if we knew that – but – decided that we were not only going to continue to try to control the uncontrollable, but to try to create accurate metrics from inaccurate data?
Well – that is what we are doing – and we’re even saying it.
The Naval Audit Service put out a report in OCT of 2011 titled, “Naval Pilot and Naval Flight Officer Diversity” that was released in a redacted version via a FOIA. You can get your own copy of it here. There is a lot of good in the report, and it deserves a full read.
The problem as some see it is outlined early.
The Naval Pilot/Flight Officer communities, a significant portion of the Navy’s commissioned officers, are not on track to reflect the diversity of the nation. In his 2011Diversity Policy, The Chief of Naval Operations states that we “must…build a Navy that always reflects our Country’s make up.” Low enrollment, high attrition, low preference,and low selection at commissioning sources for certain minority groups, and low performance in flight training, are contributing to the lack of diversity.
If this trend continues, future senior leadership in the aviation community will not reflect the diversity of the nation.
That identifies the “what” and “so what.” Is the solution inside the lifelines of the Navy to correct? As real barriers were removed well over half a century ago – then, “what next?”
The reasons for the delta are now socio-cultural in the nation at large. Just one of the core entering arguments:
We know it is beyond our control too.
A review of the “reasons why” certain groups enroll at low rates, or have higher attrition, may identify issues beyond or outside Navy control.
This is good. This is a modern, mature, and logic based approach to a tough problem; sadly we don’t flesh it out much in the report – but it is a start.
Objective standards are fair, but do not guarantee equal outcomes when, on average, the indicators for success differ at the start.
Student Naval Pilots/Flight Officers’ performance is measured using a Navy standard score. To be eligible for the jet training pipeline, a student Naval Pilot must receive a score of 50 or above. We reviewed the flight training performance standards and found that they appeared objective.
However, we determined that African American, Asian/Pacific Islander, and Hispanic students’ average Navy standard scores were lower than Caucasians. These lower scores negatively affected the number from each minority group entering the jet pipeline.
Is that the Navy’s fault? No – that simply reflects the educational and socio-cultural challenges the broader nation has.
In the past, the Navy has got itself in trouble by pushing good people with good intentions to start to do bad things. This is where the bad comes in.
Establish metrics to monitor and track progress of enrollment, graduation, preference, selection, and performance …
We all know what metrics mean. From measures of effectiveness to “goal achievement.” If you cannot move the needle due to factors outside your control and only have objective criteria based on indicators for success under your control … what can you do to move the needle that the metrics demand? The answer isn’t good for anyone.
Even if we could chase numbers – are the numbers accurate?
It should be noted that race and ethnicity was self-reported by the students, and they could self-report as a different race or ethnicity when asked at different times.
Well, there we go. It is good to see in print what we have all seen in the Fleet. Fraud, folly, or foolishness; it is there when it comes to checking the block, and it increases the margin of error for all these numbers.
To our credit, the Navy has not lost faith in its objectivity, but knows there is pressure to move away from that objectivity. More than most warfare specialties perhaps, aviation is exceptionally sensitive to standards due to the minimal margin for error in that line of work. You can feel that undercurrent in this report – the professionals trying to push past the retrograde zeitgeist.
We concluded that the Multi-Service Pilot Training System, used by Chief of Naval Air Training to measure student performance, appeared objective. To account for potential differences in scoring across training squadrons, student scores are normalized over the last 60 students that graduated from the same squadron to create the Navy standard score.According to Chief of Naval Air Training officials, the Multi-Service Pilot Training System is a legally defensible and objective system.
Towards the end, the authors touch on a survey that was a lost opportunity. What would have been the results if “non-diverse” and male students were asked the same questions about themselves? Just to compare results, it would be interesting.
We also reviewed the “Naval Aviation Student Training Attrition Report,” a summary of exit surveys administered to student Naval Pilot/Flight Officers after they resign from or complete major phases in flight training. When asked whether diverse students were discriminated against, 0.08 percent (4 of 4,996) of respondents indicated that this occurred, and 0.39 percent (3 of 766) of diverse respondents indicated that this occurred. When asked whether female students were discriminated against, 0.46 percent (23 of 4,996) of respondents indicated that this occurred, and 2.67 percent (12 of 450) of female respondents indicated that this occurred.
In any event – those are incredibly small numbers and considering the human condition – numbers to be proud of. You will never find 100% of people who think they are being treated fairly – but 99.92% to 97.32% ? Even by Soviet election standards — that is exceptional.
This whole exercise is sad in another, broader sense. This is the second decade of the 21st Century. Many of those entering flight training are 22-23 years old. They were born in 1990-91. So much of the training, ideology and talking points about diversity seem stuck in the 1970s. It simply is not reflective of today’s generation of young people; why are we forcing division down their throats?
Unlike those of earlier generations who are making these decisions, today’s young men and women live diversity every day. It is a natural part of their lives, and to force such a multi-racial and mixed-race generation to divide themselves by something as meaningless yet divisive as race (my family can pick a minimum of three if they want) is, at best, counter productive.
At worse? Review history – your answers are there.
Twelve pages into Samuel Eliot Morison’s The Two-Ocean War and I’ve already found myself setting the work aside and getting lost in thought regarding the stark similarities between the interwar Navy of 1917-’41 and the Navy I serve in today. I feel compelled to quote from it at some length. The Author received a letter from VADM Deyo while he was still writing the work.
The surface Navy, despite lack of funds from Congress or interest by its civilian heads, produced a reasonable semblance of a balanced fleet and operated effectively as one in its training. The spur of officer selection and ship competition was most noticeable. But gradually the means became the end. Thus, while everyone worked hard, we began going in circles. The Fleet became more and more tied to bases, operating out of Long Beach–San Diego on a tight fuel budget, chained to the increasingly artificial, detailed mandates of the Office of Fleet Training whose word was law. The pencil became sharper than the sword, everyone tried to beat the target practice rules and too many forgot there was a war getting closer. There was a waiting line for top commands, and tenure of office was so short–often only a year or less–that high commanders came and went, leaving little impression. Paper work wrapped its deadly tentacles around cabin and wardroom. Smart ship handling, smart crews, eager initiative received little attention, as did the reverse. Glaring defects in guns, ammunition, torpedoes, battle tactics, went unnoticed for so long as the competition rules made due allowances and gave everyone similar conditions.
The Competition the Admiral is speaking of is the Battle Efficiency Competition instituted by President T. Roosevelt in 1902 as a solution for the Navy’s poor gunnery in the Spanish-American War. The competition worked Morison says, for the first seven years. After which time however, the competition became institutionalized and the effort became more about the process itself than it was about increasing our efficiency in battle.
Looking at where we are today, we find ourselves in a very similar situation. The Commands charged with the training of the Fleet have changed, the methods by which we choose to train have changed. But, the same basic problem with ‘process worship’ or ‘churn’ exists today.
One issue that seems to be a constant undercurrent is the amount of time, resources, focus and energy we spent on establishing, refining, and participating in various processes instead of on the actual output of the process. This worship of process over product (“churn”) results in people going through the motions, with little to no understanding of its original purpose, resulting in very little output.
Admiral Harvey said that at his place last April. The solution to churn in ’35 was that CNO Admiral Standley ended the battle efficiency competition and had his Fleet train in more realistic and less idealized conditions. What ADM Standley did was not exactly innovative, rather it was new for the time. I am sure that the salty old Chiefs at that time were telling their Sailors that ‘this is how we used to train’ or ‘we’re getting brilliant on the basics’. From what I have read, he didn’t institute a replacement program–as large and complex as the original–for the Battle Efficiency Competition program. Rather, he just removed what was not necessary and counterproductive, adding only small substantive changes.
Any process over time will accumulate churn, or become bloated. We should assume this to be unavoidable and accept that we must eliminate major portions of programs and start anew with the same basic goal we had with the initial program, so that that this cycle can start over again, as those who’ve gone before us have had to do.